ANALYSIS OF LEARNING DIFFICULTIES IN SLOW LEARNING STUDENTS AT KUDUS ELEMENTARY SCHOOL

https://doi.org/10.23960/kata.v13i2.777
Published: Sep 3, 2025

Abstract:

This study aims to analyze in depth the learning difficulties of special needs students with the slow learner category at an Elementary School in Kudus. Using a descriptive qualitative case study approach, data were collected through observations during six meetings, interviews with teachers and parents, and document reviews (e.g. grades and progress notes). The results of the analysis revealed various obstacles in the cognitive domain (such as slow understanding of material and remembering), affective and social (e.g. low motivation, unstable emotions, and limited interaction), as well as a learning environment that is not yet fully adaptive. The causal factors consist of limited intellectual capacity, the use of teaching strategies that are not yet individualized, and minimal support from family and the community. The school has implemented strategies for repeating material, simplifying instructions, and small group learning, but is still faced with obstacles in the form of limited resources and the absence of a special curriculum. Recommendations from this study emphasize the importance of synergy between teachers, schools, and families to increase support, as well as the need to formulate inclusive education policies that are more responsive to the needs of slow learners.

Penelitian ini bertujuan menganalisis secara mendalam kesulitan belajar pada siswa berkebutuhan khusus dengan kategori slow learner di sebuah Sekolah Dasar di Kudus. Menggunakan pendekatan studi kasus kualitatif deskriptif, data dikumpulkan melalui observasi selama enam pertemuan, wawancara dengan guru dan orang tua, serta telaah dokumen (misalnya nilai dan catatan perkembangan). Hasil analisis mengungkap berbagai kendala pada ranah kognitif (seperti lambat memahami materi dan mengingat), afektif dan sosial (misalnya rendahnya motivasi, emosional labil, serta interaksi terbatas), serta lingkungan pembelajaran yang belum sepenuhnya adaptif. Faktor penyebab terdiri dari keterbatasan kapasitas intelektual, penggunaan strategi pengajaran yang belum individual, dan minimnya dukungan dari keluarga serta masyarakat. Sekolah telah menerapkan strategi pengulangan materi, penyederhanaan instruksi, dan pembelajaran kelompok kecil, namun masih dihadapkan pada kendala berupa keterbatasan sumber daya dan ketiadaan kurikulum khusus. Rekomendasi dari penelitian ini menekankan pentingnya sinergi antara guru, sekolah, dan keluarga untuk meningkatkan dukungan, serta perlunya penyusunan kebijakan pendidikan inklusif yang lebih responsif terhadap kebutuhan slow learner.

Keywords:
1. Keywords: slow learners, qualitative case study, learning difficulties, inclusive education Elementary School
Authors:
1 . Ananda Setiyani
Universitas Muria Kudus
2 . Nabilah Alya Zulfa
Universitas Muria Kudus
3 . Arcivid Chorynia Ruby
Universitas Muria Kudus
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How to Cite
Setiyani, A. ., Zulfa, N. A., & Ruby, A. C. . (2025). ANALYSIS OF LEARNING DIFFICULTIES IN SLOW LEARNING STUDENTS AT KUDUS ELEMENTARY SCHOOL. Jurnal Kata : Bahasa, Sastra, Dan Pembelajarannya, 13(2), 525–531. https://doi.org/10.23960/kata.v13i2.777
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Issue & Section
Vol. 13 No. 2 (2025): Jurnal Kata : Bahasa, Sastra, dan Pembelajarannya
Articles
References

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  2. Arsyad, M., & Rahmawati, L. (2022). Learning strategies for slow learner students in elementary schools. Indonesian Journal of Special
  3. Education, 8(1), 45–56
  4. Astuti, R. P., & Mahendra, I. G. A. B. (2021). Mapping learning difficulties of slow learner students in online and offline learning in elementary schools. Journal of Educational Sciences, 9(2), 112–120.
  5. Atika, A. (2024). Inclusive Education Practices for Children with Special Needs in Elementary Schools. Harakat An-Nisa: Journal of Gender and Child Studies, 9(1), 45-54.
  6. Bagong, A. (2020). The Influence of Social Interaction on Children's Cognitive Development. Journal of Education and Learning, 7(2), 123-135.
  7. Chorynia, R., Safitri, F. D., & Anjelifa, D. (2024). The Use of Project Based Learning Models for Slow Learner Students. Journal of Education and Counseling, 6(2), 345–352.
  8. Fitriani, D., & Nugroho, A. (2021). Availability of learning media in supporting inclusive education in elementary schools. Journal of
  9. Educational Inclusion, 6(2), 88–97.
  10. Hafiansyah, M. B., & Rasyidina, Y. G.
  11. (2024). Identification of Children with Special Needs and How Teachers Handle Children with Special Needs and Principal Policies. Journal of Elementary School Teacher Education, 2(1), 16-16.
  12. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2019). Exceptional learners: An introduction to special education (14th ed.). Pearson.
  13. Haryati, T., Winata, W., & Suryadi, A. (2022). Development of Individual Learning Programs for Slow Learner Students at SD Lab School FIP UMJ. Instructional, 4(1), 34-61.
  14. Hasibuan, R., & Sari, M. (2022). The role of teachers and learning facilities in learning for students with special needs. Indonesian Journal of Special Education, 4(1), 31–40.
  15. Hidayat, T., & Kusumawati, D. (2021). The influence of the social environment on the learning motivation of students with special needs. Journal of Special Education, 9(1), 73–82.
  16. Kencana, K. A., Anggarda, Y. T., Indriani, F., Sofiyatun, N., & Utami, Y. (2025). Guidance for Slow Learners. Journal of Innovative Education, 7(1), 389402.
  17. Maulida, N. (2022). The role of families in supporting the education of children with special needs in inclusive schools. Journal of Inclusion and Special Education, 5(2), 101–110.
  18. Mulyani, S. (2020). Teachers' challenges in implementing differentiated learning in inclusive elementary schools. Journal of Educational Sciences, 10(1), 33–42.
  19. Nurfadhillah, S., Anjani, A., Devianti, E., Nursiah, N., Ramadhanty, N. S., & Mufidah, R. A. (2021). Slow Learners and Fast Learners. PENSA, 3(3), 416426.
  20. Nurhadi, I. (2017). "The Influence of Social Support on Learning Motivation of Children with Special Needs", Journal of Special Education, Vol. 13, No. 2.
  21. Putri, D. L. K., & Harsiwi, N. E. (2024). The Role of the Additional Reading, Writing and Arithmetic Hours Program in Helping Overcome
  22. Difficulties in Learning to Read and Count for Grade 1 Students of SDN Bluru Kidul 2. EduCurio: Education Curiosity, 2(3), 268-280.
  23. Qodaria, R. L., & Harsiwi, N. E. (2024). The Influence of Educational Counseling on Improving Academic Achievement of Slow Learner Students.
  24. Khatulistiwa: Journal of Education and Social Humanities, 4(3), 14-23.
  25. Ramadhani, R., & Supriyadi, T. (2020). Academic difficulties of slow learner students in the field of literacy. Journal of Educational Psychology, 6(1), 45–53
  26. Safitri, D., Anjelifa, S. M., & Ruby, A. C. (2024). Effectiveness of Project Based Learning Model on Slow Learner Students in Grade V at SD 1 Sadang. Indonesian Journal of Education and Learning (JPPI), 4(1), 127–133. https://doi.org/10.53299/jppi.v4i1.44
  27. Supriyadi, D., & Fitriyah, S. (2021). School and parent communication in inclusive education: Case study on slow learner students. Indonesian Journal of Elementary Education, 10(2), 56–65.
  28. Sutarto, H., & Yuliana, S. (2020). Analysis of factors causing learning difficulties in slow learner students in elementary schools. Journal of Special Education, 8(1), 15–25.
  29. Suyatno, & Hartati, N. (2021). Collaborative strategies in inclusive learning in elementary schools. Journal of Elementary Education, 12(1).
  30. Utami, E., & Rahardjo, T. (2019). Parental perceptions of slow learner children and their impact on parenting patterns. Journal of Educational Psychology, 6(1), 44–52.
  31. Yuliana, S. (2020). Parental involvement in the education of slow learner children in elementary schools. Journal of Elementary Education and Learning, 7(2), 123–130.
  32. Zahirah, A. H., & Maharani, D. A. (2025). Education for All: Inclusive Practices and the Role of Teachers in Teaching Students with Special Needs. Pendas: Scientific Journal of Elementary Education, 10(01), 221-235.
  33. Zakiyah, I. (2024). Analysis of Learning Disorder Factors of Slow Learner Students in Grade I at MI Kh. A Thohir Pulungdowo Tumpang.
  34. ISPRIS: Islamic Primary School, 3(2), 95-112.