Educating with Paying Attention to Individual Differences: Case Study of Slow Learner Students in Inclusion School
- DOI
- 10.2991/assehr.k.210304.026How to use a DOI?
- Keywords
- Educating, Paying Attention, Case Study, Inclusion School
- Abstract
Each student has a uniqueness that must be considered by the teacher in the learning process, unusually slow learner children with various peculiarities. This study aims to reveal the attention of Islamic Religious Education teachers to slow learner children. This study is qualitative research with a survey approach—data sources of Islamic religious education teachers in inclusive schools with their specificity of slow learner students. Through in-depth interviews, the data is extracted from the source. After the data is collected, then it is analyzed through a grounded theory strategy. The analysis uses several stages, namely arranging them into categories, then deciding in a theoretical model, and finally describing them in the relations between classifications. The result of this study is Islamic Religious Education teachers always pay more attention to slow learner children. It is done by simplifying the material and language according to their circumstances and also doing material repetition. Through various kinds of attention to individual differences as such, slow learner children can participate in learning and achieve competencies similar to healthy children.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Sutipyo Ru’iya AU - Hanif Cahyo Adi Kistoro AU - Sutarman PY - 2021 DA - 2021/03/08 TI - Educating with Paying Attention to Individual Differences: Case Study of Slow Learner Students in Inclusion School BT - Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020) PB - Atlantis Press SP - 113 EP - 116 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210304.026 DO - 10.2991/assehr.k.210304.026 ID - Ru’iya2021 ER -