STRATEGI GURU PAI DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SLOW LEARNER DI SLB C MUZDALIFAH MEDAN AMPLAS

Abstract

ABSTRACT

This study discusses Islamic Religious Education Teachers' Strategies in Improving Slow Learner Student Learning Motivation at SLB C Muzdalifah Medan Amplas. The main topics of discussion are: 1) What are the Islamic Religious Education Teachers' Strategies in Improving Slow Learner Student Learning Motivation at SLB C Muzdalifah Medan Amplas? 2) What are the supporting and inhibiting factors of Islamic Religious Education Teachers' Strategies in Improving Slow Learner Student Learning Motivation at SLB C Muzdalifah Medan Amplas? This study uses qualitative research with descriptive methods and field research. The data for this study were collected from SLB C Muzdalifah Medan Amplas. In the results of field research, How Islamic Religious Education Teachers' Strategies in Increasing Slow Learner Student Learning Motivation at SLB C Muzdalifah Medan Amplas are by implementing various strategies in learning such as direct learning (expository), using a student-centered learning approach with an individual system and a remedial approach, then the methods used by teachers for slow learner students are lecture methods, questions and answers, exercises, demonstrations with props, reward and punishment methods and assignments, then the steps taken by teachers in implementing learning are teachers coordinating with the principal and the parents of the students concerned, then guiding slow learners themselves and continuing to guide their shortcomings, one of which is by forming them in a small group and providing additional tutoring. The supporting and inhibiting factors of teacher strategies in increasing slow learner student learning motivation at SLB C Muzdalifah Medan Amplas are supporting factors: Teacher competence and dedication, School support, parental involvement, an individual approach and a positive learning environment. While inhibiting factors include: Limited resources, low parental participation, an unbalanced number of students, emotional and psychological conditions of students and lack of professional training.