Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

Ayu Faradillah, Yasmin Husna Restu Fadhilah


This study aims to describe mathematical resilience on slow learner students in solving problems. According to the previous research, there is no research focused on the subject of slow learners. The research method is a qualitative descriptive approach. The total population of this study was 71 students with special needs, which consisted of 51 male students and 20 female students. The selection of subjects in this study was reviewed based on three levels of mathematical resilience, namely high, medium, and low. The process of selecting this subject uses the Wright Maps table on Winsteps application version 3.73. Selected subjects were given instruments and interviews to analyze their mathematical problem-solving. The results showed that mathematical resilience on slow learner students was directly proportional to solving mathematical problems for subjects with high mathematical resilience. Meanwhile, subjects with medium and low mathematical resilience were inversely proportional to solving mathematical problems. The stages of solving the problem of the slow learners were incomplete because they have not passed one of the stages formulated by Polya. Therefore, based on the results of this research analysis, teachers can pay more attention to the slow-learners learning strategies in solving problems.


mathematical problem-solving; mathematical resilience; slow learner

Full Text:



Amelia, W. (2016). Karakteristik dan jenis kesulitan belajar anak slow learner. Jurnal Aisyah: Jurnal Ilmu Kesehatan, 1(2), 53–58.

Annizar, A. M., Maulyda, M. A., Khairunnisa, G. F., & Hijriani, L. (2020). Kemampuan pemecahan masalah matematis siswa dalam menyelesaikan soal PISA pada topik geometri. Jurnal Elemen, 6(1), 39–55.

Attami, D., Budiyono, B., & Indriati, D. (2020). The mathematical problem-solving ability of junior high school students based on their mathematical resilience. Journal of Physics: Conference Series, 1469(1), 012152.

Bahar, A., & June Maker, C. (2015). Cognitive backgrounds of problem solving: A comparison of open-ended vs. closed mathematics problems. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1531–1546.

Boone, W. ., Yale, M. ., & Staver, J. . (2014). Rasch analysis in the human sciences. Springer, 111–136.

Calor, S. M., Dekker, R., Drie, J. P. Van, & Zijlstra, B. J. H. (2020). “Let us discuss mathâ€: Effects of shift †problem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32, 743–763.

Creswell, J. W. (2012). Educational research: Planning, conducting, evaluating quantitative, and qualitative research (4th ed.). Boston: Pearson.

Dasaradhi, K., Mandal, M., Dt, K., Mentor, H., & Wing, G. (2016). 30 Methods to improve learning capability in slow learners Sriharipuram. International Journal of English Language, Literature, and Humanities, 4(2), 556–570.

Faradillah, A., & Febriani, L. (2021). Mathematical trauma students’ junior high school based on grade and gender. Infinity Journal, 10(1), 53.

Harahap, W. L., & Surya, E. (2017). Development of learning media in mathematics for students with special needs. International Journal of Sciences: Basic and Applied Research, 33(July), 1–12.

Islamiyah, A. C., & Prayitno, S. (2017). Analisis kesalahan siswa SMP pada penyelesaian masalah sistem persamaan linear dua variabel. Jurnal Didaktik Matematika, 4185, 66–76.

Johnston-wilder, S., Lee, C., & Brindley, J. (2015). Developing mathematical resilience in school-students who developing mathematical resilience in school-students who have experienced repeated failure. United Kingdom: Warwick University.

Joy, U. C. (2019). Achievement motivation and emotional intelligence as predictors of mathematical resilience among secondary school students. Advances in Social Sciences Research Journal, 6(5), 191–200.

Kalambouka, A., Pampaka, M., Omuvwie, M., & Wo, L. (2016). Mathematics dispositions of secondary school students with special educational needs. Journal of Research in Special Educational Needs, 16(1), 701–707.

Kooken, J., Welsh, M. E., Mccoach, D. B., Johnston-wilder, S., & Lee, C. (2015). Development and validation of the mathematical resilience scale. Measurement and Evaluation in Counseling and Development, 49(3), 217–242.

Labuem, S. (2020). The thinking process of children with special needs (slow learner) in inclusion classes in solving mathematical problem. JUPITEK: Jurnal Pendidikan Matematika, 2(2), 43–50.

Lee, C., & Johnston-wilder, S. (2017). The construct of mathematical resilience. In Understanding Emotions in Mathematical Thinking and Learning. Elsevier Inc.

Manikmaya, P., & Prahmana, R. C. I. (2021). Single subject research: Pembelajaran perbandingan senilai dan berbalik nilai berpendekatan contextual teaching and learning untuk siswa slow learner. Journal of Honai Math, 4(1), 35–48.

Muntazhimah, M., & Ulfah, S. (2020). Mathematics resilience of pre - service mathematics teacher. International Journal of Scientific & Technology Research, 9(1), 7–11.

Polya, G. (2004). How to solve it mathematical method (4th ed.). Princeton University Press.

Ruhela, R. (2014). The pain of the slow learners. Online International Interdisciplinary Research, 4(4), 193–200.

Sari, D. P., & Rosjanuardi, R. (2018). Errors of students learning with react strategy in solving the problems of mathematical representation ability. Journal on Mathematics Education, 9(1), 121–128.

Simamora, R. E., Saragih, S., & Hasratuddin, H. (2018). Improving students’ mathematical problem solving ability and self-efficacy through guided discovery learning in local culture context. International Electronic Journal of Mathematics Education, 14(1), 61–72.

Soesanto, R. H., & Dirgantoro, K. P. S. (2021). Kemampuan pemecahan masalah mahasiswa pada kalkulus integral dilihat dari keyakinan dan pengetahuan awal matematis. Jurnal Elemen, 7(1), 117–129.

Sumintono, B. (2018). Rasch model measurements as tools in assesment for learning. Atlantis Press, 173, 38–42.

Tran, T., Thi, T., Nguyen, T., Thi, T., Le, T., & Phan, T. A. (2019). Slow learners in mathematics classes: the experience of Vietnamese primary education. Education 3-13 International Journal of Primary, Elementary and Early Years Education, 48(5), 580–596.

Utami, R. W., & Wutsqa, D. U. (2017). An analysis of mathematics problem-solving ability and self-efficacy students of junior high school in Ciamis Regency. Jurnal Riset Pendidikan Matematika, 4(2), 166–175.

Vasudevan, A. (2017). Slow learners – Causes, problems and educational programmes. International Journal of Applied Research, 3(12), 308–313.

Wei, S., Chee, C., Looi, K., & Sumintono, B. (2020). Assessing computational thinking abilities among Singapore secondary students: a Rasch model measurement analysis. Journal of Computers in Education, 8, 213–236.

Widodo, S. A., Ibrahim, I., Hidayat, W., Maarif, S., & Sulistyowati, F. (2021). Development of mathematical problem solving tests on geometry for junior high school students. Jurnal Elemen, 7(1), 221–231.

Wilburne, J. M., & Dause, E. (2017). Teaching self-regulated learning strategies to low-achieving fourth-grade students to enhance their perseverance in mathematical problem solving. Investigations in Mathematics Learning, 9(1), 38–52.



  • There are currently no refbacks.

Copyright (c) 2021 Authors

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats