Psikoedukasi untuk Meningkatkan Pengetahuan Guru yang Memiliki Siswa dengan Gangguan Atensi Belajar

Authors

  • Ruziqna Ruziqna Universitas Gadjah Mada
  • Nurva Dillatul Vatin Universitas Gadjah Mada
  • Nurkhalisha Ersyafiani Universitas Gadjah Mada

DOI:

https://doi.org/10.18592/jsi.v10i2.7065

Keywords:

anak, gangguan atensi belajar, guru, psikoedukasi

Abstract

Childhood is very vulnerable to experiencing attention disorders in learning. This of course has an impact on the learning process of children. Teachers as educators cannot fully overcome these conditions due to lack of knowledge and information on how to deal with children who have attention disorders while studying. Teachers play an important role for the academic environment of children, especially children who have attention problems, both when the child has not been diagnosed and after being diagnosed with an attention disorder. This study uses an experimental research design of single subject AB. The subject in this study was a tutor who had students with learning attention problems. The analysis in this study uses thematic analysis. The results showed that the provision of psychoeducation was very useful for increasing knowledge related to learning attention in children, and the knowledge possessed by the subject was more structured so that it was easier to practice the knowledge gained while studying in class. This study concludes that teacher knowledge about the development of children's attention is very important because it supports the success of learning in the classroom.

References

A, C., & MR, R. (2017). Early development of executive attention. Journal of Child and Adolescent Behavior, 05(02). https://doi.org/10.4172/2375-4494.1000341

Aguiar, A. P., Kieling, R. R., Costa, A. C., Chardosim, N., Dorneles, B. V., Almeida, M. R., Mazzuca, A. C., Kieling, C., & Rohde, L. A. (2014). Increasing teachers’ knowledge about adhd and learning disorders: an investigation on the role of a psychoeducational intervention. Journal of Attention Disorders, 18(8), 691–698. https://doi.org/10.1177/1087054712453171

Betts, J., Mckay, J., Maruff, P., & Anderson, V. (2006). The development of sustained attention in children: the effect of age and task load. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 123(September 2013), 205–221. doi.org/10.1080/09297040500488522

Bodrova, Elena., Germeroth, Carrie & Leong, Deborah J. (2013). Play and self-regulation. American Journal of Play, 6 (1): 111-123.

Buttross, L.S. (2007). Understanding Attention Hyperactivity Disorder. USA: University Press of Mississippi.

Clark, C. D. (2013). Encyclopedia of Early Childhood Development: Play Therapy. New Jersey: Rutgers University.

Ciuhan, G. C., & Iliescu, D. (2021). Depression and learning problems in children: Executive function impairments and inattention as mediators. Acta Psychologica, 220, 103420. https://doi.org/10.1016/j.actpsy.2021.103420

DePorter, B., Reardon, M. & Singer Nourie, S. (1999). Quantum Teaching: Mempraktikkan Quantum Learning di Ruang-Ruang Kelas. Terjemahan oleh Ari Nilandri. 2000. Bandung: Kaifa.

Djamarah, S.B. (2002). Psikologi Belajar. Jakarta : Rineka Cipta

Dwarika, V. & Braude, S. (2020). ‘Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers’, South African Journal of Childhood Education 10(1), a843. https://doi.org/10.4102/sajce.v10i1.843

Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18(2), 214–223. https://doi.org/10.1016/j.lindif.2007.10.003

Gonzalez-DeHass, A.R., Willems, P.P. & Holbein, M.F.D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99-123. 10.1007/s10648-005-3949-7

Holowenko, H. (1999). Attention Deficit/Hyperactivity Disorder: A Multidisciplinary Approach. London: Jessica Kingsley Publishers.

Landreth, G.L. (2001). Innovations in Play Therapy. Library od Congress Cataloging in Publication Data.

LeFevre, J. A., Berrigan, L., Vendetti, C., Kamawar, D., Bisanz, J., Skwarchuk, S. L., & Smith-Chant, B. L. (2013). The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. Journal of Experimental Child Psychology, 114(2), 243–261. https://doi.org/10.1016/j.jecp.2012.10.005

Lerner, R.E., Grolnick, W.S., Caruso, A.J., & Levitt, M.R. (2022). Parental involvement and children’s academics: The roles of autonomy support and parents’ motivation for involvement. Contemporary Educational Psychology, 68, 1-23. https://doi.org/10.1016/j.cedpsych.2021.102039

Martin, A., Razza, R. A., & Brooks-Gunn, J. (2012). Sustained attention at age 5 predicts attention-related problems at age 9. International Journal of Behavorial Development, 36(6), 413–419. https://doi.org/10.1177/0165025412450527

Mohammed, F., (2018). Effects of a tailored incredible years teacher classroom management programme on on-task behaviour of school children with ADHD in Addis Ababa. Journal of International Special Needs Education 21(1), 1–13. https://doi.org/10.15700/saje.v39n1a1342

Mullane, J. C., Corkum, P. V., Klein, R. M., McLaughlin, E. N., & Lawrence, M. A. (2011). Alerting, orienting, and executive attention in children with ADHD. Journal of Attention Disorders, 15(4), 310–320. https://doi.org/10.1177/1087054710366384

Novianti, L.E., Noer, A.H., Qodariah, L., Moeliono, M.F., Voni, L., Joefiani, P & Ardiwinata, M.R. (2018). Program psikoedukasi untuk meningkatkan pengetahuan guru pendidikan anak usia dini (paud) di kecamatan jatinangor kabupaten sumedang tentang ciri perkembangan anak usia pra-sekolah (2-5 tahun). Jurnal Pengabdian Kepada Masyarakat, 2(1), 51-54.

Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A. W., & Strain, M. C. (2008). Does knowledge about attention-deficit / hyperactivity disorder impact teachers ’ reported behaviors and perceptions? School Psychology Quarterly, 23(3), 436–449. https://doi.org/10.1037/1045-3830.23.3.436

Pinchover, S. (2017). The relation between teachers’ and children’s playfulness: A pilot study. Frontiers in Psychology, 8(DEC), 1–8. https://doi.org/10.3389/fpsyg.2017.02214

Reck, S. G., & Hund, A. M. (2011). Sustained attention and age predict inhibitory control during early childhood. Journal of Experimental Child Psychology, 108(3), 504–512. https://doi.org/10.1016/j.jecp.2010.07.010

Reynolds, G. D., & Romano, A. C. (2016). The development of attention systems and working memory in infancy. Frontiers in Systems Neuroscience, 10(MAR), 1–12. https://doi.org/10.3389/fnsys.2016.00015

Ruff, H. A., & Lawson, K. R. (1990). Development of sustained, focused attention in young children during free play. Developmental Psychology, 26(1), 85–93. https://doi.org/10.1037/0012-1649.26.1.85

Santrock, J.W. (2018). A Tropical Approach to Life-Span Development: Ninth Edition. New York: McGraw-Hill.

Shroff, H. P., Hardikar-sawant, S., & Prabhudesai, A. D. (2017). Knowledge and misperceptions about attention deficit hyperactivity disorder (ADHD) among school teachers in mumbai , india knowledge and misperceptions about attention deficit. International Journal of Disability, Development and Education, March, 1–12. https://doi.org/10.1080/1034912X.2017.1296937

Taylor. (1993). Vygotskian influences in mathematics education with particular references to attitude development. Journal Focus to Learning Mathematics. Vol. 15 No.2 hal 3-17.

Ward, R. J., Bristow, S. J., Kovshoff, H., Cortese, S., & Kreppner, J. (2022). The Effects of ADHD teacher training programs on teachers and pupils: a systematic review and meta-analysis. Journal of Attention Disorders, 26(2), 225–244. https://doi.org/10.1177/1087054720972801

Widayanti, F.D. (2013). Pentingnya mengetahui gaya belajar siswa dalam kegiatan pembelajaran di kelas. ERUDIO, 2 (1), 8-21.

Woyessa, A. H., Tharmalingadevar, T. P., & Upashe, S. P. (2019). Primary school teachers ’ misconceptions about attention deficit / hyperactivity Disorder in Nekemte town , Oromia region, Western Ethiopia. BMC Research Notes, 1–6. https://doi.org/10.1186/s13104-019-4573-9

Downloads

Published

2023-04-07

Issue

Vol. 10 No. 2 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).