Improving Reading and Calculation Ability through Audio Visuals Media in Indonesian Elementary School Student with Slow Learner: A Literature Study

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.

Penggunaan Media MBB AR dalam Meningkatkan Kemampuan Literasi dan Karakter Siswa Slow Learner

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.

Study Analysis of Confidence Level on Slow Learner Students

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.

Teachers’ Awareness and Needs of the School-Based Speech-Language Pathologists

Objectives: Recently, as the population of various students in school classrooms has increased, the need for intervention on various communication problems has been emphasized. This study aims to provide basic data for legislative proposals for speech and language services in schools by investigating teachers’ perceptions and demands for establishment of school-based service delevery in speech-language pathology (SLP) in Korea.Methods: Using a Google survey, teachers at kindergarten, elementary, middle and high schools were questioned regarding their perception and demand for school SLP, with a total of 141 teachers responding.Results: The types of communication problems for the students in charge were 37.3% for multicultural families, 33.3% for slow learners, and 27% for children with other communication problems. Among the difficulties in communication among students, social communication skills accounted for 40.6%, followed by literacy with 22.7%, articulation with 16.4%, and vocabulary with 9.4%. More than 80% of teachers answered that there were students who had difficulty participating in class. Among them, 73.9% had the most difficulty in understanding the contents of the class, 32.2% of teachers’ instructions, and 17.4% of class presentations. In addition, it was found that more than half of the teachers interfered with the class or felt a work burden due to students who had difficulty participating in the class. Therefore, for this reason, 96.5% of teachers thought that having experts to help students would reduce their work burden and help children.Conclusion: Our outcomes demonstrated that teachers recognized the need for professional support at school sites, and mandatory placement of school SLP could provide students and parents with programs that could help improve their academic achievement or social communication skills.

FACTORS SLOW SECONDARY LEARNESR DIFFICULTIES IN LEARNING SPEAKING AT HOMESCHOOLING

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

Constructivist Digital Game-Based Learning Courseware for Slow Learners with Numeracy Difficulties

DGBL is a suitable tool for teaching slow learners, as it allows them to engage actively and practice DGBL Courseware as a learning tool. This paper aims to identify slow learners' difficulties in Mathematics. The develop a DGBL Courseware incorporating Constructivism principles and Engagement Game-Based Elements by Prensky. The research method focuses on following stages: requirement analysis, design and development, including alpha testing by validation from experts, and beta testing, which is user acceptance test to support the efficiency and effectiveness of the Courseware for further improvement. Keywords: Constructivism, Digital Game-Based Learning, Slow Learners, Mathematics eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2904

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

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.

Use of Kinaesthetic Learning Skills among Slow Learners in Physiology to Improve Their Academic Performance

Background: Kinaesthetic learning, a form of student-centric active learning technique, takes learning to the next level. Kinaesthetic learning enables better understanding and effective retention of information, especially among students who don't adapt to conventional teaching-learning techniques in large groups and isolated textbook learning. Methodology: The present study was conducted for three consecutive years among Phase I MBBS students who needed additional curricular support. The students were divided into groups with 4 to 5 students each. They were offered topics to make either a 2D poster or a working model displayed in an exhibition cum competition. A feedback questionnaire was administered to the participants at the end of the competition. Results: The majority of the students who participated either agreed or strongly agreed that the kinaesthetic learning technique facilitated them to read beyond the conventional textbooks and understand the concepts better. We also observed that the students reported increased confidence to face the exam. Comparing the marks scored by the participants and the non-participants, the students who participated in the kinaesthetic learning exercise scored significantly higher than the non-participants (p=0.002) Discussion: Kinaesthetic learning skills using 2D posters and 3D working models preparation helped to improve the academic performance among students in need of additional curricular care by enhancing their critical thinking skills and team-building capacity.