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bibo:abstract "This study aims to describe the characteristics of slow learner students,\r\nthe learning strategies implemented by teachers, and the forms of parental\r\nassistance at SD Negeri Demangan. This study employed a qualitative approach with\r\na descriptive design. Data were collected through observation, interviews, and\r\ndocumentation. The research subjects consisted of teachers, parents, and slow\r\nlearner students from several grade levels at SD Negeri Demangan. Data analysis was\r\nconducted through data reduction, data display, and conclusion drawing, while data\r\nvalidity was tested using source and technique triangulation.\r\nThe results showed that the characteristics of slow learner students\r\ninclude slow comprehension of learning materials, weak memory, difficulties\r\nin reading, writing, and arithmetic, easily distracted concentration, as well as\r\nlow self-confidence and social communication skills. The learning strategies\r\nimplemented by teachers included repetition of materials, individual\r\nassistance, simplified instructions, motivation, and positive reinforcement.\r\nMeanwhile, parental assistance was carried out through learning supervision\r\nat home, emotional support, learning load management, and active\r\ncommunication with teachers.\r\nThe findings were reinforced by Vygotsky’s cognitive development\r\ntheory through the concepts of Zone of Proximal Development and scaffolding,\r\nwhich emphasize the importance of gradual assistance in children’s learning\r\nprocesses. In addition, Al-Ghazali’s theory highlights the importance of\r\npatience, acceptance, and parental affection in assisting slow learner children.\r\nTherefore, the success of education for slow learner students is influenced by\r\nadaptive learning strategies and supportive parental assistance."^^xsd:string;
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