Analysis Of Number Content Numeration Problems Of Slow Learners In An Inclusive High School

Abstract

Slow learners often have difficulties in understanding the basic concepts of mathematics so that it takes a long time to understand the learning material. The purpose of this study is to analyze the numeracy problems of slow learners in inclusive high schools. This study uses library research method by collecting, analyzing, and interpreting information from various scientific journals, articles, and other digital sources. A total of 25 research articles that have been published through nationally accredited journals have been selected and reviewed from google scholar web to fulfill the research objectives. The results show that there are slow learners high school students who still have difficulties in numeracy in the past four years. Furthermore, the problem occurs due to several factors such as, they are difficult to imagine mathematical concepts visually, difficult to understand mathematical terms abstractly, and lose interest in learning because they often experience difficulties. The efforts made are by implementing various learning strategies such as using CRT, PjBL, and PBL learning approaches. Furthermore, giving special attention and individual guidance to each learner, using concrete learning media such as using real objects, pictures, or manipulatives to clarify abstract concepts, conducting gradual learning by dividing the material into small parts and teaching it in stages.