Year: 2026 | Month: October | Volume: 13 | Issue: 10 | Pages: 167-176
DOI: https://doi.org/10.52403/ijrr.20261015
Early Detection of Slow Learner Children in Elementary Schools, Dumoga Tengah Subdistrict, Bolaang Mongondow
Ni Luh Putri1, Monica Roito Ambarita2, Afafi Zakiyati3
1,2,3Fakultas Ilmu Pendidikan dan Psikologi Universitas Negeri Manado, Manado, Indonesia
Corresponding Author: Ni Luh Putri
ABSTRACT
The new student admission system in elementary schools is not based on the results of academic ability selection for prospective students. In general, admission selection is based solely on the age of prospective students, namely a child who has reached seven years of age may be admitted to elementary school. The objectives of this study are as follows: 1) to determine the number and percentage of slow-learner students in elementary schools, 2) to determine the number and percentage of grade repetition experienced by slow-learner students, 3) to determine the number and percentage of subject-area difficulties experienced by slow-learner students, and 4) to identify the types of subject areas found to be difficult by slow-learner students. This study employed a descriptive research design. The population consisted of all students of Public Elementary Schools in the Dumoga Tengah Subdistrict, Bolaang Mongondow Regency.
The sample comprised 31 Public Elementary Schools with a total of 6,565 students; accordingly, the sample size was set at 20% x 6,565 students = 1,313 students, drawn from 6 public elementary schools. Data were collected through questionnaires and documentation, and were analyzed using a quantitative statistical method based on percentage calculation. The results of the study indicate that: 1) in the Public Elementary Schools of Dumoga Tengah Subdistrict, Bolaang Mongondow Regency, 31 students (2.361%) of the sample were classified as slow learners; 2) among these slow-learner students, 19.355% (6 students) had repeated a grade once and 22.581% (7 students) had repeated a grade twice, although the majority (48.387%) had never repeated a grade; 3) most slow-learner students experienced difficulty in six and seven subject areas in roughly equal proportions, each accounting for 38.710% (12 students); and 4) the subject areas most frequently found difficult by slow-learner students were Pancasila and Civic Education (93.548%), Indonesian Language (83.871%), English (83.871%), Mathematics (80.645%), Physical and Health Education (77.419%), Science and Social Studies (67.742%), Religious Education (61.290%), and Arts and Culture (32.258%).
Keywords: detection, slow-learner children
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