A Systematic Literature Review on Effective Learning Media for Slow Learners in Primary Education
Keywords:
Slow Learners, Learning Media, Primary Education, Systematic Review, Media EffectivenessAbstract
This systematic literature review aims to identify and analyze various types of learning media that are effective in improving educational outcomes for slow learners in primary education. Slow learners are students with below-average cognitive abilities who do not qualify as intellectually disabled but face significant challenges in grasping abstract concepts and maintaining attention. This group requires learning interventions that are concrete, repetitive, and engaging to support their cognitive development. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, this review examines 25 peer-reviewed studies published between 2013 and 2023. The selection process involved systematic searches through databases such as Google Scholar, ERIC, ScienceDirect, and Garuda, with a focus on studies related to "slow learner," "instructional media," and "primary education." Each study was appraised using a five-point rubric encompassing criteria of validity, reliability, clarity, applicability, and ethical compliance. Findings reveal that media integrating visual, tactile, and manipulative features are consistently effective for slow learners. These media such as flashcards, multimedia games, counting kits, and simulation-based tools enhance comprehension, motivation, and classroom participation. Key design principles include simplicity, multisensory input, and adaptability. The study also presents a quantitative formula to evaluate effectiveness, along with practical and theoretical implications for future media development and inclusive education practices.
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