GAMBARAN SELF-EFFICACY PADA PESERTA DIDIK SLOW LEARNER DI SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSIF

Slow learner students face distinctive academic challenges requiring extended processing time, instructional repetition, and individualized learning accommodations. These cognitive dynamics are closely related to the development of self-efficacy, specifically students' confidence in their capabilities to accomplish educational demands. This study aims to describe the self-efficacy of slow learner students in an inclusive junior high school based on three dimensions and four primary sources. A qualitative case study design was employed involving two slow learner students in Surabaya identified through official psychological assessments, alongside a school guidance and counseling teacher as a secondary informant. Data were gathered through semi-structured interviews supported by corroborative academic progress reports from the school counselor, followed by interactive data condensation and cross-case analysis. The findings reveal that students' self-efficacy is contextually reflected in task difficulty levels, persistence strength, and subject-matter generality. Furthermore, self-efficacy construction is closely linked to incremental mastery experiences, divergent interpretations of peer performance, perceived meaningfulness of verbal praise, and affective states such as nervousness and embarrassment. ABSTRAK Peserta didik slow learner menghadapi tantangan belajar unik yang menuntut waktu penyerapan materi lebih panjang, repetisi instruksional, serta akomodasi pembelajaran individual. Dinamika kognitif tersebut berkaitan erat dengan pembentukan self-efficacy atau keyakinan peserta didik terhadap kapasitas dirinya dalam menuntaskan tuntutan akademik. Penelitian ini bertujuan untuk mendeskripsikan self-efficacy peserta didik slow learner di sekolah penyelenggara pendidikan inklusif berdasarkan tiga dimensi dan empat sumber pembentuknya. Pendekatan kualitatif dengan desain studi kasus melibatkan dua peserta didik slow learner jenjang SMP di Kota Surabaya yang diidentifikasi melalui asesmen psikologis resmi, serta satu guru bimbingan dan konseling (BK) sebagai informan sekunder. Pengumpulan data dilakukan melalui wawancara semi-terstruktur mendalam yang didukung oleh verifikasi laporan perkembangan belajar siswa dari guru BK, kemudian dianalisis menggunakan kondensasi data dan analisis lintas kasus. Hasil penelitian menunjukkan bahwa keyakinan diri kedua subjek tercermin secara kontekstual pada tingkat kesulitan tugas (level), daya tahan usaha (strength), dan keberagaman mata pelajaran (generality). Selain itu, pembentukan keyakinan tersebut berkaitan dengan pengalaman keberhasilan bertahap, interpretasi terhadap capaian teman sebaya, kebermaknaan pujian guru, serta kecemasan afektif seperti rasa malu dan gugup.