The Role of Assessment in Mathematics Learning for The Slow Learner
Ummul Khaira (a*), Tatang Herman (b)
a) Magister Pendidikan Matematika, Sekolah Pascasarjan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*khairaummul7[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
This study aims to find out how service, the role of the teacher in facilitating slow learners in mathematics learning, and other constraints faced. This research is a case study in a junior high school in the city of Bandung. Participants in this study were three class VIII students. This research was carried out through observation, interviews with slow learner students, and mathematics teachers. The results of the study show that children who are classified as slow learners still have not been well facilitated in achieving predetermined mathematics learning goals. Slow learners need a longer study time than their peers, so they need special education services. One of alternative solution that can be done by teachers is that teachers sholud pay special attention to the process of learning mathematics for slow learner students. The importance of teachers conducting clinical assessment, giving the direction to the slow learner students in the learning process, and helping the students to overcome the difficulties faced by slow learner students.
Keywords: clinical assessment, mathematics learning for slow learner
Topic: Mathematics Education