Engaging Language Through Explicit structions to Slow Learner Students to Learn Better Mathematics

Imam, Yuwono; Chairil Faif, Pasani; Suratno, Martodibyo

dc.contributor.author	Imam, Yuwono
dc.contributor.author	Chairil Faif, Pasani
dc.contributor.author	Suratno, Martodibyo
dc.date.accessioned	2021-08-05T04:20:18Z
dc.date.available	2021-08-05T04:20:18Z
dc.date.issued	2021
dc.identifier.uri	https://repo-dosen.ulm.ac.id//handle/123456789/20711
dc.description	Children's language, explicit instructions, values , and places, slow learner	en_US
dc.description.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.	en_US
dc.publisher	'Publisher Turkbilmat Egitim. Hizmetleri	en_US
dc.relation.ispartofseries	12;6
dc.subject	Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education	en_US
dc.title	Engaging Language Through Explicit structions to Slow Learner Students to Learn Better Mathematics	en_US
dc.type	Article	en_US