<![CDATA[This study was motivated by the low level of basic arithmetic skills among slow learners due to suboptimal teaching approaches in the classroom. The purpose of this study was to determine the effect of an individualized approach on improving the basic arithmetic skills of slow learners in Class 2A at SD Muhammadiyah 1 Bangkalan. The study employed a quantitative approach using the Single Subject Research (SSR) method with an A-B design, comprising a baseline phase (A) and an intervention phase (B). The subject was a student with the initials YZK, identified as a Slow Learner based on teacher observations and recommendations. Data were collected through tests, structured observations, and documentation using a calculation test instrument consisting of 10 multiple-choice questions and 5 short-answer questions, and analyzed using graphical visualizations. The results showed an increase in scores from 60 in the baseline phase to 73.3 in the intervention phase, representing a rise of 13.3 points (22.2%). The 0% overlap percentage between conditions indicates that this improvement is a genuine effect of the intervention. Positive changes were also observed in the subjects’ learning behavior, including increased focus, engagement, and self-confidence. It is concluded that the individualized approach has proven effective in improving the basic arithmetic skills of students with learning difficulties and is suitable for implementation in inclusive education at the elementary school level.]]>
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