<![CDATA[Objective: This study aims to identify the specific mathematical learning barriers experienced by slow learners and to analyze their achievement of mathematical learning outcomes in Phase C at SDN Pisangan Timur 05. Novelty: This study explores the relationship between mathematical learning barriers and learning outcomes among slow learners in Indonesia’s Kurikulum Merdeka by examining the influence of cognitive and learning characteristics on phase-based mathematical competencies. Methods: This qualitative case study involved four Phase C slow learners and their teachers, with data collected through observation, interviews, and documentation, and analyzed using reduction, display, and verification supported by triangulation. Results: The findings reveal that all four slow learners experience significant barriers in mathematical learning, including limited cognitive capacity, weak memory retention, difficulties in maintaining concentration, and challenges in expressing mathematical concepts. These barriers, combined with variations in individual learning abilities, hinder the students from fully achieving the expected mathematical learning outcomes prescribed for their respective academic phase. Conclusion: The study concludes that adaptive and individualized learning strategies are essential to support slow learners in achieving meaningful mathematical outcomes within the Kurikulum Merdeka framework.]]>
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