Peran Guru Kelas dalam Pembelajaran Siswa Slow Learner di SDN Tunggul Sari 1 Surakarta

Abstract

Inclusive education ensures every student's right to equitable educational services, including those with special needs such as slow learners. This study aims to explore the role of teachers in supporting the learning process of slow learner students at SDN Tunggul Sari 1 Surakarta. A qualitative descriptive approach was employed, with data collected through observation and in-depth interviews. The findings reveal that teachers play a strategic role as content presenters (demonstrators), managers of a conducive learning environment, facilitators of instructional interaction, and evaluators who design adaptive assessments tailored to students' conditions. Teachers not only deliver material but also provide personal attention, adjust evaluation methods, and create an inclusive and supportive classroom atmosphere. Furthermore, parental involvement in home learning significantly contributes to student progress. The study concludes that teachers’ consistency and empathy in fulfilling these four roles play a critical part in ensuring a fair and responsive learning process for slow learners. The implications highlight the need for continuous enhancement of teachers’ competencies in inclusive education to support successful learning outcomes for all students.