Abstract
This experimental study was aimed at testing the effectiveness of learning services model in regular classrooms and special classrooms for students experiencing learning difficulties in Mathematics. A factorial design was implemented in this study. The subjects consisted of 150 students drawn from 171 students of 12 State Primary Schools (SDN) in Surakarta Municipality. Data were collected by achievement test, intelligence test, and documentary studies. The analysis of covariance and Scheffe test were applied to analyse the data. It was concluded that learning services in regular and special classrooms were more effective than those in normal classrooms to help students ecperiencing learning difficulties in Mathematics
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