Spaced Repetition for Slow Learners

Shah, Devansh; Jagtap, Nikhil M.; Shah, Shloka S.; Nimkar, Anant V.

doi:10.1109/ibssc51096.2020.9332189

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Learners do repetition with speech, indirectly they have trained their mouth and hearing in reciting and listening to the information individually, this can improve their disciplined and independent characteristics. Repeated practice is carried out by students until they find a mature concept from a learning material [15]. Success in learning is balanced with strong disciplined perseverance and independence for repetition is needed.…”

Section: Resultsmentioning

confidence: 99%

“…Repetition as a repeated practice to understand meaningful information deepening, expanding, and strengthening from the teacher by students can be one way to support learning. Presented by Shah et al (2020), that the history of Spaced Repetition traces back to the nineteenth century, when Ebbinghaus hypothesized, that the rate at which humans forget information increases exponentially with time [15]. However, if the information is repeated, it tends to be forgotten at a low level, and can also decrease with each repetition.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Use Repetition and Feedback Methods in Supporting the Learning of Slow Learners Children

Indarsari¹,

Utomo²

2022

Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022)

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This research activity is intended to describe the use of repetition and feedback methods to support slow learners' learning. Elementary School of Klepu 02 is one of the schools that accepts Students with Special Needs. Research by taking descriptive elements produces case study data with purposive sampling technique which obtains an overview of the use of repetition and feedback methods in supporting slow learners' learning. Data collection was carried out through participatory observation techniques, in-depth interviews, and documentation data. After that, to get the validity of the data, a triangulation process of sources and techniques is needed. Technical activities of qualitative data analysis include data reduction and data presentation, and at the end of drawing conclusions. The results of the study show that the use of repetition and feedback methods can support slow learners' learning. Slow learners' learning achievement increases and has a high enthusiasm for learning even though it takes a lot of time to repeat the material, and slow learners show a disciplined character in complying with existing school rules and discipline to keep learning.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use Repetition and Feedback Methods in Supporting the Learning of Slow Learners Children

Indarsari¹,

Utomo²

2022

Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022)

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show abstract

“…Peserta didik melakukan pengulangan dengan ucapan, secara tidak langsung mereka telah melatih mulut dan pendengarannya dalam melafalkan dan mendengarkan informasi tersebut secara individu, ini dapat meningkatkan karakteristik disiplin dan mandiri mereka. Praktek berulang dilakukan peserta didik hingga mendapati sebuah konsep yang telah matang dari suatu materi pembelajaran (Shah et al, 2020). Berhasilnya dalam belajar diimbangi dengan ketekunan disiplin yang kuat serta kemandirian untuk pengulangan sangat diperlukan.…”

Section: Hasil Dan Pembahasanunclassified

Penggunaan Metode Repetition and Feedback Dalam Menunjang Pembelajaran Anak Slow Learners

Indarsari

2023

Refleks. Edukatika I. Ilm. Kependidikan

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The purpose of this study was to describe the use of repetition and feedback methods to support learning in slow learners. The use of the repetition and feedback method is carried out by teachers who have slow learners at SD Negeri Klepu 02.The research method by taking descriptive elements produces case study data with purposive sampling technique which obtains an overview of the use of repetition and feedback methods in supporting the learning of slow learners. Data collection was done through participatory observation techniques, in-depth interviews, and documentation data. After that, to get the validity of the data, a triangulation process of sources and techniques is needed. Technical activities of qualitative data analysis include data reduction and data presentation, and at the end of drawing conclusions.The results of the study show that the use of repetition and feedback methods can support the learning of slow learners. Slow learners' learning achievement increases and has a high enthusiasm for learning even though it takes a lot of time to repeat the material, and slow learners show a disciplined character in complying with existing school rules and discipline to keep learning.

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“…Due to their lower levels of comprehension, individuals classified as slow learners also experience a corresponding decrease in their memory capacity. The characteristics of slow learners with a low memory capacity (Erickson, 1982) require repetition/remediation to understand the material that had been taught (Borah, 2013;Shah et al, 2020). One strategy teachers must apply is to repeat previous material that is a prerequisite for competency in the material to be taught, for example, during the apperception.…”

Section: The Principle Of Intertwinementmentioning

confidence: 99%

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students

Listiawati,

Sabon,

Siswantari

et al. 2023

j. math. educ.

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One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.

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Spaced Repetition for Slow Learners

Cited by 5 publications

References 16 publications

The Use Repetition and Feedback Methods in Supporting the Learning of Slow Learners Children

The Use Repetition and Feedback Methods in Supporting the Learning of Slow Learners Children

Penggunaan Metode Repetition and Feedback Dalam Menunjang Pembelajaran Anak Slow Learners

Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students

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