Instructional Design to Foster Peer Social Support for Slow Learners in Inclusive Mathematics Classrooms
Abstract
This research is based on the urgency of preventing social isolation for slow learners in inclusive schools, which is often neglected due to an excessive focus on academic aspects. The purpose of this study is to analyze the mathematics instructional design in fostering peer social support and to examine the factors considered by the teacher in adapting the design. The method used is a qualitative case study at SMP Negeri 37 Semarang, with subjects consisting of one mathematics teacher who also serves as the homeroom teacher, three slow learners, and three regular students. Data were collected through observation, interviews, and documentation, then analyzed interactively through the stages of coding, thematization, and conceptualization. The results indicated that during the pre-active teaching stage, the teacher made deliberate efforts to create a positive social environment through the explicit integration of character values such as mutual cooperation and empathy, alongside the design of collaborative and joyful learning activities within the teaching modules. However, a gap remained because the documents did not contain specific instructional scenarios regarding student support roles. This gap was successfully addressed during the interactive teaching phase through pedagogical interventions by the teacher, involving dynamic adjustments to grouping strategies and seating arrangements. These interventions successfully fostered the four dimensions of peer social support, encompassing instrumental, emotional, informational, and appraisal support from regular students to slow learners. The teacher's adaptation was driven by considerations of fulfilling psychological comfort, cognitive capacity limits, student character dynamics, and situational classroom conditions. In conclusion, fostering social support in inclusive classrooms requires an intentional and adaptive instructional design aligned with student needs.
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DOI: http://dx.doi.org/10.33096/eljour.v7i2.1579
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