<![CDATA[This research aims to describe the strategies used by classroom teachers in assisting slow learner students during the learning process in Class II of SDN Banyuajuh 3, Bangkalan Regency, East Java. Slow learners are students who have below-average learning abilities, especially in reading and writing skills, but are not categorized as students with intellectual disabilities. The background of this research is the finding that several second-grade students were not yet able to read and write independently, causing difficulties in participating in the learning process. This study used a descriptive qualitative approach. Data were collected through in-depth interviews, participatory observation, and documentation. The data analysis process used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that slow learner students in Class II experienced significant difficulties in reading and writing, which affected their performance in all subjects because learning at this level requires independent literacy skills. The classroom teacher implemented three main strategies in assisting slow learner students: (1) providing additional guidance and gradual repetition of learning materials, (2) applying an individual approach during the learning process that addressed both academic and emotional aspects, and (3) maintaining active coordination with students’ parents. These strategies had a positive impact on the development of students’ reading and writing skills as well as their self-confidence, although progress occurred gradually. This study concludes that the successful assistance of slow learner students requires teacher patience, flexible learning strategies, and strong cooperation between schools and parents.]]>
