<![CDATA[Research on reversible thinking skills has been mostly conducted on regular students and prospective mathematics teachers, while studies specifically analyzing the reversible thinking skills of slow learner students in solving integer operation problems with the help of scaffolding are still limited. This study aims to analyze the reversible thinking skills of slow learner students in solving integer operation problems at the junior high school level with the help of scaffolding during the data collection process. This study used a descriptive qualitative approach with two slow learner students in class VII selected through purposive sampling as subjects. Data were obtained through tests, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model and data validity was carried out using technical triangulation. The results showed that the three indicators of reversible thinking skills, namely negation, reciprocity, and return to initial data, could be achieved by both subjects but did not appear independently. Students were only able to demonstrate the process of reversing operations, finding equivalent forms of operations, and returning results to initial values after receiving scaffolding in the form of guiding questions, instructions, and visual representations such as number lines. These findings indicate that slow learners' reversible thinking skills are at a concrete stage and require gradual support to uncover their mathematical thinking processes. This research contributes to enriching the study of the characteristics of slow learners' reversible thinking skills and emphasizes the importance of scaffolding as a form of support that helps students construct and communicate mathematical thinking processes during problem-solving.]]>
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