Engaging Language Through Explicit Instructions to Slow Learner Students to Learn Better Mathematics
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Abstract
The purpose of this study is to develop learning methods for students who are slow learners in learning mathematics in terms of values and places. The study used a single-subject approach to the A-B-A design (baseline 1, invention, and baseline 2). The study was conducted in an inclusive inclusion elementary school, with research subjects totaling three students who were classified as slow to learn. Learning involves children's language in the form of explicit instruction. The results showed that all three subjects experienced a good understanding of the concepts of values and place. Involving children's language makes them happy to learn mathematics. Explicit instruction helps to overcome the child's weaknesses, doing math tasks.
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