Implementation of the Repetition Method and its Impact on the Learning Achievement of Slow Learner Students in Inclusive School in literature study
Keywords:
repetition method, slow learners, inclusive school, academic achievementAbstract
This study aims to analyze the implementation of the repetition method and its impact on the academic achievement of slow learner students in inclusive schools. Slow learners are characterized by slower information processing and require systematic and repeated instructional strategies to achieve expected academic competencies. This study employed a literature review method with a qualitative descriptive approach. Data sources were obtained from reputable national and international journal articles, textbooks on special education, and research reports published between 2020 and 2025. Data analysis was conducted through data reduction, thematic categorization, and synthesis of research findings. The results indicate that structured repetition methods such as repeated instruction, drill and practice, retrieval practice, and spaced repetition have a positive impact on slow learners’ academic achievement, particularly in reading, writing, and arithmetic skills. Moreover, the repetition method enhances students’ learning motivation, self-confidence, and active participation in inclusive classrooms. Therefore, the repetition method can be recommended as an effective pedagogical strategy aligned with the principles of inclusive education.
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