The Effectiveness of The Drill Method to Improve Counting Skills in Slow Learners at The Primary School Level

Abstract

This study aims to determine the drill method's effectiveness in improving counting skills in slow-learning students at the primary school level. The hypothesis proposed in this study is that the drill method effectively improves counting skills in slow-learning students at the elementary school level. This research is experimental with the form of research design, namely Pre Experimental Design with One Group Pre-test - Post-test. The subjects in this study were five slow learners in grade 3 who had low counting skills at SD Negeri 3 Sedayu. The data analysis technique in this study used the Wilcoxon sign rank test analysis technique. Based on the results of data analysis, the value of Asymp. Sig. (2-tailed) value of 0.043 and the required value (<0.05) or 0.043 <0.05. These results indicate that the drill method is effective for improving counting skills in slow learners at the elementary school level.