Cognitive ability characteristic and learning motivation on slow learners student in solving mathematics problem

Abstract

The characteristics of each student's cognitive abilities are different in learning, and some can quickly understand the material, some are not fast enough. This article discusses the characteristics of the slow learner students seen from their cognitive abilities and learning motivation in solving mathematical problems. As well, providing recommendations on the management of mathematics learning to teachers in dealing with slow learners in the regular classroom. This research uses qualitative research. The research approach was carried out using observation and informal interviews with two slow learner students in grade 8. To find out how far cognitive abilities are measured based on indicators of bloom taxonomy. The results show that: regarding cognitive abilities, the two research subjects have the same level, namely at the C-2 level (understanding) and tend to have the C-3 level (applying), however, only at the step of executing familiar tasks (routine questions) and not yet at the implementing step (implementing), namely unfamiliar assignments (non-routine questions). In terms of motivation, both have different motivations (high and low) in learning mathematics based on the most factor influencing student's motivation are psychological (e.g., learning disabilities), physiology (e.g., sensory disturbances), even sociology (e.g., feeling embarrassed in the communication) where these obstacles can be a cause for students. In addition, teachers must manage learning so that these two students slow learner who have characteristics cognitive ability and different motivation to achieve the expected purpose of learning mathematics, namely by knowing what prior knowledge of students already have.