Analisis Kesulitan Belajar Siswa Berkebutuhan Khusus Slow Learner di Sekolah Dasar Negeri Cipete 4
Article Sidebar
Page Numbers:
646-660
Digital Object Identifier:
10.58578/alsys.v2i6.623
Viewed: 4.948 times
Downloaded: 6.519 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Septy Nurfadhillah1, Amalita Aziah Septiarini2, Mitami Mitami3, Dewi Isnania Pratiwi4 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
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.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.