Strategi Guru dalam Menangani Siswa ADHD di TK ABA Percontohan Bojonegoro
DOI:
https://doi.org/10.46963/mash.v6i02.927Keywords:
Teacher strategy, Treatment, Student with ADHDAbstract
This research was motivated by the phenomenon that ADHD or hyperactive students tend to be more active and find it more difficult to concentrate on learning when compared to other students. In addition, students with ADHD often scream, run around, and disturb their friends. This study aims to: 1) describe teacher strategies and obstacles experienced by teachers in handling and teaching ADHD students in ABA Percontohan Kindergarten Bojonegoro. This study is field research with a qualitative approach. Data was collected through observation, interview, and documentation techniques. The data was analyzed through three stages: data reduction, data display, and conclusions. The results showed that: 1) teachers use five strategies in dealing with ADHD students, namely: a) establishing good communication between teachers and parents, b) looking for strengths and developing talents, c) not requiring children to achieve teaching and learning activities, d) helping students stay focused, and e) always being patient and always trying to make children happy by learning while playing; and, 2) teachers experience obstacles in the form of difficulties in overcoming children’s poor behavior, such as providing answers before the question is finished.
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