PEMBELAJARAN BERBASIS NEUROPEDAGOGY UNTUK MENINGKATKAN SELF-ESTEEM DAN PEMAHAMAN KONSEP IPAS PADA SISWA SLOW LEARNER DI KELAS 3 SEKOLAH DASAR

Elma Nur Hafizah, NIM.: 24204081021 (2026) PEMBELAJARAN BERBASIS NEUROPEDAGOGY UNTUK MENINGKATKAN SELF-ESTEEM DAN PEMAHAMAN KONSEP IPAS PADA SISWA SLOW LEARNER DI KELAS 3 SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (PEMBELAJARAN BERBASIS NEUROPEDAGOGY UNTUK MENINGKATKAN SELF-ESTEEM DAN PEMAHAMAN KONSEP IPAS PADA SISWA SLOW LEARNER DI KELAS 3 SEKOLAH DASAR) 24204081021_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (17MB) | Request a copy

Abstract

Inclusive education requires instructional strategies that accommodate the cognitive and affective learning needs of slow learner students. Slow learners often encounter difficulties in understanding abstract concepts and tend to exhibit low self-esteem due to repeated academic challenges. A neuropedagogical approach offers an alternative by applying principles of neuroplasticity, cognitive load management, and multisensory learning that align with how the brain processes information. This study aimed to describe the implementation of a neuropedagogical approach and examine its contribution to improving self-esteem and understanding of Science and Social Studies (IPAS) concepts among slow learner students in elementary school. This study employed a quantitative approach using a Single Subject Research (SSR) method with a Multiple Baseline Across Subjects design. The participants consisted of two third-grade elementary school students identified as slow learners. The intervention included Neuro-Fast Movement activities, multisensory flashcard media, the establishment of a low-threat learning environment, and the use of a metacognitive journal entitled “My Learning Journey.” Data were collected through concept understanding tests, behavioral observations of self-esteem, documentation, and student reflection records. Data were analyzed using visual time-series analysis focusing on changes in level, trend, data stability, and Percentage of Non-overlapping Data (PND). The findings indicate that the neuropedagogical approach contributed to improvements in Science and Social Studies concept understanding for both participants, as reflected in increased scores during the intervention phase and a PND value of 100%. Improvements were also observed in self-esteem indicators, including greater self-confidence, increased classroom participation, willingness to express opinions, and more positive self-reflections. These findings suggest that a neuropedagogical approach has the potential to serve as an alternative instructional strategy that supports both cognitive and affective development among slow learner students in inclusive elementary school settings.

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