Slow Learner Children Research Articles

Mastery of Basic Mathematics Facts in Slow Learner Children

As one of the mathematics objects, the basic facts of mathematics are the primary material that students must master. The facts of addition and subtraction should have been taught in the first level and mastered by the end of the second level. The multiplication and division facts should have been taught at the third level and could be mastered at the fourth level. The primary fact mastery phase consists of a counting phase, a reasoning phase, and a mastering/advanced phase. Mathematics as science should also be accepted by all students regardless of their characteristics, background, or physical needs. They must have the opportunity to learn and be supported to learn mathematics, one of which is a child with special needs slow learner. This research aims to describe the mastery of basic math facts in slow learner children. This is qualitative research, with research subjects totaling three slow learner students of Melana Junior Hight School, Semarang. Subjects are selected by purposive sampling. Data are collected through tests. Time triangulation is used for data validation. Data collection is carried out three times with a gap of 2-3 weeks. The data analysis technique in this research is data reduction, data presentation, and concluding. The research results conclude that the slow learner children are not yet proficient in mastering the basic facts of mathematics. There are slow learner children who can reach the reasoning stage in mastering basic facts, but more are still in the counting stage. Slow learner children who have good basic fact skills have better grades in mathematics. The addition facts are the most effortless facts to master, while the division facts are the most difficult facts to master. Some students can master multiplication facts better than subtraction facts, but some can master subtraction facts more than multiplication facts.

The Concept of Rational Emotif Behavior Therapy Approach in Building Self-Esteem for Slow Learner Children

This article describes the concept of Rational Emotive Behavior Therapy in building Self- Esteem for slow learner children. The REBT concept helps clients learn to challenge irrational thinking and develop thinking habits in practical and rational ways. This shift allows the individual to have a more effectively and ultimately experience healthy emotions. Descriptive research including library research using comparative studies of systems or concepts. The concept used is the A-B-C-D-E-G model in building the Self Esteem of slow learner children. The stages of self-esteem formation with the concept of Rational Emotive Behavior Therapy change individual cognitive processes in the form of perception, meaning, judgment, and it plays an essential role in the development and maintaining emotions and behavioral responses. It reduces dissatisfaction with body image and unconditional self-acceptance; accepted beliefs or not being accepted is not something to regret because it is not terrible.

AFFECTIVE BIBLIOTHERAPHY UNTUK MENINGKATKAN SELF ESTEEM PADA ANAK SLOW LEARNER DI SD INKLUSI

Abstrack Self-esteem is an important factor affecting the success of a child for a happier life. Have a high self esteem is a difficult thing for a slow learner child in elementary inclusive. This study aims to determine the level of self-esteem slow learner children in elementary inclusion school, and improving their self esteem with affective bibliotherapy techniques. The design of this study using randomized groups pre-test post-test design. This research involves with 9 slow learner children with 4 children as the experimental group and 5 children as a control group. The experimental group was given training bibliotherapy for 10 times. The study have two hypothesis, the first is “Affective bibliotherapy to increase self esteem slow learner children in inclusive elementary school”, and the second hypothesis is “There is an increase in self esteem between experimental group with the control group after the intervention with the experimental group was affective bibliotherapy. Research results show that affective bibliotherapy is effective for improving slow learner children's self esteem in primary inclusions with z value = -1,841 with 0.033 significansi level (p <0.05). It is also found that the affective bibliotherapy more effective in improving three aspects of self-esteem is significant, virtue, and competence, but the aspects of power increase is not to high. Key word: self esteem, slow learner, affective bibliotherapy.

Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo

This study was conducted to describe the application of learning methods and media for slow learner children in order to improve the quality of slow learner children's learning during distance learning (PJJ). This research used qualitative research. Data collection techniques were observation, interviews and documentation studies. Data analysis techniques included data collection, data reduction, data presentation, drawing conclusions and verification. Based on the results of the analysis, the following results were obtained: (1) The subject teacher in making a learning plan did not differentiate between the slow learner and the regular child, but still paid attention to the characteristics of the slow learner. (2) in implementing the distance learning process remained the same as for normal children. Models, methods, learning media were the same, namely by using online media with the same time duration as normal children, but for slow learners there is an additional 2 hours of learning time for every two weeks through face-to-face learning activities ( Offline) and accompanied by a Special Assistance Teacher were carried out in schools with due observance of health protocols, (3) Evaluation of the slow learners (slow learner) was still carried out by subject teachers, the results of which were a reference for the follow-up activities of Special Assistance Teachers to provide guidance

Application of Children’s Fiction Narrative Writing Genre among Slow Learning Children

Application of Children’s Fiction Narrative Writing Genre among Slow Learning Children

Teacher Learning Strategies to the Slow Learner Students in Thematic Learning

Dealing with slow learner students in non-inclusive schools is not an easy thing to do. Not all teachers are able to teach slow learner students who are in the same class as regular students. Especially, if the number of slow learner students is not small. So that the teacher must have an ideal learning strategy in thematic learning. Thematic learning is learning that places one theme on several subjects. This study aims to determine how the teacher's strategy in dealing with slow learner children who are in the same class as regular children so that the learning carried out can still improve the thinking skills of slow learner children at SDN 006 Kampung IV Tarakan, North Kalimantan. Researchers used qualitative research using a case study approach. Researchers used interview, observation, and documentation of data collection techniques. Based on the results of data analysis, the researcher found that the teachers used a variety of lecture learning strategies, discussions, and problem solving with alternating seating management, using fun, relaxed, but serious learning accompanied by the use of a reward and punishment system. The teacher also provides additional lessons after school based on the needs and the cooperation between parents and teachers is expected to be able to assist teachers in making lesson plans as well as determining appropriate alternative treatments, especially for slow learners.

الفروق النوعیة فی الکفاءة التواصلیة لعینة من الأطفال بطیئ التعلم

هدفت الدراسة الحالية إلى الکشف عن الفروق في الکفاءة التواصلية بين الذکور والإناث من الأطفال بطيئ التعلم. وتکونت عينة الدراسة من (100) طفلا وطفلة من بطيئ التعلم، وقد تراوحت أعمارهم ما بين ( 9 -12 ) عامـــا. وأجريت الدراسة خلال العام الدراسي ( 2020 م). ولجمع البيانات، تم تطبيق مقياس الکفاءة التواصلية (إعداد الباحثة). وأوضحت النتائج وجود فروق دالة إحصائيا بين متوسطات درجات الأطفال بطيئ التعلم في الکفاءة التواصلية وذلک لصالح الإناث. The current study aimed at identifying differences in communicative competence between male and female slow learner children. The sample consisted of (100) male and female slow learner children between (9-12) years of age. They study was conducted during the scholastic year 2020. To collect data, the communicative competence scale (prepared by the researcher) was administered. Results indicated that there were statistically significant gender differences in communicative competence between the mean scores attained by the slow learner children, in favor of the females

DEVELOPMENT OF INQUIRY-BASED STUDENT WORKSHEETS (LKPD) ON MATHEMATICS SUBJECT IN THE MATERIAL OF CUBES AND BLOCKS TO IMPROVE MATHEMATICAL UNDERSTANDING OF SLOW LEANERS

This research is background by most of the slow learner children who are slow in understanding the basic concepts of cubes and blocks, slow learners children still have difficulty in verbally defining the concept of cubes and blocks. This research aims to develop the Student Inquiry Worksheet (LKPD) based on inquiry in the mathematics subject matter of cubes and beams in slow learners and to find out the improvement of the ability of mathematical understanding of slow learners of children on cube and blocks material after applying inquiry-based learning models. The research was conducted at SDN Margahayu 08 Bandung Regency, using the Research and Development model. LKPD was developed with the stages of identifying problems, collecting data, designing LKPD, validating, revising designs, and conducting LKPD trials. The results of the analysis using SPSS software version 24.0 For windows with several stages of testing, namely the prerequisite test (normality and homogeneity test), T test (paired sample t test). by first analyzing the test result data (pre-test and post-test) conducted individually on the child slow learner about the ability to understand mathematical concepts of cube and beam material. the results showed that LKPD was appropriate to be used in learning slow learner cubes and blocks with inquiry-based material and there was an increase in the ability to understand mathematical concepts of slow learner children by using LKPD and by applying inquiry-based learning models.

A Step-by Step Process in Designing Personalized Reading Content for Slow Learner Children

Teaching slow learner children in reading is a challenging process. It requires personalization touch which can deliver suitable reading materials to meet diverse slow learner existing knowledge, needs and preferences. However, despite the various implementation of the personalization in a wide range of areas, the implementation of existing teaching and learning in primary schools in Malaysia does not support personalization. With an intention to cater to slow learner reading difficulties, this research offers a step-by-step process of designing personalization of reading content for slow learner children. In conclusion, developing personalized reading content for the slow learner children is one way of attaining the need for the slow learner children in reading. By offering personalization of reading for the slow learner children, perhaps it would be something interesting tool to be explored by a slow learner to break a code of reading successfully.
 Mengajar anak-anak yang lambat belajar membaca adalah proses yang menantang. Dibutuhkan sentuhan personalisasi yang dapat memberikan bahan bacaan yang sesuai untuk memenuhi beragam pengetahuan, kebutuhan, dan preferensi pelajar lambat. Namun, terlepas dari berbagai implementasi personalisasi di berbagai bidang, implementasi pengajaran dan pembelajaran yang ada di sekolah dasar di Malaysia tidak mendukung personalisasi. Dengan maksud untuk memenuhi kesulitan membaca pelajar lambat, penelitian ini menawarkan proses selangkah demi selangkah mendesain personalisasi konten membaca untuk anak-anak yang lambat belajar. Sebagai kesimpulan, mengembangkan konten bacaan yang dipersonalisasi untuk anak-anak yang belajar lambat adalah salah satu cara untuk mencapai kebutuhan anak-anak yang belajar dengan lambat. Dengan menawarkan personalisasi membaca untuk anak-anak yang belajar lambat, mungkin itu akan menjadi alat yang menarik untuk dieksplorasi oleh pelajar yang lambat untuk memecahkan kode membaca dengan sukses.

Personalized Reading: Developing User-Describing Profile for Slow Learner Children

<p><span style="font-size: medium;"><span style="font-family: Times New Roman;">Personalization is a good supplement for learning process. It has been claimed that personalization has a huge potential of providing solution to facilitate the learning path based on children ability and preferences. Diverse research on personalized learning for children have been conducted which, are commonly concerns on the development and implementation of personalized learning products and services. However these researches have little emphasized in exploring slow learner personalized learning process particularly on their reading ability. With that, this paper aims to highlight two key important processes of personalization for slow learner children which are construction of user profile and scenario. The scope of this study is on personalization of reading for slow learner children. There were 13 slow learner children with reading difficulties from primary school participated in this study. The key findings from this study are the construction of user profile and scenario that represent the personalization for reading. These user profile and scenario construction then provide guidelines for the development of personalized interface design for slow learner reading application. </span></span></p><p><strong> </strong></p><p> </p>

برنامج إرشادی للعملیات المعرفیة ( PASS) لدی عینة من الأطفال بطییء التعلم An instructional program for cognitive processes (PASS) have a sample of slow learning children

هدفت هذه الدراسة إلى توضيح أثر برنامج إرشادي مبني على نظرية العمليات المعرفية PASS في تنمية بعض العمليات المعرفية مثل : التخطيط Planning الانتباه Attention التآني Simultaneity , التتابع Succession, لدى عينة من الأطفال بطيء التعلم , في المرحلة الابتدائي بمحافظة سوهاج وتکونت عينة الدراسة النهائية من (30) طالبا وطالبة, تراوحت أعمارهم بين (9-12) سنة.وقد أستخدمت الباحثة في الأدوات التالية : (1) بطارية اختبار منظومة التقييم المعرفي CAS وهذه البطارية تتکون من (12) اختبار فرعي , لکل عملية من العمليات المعرفية الأربع اختبارات ثلاثة. (2) برنامج إرشادي لتنمية العمليات المعرفية من إعداد الباحثة اختبار بينيه الصورة الخامسة . وکانت منهجية الدراسة,المنهج شبه التجريبي تصميم المجموعة الواحدة , لقياس الفرق بين المتوسطات بين التطبيقين القبلي والبعدي ، وقد أظهرت النتائج تحقق فروض الدراسة والتي اوضحت بوجود فروق بين متوسطي درجات التطبيقين القبلي والبعدي في کل من عملية التخطيط , والانتباه , والتآني والتتابع , والدرجة الکلية للعمليات الأربع .

The Influence of Tell Show Do Method Based on Individualized Educational Program (IEP) to the Tooth-Brushing Behavioural Change among Slow Learner Children in Bukittinggi, Indonesia

The Influence of Tell Show Do Method Based on Individualized Educational Program (IEP) to the Tooth-Brushing Behavioural Change among Slow Learner Children in Bukittinggi, Indonesia

Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar

Slow learner children may find it hard to learn abstract and symbolic concepts, which could lead to difficulties in math learning, such as sum. The stamp game is a learning media with a concept to teach count operation (sum) with concrete form that is easy to use by children with simple steps and used repeatedly to reinforce the concepts. Thus, it may improve math ability in slow learner children. The purpose of this study is to improve the ability of counting operations (sum) in elementary school students who are slow learner by using the stamp game. This study used single case experimental design. The participants were three slow learner children selected using purposive sampling technique. The results of the research show that the stamp game can improve counting (sum) ability in elementary school students who are a slow learner.

EFEKTIVITAS METODE SAS (STRUKTUR ANALITIK SINTETIK) DALAM MENINGKATKAN KETERAMPILAN MEMBACA BAGI ANAK LAMBAT BELAJAR (SLOW LEARNER) DI SDN DEMANGAN

Abstract. This research aims to know the effectiveness of the SAS method (Structure Analytic Synthetic) for improving the reading skills to slow learner children in SDN Demangan. The subject were 8 slow learner student, who were divided into two groups, 4 student in experimenal group and 4 student in control group. The characteristics subjects in this research was slow learner children and indicated a low reading skills. The hypothesis of this research was SAS method effective in improving reading skills for slow learner studentin SDN Demangan. This research was a pure experiment research with randomized pretest-posttest control group design or using two independent groups with pretest-postets design. Mann Whitney U and Wilcoxon were used as data analisys technique. The result of Wilcoxon analysis, between the scores of pretest and posttest in experimental group is p = 0,011 (p < 0.05). These results indicated that there was differencess between the scores before and after in reading skills of group experiments. The results of Mann Whitney U analysis between a score of posttest control group and the experimental value obtained p = 0.019 (p < 0.05). These results indicated that there was a difference reading skills between the control group and experimental group. So it can be concluded that the SAS method is effective for improving the reading skills at subjects in this research.

Robotic Teaching Aid for Disabled Children: A Sustainable Solution for Industrial Revolution 4.0

Many special needs children suffer from a common characteristics impairment which appear as disability to interpret social cues, fail to use joint-attention tasks as well as a failure in social gaze when communicating. This what makes them different than the normal children. The results of this difficulty are the special needs children often get frustrated when they are unable to expressively share their feeling and socially interact with the community. This research is investigating the problems faced by autistic, down syndrome and slow learner children to respond and communicate appropriately with the people around them and to propose an efficient approach to improve their social interaction. Malaysian education policy is to integrate students with learning difficulties or special educational needs. Thus, the development of a robotic approach using LEGO Mindstorms EV3 to aid the teaching and learning of special needs children especially autism in in Malaysia in introduced in this paper. Robotic approach in special education provides changes, inclusive and sustainable development of the disabled community towards supporting Industrial Revolution 4.0.

Anxiety Life Interference and Self Concept of Slow Learners

Objective: The study was designed to assess anxiety and its interference in life of slow learners, their self concept and find out relationship between anxiety and self concept. Study Design: Descriptive Case Series. Place and Duration of Study: The study was conducted from March, 2012 to October, 2012 in Government Special Education Institute for Slow Learners, Jhang. Method: Sample (N=54) was comprised of children, drawn from Government special Education Institute for Slow Learners, Jhang through purposive sampling technique. Participants were identified as slow learners on the basis of Mental State Examination (MSE) and Raven’s Colored Progressive Matrices (CPM). The test booklet comprised of three instruments including, Informed Consent Form, Children Anxiety Life Interference Scale (CALIS) and Self-Perception Profile for Children (SPPC). Descriptive analysis and Pearson Correlation coefficient was used to analyze and make inferences from the data collected from the sample by using SPSS version 13. Results: Descriptive analysis showed that slow learners (M=25.54, SD=6.59), N=54 on anxiety scale and (M=62.80, SD=11.38), N=54 on self perception profile as Athletic Competence (M=13.96, SD=3.13), Conduct (M=12.15, SD=2.45), Peer Acceptance (M=13.37, SD=3.13), Physical Appearance (M=12.72, SD=1.88) and Scholastic Competence (M=10.76, SD=2.39) that indicate negative self concept with moderate level of anxiety and correlation (**P<0.01) of anxiety life interference and self-perception profile. Conclusion: Slow Learner Children have moderate level of anxiety and negative self-concept.

Anger management training for mothers of mildly mentally retarded and slow learner children: effects on mother-child relationship

The present research is designed to examine the efficacy of anger management training on relationship between mothers and their mildly mentally retarded and slow learner children. The design of this study is quasi-experimental with pretest-posttest and control group. This study was conducted on 46 mothers who were assigned equally into experimental and control groups. Data were collected utilizing two questionnaires: Anger Evaluation Scale and Parent-Child Relationship Inventory. The anger management training program, based on cognitive-behavioral approach, was implemented on experimental group in seven sessions, 2hours each. The findings based on the Analysis of Covariance revealed that anger management training had the following effects: the intensity of anger in anger-eliciting situations decreased, the use of anger control strategies increased, and parent-child relationship improved.© 2011 Published by Elsevier Ltd.

Effects of Anger Management Workshops on Mothers of Children With Special Needs

Anger has always been recognized as a natural emotion of human being, however, inappropriate expression of anger has negative consequences such as destructive effects on the living quality of the family, interpersonal behaviour and mental states of the individuals. For this reason, conducting research in the area of anger management is considered to be very important. The present research is designed to examine the efficacy of anger management training on mothers of educable mentally retarded and slow learner children. The design of this study is quasi-experimental with pretest-posttest and control group. This study was conducted on 46 mothers who were assigned equally into experimental and control groups. Data were collected utilizing Anger Evaluation Questionnaire. The anger management program, based on the cognitive-behavioural approach, was implemented on experimental group during seven sessions. The findings, based on the Analysis of Covariance, revealed that anger management training decreased the intensity of anger in anger-eliciting situations and increased the use of anger control strategies. Finally, the implications of the study, limitations and suggestions for future research are presented.

Anger in mothers of children with disabilities: effects of occupation an level of education

In order to investigate anger in mothers of educable mentally retarded and slow learner children, based on their occupation and level of education, a total of 100 mothers completed the Multidimensional Anger Inventory (Siegel, 1986) and a demographic information questionnaire. Data were analyzed using two-way analysis of variance. Results showed a significant relationship between level of education with anger arousal and anger-in. More precisely, mothers with higher educational level showed lower anger arousal and anger-in. No significant differences were found between anger of mothers with different occupational status (housewife versus employed). Confirming the relationship between anger and level of education, the present research can be helpful in devising educational policies for mothers.© 2011 Published by Elsevier Ltd.

Instructing anger management skills for mothers of mentally retarded children: effects on mother-child relationship

The purpose of the present research is to examine the effects of anger management training on mother's relationship with their educable mentally retarded and slow learner children. The design of this study is quasi-experimental with pretest-posttest and control group. This study was conducted on 46 mothers who were assigned equally into experimental and control groups. The anger management training was implemented on experimental group in seven sessions, 2hours each. Data were collected utilizing Anger Evaluation Scale and Multidimensional Anger Inventory. An analysis of covariance was used for this research. Findings showed that intensity and frequency of anger decreased and the use of anger control strategies increased, indicating the effectiveness of anger management techniques.