SLR: SEJAUH MANA ASESMEN DAN PROFIL BELAJAR TUNANETRA MENGARAHKAN MODIFIKASI KURIKULUM MATEMATIKA?

Abstract

This study examines the extent to which assessment results and learning profiles of visually impaired students guide the analysis and modification of the mathematics curriculum. Using a Systematic Literature Review (SLR) aligned with the PRISMA protocol, articles were systematically searched in the Scopus database through keyword combinations related to “mathematics curriculum,” “geometry education,” “inclusive education,” and “visually impaired students.” From an initial 861 records, 128 studies were screened based on title, abstract, and keywords, followed by a full-text evaluation of 76 articles, and finally 11 studies met the eligibility criteria and were included in the qualitative synthesis. The findings show that geometry learning for visually impaired students relies heavily on concrete experiences, tactile exploration, structured verbal descriptions, and sequential instructional support. Effective strategies consistently follow a concrete–semi-concrete–abstract progression supported by tactile diagrams, three-dimensional models, and performance-based assessment. The results also indicate that assessment data and learning profiles play a central role in shaping curriculum decisions, influencing the depth and sequence of content, the design of multisensory learning pathways, and the adaptation of assessment formats to match students’ sensory characteristics. The review concludes that comprehensive assessment of students’ tactile, cognitive, and conceptual readiness is crucial for producing a mathematics curriculum that is both inclusive and instructionally responsive. Future research is recommended to empirically test modified curriculum models in classroom settings and to develop specialized assessment tools capable of mapping mathematics learning profiles among visually impaired learners.