Slow Learner Students Research Articles

Study Analysis of Confidence Level on Slow Learner Students

Confidence helps to see life from the positive side and helps to find new experiences. This self-confidence has not been well embedded in slow learner students. Slow learner students have low self-confidence. One of the reasons for low self-esteem is discrimination and bullying at school. The purpose of this study was to analyze the level of self-confidence of slow learner students. This study uses a quantitative research approach. The research method used is a survey method. The respondents of this study were slow learner students in grade IV who had gone through psychological tests. The number of slow learner students is five students based on psychological tests. Data collection techniques using observation and questionnaires. This study tested the validity of the data by using the credibility test. Testing the credibility of the data is done through triangulation and using reference materials. This study uses data analysis techniques Miles and Huberman models. Qualitative data analysis was carried out by reducing data, presenting data, and drawing conclusions/verification. The result of the research is that the teacher still does not understand the characteristics of the slow learner students. Slow learners feel that the teacher does not care. Slow learners do not understand the material taught by the teacher. Slow learner students tend to be quiet and look down while studying. The self-confidence analysis shows that all students are slow learners in the category of not being confident.

Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students

ABK students are students who have different characteristics from students in general. One of the ABK is a slow learner. Slow learner students have a tendency to not be confident. Therefore, it is necessary to develop the “SI ECO” game to help slow learner students overcome the crisis of confidence. The purpose of this study to analyze the need for developing media of ethno-confidence “SI ECO” game for slow learner students. This research method is descriptive quantitative method. The subjects of this study were 2 teachers and 26 students. The data in this study are in the form of questionnaires and interviews with teachers and students. Data collection techniques using interviews, questionnaires and document studies. Data analysis was carried out descriptively by percentage. The results of the questionnaire of slow learner students have confidence in the criteria of lack of confidence. The results of the student needs questionnaire showed that there was a need for slow learner students for learning media in the form of games with ethno content that could foster self-confidence. The results of interviews with teachers show that the availability of learning media that incorporates cultural elements is still very limited so that the development of learning media in the form of the ethno-confidence game "Si Eco" is needed for slow learner students. Based on the results of the study, it can be concluded that it is necessary to develop the "SI ECO" ethno-confidence game for slow learner students.

The Effectiveness of Rational Emotive Behavior Therapy Counseling to Increase Self Esteem of Slow Learner Children

One of the measures to accommodate the learning needs of slow learner students is as a form of support for the inclusion paradigm in schools. Learning that is attempted by the teacher is an effort to condition slow learner students according to their learning needs. The purpose of this study was to test the effectiveness of Rational Emotive Behavior Therapy counseling to increase the Self Esteem of Slow Learner Children in Inclusion Schools SMP Negeri 15 Cirebon. . To achieve such objective, the study used single subject design with the pattern of multiple baseline across individuals done in eleven sessions of observation, namely 3 baseline A1 sessions, 5 times intervention session, and 3 baseline A2 sessions. For more, the subjects of this study were two indicated experiencing self esteem. In this state, behavior target was reduced from self esteem behavior. Meanwhile, the data of the observed subjects were collected thorough direct observation method with Goal Attainment Scale guides. Further, visual graph analyses were carried out to look for mean, the degree of level of performance, rapidity behavior change, the trend of performance, stability levels, and overlap data which were then followed by T score and z score calculations. The results showed that Rational Emotive Behavior Therapy counseling was able to increase self esteem. For further research, you can use a reversal design pattern so that it can be seen about the comparison of the two baseline conditions before and after the intervention so that the effect of consistent behavior change in the intervention phase can be revealed more deeply

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.

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.

Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher

The purpose of this study was to determine the categories of instructional interaction, the basic patterns of instructional interactions, and the functions of the basic model of instructional interaction that occurs between the English teacher (ET) and the special assistant teacher (SAT) to help the slow learner student (SLS), in terms of instructional interaction that occurs between two teachers in an English lesson. The researchers used single-case study method research. Data were collected through observation, as well as through semi-structured interviews with the two teachers. Findings from this study indicate that the category of instructional interaction that occurs between the two consists of academic and non-academic interactions. The instructional interaction basic patterns that are formed between ET and SAT in academic interaction are initiate-response-follow-up (IRF) and initiate-response (IR). The function of the basic pattern of academic interactions is to inform delegation of academic tasks from ET to SAT and to help SLS perform academic assignments. The instructional interaction basic pattern of non-academic interaction is initiate-response (IR). The function of the basic pattern of non-academic interactions is to enhance the provision of non-academic assistance from SAT to SLS, such as motivating, and focusing on learning. If instructional interactions between ET and SAT have not been carried out optimally, then the collaboration has not been well planned.

Slow Learner Student Profile (Case Study at MAN 1 Padang Lawas)

This research is motivated by the phenomenon of students who are slow in learning, for example: slow in accepting or capturing learning, slow in managing lessons, slow reading, slow reading comprehension, slow working, slow doing assignments, slow in solving problems and so on. Children who are slow to learn are called slow learners. The inability of these students will affect themselves and affect others. The purpose of this study were (1) To describe the case of slow learner students, (2) to determine the form of slow learner student delay, (3) to determine the case study of slow learner students. This type of research is a qualitative descriptive study in the form of a case study. The subjects in this study were five students at MAN 1 Padang Lawas North Sumatra. The data collection instruments used in this study were interview, observation, and documentation guidelines. The data analysis technique used in this research is thematic analysis by conducting transcripts of interviews that have been verbatim. The results of this study reveal the profile of the slow learner students carried out, the five subjects were unable to achieve their learning objectives in the process or their learning activities, the five subjects had difficulty memorizing, counting, and several other obstacles. Unlike other students in their socialization, the five subjects preferred to be silent and did not play an active role in the class. Meanwhile, their emotional uncontrollable causes they cannot achieve their goals in learning well. Based on the research results, it is suggested that guidance and counseling teachers can be used as a guideline in determining the delivery of BK services, especially those related to slow learner students through information services, content mastery services and individual counseling services.

SINGLE SUBJECT RESEARCH: PEMBELAJARAN PERBANDINGAN SENILAI DAN BERBALIK NILAI BERPENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK SISWA SLOW LEARNER

Slow Learner students often have difficulty understanding mathematics content, one of which is direct and inverse proportion. This study aims to improve the student's understanding of the direct and inverse proportion material using the Contextual Teaching and Learning (CTL) approach. The research subject in this study was a single subject, namely Slow Learner student who studied in seventh grade in one of the Junior High School in Bantul district, Yogyakarta Special Region. This study used the Single Subject Research method with an A-B design. Researchers collected the data in this study through audio documentation, photos, videos, and written documentation. The data were then analyzed using analysis in conditions and between conditions. The results showed that students had an average score of learning outcomes that was 32 before being given intervention and had an average score of 78 after being given an intervention to implement learning with the CTL approach. This result shows that using the CTL approach can improve the understanding of Slow Learner student in understanding the direct and inverse proportion and minimizing the learning difficulties of Slow Learning student during teaching and learning activities.

Improved the ability to read the Quran for slow learner students in Yogyakarta: Single case research approach

This study aims to improve the ability of slow learner students in reading the Quran . This type of research is a single case or single-case research with the ABABA intervention model. The research subjects were student at Muhammadiyah Junior High School Kulonprogo Yogyakarta. The sampling technique used purposive sampling. The data were collected using an assessment sheet instrument based on practical tests, observation sheets, and interview protocols. The assessment data were analyzed using descriptive statistics in the form of scoring based on the results of the test or treatment given based on each stage. The enhancement of the subject's ability was carried out by the AIR (Auditory Intellectually Repetition) method which is has the banaficial category because in a short period it could give results even though it was not optimal. The AIR method itself is a learning model with assignments that emphasize understanding listening to the material with a practice that is carried out repeatedly to gain deep understanding. While the results of observations and interviews are described in a narrative. The results of the study concluded that there was an increase in the students' ability to read the Quran according to the observed aspects, namely the increase in the ability of the Makhorijul Huruf, Tawjid, and Tartil after attending the training. The ability of the subject's Makhorijul Huruf increased 66.6 % than before the intervention, they are from 30 to 50 as result. Tajwid ability increased 33.3 % from 30 to 40 as result, and Tartil ability increased by 14.28 % from 35 to 40 as resultr, and Tartib experienced an increase of 100 % from 25 to 50. These results indicate the increase in students' ability to read the Quran in the quite good category.

Learning Direct and Inverse Proportion Using Pen and Money for Slow-Leaners

Students who have slow mathematical cognitive abilities or slow learners usually have difficulties understanding an abstract mathematical concept. One alternative learning that can improve the mathematical understanding of slow learners is the Indonesian Realistic Mathematics Education (IRME) approach. Therefore, this research aimed to determine the learning process and the role of IRME to improve the cognitive mathematics ability of slow learners about the concept of direct and inverse proportion. This research used a single subject research method with the study subjects of the 7th-grade slow learners at one private junior high school. The research data were collected in audio and video recordings, photographs, and student worksheets. Data were analyzed by using in and between conditions with the A-B research design. The results showed that the IRME approach improves the mathematical understanding of slow learners in direct and inverse proportion concepts. Lastly, this research can contribute as alternative solutions to answer the gap in effective learning for slow learner students.

Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean

Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through purposive sampling method, with research data obtained through observation methods, interviews and documentation. Data analysis is carried out through several procedures, namely data reduction, data presentation, verification and data validity test using triangulation techniques. The results showed that Islamic Education learning was carried out in regular full inclusion classes using a modified regular curriculum for slow leaner students. Learning Islamic Religious Education SMP Muhammadiyah 1 Godean faced several separate problems such as the un availability of Special Companion Teachers and differences in characteristics of each student, both regular students and special needs.
 Keywords: Inclusive Education, Students Special Needs, Islamic Education

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.

ANALISIS FAKTOR – FAKTOR PENGHAMBAT GURU DALAM MATERI TANGGUNG JAWAB, HAK, DAN KEWAJIBAN PADA SISWA SLOW LEARNER

This research discusses the inhibiting factors of teachers in the subject of responsibility, rights, and obligations of slow learner students. Aims to find out in general the results of the implementation of learning and the factors that hinder the teacher in Theme 2 of the Responsibility, Rights and Obligations of Slow Learner students. Using this type of qualitative descriptive research, namely research that uses problem solving with existing data. The subjects of this study were class teachers, special companion teachers (GPK), and one of the slow learner students with observations and interviews, research was carried out in the Covid19 pandemic era by implementing health protocols. Based on the results of research, the implementation of learning carried out at SDN Gedangan has not fully provided the same learning between regular students and Slow Learner students. The lack of GPK assistance for Slow Learner students is due to only 1 week 2 times, and in closing activities the teacher only conducts evaluation and further actions without repeating the material that has been given.

ANALISIS FAKTOR – FAKTOR PENGHAMBAT GURU DALAM MATERI TANGGUNG JAWAB, HAK, DAN KEWAJIBAN PADA SISWA SLOW LEARNER

This research discusses the inhibiting factors of teachers in the subject of responsibility, rights, and obligations of slow learner students. Aims to find out in general the results of the implementation of learning and the factors that hinder the teacher in Theme 2 of the Responsibility, Rights and Obligations of Slow Learner students. Using this type of qualitative descriptive research, namely research that uses problem solving with existing data. The subjects of this study were class teachers, special companion teachers (GPK), and one of the slow learner students with observations and interviews, research was carried out in the Covid19 pandemic era by implementing health protocols. Based on the results of research, the implementation of learning carried out at SDN Gedangan has not fully provided the same learning between regular students and Slow Learner students. The lack of GPK assistance for Slow Learner students is due to only 1 week 2 times, and in closing activities the teacher only conducts evaluation and further actions without repeating the material that has been given.

Rigorous Thinking in Mathematics Modelling for Slow Learners

Rigorous questions in discussion learning method plays a dominant role in the successful delivery of lessons for slow learners at higher education. This study aims to propose a framework to achieve good critical thinking for slow learners through Rigorous Mathematics computational Thinking (RMcT) model. This study used qualitative approach to describe slow learner’s critical thinking by using RMcT model. The instruments used in this study were test instrument, critical thinking questionnaire, and interview guideline as supporting instrument to describe slow learner’s critical thinking through RMcT model. The subjects were college students in mathematics modelling course in mathematics education department. Based on critical thinking test results, slow learners could divide variable used in mathematics modelling. Based on questionnaire results, slow learner students build their own understanding and solve the problem based on their experience while answering the given question during learning process. In addition, the interview they feel that the instructor can mediated the problem by giving analogy to the other material. In summary, RMcT could mediate slow learner’s critical thinking as its characteristics (by using Rigorous questions). Findings are useful for designers, service providers and policy makers of special needs higher school when implementing teaching strategy to mediated real-life problems into mathematics modelling for slow learners.

The use of pictorial media card to improve the initial reading ability of slow learner students

This study determines the use of pictorial media to improve the initial reading ability of slow learners. The research hypothesizes that a significant increase in reading abilities will occur after receiving the pictorial cards as an intervention’s media. This study applies a pretest-posttest single group design. Wilcoxon’s test analysis showed that there were differences in initial reading ability scores before and after the intervention. The reading ability scores after using the pictorial card media were higher than before the intervention. Therefore, the pictorial media was able to improve the initial reading ability of slow learners based on this study’s samples of elementary students with poor reading skills.

The Effect of Using Look, Spell and Read (LSR) Interactive Application towards Reading (CV+CVC) Skills among Slow Learner Students

Language literacy is the most important skill to be mastered because it is one of the mediums used to deliver teaching contents in the classroom. One of the language literacy needed in learning is the reading skills. This research aimed to identify the impact of using LSR interactive tool on slow learner students' reading skills. A total of thirty slow learner students and two teachers who had five years of experience in teaching special education class were selected as respondents. This research was pre experimental in design because it involved only one group of study sample. The instruments used were pre-test and post-test, and interview protocols for teachers and pupils. Data were analyzed using descriptive and inferential analysis through Statistical Program Social Science (SPSS) version 22. The paired t-test result showed that there were positive and significant impacts (t= -23.57, df=29, P<0.05) of using LSR interactive tool on slow learner students' reading skills. Meanwhile qualitative data through teacher and student interviews showed similarity when both groups agreed that using LSR interactive tool helps slow learner students improve their reading skills. The use of multimedia elements such as text, graphics, animation, video and audio has helped a lot in capturing students' attention and interest and this also has indirectly helped improve their reading ability. All students suggested that more words be built in LSR and the use of 3D graphics be increased as these have attracted them to learn. It is hoped that this study can be a trigger and reference for further studies related to the use of interactive applications in particular to assist the learning process of special education students.

Motivation of a slow learner in an elementary school

Background: Low intellect makes slow learner students feel inferior and feel that they will never learn. As a consequence, slow learner students, sometimes, have no motivation to learn in them. Motivation has an important role in children's learning activities. It can be said that motivation is the driving force for children's activities. One of them is MF, a student identified as a slow learner by their class teacher. Purpose: For this reason, this study aims to determine the extent to which the causes of changes in MF motivation levels in the teaching and learning activities. Design and methods: This research uses a case study method. This research was conducted on one of the students identified by the class teacher as a slow learner. This research data using observation, interviews, and documentation. The collected data were grouped based on various factors that influenced learning motivation initiated by Dimyati and Mudjiono. Validation is done by triangulating data sources used to test the credibility of the data by checking the data that has been obtained through several sources. Results: The results of this study reveal 2 out of 6 things that influence the level of learning motivation to encourage MF to continue learning, namely ownership of ideals and increasing personal abilities.

SENTENCE PRODUCTION IN SLOW LEARNER STUDENT AND ITS IMPLICATION ON LEARNING: CASE STUDY AT SDI MELATI NUSANTARA

This study aims to know the sentence production of slow learner student and its implications for learning. The research method used in this research is descriptive qualitative method with interactive model analysis techniques. Data was collected from observation of slow learner student learning activities and interviews with the shadow teacher and the principal. The results showed that slow learner students produce simple sentences such as verbs, nouns, adjective, and prepositional sentence with declarative, imperative, interrogative types. Meanwhile, what the school did to assist slow learner student learning process is adjust the objectivesof learning, learning condition, learning materials, and learning evaluations. One example is the application of a semi-detached classroom system, the use of interactive videos as learning media, the use of companion books, and adjusting the learning evaluation systems.

The effectiveness of cognitive rehabilitation based on executive functions on cognitive performance of slow learner student

The effectiveness of cognitive rehabilitation based on executive functions on cognitive performance of slow learner student