Identification of Slow Learner Students in Elementary Schools and Differentiated Learning Strategies to Improve Academic Achievement

Abstract

Slow learner students are a subset of children with special needs who experience difficulties in understanding lessons, have low memory retention, and lag behind in basic academic skills such as reading, writing, and arithmetic. This study aims to identify slow learner students in elementary schools and analyze the effectiveness of differentiated instruction strategies in improving their academic achievement. Using a descriptive quantitative approach, the research involved 30 slow learner students, classroom teachers, and special needs support teachers (GPK) in elementary schools implementing the Merdeka Curriculum and inclusive education. The sample was selected using purposive sampling, focusing on students identified as slow learners based on diagnostic assessments and teacher recommendations. Data were collected through academic records, observations, and interviews, then analyzed using descriptive statistics, including mean, median, mode, frequency distribution, and visualized through histograms and pie charts. The results indicate that the majority of students (66.6%) fall within the “sufficient good” academic achievement category (scores 60–79), with a mean score of 66, a median of 65, and a multimodal distribution. Although 16.7% of students remain in the low category (50–59), the implementation of differentiated instruction has demonstrated a positive impact on students’ learning outcomes, motivation, and self-confidence. These findings underscore the importance of initial diagnostic assessment, flexibility in learning content, process, and product, and learner centered approaches that accommodate diverse student needs. The study recommends strengthening teachers’ competencies in designing differentiated strategies as an integral part of implementing an inclusive Merdeka Curriculum.