Strategi Guru dalam Menangani Anak ADHD (Attention Deficit Hyperactivity Disorder) di TK Amanah

Abstract

Hyperactivity is a common condition found in children, especially at an early age, characterized by difficulties in controlling behavior, emotions, and attention. This condition can impact the learning process and social interactions of early childhood children in the school environment. Therefore, teachers have a very important role in creating a conducive learning environment and implementing appropriate strategies to help hyperactive children to be able to participate in learning optimally. This study aims to identify and describe teacher strategies in dealing with hyperactive early childhood children in schools. The research method used is a qualitative approach with thematic exploration research type. Data collection techniques include observing the behavior of kindergarten children aged 4-5 years during the learning process. Interviews with class teachers were also conducted to explore the activities of children with ADHD during learning. The results of the study indicate that there are several strategies implemented by teachers in dealing with hyperactive children, including developing flexible and adaptive lesson plans, implementing effective classroom management techniques, providing individual attention to children who need it, utilizing interactive learning media and technology, and building positive relationships with children and parents. The implementation of these strategies has been proven to help teachers in managing the behavior of hyperactive children and improving the quality of the learning process in the classroom. Thus, teachers' strategies for dealing with hyperactive children play a crucial role in supporting their learning success. This research is expected to contribute to teachers and education practitioners developing more inclusive and responsive learning strategies to children's needs.