<![CDATA[ABSTRACT The diversity of learning abilities in regular classrooms creates a need to understand the characteristics of slow learner students while adapting the support provided by teachers. This study analyzes the process of identifying learning characteristics, the forms of support implemented by the teacher, and the barriers affecting their implementation among slow learner students in the first grade at SDN Banyuajuh 3. The study employed a qualitative approach with a case study involving one classroom teacher as the informant and four slow learner students as the subjects receiving support. Field information was collected through non-participant observation, semi-structured interviews, and documentation, and was subsequently examined through data condensation, data display, and conclusion drawing and verification based on the Miles, Huberman, and Saldaña model. The findings indicate that the identification of learning needs was associated with difficulties in reading, writing, understanding learning materials, and maintaining concentration. These conditions were addressed through individualized assistance, repeated explanations, additional reading, writing, and numeracy practice, as well as grouping students according to their learning abilities. The implementation was also influenced by limited instructional time, differences in students’ abilities, and limited learning support at home. Overall, the support process functioned as an adaptive practice that connected teachers’ pedagogical decisions with communication with parents to sustain students’ learning development. ABSTRAK Keberagaman kemampuan belajar di kelas reguler menghadirkan kebutuhan untuk memahami karakteristik peserta didik slow learner sekaligus menyesuaikan dukungan yang diberikan guru. Penelitian ini menganalisis proses identifikasi karakteristik belajar, bentuk penanganan yang diterapkan guru, serta hambatan yang memengaruhi pelaksanaannya pada peserta didik slow learner di kelas I SDN Banyuajuh 3. Kajian dilakukan melalui pendekatan kualitatif dengan case study yang melibatkan seorang guru kelas sebagai informan dan empat peserta didik slow learner sebagai subjek yang didampingi. Informasi lapangan dihimpun melalui observasi nonpartisipatif, wawancara semi-structured, dan dokumentasi, kemudian ditelaah melalui tahapan kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan menurut Miles, Huberman, dan Saldaña. Temuan memperlihatkan bahwa identifikasi kebutuhan belajar berkaitan dengan kesulitan membaca, menulis, memahami materi, dan mempertahankan konsentrasi. Kondisi tersebut direspons guru melalui pendampingan individual, pengulangan penjelasan, latihan tambahan membaca, menulis, dan berhitung, serta pengelompokan sesuai kemampuan belajar. Pelaksanaannya turut dipengaruhi keterbatasan waktu pembelajaran, perbedaan kemampuan antarpeserta didik, dan terbatasnya pendampingan belajar di rumah. Penanganan berlangsung sebagai proses adaptif yang menghubungkan keputusan pedagogis guru dengan komunikasi bersama orang tua dalam mendukung keberlanjutan perkembangan belajar peserta didik.]]>
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