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Journal articles on the topic 'Slow learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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1

Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (December 24, 2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.

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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities.
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2

O'Sullivan, Dudley J. "Slow learners." Medical Journal of Australia 159, no. 6 (September 1993): 422. http://dx.doi.org/10.5694/j.1326-5377.1993.tb137928.x.

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3

HEYLIN, MICHAEL. "Slow learners." Chemical & Engineering News 63, no. 31 (August 5, 1985): 5. http://dx.doi.org/10.1021/cen-v063n031.p005.

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4

Silver, GeorgeA. "Slow learners." Lancet 337, no. 8733 (January 1991): 104–5. http://dx.doi.org/10.1016/0140-6736(91)90756-f.

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5

Akbaraliyevna, Mirzanazarova Vazira, Alimova E’zozxon Ne’matullayevna, Rahmonova Dildora Abdulxamid Qizi, and Karimova Sadoqat Abduxamidovna. "Using Videos And Multimedia In Teaching Foreign Languages For Slow Learners." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 689–94. http://dx.doi.org/10.37547/tajssei/volume03issue04-111.

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In this article shown that using video materials is of practical interest to language program designers and administrators, who want to attract slow learners to programs that will help them to learn with their needs and interests, to teachers, who would like to use pedagogical techniques that reinforce and develop slow learner’s frequency to procure foreign languages, and to learners themselves, who are facing difficulties in terms of speaking and listening.
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Wahidin, Wahidin, and Nurainy Dwi Novitasari. "Mathematical Disposition of Slow Learners’ Conceptual Understanding using Bruner’s Theory." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 2 (April 11, 2022): 300. http://dx.doi.org/10.33394/j-ps.v10i2.4986.

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This study aims to analyze the relationship between mathematical disposition on the slow learners’ understanding of mathematical concepts in mathematics based on Bruner’s theory. This study used a qualitative method with a descriptive approach. The subjects were five slow learner students at Junior High School 3 Ciawigebang. Data were collected by documentation, tests and interviews. The results of the study revealed that there was a relationship between mathematical disposition and understanding of mathematical concepts of slow learner students in answering questions using Bruner’s theory, namely the symbolic and the iconic stages. Slow learners with a high level of mathematical disposition can solve all questions correctly and have met the indicators of understanding the mathematical concepts used in this study. Meanwhile, the slow learner with a moderate mathematical disposition can solve the questions given, but still have misconceptions in responding to some questions. Then, slow learners with a low mathematical disposition only understand some of the questions and have misconceptions in solving the question.
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7

Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.

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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Aziz, Alfian Nur, Sugiman Sugiman, and Ardhi Prabowo. "Analisis Proses Pembelajaran Matematika pada Anak Berkebutuhan Khusus (ABK) Slow Learner di Kelas Inklusif." Kreano, Jurnal Matematika Kreatif-Inovatif 6, no. 2 (February 16, 2016): 111. http://dx.doi.org/10.15294/kreano.v6i2.4168.

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<p dir="ltr">Tujuan penelitian ini adalah untuk mengetahui bagaimana proses pembelajaran matematika pada anak berkebutuhan khusus (ABK) slow learner di kelas inklusif SMP Negeri 7 Salatiga dalam mencapai keberhasilan belajar. Data penelitian ini adalah mengenai proses pembelajaran matemetika pada anak berkebutuhan khusus slow learner di kelas inklusif. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan studi dokumentasi. Teknik analisis data meliputi pengumpulan data,reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Berdasarkan hasil analisis diperoleh hasil : (1) Guru mata pelajaran matematika sudah memahami karakterstik siswa slow learner secara umum. Tidak Terdapat perbedaan dalam Rencana Pelaksanan Pembelajaran (RPP) namun perencanaan tetap memperhatikan karakteristik siswa slow learner.(2) Dalam pelaksanaan pembelajaran guru melakukan pengkondisian dengan mempersiapkan siswa secara fisik dan psikis. Penggunaan model, metode, media pembelajaran disamakan antara siswa reguler dan slow learner. Dalam pelaksanaan ada metode yang sudah dapat mengakomodir siswa reguler dan siswa slow learner, namun masih ada metode yang membuat siswa slow learner semakin mengalami kesulitan dalam belajar.(3) Kegiatan evaluasi dilakukan ketika satu materi bahasan selesai dan dilakukan denga tes tertulis maupun tes lisan. Hasil evaluasi digunakan sebagai acuan kegiatan tidak lanjut yang dilaksanakan di bimbingan khusus oleh Guru Pendamping Khusus (GPK).</p><p dir="ltr">This study intends to unveil how mathematics-learning process in disabilities of slow learners in inclusive class of SMP Negeri 7 Salatiga achieves the learning goals. The data of this study is related to mathematics-learning process in disabilities of slow learners in inclusive class. This study employs qualitative method. The techniques of collecting the data are observation, interview, and documentation. The techniques of analysis vary on collecting the data, reducing the data, presenting the data, drawing conclusions and verification. According to the results of the analysis, it can be concluded that: (1) Mathematics teachers have known about the characteristics of slow-learners in general. There are no differences in the lesson plan (RPP), but the planning still considers the characteristics of slow learners in general. (2) During the learning process, teacher arranges the students by preparing them physically and mentally. The use of model, method, and learning media of regular students is equaled to the slow learners’. In the learning process, there are methods accommodating both regular students and the slow learners. However, there are some methods causing learning problems on slow learners. (3) The evaluation is carried out when a material has already finished, and it is done in written and spoken form. The evaluation results are then used as a reference of follow-up activities conducted with a particular help from guidance-specialized teacher (GPK)</p>
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9

Wardani, Kartika Dyah, and Rully Charitas Indra Prahmana. "Learning Direct and Inverse Proportion Using Pen and Money for Slow-Leaners." Indonesian Research Journal in Education |IRJE| 5, no. 1 (April 4, 2021): 63–84. http://dx.doi.org/10.22437/irje.v5i1.10302.

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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.
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Wanabuliandari, Savitri, Sekar Dwi Ardianti, Gunarhadi Gunarhadi, and Triana Rejekiningsih. "Study Analysis of Confidence Level on Slow Learner Students." International Journal of Elementary Education 5, no. 4 (November 8, 2021): 584. http://dx.doi.org/10.23887/ijee.v5i4.39971.

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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.
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11

Cahdriyana, Rima Aksen, and Rahayu Setyorini. "TINGKAT KREATIVITAS SLOW LEARNERS DALAM MEMECAHKAN MASALAH MATEMATIKA." KALAMATIKA Jurnal Pendidikan Matematika 4, no. 1 (April 30, 2019): 1–14. http://dx.doi.org/10.22236/kalamatika.vol4no1.2019pp1-14.

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The heterogeneity of students in Indonesia is a challenge for teachers today. Creativity is not only for students with high mathematical abilities, but also introduced to students who are in the slow learner category. This research is a qualitative descriptive study that aims to describe the level of creativity of the slow learner, and to describe how to develop creative thinking skills for slow learners. The subjects in this study from one of the schools in Yogyakarta whose students were included in the slow learner category. The subjects were selected by purposive sampling. Data collection had been done by giving problems solving to subjects, then interviewing them to clarify the answers that have been written. Data analysis had been stopped on the third subject because the data from the third subject was no difference with data from the previous subject. The results of this study indicate that slow learners are not able to show the three indicators of creativity in solving mathematical problems (fluency, flexibility, and novelty), so that the slow learners are classified as creative thinking skills level 0 or included in not creative students. Other findings indicate that one subject indicated being able to show one indicator of creativity, namely fluency, so that subject classified as level 1 (almost not creative).
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12

Kurnia, Rina, and Yeti Nurhayati. "DEVELOPMENT OF INQUIRY-BASED STUDENT WORKSHEETS (LKPD) ON MATHEMATICS SUBJECT IN THE MATERIAL OF CUBES AND BLOCKS TO IMPROVE MATHEMATICAL UNDERSTANDING OF SLOW LEANERS." PrimaryEdu - Journal of Primary Education 4, no. 1 (February 19, 2020): 12. http://dx.doi.org/10.22460/pej.v4i1.1468.

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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.
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13

Hota, C. P. Pavan Kumar, and V. Leela Prasad. "A Study of Learners in Information Retrieval System in Relation to Learning Parameters." International Journal of Emerging Research in Management and Technology 6, no. 6 (June 29, 2018): 246. http://dx.doi.org/10.23956/ijermt.v6i6.277.

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For the last few years, education methodologies are drastically changing as per leaner’s needs. In the current competitive environment, if a learner wants to achieve a good grade in their course work the learner should focus on various parameters as per their learning style. In this paper, we focused mainly on learner-centric approach rather than teacher-centric approach. Learner -centric approach facilitates the leaner to involve in the teaching learning process. In this approach, educationist considers learning curricula, learning theories, learning styles, learning models, learning methods, and learning evaluation to understand learner’s effectively. Educationist can track the involvement of the learner and their progress by various approaches, but learning analytics is a modern approach to understand, focus and analyze learner’s easily with available tools and technologies. In this paper, we focused on learning analytics approach with a group of learners to understand their ability of learning based on cognitive theory and able to find slow and fast learners.
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14

Sebastian, Vini. "Ensuring Learning in Slow Learners." Educational Quest- An International Journal of Education and Applied Social Sciences 7, no. 2 (2016): 125. http://dx.doi.org/10.5958/2230-7311.2016.00029.5.

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15

Lehman, Helane G. "Graphic Organizers Benefit Slow Learners." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 1 (October 1992): 53–55. http://dx.doi.org/10.1080/00098655.1992.9955929.

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16

Adawiyah, Rabi'atun, and Sholihatul Hamidah Daulay. "Using A Cognitive Therapy to Enhance Slow Learners’ Competence: Teacher’s Strategy." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 1 (May 31, 2022): 19. http://dx.doi.org/10.29240/ef.v6i1.4210.

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The purpose of this study is to look at the capacity of slow learners in elementary school to improve their memory using cognitive therapy. The study was carried out at SDLB Gunung Louser Gayo Lues, the key organizer of inclusion. This study's sample consisted of pupils who are classified as slow learners among children with special needs (slow learners). This study's sample size was 20 students. In qualitative research, data is collected in natural settings and from original sources. More participatory observation (participatory observation), in-depth interviews (in-depth interviews), and recording are used in data collecting procedures. In addition, data collection techniques in qualitative research can also be done by recording data in intensive field notes. Based on the results of data analysis, it was found that there were differences in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school. So the hypothesis proposed is that there is a difference in children's memory abilities before being given therapy with after being given therapy to slow learner children in elementary school children.
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (July 26, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.137.

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This study reviews the problems of slow learners in learning. Literary references slow learners to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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madaan, Vimika, and Prince Verma. "Back Propagated K-Mean Clustering for Prediction of Slow Learners." International Journal of Trend in Scientific Research and Development Volume-1, Issue-6 (October 31, 2017): 937–41. http://dx.doi.org/10.31142/ijtsrd4695.

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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (January 31, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.147.

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This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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20

Jannah, Shoikhatul, Suryanto, and Niken Titi Pratitis. "Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo." JournEEL (Journal of English Education and Literature) 3, no. 1 (June 1, 2021): 45–54. http://dx.doi.org/10.51836/journeel.v3i1.190.

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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
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Faradillah, Ayu, and Yasmin Husna Restu Fadhilah. "Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience." Jurnal Elemen 7, no. 2 (July 21, 2021): 351–65. http://dx.doi.org/10.29408/jel.v7i2.3321.

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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.
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Miller, A., T. Jewell, S. Booth, and D. Robson. "Delivering Educational Programmes to Slow Learners." Educational Psychology in Practice 1, no. 3 (October 1985): 99–104. http://dx.doi.org/10.1080/0266736850010304.

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23

Choi, Mal Ok. "Exploring Slow Learners' Dream Using Photovoice." Journal of Human Studies 48 (February 28, 2019): 21–42. http://dx.doi.org/10.33638/jhs.48.2.

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Nurfadhillah, Septy, Putri Bunga Aulia, and Annisa Rachmadani. "Analisis Faktor Penyebab Anak Lamban Belajar (Hambatan Membaca) pada Sekolah Inklusi di SDN Cipete 4 Kota Tangerang." ALSYS 2, no. 6 (November 4, 2022): 661–70. http://dx.doi.org/10.58578/alsys.v2i6.624.

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This study aims to analyze the factors that cause slow learning children, especially on reading barriers in the Inclusive School at SDN Cipete 4 Tangerang City. This study uses a qualitative descriptive research approach with data collection methods of observation, interviews, and documentation. The results of the analysis in this study indicate that there are 7 students who are slow learners, especially in reading barriers. The factors that cause slow learners to learn are very broad, more or less the same answer as the factors that cause special needs, but in this slow learner it enters the realm of intelligence barriers where children become slower to process incoming information. The cause can be pre natal (before birth) natal (birth process) post natal (after birth), and environment.
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Fauziya, Septi Nur, and Tian Abdul Aziz. "Kaitan Pandangan Aliran Filsafat Progresivisme terhadap Siswa Slow Learners dalam Proses Pembelajaran." Griya Journal of Mathematics Education and Application 2, no. 1 (March 30, 2022): 70–79. http://dx.doi.org/10.29303/griya.v2i1.128.

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This article contains the relationship between the views of the philosophy of progressivism towards slow learners in the learning process. Slow learners are students who have a slower learning process with an average IQ score of around 70 – 90. As a teacher, we need to pay more attention to slow learners so they can maximize their learning abilities and explore their potentials. This article uses library research methods, which conducted by using literature (library), in the form of books, notes, or other reference sources. Therefore, the philosophy of progressivism education is an understanding that makes learning meaningful and not authoritarian learning which requires students to master all the learning materials provided. There are five links between slow learners and the flow of progressivism education philosophy, as follows: (1) times, slow learners need more time to study the material given by the teacher; (2) giving problems related to everyday life, slow learners are given lessons in accordance with real examples so they are easy to imagine; (3) giving awards, awards given to slow learners can increase their motivation in learning; (4) learning with audio and visual media, which can strengthen and attract slow learners’ attention during learning process; and (5) review, reviewing learning process will strengthen their memory in remember the lessons that have been given.
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Lusiana, Devi, Anni Holila Pulungan, and Rahmad Husein. "FACTORS SLOW SECONDARY LEARNESR DIFFICULTIES IN LEARNING SPEAKING AT HOMESCHOOLING." LINGUISTIK TERAPAN 18, no. 2 (September 6, 2021): 101. http://dx.doi.org/10.24114/lt.v18i2.27896.

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ABSTRACTThis research deals with factors slow secondary learners difficulties in learning speaking at Homeschooling Global Lentera Kasih Batam. This research was conducted by using qualitative research. The objectives of this study was to investigate the factors causing slow secondary learners difficulties in learning speaking English. The data of this study obtained from documentation and interview. The techniques of collecting data that was applied in this research- they are observation, interview and documentation. The data of this study obtained from the result of interview from teacher and parents of slow learners. The source of data in this study was slow secondary learners grade X and the English teacher. There were 2 English teachers, and 2 classes of secondary level learners in Homeschooling Global Lentera Kasih and both slow learners classes contains 4 students, in class X-1 they are FL, NM, RRH and PLG, while in class X-2, they are DA, KT, SRN and FDF. The results showed that there were two factors caused the difficulties of slow learners in learning speaking, they are emotional and personal factors. Keywords: Factors, Slow Learners, Difficuties , Learning, Homeschooling
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Rovik, Rovik. "Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner." INKLUSI 4, no. 1 (June 15, 2017): 93. http://dx.doi.org/10.14421/ijds.040105.

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The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less attention because of its vagueness, so their existence is difficult to identify. IEP (Individualized Education Program) for slow learners can help them achieve progress. Index of inclusion in this research was used to determine the extent of successes of inclusive schools in implementing inclusive education, while the assessment was done to determine the capabilities and needs of the learners.[Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP). Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus) dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler]
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Alhamuddin Alhamuddin, Abdul Rohman, and Ahmad Fanani. "Developing a Project-Based Learning Model for Slow Learners in Higher Education." Jurnal Pendidikan Islam Indonesia 6, no. 2 (April 15, 2022): 86–96. http://dx.doi.org/10.35316/jpii.v6i2.404.

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This study aims to develop a learning model for slow learner students in Higher Education. Slow learners are students who have low learning achievements under the average, either in one area or in all academic areas. This type of research was research and development using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The developed learning model was project-based learning. Data collection was conducted through interviews, observations, questionnaires, and tests. Data analysis used two approaches, namely qualitative and quantitative. The results of the study showed that project-based learning due to the activity level had increased compared to before using the PBL model. The result of the coefficient of determination revealed that the value of R square (R2) was 0.064 or 6.4%. This shows that the student activity was able to influence the variation of learning outcomes by 6.4% and the remaining 93.6% was influenced by other variables outside this research model. Thus, it is necessary to have a variety of strategies used by lecturers in delivering lectures, especially in a class where slow learners exist. In addition, attention and assignments also need to be given to slow learners so that they can attend lectures and understand the material presented properly and correctly like other students. For researchers, it is necessary to conduct further studies and research for the development of various learning models that are suitable for the needs of slow learner students.
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Ekanesia, Pratidina. "CAREER SELF-EFFICACY TRAINING TOWARDS INCREASING CAREER MATURITY OF SLOW LEARNER STUDENTS." Journal of Business and Management INABA (JBMI) 1, no. 02 (December 10, 2022): 160–72. http://dx.doi.org/10.56956/jbmi.v1i02.124.

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Every student has their own potential, and those with special needs are not an exception. One of them are the slow learners. They need to have a chance to compete in the career world and reach career maturity. However, some students are uncertain in deciding a career path that goes along with their ability and major. This study is aimed to test the effect of Career Self Efficacy training to career maturity improvement of 12th grade slow learner students in SMK X Bandung. This study uses a population sampling technique in which subjects’ characteristics are defined by their IQ, low level in career maturity and parents’ consent. From there, it is found that there are four slow learners majoring in culinary in 12th grade. In this study, single-group pretest-posttest design is used to measure change in career maturity after the Career Self Efficacy training. Wilcoxon sign-rank shows a significant improvement after the subjects participated in the training. Based on the result, it is suggested for school to make Self Efficacy training as a career counseling program for slow learner students.
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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (April 24, 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.

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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.
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Matias, Junrie B., Narciso M. Batingal Jr., Alvin Kleen L. Cuasito, and Jenifer T. Tumalaytay. "Mobile Based Sharing Class Presentation Display Management." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 20. http://dx.doi.org/10.3991/ijim.v14i07.11718.

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In this paper, we present an application that helps the teachers in identifying slow learners in a class; similarly, the system will help slow learners cope up with their fast learner peers. Specifically, we evaluated the development of the Mobile-based Sharing Presentation Display Management to assist the teachers in identifying students that don’t understand the topic during lectures. Furthermore, the system automatically collects the students’ attendance, allows the learners to interact with each other, learners can ask questions through a messaging facility, while anonymous to their classmates they can inform the teacher to discuss the topic further presented in the current slide or to give them some time to process the item. Developed using open source technologies, the system can run on multiple platforms, including Android and Windows. Few issues arise during the testing; however, findings revealed that both students and teacher perceive the use of the system positively, and they find it very advantageous to improve their performance in the class.
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Nugroho, I. A., and Z. K. Prasetyo. "How to make slow learners learn science." Journal of Physics: Conference Series 1321 (October 2019): 032092. http://dx.doi.org/10.1088/1742-6596/1321/3/032092.

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Kaznowski, Kimberly. "Slow Learners: Are Educators Leaving Them Behind?" NASSP Bulletin 88, no. 641 (December 2004): 31–45. http://dx.doi.org/10.1177/019263650408864103.

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Iswinarti, Iswinarti, and Roselina Dwi Hormansyah. "Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy." Persona:Jurnal Psikologi Indonesia 9, no. 2 (December 25, 2020): 319–34. http://dx.doi.org/10.30996/persona.v9i2.3491.

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AbstractA slow learner is a child who has a delayed learning process. It affects other abilities such as adaptation, communication, and personality that can affect self-esteem. High self-esteem will make someone able to think positively about themselves and be more confident. One treatment to improve self-esteem is using Child-Centered Play Therapy (CCPT). It helps children to explore themselves through play media. This study aimed to see the effect of CCPT on the improvement of self-esteem in slow learner children. This study designed by using a quasi-experiment with a control group also pre-test and post-test. Subjects were 20 people with 9-11 years age range who were identified as slow learners. There were two groups in this study: experimental groups and the control groups that each contained 10 children. Rosenberg Self-Esteem (RSE) was used as an instrument of self-esteem (?=0,85). The data analysis method used Wilcoxon and Mann-Whitney tests. It proved that Child-Centered Play Therapy (CCPT) was effective in increasing the self-esteem of children who were slow learners. Slow learner children can increase their self-esteem through fun activities. Keyword: Child centered play therapy; Self-esteem; Slow learner AbstrakAnak dengan slow learner adalah seorang anak yang mengalami keterlambatan dalam proses belajar. Keterlambatan ini berpengaruh terhadap kemampuan lainnya seperti adaptasi, komunikasi dan pribadi yang dapat memberi dampak terhadap harga diri. Anak dengan harga diri yang tinggi membuat mereka dapat berpikir positif mengenai dirinya sendiri dan lebih percaya diri. Salah satu bentuk penanganan untuk meningkatkan harga diri adalah menggunakan Child Centered Play Therapy (CCPT). Terapi ini membantu anak mengeksplorasi diri melalui media bermain. Tujuan penelitian ini adalah untuk melihat pengaruh CCPT terhadap peningkatan harga diri anak slow learner. Desain penelitian menggunakan eksperimen quasi dengan kelompok kontrol serta pre-test dan post-test. Terdapat dua kelompok dalam penelitian, yaitu kelompok eksperimen yang terdiri atas 10 anak, dan kelompok kontrol juga terdiri atas 10 anak. Rosenberg Self Esteem (RSE) digunakan sebagai instrumen untuk mengukur harga diri (?=0,85). Teknik analisis data menggunakan uji Wilcoxon dan Mann Whitney. Hasil penelitian menunjukan bahwa Child Centered Play Therapy (CCPT) efektif meningkatkan harga diri anak slow learner. Anak slow learner dapat meningkat harga dirinya melalui terapi yang menyenangkan yaitu melalui bermain. Kata kunci: child centered play therapy; self-esteem; slow learner
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Gossack-Keenan, K. L., T. M. Chan, E. Gardiner, M. Turcotte, K. de Wit, and J. Sherbino. "LO16: Showing your work: experiences with mind maps and faculty teaching." CJEM 20, S1 (May 2018): S12. http://dx.doi.org/10.1017/cem.2018.78.

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Introduction: Cognitive processing theories postulate that decision making depends on both fast and slow thinking. Experienced physicians (EPs) make diagnoses quickly and with less effort by using fast, intuitive thinking, whereas inexperienced medical students rely on slow, analytical thinking. This study used a cognitive task analysis to examine EPs cognitive processes and ability to provide knowledge translation to learners. Methods: A novel mind mapping approach was used to examine how EPs translate their clinical reasoning to learners, when evaluating a patient for a possible venous thromboembolism (VTE). Nine EPs were interviewed and shown two different videos of a medical student patient interview (randomized from six possible videos). Results: EPs were asked to demonstrate their clinical approach to the scenario using a mind map, assuming they were teaching a learner in the Emergency Department. EPs were later re-interviewed to examine response stability, and given the opportunity to make clarifying or substantive mind map modifications. Maps were broken into component pieces and analyzed using mixed-methods techniques. A mean of 15.7 component pieces were identified within each mind map (standard deviation (SD) 7.8). Maps were qualitatively coded, with a mean of 2.8 clarifying amendments (e.g. adding a time course caveat) (SD 1.5-5.75) and 4.4 substantive modifications (e.g. changing the flow of the map) (SD 2-5). Conclusion: Resulting mind maps displayed significant heterogeneity in teaching points and the degree to which EPs used slow thinking. EPs frequently made fast thinking jumps, although learners could prompt slow thinking by questioning unclear points. This is particularly important as learners engage in cognitive apprenticeship throughout their training. An improved understanding of EPs cognitive processes through mind mapping will allow learners to improve their own clinical reasoning (Merrit et al., 2017). Educating EPs on these processes will allow modification of their teaching styles to better suit learners.
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Hasibuan, Heni Yunilda, Cecep Anwar Hadi Firdos Santosa, and Syamsuri Syamsuri. "Slow learners’ performance in solving mathematical problems in the inclusive classroom." Jurnal Elemen 8, no. 2 (July 1, 2022): 449–65. http://dx.doi.org/10.29408/jel.v8i2.5181.

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Several studies have been carried out to uncover errors made by students in solving mathematical problems. However, there are few studies related to this kind of research specializing in students with special needs, in this case, slow learners, especially in Indonesia. In addition, the study did not classify the errors into the category of mathematical errors, so the location of the errors was not mapped. This study aimed to describe the performance of slow learners in solving mathematical problems, which are analyzed by the locations of errors based on the Newman procedure and categorized by Elbrink’s classification. This study also aimed to reveal the causes of errors made by slow learners in solving mathematical problems by confirming the characteristics of slow learners. The subject of this research was two eighth-graders who are considered slow learners in an inclusive junior high school. The data were collected through written tasks and semi-structured interviews. The results showed that both subjects could perform the reading and comprehension stages. However, they faced difficulties performing the transformation, process skills, and encoding that led to errors. The error categories were calculation, procedural, and symbolic errors. These errors were caused by the limited cognitive abilities of slow learners, their poor memory and concentration skills, and less variety of teaching methods by the teacher. The results of this study can become a reference for mathematics teachers to determine alternative strategies for overcoming errors made by slow learners in solving mathematical problems.
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Kamini and Supreet Kaur. "Effect of Concept Mapping and Guided Discovery Instructional Strategies on Attitude t owards Science of Slow Learners." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 5 (May 16, 2022): 61–67. http://dx.doi.org/10.31305/rrijm.2022.v07.i05.009.

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All regular classrooms have a varied group of pupils based on their intelligence and academic performance. Slow learners are usually present in regular classrooms, unable to keep up with their peers academically, and struggle to meet the traditional academic demands of regular classrooms. They have the ability to gain all the basic academic abilities, but at a slower speed and depth than the mediocre student. This has led educators to modify their conventional teaching techniques to meet the needs of these learners. Attitudes towards science is an important factor in learning science. To develop the better attitude of slow learners towards science subject, concept mapping and guided discovery instructional strategies were examined. The present paper outlines the effect of Concept Mapping and Guided Discovery Instructional Strategies on Attitude towards Science of Slow Learners. This study was experimented on a sample of sixty slow learners studying in sixth standard chosen from government and government aided schools of District SBS Nagar. For the identification of slow learners Draw A Man Test has been used. Their attitude towards science was assessed with Attitude towards Science Scale developed by the researcher. The data collected when analyzed, revealed that slow learners have gained significantly from pre-test to post-test on their attitude towards science in concept mapping and guided discovery instructional strategy group. However, in the control group (traditional instruction) the mean gain scores in attitude towards science was much lower as compared to the experimental groups (concept mapping and guided discovery instructional strategies). This indicates that concept mapping and guided discovery instructional strategies have been proved statistically significant and effective in improving the attitude towards science of slow learners.
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Puspitasari, Fiolina, Ediyanto Ediyanto, Mohammad Efendi, and Asep Sunandar. "Improving Reading and Calculation Ability through Audio Visuals Media in Indonesian Elementary School Student with Slow Learner: A Literature Study." IJDS: Indonesian Journal of Disability Studies 8, no. 02 (November 30, 2021): 481–86. http://dx.doi.org/10.21776/ub.ijds.2021.008.02.14.

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Learning media can be made using audio-visual media. Audio-visual media here is the media that conveys the message specifically to the senses of hearing and sight. The media has sound elements and image elements. Teachers who provide modifications to the media will make learning more interesting for students, especially if there are students with slow learner barriers in class. The slow learner is a learning barrier in children, which is characterized by a gap between the level of intelligence and academic ability that should be achieved. The use of audio-visual media is able to have a positive influence on the reading and numeracy skills of students with slow learners.
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Firdaus, Ardiyansah Yulinar. "Penggunaan Media MBB AR dalam Meningkatkan Kemampuan Literasi dan Karakter Siswa Slow Learner." Jurnal Didaktika Pendidikan Dasar 5, no. 3 (November 30, 2021): 781–800. http://dx.doi.org/10.26811/didaktika.v5i3.354.

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Each student has different characteristics, so different services are needed in optimizing their potential and minimizing their limitations, one of which is the slow learner. Slow learners are not stupid children, they are only slow in learning because of the obstacles and limitations they have. Slow learner also has potential that can be developed, so that special services are needed in learning, for example with the help of media that is in accordance with the problem at hand. For this reason, the authors are interested in developing media that can facilitate slow learner students at SD Negeri Sen Asen 1. This media development uses the ADDIE model design, namely analysis, design, development, implementation, and evaluation. The result of this development is in the form of MMB AR media based on Augmented reality which can be operated via a smartphone as an effort to facilitate the limitations of slow learner students in understanding whole number material. From the results of the validation, MBB AR media is very feasible to use and in its implementation, MBB AR media is very effective, because it can improve numeracy literacy in whole number material, can greatly improve digital literacy and is very good at increasing the character of self-confidence, discipline, and slow learner student cooperation.
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Setyawan, F., Andriyani, Tri Kinasih Handayani, Koesoemo Ratih, Anam Sutopo, Tri Indah Rusli, and Nur Rizky Alfiany. "Rigorous Thinking in Mathematics Modelling for Slow Learners." Journal of Physics: Conference Series 1720 (January 2021): 012005. http://dx.doi.org/10.1088/1742-6596/1720/1/012005.

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Craft, Ann, Eon Harper, Chris James, and Gill Combes. "The HEC: Health education for slow learners project." Support for Learning 1, no. 3 (August 1986): 4–7. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00269.x.

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Khaira, U., and T. Herman. "Assessment processes for slow learners in mathematics learning." Journal of Physics: Conference Series 1521 (April 2020): 032097. http://dx.doi.org/10.1088/1742-6596/1521/3/032097.

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43

Gentile, J. Ronald, Kristin E. Voelkl, Joni MT Pleasant, and Nanci M. Monaco. "Recall After Relearning by Fast and Slow Learners." Journal of Experimental Education 63, no. 3 (April 1995): 185–97. http://dx.doi.org/10.1080/00220973.1995.9943808.

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Paltyshev, N. N. "Once More on the Subject of Slow Learners." Russian Education & Society 34, no. 2 (February 1992): 34–41. http://dx.doi.org/10.2753/res1060-9393340234.

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Singh, Girish. "Effectiveness of individualized education program for slow learners." Indian Journal of Pediatrics 73, no. 11 (November 2006): 1045. http://dx.doi.org/10.1007/bf02758318.

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Krishnakumar, P., M. G. Geeta, and Ramakrishnan Palat. "Effectiveness of individualized education program for slow learners." Indian Journal of Pediatrics 73, no. 2 (February 2006): 135–37. http://dx.doi.org/10.1007/bf02820203.

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Albert, Paul. "DIGITAL GAMES - A MAGICAL LEARNING TOOL FOR SLOW LEARNERS." International Journal of Research -GRANTHAALAYAH 6, no. 5 (May 31, 2018): 407–12. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1468.

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The present article mainly focused on how digital or computer games act as a fruitful learning tool for slow learners through game based learning. Also, it describes that among many learning methods, game based learning is a suitable way using digital games for slow learners especially for digital natives. In addition, the present article highlighted the educational benefits and effectiveness of digital games. Further, it explores some digital games that can be used in the educational context. Finally the present article suggested that the digital games can be used as a tool in teaching and learning process for slow learners.
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Wafiqoh, Risnina, Said Akhmad Maulana, and Surya Amami Pramuditya. "MATHEMATICS LEARNING DIFFICULTIES OF SLOW LEARNER STUDENTS IN TERMS OF REFLEKTIF ABSTRACTION MEASUREMENT." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 2 (June 30, 2022): 1052. http://dx.doi.org/10.24127/ajpm.v11i2.4770.

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Slow learner students cannot be seen physically, because there is no difference between slow learner students and normal students. Slow learner students must get special attention, especially if the student is a prospective teacher. Slow learner students have difficulties in the process, but the learning difficulties are not in accordance with the facts. This article aims to determine the learning difficulties of slow learners in terms of students' reflective abstractions. The research was conducted using qualitative methods with phenomenological methods. The study involved 8 slow learner students who were given a test to measure their reflective abstraction ability. Followed by interviews based on the results of the written test. The results of the research conducted were analyzed qualitatively. The results of tests and interviews, it is known that students' learning difficulties based on reflective abstraction measurements, are difficulties in remembering mathematical concepts, difficulties in mathematical reasoning, difficulties in providing mathematical explanations, difficulties based on mathematical problem solving strategies, time management difficulties, mathematical technical difficulties, and difficulties in understanding mathematical problems.Siswa slow learner tidak dapat dilihat secara fisik, karena tidak ada perbedaan siswa slow learner degan siswa yang normal. Siswa slow learner tentunya harus mendapatkan perhatian yang khusus, terutama jika siswa tersebut merupakan calon guru. Siswa slow learner memiliki keuslitan-kesulitan dalam proses pembelajaran matematis, namun kesulitan tersebut belum teridentifikasi sesuai dengan fakta di lapangan. Artikel bertujuan untuk mengetahui kesulitan belajar siswa slow learner ditinjau dari abstraksi reflektif siswa. Penelitian dilakukan dengan menggunakan metode kualitatif dengan metode fenomenology. Penelitian melibatkan 8 orang siswa slow learner yang diberikan tes untuk mengukur kemampuan abstraksi reflektif mereka. Dilanjutkan dengan wawancara berdasarkan hasil tes tertulis tersebut. Hasil penelitian dilakukan analisis secara kualitatif. Berdasarkan hasil tes dan wawancara, diketahui kesulitan belajar siswa ditinjau dari pengukuran abstraksi reflektif, adalah kesulitan mengingat konsep matematis, kesulitan bernalar matematis, kesulitan memberikan penjelasan matematis, kesulitan mengatur strategi penyelesaian masalah matematis, kesulitan manajemen waktu, kesulitan teknis matematis, dan kesulitan memahami masalah matematis.
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Kurniawan, Rahmat. "PENGEMBANGAN MODEL PEMBELAJARAN GUIDED PROJECT BASED LEARNING UNTUK MAHASISWA SLOWLEARNER." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 2 (June 5, 2020): 144–53. http://dx.doi.org/10.24176/re.v10i2.4128.

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This research and development aims to developing a learning model Guided Project Based Learning that can be implemented for slow learners or slow learners or normal students in one learning environment. This model was applied in Multimedia II course in STIKI Malang visual communication design study program for five meetings.The development method for developing this Guided Project Based Learning learning model uses the ADDIE model developed by Dick Carey. The steps of developing a learning model using the ADDIE development model consist of 5 steps, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. The sample in this study was the 5th semester visual communication design student where there were slowlearner students. Data was collected by mapping through the stages of psychological testing.The results of the mapping found 1 student with special needs slow learner type. Implementation of the GPBL model proves students can understand the material and follow systematically the design of simple games. In addition, the student is actively able to explain game design concepts.
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Noni, Ipon Nonitasari. "Teacher Learning Strategies to the Slow Learner Students in Thematic Learning." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 2 (March 9, 2021): 19–26. http://dx.doi.org/10.29407/jbsp.v4i2.14939.

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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.
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