The Effectiveness of Using the Year One Mathematics Textbook in Assisting Teachers in the Learning of Year One Students with Special Education Needs in Addressing Learning Difficulties

This study aims to assess the effectiveness of the use of the Year One Mathematics Textbook (Revised 2017) based on the CIPP Evaluation Model by Ornstein & Hunkins (1998). The study uses a survey research method to obtain data on the feasibility and appropriateness among special education teachers for learning difficulties in relation to the effectiveness of the textbook usage for students enrolled in the Special Education Integration Program (PPKI). Feasibility refers to the teaching and learning activities of teachers when applying the textbook in the classroom and observing the students' achievements resulting from the use of the textbook. Meanwhile, appropriateness refers to the level of student mastery through the textbook content as outlined in the 2017 Revised Primary School Special Education Standard Document (DSKPPK). The implications of this study could assist the Ministry’s Textbook Division (BBT) in further improving the quality of textbook production and publication, particularly textbooks for students with special educational needs