STUDENT ACTIVITY WORKSHEET USING SCAFFOLDED HANDWRITTEN CONSTRUCTED-RESPONSE TASKS TO SUPPORT SLOW LEARNERS’ CONCEPTUAL UNDERSTANDING

Purpose – This study aimed to describe changes in conceptual understanding of slow learners regarding chemical reaction equations through the implementation of a Student Activity Worksheet using the Scaffolded Handwritten Constructed-Response Tasks (SHCRT) strategy.Methodology – A qualitative approach was employed, involving four participants from SMAN 10 Surabaya. Data were collected through pre-tests, SHCRT-based Student Activity Worksheet responses, post-tests, and interviews. The research instruments were validated by three validators: a chemistry lecturer, a special education lecturer, and a chemistry teacher. Data were analyzed descriptively by comparing student responses and reasoning across the learning stages.Findings – The results showed that conceptual understanding developed gradually and varied across learners and levels of cognitive demand. The most apparent development occurred in identifying reactants and products and relating their roles to their positions in chemical reaction equations. Learners also demonstrated development in interpreting states of matter and evaluating chemical reaction equations. However, these abilities were less consistent, particularly when tasks required integration of multiple symbolic representations and higher-order reasoning.Contribution – The SHCRT-based Student Activity Worksheet provided gradual support through phenomena, visual representations, conceptual explanations, examples, instructions, exercises, and evaluation tasks. It supported the progressive development and reinforcement of student conceptual understanding of chemical reaction equations, including among slow learners.