ANALISIS KEMAMPUAN BELAJAR SISWA SLOW LEARNER PADA PEMBELAJARAN MATEMATIKA SD NEGERI CIPOCOK JAYA 1

Abstrak

Penelitian ini bertujuan untuk menganalisis kemampuan belajar siswa slow learner pada pem-belajaran Matematika di SD Negeri Cipocok Jaya 1. Latar belakang penelitian ini berangkat dari permasalahan rendahnya hasil belajar siswa slow learner yang kerap mengalami kesulitan dalam memahami konsep, menyelesaikan soal, dan mempertahankan fokus selama proses pembelajaran. Fenomena tersebut menunjukkan bahwa pendekatan pembelajaran yang digunakan guru belum sepenuhnya sesuai dengan karakteristik dan kebutuhan belajar siswa slow learner. Oleh karena itu, penelitian ini penting dilakukan untuk memberikan gambaran yang komprehensif mengenai kondisi kemampuan belajar siswa slow learner serta upaya guru dalam mengoptimalkannya. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas enam siswa slow learner kelas III, IV, dan V yang dipilih ber-dasarkan hasil identifikasi guru kelas dan konselor sekolah. Teknik pengumpulan data melipu-ti observasi terhadap kegiatan belajar mengajar di kelas, wawancara mendalam dengan guru dan siswa, serta dokumentasi hasil belajar dan catatan pembelajaran. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan secara induktif agar diperoleh gambaran menyeluruh mengenai kemampuan belajar siswa slow learner dalam konteks pembelajaran Matematika. Hasil penelitian menunjukkan bahwa kemampuan belajar siswa slow learner masih tergolong rendah. Kesulitan utama yang dialami siswa meliputi lemahnya daya ingat terhadap konsep dasar operasi hitung, kesulitan dalam memahami dan menerapkan konsep pecahan, serta ketidakmampuan dalam memecahkan soal-soal kontekstual yang menuntut penalaran logis. Faktor penyebab yang memengaruhi rendahnya kemampuan belajar siswa antara lain keterbatasan kognitif, kurangnya motivasi belajar, serta belum optimalnya penerapan strategi pembelajaran yang disesuaikan dengan karakteristik siswa slow learner. Guru telah berupaya memberikan perhatian khusus melalui pendekatan individual, penggunaan media konkret, ser-ta pengulangan materi secara bertahap, namun hasilnya belum menunjukkan peningkatan yang signifikan. Berdasarkan temuan tersebut, penelitian ini merekomendasikan pentingnya penerapan pen-dekatan pembelajaran yang lebih adaptif dan interaktif, seperti metode multisensori, strategi scaffolding, serta kegiatan pembelajaran berbasis pengalaman langsung untuk membantu siswa memahami konsep abstrak matematika. Selain itu, kolaborasi antara guru, orang tua, dan pihak sekolah perlu diperkuat guna menciptakan lingkungan belajar yang lebih suportif bagi perkembangan kemampuan belajar siswa slow learner. Dengan demikian, hasil penelitian ini diharapkan dapat menjadi referensi bagi pendidik dan lembaga pendidikan dasar dalam mengembangkan praktik pembelajaran yang lebih inklusif, humanis, dan berkeadilan bagi se-luruh peserta didik.

This study aims to analyze the learning abilities of slow learner students in Mathematics learn-ing at SD Negeri Cipocok Jaya 1. The background of this research arises from the low aca-demic achievement of slow learner students who often experience difficulties in understanding concepts, solving problems, and maintaining focus during the learning process. This phenom-enon indicates that the learning approaches used by teachers have not fully accommodated the characteristics and learning needs of slow learner students. Therefore, this research is im-portant to provide a comprehensive overview of the learning abilities of slow learner students and the efforts made by teachers to optimize them. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of six slow learner students from grades III, IV, and V, selected based on identification results from classroom teachers and school counselors. Data collection tech-niques included classroom observation, in-depth interviews with teachers and students, and documentation of students’ learning outcomes. Data analysis was conducted through three stages: data reduction, data display, and conclusion drawing, to obtain a holistic understand-ing of the learning abilities of slow learner students in Mathematics learning. The results of the study revealed that the learning abilities of slow learner students were still in the low category. The main difficulties encountered by the students involved limited memory in basic arithmetic operations, poor understanding and application of fraction concepts, and ina-bility to solve contextual mathematical problems that require logical reasoning. Several factors contributed to these difficulties, including cognitive limitations, low learning motivation, and the lack of adaptive instructional strategies suited to the needs of slow learner students. Teach-ers have attempted to address these challenges through individualized guidance, the use of concrete media, and repetitive learning processes, yet the effectiveness remains limited. Based on these findings, the study recommends the implementation of more adaptive and in-teractive learning approaches, such as multisensory methods, scaffolding strategies, and expe-riential learning activities to help students better understand abstract mathematical concepts. Furthermore, stronger collaboration among teachers, parents, and schools is essential to cre-ate a supportive learning environment that fosters the development of slow learner students. Therefore, this study is expected to serve as a reference for educators and elementary schools in developing inclusive, humane, and equitable learning practices for all learners.