Transformasi Pembelajaran: Strategi Guru Kelas Dalam Meningkatkan Hasil Belajar Peserta Didik Slow Learner Di Sdi Al-Chusnaini

This research is motivated by the presence of slow learners in regular classes who experience difficulties in writing concentration and understanding teacher instructions. This is a challenging situation considering that not all students with special needs at SDI Al-Chusnaini have a shadow teacher (GPK). Thus, this research aims to describe teachers' strategies in improving the learning outcomes of slow learners at SDI Al-Chusnaini. The method used is a descriptive qualitative approach with interview and observation techniques. The research results indicate that teachers implement differentiated instruction by adjusting the difficulty level of the material and tasks, and using concrete and visual media. An emotional approach was also identified as an important factor in creating a positive learning environment. This finding indicates that adaptive, structured, and continuous learning strategies have a significant impact on the development of slow learners. This research is expected to provide recommendations for teachers in developing more effective learning strategies that are suitable for the needs of slow learners.