STRATEGI GURU PENDAMPING KHUSUS DALAM PEMBELAJARAN SISWA SLOW LEARNER PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM

Abstract

Inclusive education practices often face complex challenges in facilitating slow learner students, especially in subjects laden with abstract narratives and chronological memorization such as Islamic Cultural History (SKI). The characteristics of this material are prone to burdening the student's short-term working memory, which triggers cognitive overload. This study aims to analyze the Special Education Teacher's (GPK) strategy in bridging the cognitive gap for seventh-grade students at MTs Terpadu Ar-Roihan Lawang. Using a qualitative approach with a case study design, data collection was conducted through passive participant observation, in-depth interviews, and documentation. Data analysis adapted the interactive model of Miles, Huberman, and Saldaña. The results show: (1) GPK planning is realized through Individualized Education Programs (PPI) based on diagnostic assessments that reduce cognitive standards from Higher Order Thinking Skills (HOTS) to Lower Order Thinking Skills (LOTS); (2) The implementation of assistance adopts an affective co-teaching model, linguistic simplification (point-by-point), and humanistic chunking and drilling techniques that maintain the child's self-esteem; (3) Evaluation is carried out flexibly through oral scaffolding, modifying the number of questions, and adjusting the Minimum Mastery Criteria (KKM). These findings confirm that a systematic GPK strategy can transform abstract historical material into meaningful and memory-friendly learning for slow learners.