Peningkatan Konsentrasi Belajar Anak Attention Deficit Hyperactive Disorder dengan Menerapkan Strategi Pembelajaran Station Rotation

Nur Aufa Makmur(1), Marlina Marlina(2),
(1) Universitas Negeri Padang  Indonesia
(2) Universitas Negeri Padang  Indonesia

Corresponding Author
Copyright (c) 2023 Jurnal Penelitian Pendidikan Khusus


Abstract


Children with Attention Deficit Hyperactivity Disorder (ADHD) typically struggle with concentration, which includes the ability to concentrate on learning. The researcher discovered a child with ADHD of the inattentive type in an inclusive school with a low concentration based on the assessment results. Subject were chosen based on the results of the identification and assessment performed by the researchers using the identification tool for children with special needs and the duration instrument. The station rotation (SR) learning strategy is a differentiated learning strategy that uses stations to achieve learning objectives over a set time, with children grouped according to readiness, interest, and learning profile. This study aimed to see how effective SR learning strategies were at increasing learning concentration in children with ADHD. The experimental method was used in this study, with a single subject research (SSR) reversal design model type A-B-A. Data were analyzed using visual chart analysis, which included in-condition and between-condition analysis. The results showed that children with ADHD in the inclusion class improved their ability to concentrate on learning. Children with ADHD in inclusive schools will be studied using SR learning strategies to increase effective learning concentration.

Keywords


Strategi pembelajaran station rotation; konsentrasi belajar; anak ADHD.

References


US), N. C. for H. S., & Research, N. C. for H. S. (2011). Health, United States. US Department of Health, Education, and Welfare, Public Health Service ….

Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4

Aprilia, D., Suranata, K., & Dharsana, I. K. (2014). Penerapan Konseling Kognitif Dengan Teknik Pembuatan Kontrak (Contingency Contracting) Untuk Meningkatkan Konsentrasi Belajar Siswa Kelas X TKR1 SMK Negeri 3 Singaraja. Jurnal Ilmiah Bimbingan Konseling Undiksha, 2(1).

Aviana, R., & Hidayah, F. F. (2015). Pengaruh tingkat konsentrasi belajar siswa terhadap daya pemahaman materi pada pembelajaran kimia di SMA Negeri 2 Batang. Jurnal Pendidikan Sains (JPS), 3(1), 30–33.

Djamarah, S. B. (2011). Psikologi Belajar (3rd ed.). Rineka Cipta.

Guze, S. B. (1995). Diagnostic and statistical manual of mental disorders, (DSM-IV). American Journal of Psychiatry, 152(8), 1228.

Handayani, A., & Koeswanti, H. D. (2021). Meta-Analisis Model Pembelajaran Problem Based Learning (PBL) Untuk Meningkatkan Kemampuan Berpikir Kreatif. Jurnal Basicedu, 5(3), 1349–1355.

Hanik, N. R., & Harsono, S. (2020). Implementasi Model Pembelajaran Komparasi yang Diintegrasikan dengan Pendekatan Kolaboratif Ditinjau dari Kemampuan Analisis Mahasiswa. Jurnal Komunikasi Pendidikan, 4(2), 114–122.

Haryadi, H. (2017). Efektifitas Strategi Pengajaran Edutainment Dengan Metode Picture And Picture Terhadap Konsentrasi Belajar Matematika Materi Pokok Himpunan Pada Siswa Kelas Vii Mts. Darussalam Bermi Tahun Pelajaran 2016/2017. Jurnal Ilmiah Mandala Education, 3(2), 81–98.

Hikmayanti, I., Saehana, S., & Muslimin, M. (2016). Pengaruh Model Problem Based Learning Menggunakan Simulasi Terhadap Hasil Belajar Siswa Pada Materi Gerak Lurus Kelas VII MTs Bou. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 3(3), 58–61.

Isnawati, R. (2020). Cara Kreatif Dalam Proses Belajar (Konsentrasi Belajar pada Anak Gejala Gangguan Pemusatan Perhatian (ADD)). Jakad Media Publishing.

Mahalli, J. N., Mujiyanto, J., & Yuliasri, I. (2019). The implementation of station rotation and flipped classroom models of blended learning in EFL learning. English Language Teaching, 12(12), 23–29.

Markoglou, A. (2019). Differentiated Instruction and Pupil Motivation in Language Teaching. European Journal of Education, 2(2), 6–14.

Marlina, M. (2015). Asesmen Anak Berkebutuhan Khusus: Pendekatan Psikoedukasional Edisi Revisi. UNP Press.

Marlina, M. (2020). Strategi Pembelajaran Berdiferensiasi di Sekolah Inklusif. Afifa Utama.

Marlina, M. (2021). Single Subject Research: Penelitian Subjek Tunggal. Raja Grafindo Persada.

Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated Learning for Students with Special Needs in Inclusive Schools.

Marlina, M., & Kusumastuti, G. (2019). Strategi Penanganan Anak ADHD. Prenadamedia Group.

Marlina, M., Kusumastuti, G., Makmur, N. A., & Nabila, I. (2022). Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat). JPK (Jurnal Pendidikan Khusus), 18(1).

Muthmainnah, A., & Suswandari, M. (2021). Implementasi Station Rotation Blended Learning tehadap Motivasi Belajar dan Pendidikan Karakter Peserta Didik. International Journal of Public Devotion, 3(2), 59–64.

Roehr, B. (2013). American psychiatric association explains DSM-5. Bmj, 346.

Skolastika, I. M. P. (2020). Boosting Students’ Participation Through the Implementation of Virtual Station Rotation Model. ELLITE: Journal of English Language, Literature, and Teaching, 5(2), 51–58.

Syafrol, D., & Utami, S. (2016). Peningkatan Konsentrasi Belajar Anak Autis dalam Berhitung melalui keterampilan Meronce. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 2(9).


Article Metrics

 Abstract Views : 517 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Jurnal Penelitian Pendidikan Khusus

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.