PROBLEMATIKA PENYELESAIAN MATEMATIKA OLEH SISWA BERKEBUTUHAN KHUSUS SLOW LEARNER

This study aims to describe the problematic mathematical settlement by students with slow learner special needs, especially in counting operations. The method used in this study is using a descriptive qualitative approach. Based on the results of the research on the problematics of mathematical settlement by students with special slow learner needs, it can be concluded that: 1) students tend to be passive in the class, rarely ask questions and are slow in responding to stimuli given by the teacher, resulting in students often not knowing the purpose of a the material taught is caused by being slow in responding to stimuli and lack of asking; 2) students use methods that are less effective in completing mathematics so that it takes a long time to solve the problem; 3) easily affected and unable to concentrate for quite a long time; 4) slow students learn to prefer to play or communicate with students who share special needs and also with accompanying teachers, he will have difficulty learning or doing assignments in school if not accompanied while asking questions or communicating with other friends is very rare and tend to be shy; and 5) in working on students' assignments slowly learning tends to depend on the teacher, if he gets an assignment at home he will depend on parents, but if their parents are not there then he prefers to do the assignment in school together with the accompanying teacher