Fitri Dwi Arini, Abdul Salim Choiri, S. Sunardi


This research aims to examine the use of comic as a learning aid to improve learning interest of slow learner students. Five slow learner students at 5th grade Wiropaten Primary School located in Surakarta City participated in this study. Data was collected by observation and self-administered questionnaire to assess the interest level of slow learner students. Participants were then asked to fill the 4-point Likert-type scale (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree). This research was conducted by using one group pre-test and post-test with an experimental design. To analyse the collected data, descriptive statistics, non-parametric Wilcoxon Signed Rank Test methods were used. The research results support that the use of comic as a learning aid can improve the learning interest of slow learner students in regular classroom in Surakarta City, Indonesia.


Article visualizations:

Hit counter



comic, learning aid, learning interest, slow learner


Batchu, S. (2011). Slow Learners: Identifying Them and Taking Remedial Steps. Retrieved January, 2016 from

Borah, R.R. (2013). Slow Learner: Role of teachers and guardians in honing their hidden skills. International Journal of Educational Planning & Administration. 3(2), 139-143.

Cho, H. (2012). The use cartoons as teaching a tool in middle school mathematics. (Doctoral Dissertation). Columbia University Academic Common. Retrieved January 2016 from

Cooter, K. S., Cooter, R. B. Jr. (2004). One size doesn’t fit all: Slow learners in the reading classroom. The Reading Teacher. 57(7), 680-684.

Frisby, C. L. (2013). Meeting the psychoeducational needs of minority students: Evidence-based guidelines for school psychologists and other school personnel. Hoboken, New Jersey: John Wiley & Sons, Inc.

Gafoor, K.A, & Shilna, V. (2013). Role of concept cartoons in chemistry learning. Learning Science by Doing-Sciencing, Kannur, Kerala, India. 5 & 6 December 2013.

Huda, T. A., & Saputra, H. J. (2015). Developing E-Comic Learning Media to Increase Interest and Learning Achievement of Forth Grade Primary School Students: Proceedings International Conference Enhancing Education Quality in Facing Asian Community. Semarang: Post Graduate Program University of PGRI Semarang.

Mallia, G. (2007). Learning from the sequence: The use of comics in instruction. ImageTexT Interdisciplinary Comics Studies. 3(3). Retrieved January 2016 from

Martin, R. & Martin, W. (1968). Methods and psychology of teaching the slow learner. Retrieved January 2016 from

Pruett, K.E. (2010). Differences in academic achievement and academic self-concept based on intellectual ability, grade retention, and special education status (Master’s thesis) retrieved January 2016 from

Safari. (2003). Evaluasi Pembelajaran. Jakarta: Departemen Pendidikan Nasional Direktorat Jendral Pendidikan Dasar dan Menengah Direktorat Tenaga Kependidikan.

Sutijan. (2011). Mengajar peserta didik lambat belajar di sekolah dasar. Jurnal Rehabilitasi dan Remediasi. 21(2), 1-8.

Thacker, C. (2007, March, 8). How to use comic life in the classroom. Retrieved January 2016 from

Warnemuende, C. (2008). Helping parents help the slow learner. Principal. 87(3), 32-35.

Weiner, S. (2004). Show, Don’t Tell: Graphic Novels in the Classroom. English Journal, 94(2),114-117.


Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).