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This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

This study aims to determine the process and effectiveness of instructional text reading skills in Indonesian Language Lessons through the CIRC method assisted by picture media in slow learner children at the elementary school level. The background of this study is the low reading comprehension ability of slow learner students caused by the lack of appropriate learning methods and media that are suitable for slow learner students. The method used in this study was the Classroom Action Research (CAR) model of Kemmis and Mctaggart, implemented in two cycles. The subjects were six slow-learning fifth-grade students of SD Negeri 002 Karangan. Data were collected through observation, learning test results, and documentation. The results of the learning test for reading instructional text skills showed a significant increase from cycle I to cycle II. In cycle I, 2 out of 6 slow learner students achieved the Minimum Completion Criteria (KKM), with an average score of 60 (classical completion 33.33%). While in cycle II, the number of students who completed the test increased to 5 out of 6 slow learner students with an average score of 80 (classical completion 83.33%). Based on these results, it can be concluded that the application of the CIRC method assisted by image media can successfully improve instructional text reading skills because it meets the score above the KKM and the students' active involvement in the learning process.

This study aims to describe the application of the Game Based Learning (GBL) model in improving the learning outcomes of slow learner students in Mathematics in elementary schools. The background of this study is the low learning outcomes of Mathematics in students with special learning needs, especially slow learners, who often have difficulty understanding abstract concepts and are less motivated to learn. The GBL model was chosen because it can provide a fun, interactive learning atmosphere and motivate students to be more actively involved in the learning process. The research method used is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action implementation, observation, and reflection. The subjects of this study were fifth grade students of SDN 002 Kombeng who were identified as slow learners. The results of the study indicate that the application of the Game Based Learning model can improve the learning outcomes of slow learner students. This is indicated by an increase in the average value of learning outcomes in each cycle and an increase in student activity and motivation to learn. Thus, the Game Based Learning model can be an alternative effective learning strategy to help slow learner students understand Mathematics concepts in a fun and meaningful way.

Not all humans have self confidence. Something that can make someone has less confidence is their disability. The aim of this research is to know an overview of the special needs students’ self confidence development in SMA “X” Gresik Regency. This research used qualitative research method, with subjects: student with autism, slow learner, and light mentally disabled. Data collectives method that used are observation, interview, and documentation. Analysis data method used Miles and Huberman Model. This research used triangulation of technique and sources for checking data credibility. This research shows that student with autism can do activities by himself, believe with what he does, responsible, realized and accepted his imperfection, knows reason and effect behind his action, can build interaction with others, adaptation with environment, and tolerance with others. Student with slow learner can do activities and make decision by himself, responsible, realized and accepted his imperfection, knows reason and effect behind his action, adaptation with environment, and tolerance with others. In the other hand, students with light mentally disabled can not approach directly, need more time to approach them. The closest person have important role for special needs students’ self confidence development, like family, special needs teachers, and classmates.

Education is a very complex process that not only covers knowledge but also skills, including moral and ethical values. English as an international language has an important role in the field of education, especially in Indonesia at senior high school (SMA) with a focus on developing skills from speaking, listening, reading and writing. However, each learners have different abilities ranging from slow learners to fast learners, it requires teachers to apply a variety of learning strategies in accordance with learning. This study aims to explore English learning strategies applied at SMA Negeri 2 Bangli, especially in class XI. Through the descriptive qualitative research method, this study found that both teachers apply varied learning strategies according to the needs of students, and there are learning strategies that are rarely applied because they are considered less suitable for the characteristics and learning needs of students.

This research aims to increase the focus on slow learner students, especially at MIM Sraten. The root of the problem found from observations with teachers is that slow learner students show behavior that is difficult to read. The problem found at MIM Sraten was that there were 19 students who were slow in reading. Method This service activity takes place at MIM Sraten from early August to early September 2024. Assistance is provided for 120 minutes at each session, with a focus on students who experience learning difficulties. The success of this program shows that a private approach that is personal and tailored to the needs of each child can be an effective model to be applied in other educational settings. This program also emphasizes the importance of ongoing training for teachers as well as collaboration between schools, parents and the community. It is hoped that this effort can have a positive and sustainable impact on literacy and intellectual development

Learning for children with special needs has its own method according to their needs. Not only children with special needs have needs, but also all children have needs. One of them is education. The aim of this research is to find out how teachers work in handling children who have special needs, especially those who are Slow Learners in learning. The method used in this research is to use a qualitative method with a descriptive approach. In collecting data, researchers used interviews and observations conducted at Baddurih Elementary School. In the results of interviews that have been conducted, the teacher's efforts to handle children who are slow learners are by using special strategies, namely by using an individual approach and a remedial approach in the learning process.    

Children with special needs are children who have their own individuality in terms of types and characteristics, which distinguish them from normal children in general. Learning difficulties are more related to psychological disorders such as frustration, anxiety, adjustment barriers and emotional disorders, so learning difficulties can be related to psychological factors, especially personality, adjustment disorders and self-confidence. This study aims to determine the learning difficulties experienced by students with special needs. The method used is descriptive using qualitative data analysis so that it becomes an easy-to-understand data exposure. The selection of research subjects consisted of one classroom teacher, one GPK teacher, and one student with special needs. The results showed that there were students with special needs who were categorized as slow learners. Students experience difficulties during the learning process such as difficulty recognizing letters and numbers.    

Children with special needs are children who have their own individuality in terms of types and characteristics, which distinguish them from normal children in general. Learning difficulties are more related to psychological disorders such as frustration, anxiety, adjustment barriers and emotional disorders, so learning difficulties can be related to psychological factors, especially personality, adjustment disorders and self-confidence. This study aims to determine the learning difficulties experienced by students with special needs. The method used is descriptive using qualitative data analysis so that it becomes an easy-to-understand data exposure. The selection of research subjects consisted of one classroom teacher, one GPK teacher, and one student with special needs. The results showed that there were students with special needs who were categorized as slow learners. Students experience difficulties during the learning process such as difficulty recognizing letters and numbers.    

The aim of this research is to find out what media can improve the thinking abilities of slow learner ABK students. The method used in this research design is a literature review study. Literature study is a form of research used to collect data sources related to a topic found in the field. Data collection for literature studies was carried out using the Google Scholar search tool. The screening results matched the required data, there were 7 national journal articles based on the articles found and analyzed. The results of this research are the discovery of media that are suitable and can support the success of slow learner ABK students in improving their thinking abilities, namely bussy box media, stamp game media, and puzzles.

The aim of this research is to determine the results of cooperative learning strategies through experiments in learning to count for slow learner children. We combined quantitative and qualitative methods in analyzing the data collected during the research. The profile of a Slow Learner student concluded through assessments is used as the basis for creating a Learning Program Plan that uses cooperative learning strategies through experimentation. The research results show that cooperative learning increases the motivation and active learning of regular and special students while improving the learning outcomes of children with special needs, and all students in general. This can be seen from the scores obtained by both groups which were above average and the attitudes shown in learning. We hope that the results of this research can provide information about creative ways of cooperative mathematics learning for Slow Learner students in an inclusive context.

Slow learner students are students who experience delays in the learning process. This delay affects other abilities such as adaptation, communication and personality which can have an impact on self-esteem. Students with high self-esteem make them able to think positively about themselves and be more confident. One form of handling to increase self-esteem is using the Montessory method. This method helps students explore themselves through play media. The purpose of this research is to identify the needs of slow learner students with low self-esteem towards the Montessory method in learning.