STRATEGI GURU MEMBIMBING SISWA SLOW LEARNER PADA PEMBELAJARAN DI MADRASAH IBTIDAIYAH

Abstract

Abstract

Education is a planned process aimed at optimally developing students’ potential in cognitive, affective, and psychomotor aspects. Every student has the same right to grow, including slow learners who acquire knowledge at a slower pace than their peers and therefore require repeated explanations, simplified instruction, and concrete learning aids. This condition demands teachers to implement adaptive, creative, and collaborative learning strategies so that slow learners can participate effectively in regular classroom settings.

This study focuses on teachers’ strategies in guiding slow learners at MI Al-Hidayah 02 Betak Tulungagung during the 2024/2025 academic year, covering planning, implementation, and evaluation of learning. A descriptive qualitative approach was employed, with data collected through interviews, observation, and documentation. The data were analyzed using the Miles and Huberman model, namely data reduction, data display, and conclusion drawing. The findings reveal that in the planning stage, teachers conducted initial assessments, set gradual learning objectives, and selected multisensory media. During implementation, teachers applied repetition techniques, the Concrete–Pictorial–Abstract (CPA) model, scaffolding, and positive reinforcement to enhance students’ understanding. Evaluation was carried out through formative assessment, portfolios, and reflection on students’ progress. These findings affirm that adaptive and inclusive teaching strategies can effectively support slow learners in gradually improving their academic, social, and emotional skills.