<![CDATA[Chemistry education at the secondary level involves an understanding of complex chemical concepts such as the naming of ionic compounds. Students, especially those with below-average learning abilities, often have difficulty identifying cations and anions and classifying ionic compounds, so they need more systematic help. This study aims to develop student activity sheets using response method-structured handwriting construction to help students better understand the naming of ionic compounds. This activity involved four students from high school, consisting of two students who were slow and two who studied regularly. Data were obtained through tests, observations, interviews, and questionnaire, which were triagulated to strengthen the validty and depth of the findings. Results showed an increase in understanding among all students, especially in the naming of ionic compounds, although some of them still faced obstacles in understanding symbolic representations. These findings indicate that activity sheets can improve comprehension, although their efficiency may vary depending on each individual's learning style and background knowledge, stutendts with stronger prior knowledge tended to benefit more scaffolded guidance to reach comparable understanding. Overall, structured activity sheets serve as an effective scaffoldig strategy for supporting conceptual understnding of ionic compound naming, though instructional differentiation is recommended to accommondate individual variation in learning style and prior knowledge]]>
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