Scaffolded Project-Based Learning for Slow Learners in Inclusive Elementary Mathematics: A Classroom Action Study

Abstract

Background: Project-Based Learning (PjBL) is widely used to promote active learning, yet its implementation for students who require slower pacing and repeated instructional support remains underdocumented in inclusive elementary mathematics.

Aims: This study describes a scaffolded PjBL implementation in Grade V mathematics and examines the learning and motivational responses of five students identified through school-based assessment as slow learners. Methods: A qualitative-dominant classroom action research design was conducted in one inclusive class of 30 students at UPT SPF SD Inpres Manggala, Makassar City, Indonesia. Five focal students were identified through classroom tests, observation, and teacher interviews. Across seven meetings, project-oriented learning was combined with guided worksheets, video and concrete media, repetition, individualized assistance, observation, interviews, and individual evaluation.

Results: All five focal students completed the assigned project tasks. Three could summarize the material in their own words, whereas two could restate or explain the main mathematical ideas after guided practice and evaluation. Persistence and interest in completing project work were evident, but verbal participation remained limited: three students expressed an opinion once across six discussion sessions and two did not contribute verbally. Learning devices were reported as receiving average validation ratings of at least 3 and were categorized as good, although item-level validation statistics were unavailable.

Conclusion: The findings support a conditional interpretation of inclusive PjBL: project activity was most workable when paired with competence-oriented scaffolding, repetition, concrete representation, and individualized guidance. Because the study lacked a comparison group and standardized pre-post motivation measures, the evidence should be interpreted as descriptive implementation evidence rather than causal proof of effectiveness.