Self-Esteem Problem on Slow Learners Students and Strategies to Solve it in Inclusive Schools

Abstract

This study aims to describe the problems related to the self-esteem of slow learners in inclusive schools and to find problem-solving strategies related to the self-esteem of slow learners in inclusive schools. This qualitative case study was conducted in four inclusive junior high schools in Western Indonesia (Java) with 13 participants (nine girls and four boys) who are slow learners from various classes and grades. Several semi-structured interviews collected empirical data for four months (from August to November 2021). Triangulation is used to test the validity of the data. The method of data analysis uses data reduction, data presentation, and conclusions. The self-esteem problem in slow learner children makes it difficult for them to get recognition, respect, care, attention, and affection from others, difficulty to comply with behavior that is not allowed, and have low abilities. for success get achievements, so they feel they do not have much to be proud of and have few excellent qualities. They also tend to think of themselves as failures. The proper intervention to increase the self-esteem of slow learner children is by using play therapy and wayang media modeling.