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PEMBELAJARAN ANAK SLOW LEARNER STUDI KASUS: DI SD NEGERI DEMANGAN YOGYAKARTA
This study aims to describe the characteristics of slow learner students, the learning strategies implemented by teachers, and the forms of parental assistance at SD Negeri Demangan. This study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation. The research subjects consisted of teachers, parents, and slow learner students from several grade levels at SD Negeri Demangan. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was tested using source and technique triangulation. The results showed that the characteristics of slow learner students include slow comprehension of learning materials, weak memory, difficulties in reading, writing, and arithmetic, easily distracted concentration, as well as low self-confidence and social communication skills. The learning strategies implemented by teachers included repetition of materials, individual assistance, simplified instructions, motivation, and positive reinforcement. Meanwhile, parental assistance was carried out through learning supervision at home, emotional support, learning load management, and active communication with teachers. The findings were reinforced by Vygotsky’s cognitive development theory through the concepts of Zone of Proximal Development and scaffolding, which emphasize the importance of gradual assistance in children’s learning processes. In addition, Al-Ghazali’s theory highlights the importance of patience, acceptance, and parental affection in assisting slow learner children. Therefore, the success of education for slow learner students is influenced by adaptive learning strategies and supportive parental assistance.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
PEMBELAJARAN ANAK SLOW LEARNER STUDI KASUS: DI SD NEGERI DEMANGAN YOGYAKARTA (Text)
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