<![CDATA[This study aims to analyze teachers’ strategies in teaching slow learner students at SDN 43 Cakranegara, identify the obstacles faced by teachers, and describe the efforts made to overcome these obstacles. This research used a qualitative descriptive approach. The subjects of the study consisted of the principal and classroom teachers who were directly involved in the learning process of slow learner students. Data collection techniques included interviews, observations, and documentation. The data were analyzed using thematic analysis through data reduction, data presentation, and conclusion drawing. The results showed that teachers applied several strategies in teaching slow learner students, such as individual approaches, repetition of learning materials, the use of simple learning media, and providing motivation during the learning process. Teachers also created a comfortable and supportive classroom atmosphere to help students better understand the material. The obstacles faced by teachers included differences in students’ learning abilities, limited learning time, lack of learning media, and difficulties in giving equal attention to all students in the classroom. To overcome these obstacles, teachers provided additional learning time, used simpler and more interesting teaching methods, and established cooperation with parents to support students’ learning development. The study concludes that appropriate teaching strategies and special attention from teachers greatly influence the learning progress of slow learner students. Therefore, collaboration among teachers, schools, and parents is essential to support the success of the learning process.]]>
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