Cognitive engagement of slow learners during the observation stage in inclusive science classrooms

Abstract

Cognitive engagement is a critical factor in meaningful learning; however, its manifestation among slow learners in inclusive classrooms, particularly during the observation stage within the scientific approach, remains insufficiently understood. This study aims to examine how cognitive engagement is manifested during the observation stage, understood as the identification and initial interaction with learning stimuli, among slow learners in an inclusive primary school context. This study employed a qualitative instrumental case study design conducted at SDN 1 Pandeglang, an inclusive primary school implementing the scientific approach. The participants consisted of six slow learners aged 9-10 years, identified through psychological assessment and teacher recommendations, along with classroom teachers and parents as supporting informants. Data were collected through classroom observations, semi-structured interviews, and document analysis. Classroom observations were conducted across several instructional sessions over a defined period. Interviews lasted approximately 15 minutes and were audio-recorded and transcribed. Data were analyzed using thematic coding and relational analysis in NVivo, with cross-data comparison applied to enhance analytical consistency. The findings indicate that cognitive engagement among slow learners is best understood as a dynamic and context-dependent process characterized by attentional instability and reliance on instructional stimuli and environmental conditions. A dominant pattern observed was silent observation, in which students demonstrated focused attention without consistent verbal participation. Evidence from observations and interviews suggests the presence of internal cognitive processing; however, it was inferred from observable indicators rather than directly measured. In addition, early cognitive processes, including the activation of prior knowledge and the emergence of simple inquiry, were identified, although these processes often required instructional scaffolding. These findings suggest that cognitive engagement in inclusive classrooms should be interpreted beyond overt participation, incorporating nonverbal and internally mediated forms of engagement. However, these interpretations should be understood within the limitations of a qualitative case study with a small number of participants and context-specific findings.