Strategi Bimbingan Belajar untuk Siswa dengan Gangguan ADHD di Sekolah Inklusif: Studi Kasus pada SDN 20 Mataram
DOI:
https://doi.org/10.56916/ejip.v4i3.1749Keywords:
ADHD, bimbingan belajar, pendidikan inklusif, sekolah dasar, siswa berkebutuhan khususAbstract
Siswa dengan gangguan Attention Deficit Hyperactivity Disorder (ADHD) menghadapi tantangan signifikan dalam pembelajaran yang memerlukan bimbingan khusus. Penelitian ini bertujuan menganalisis bentuk bimbingan belajar yang diberikan kepada siswa ADHD di SDN 20 Mataram serta mengidentifikasi kendala dan cara mengatasinya. Penelitian kualitatif deskriptif dilakukan terhadap satu siswa ADHD kelas IV, guru wali kelas, dan kepala sekolah melalui observasi non-partisipan, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman dengan triangulasi teknik dan sumber untuk memastikan kredibilitas data. Bimbingan belajar diimplementasikan melalui tiga pendekatan: bimbingan individual di luar jam pelajaran reguler, bimbingan kelompok dengan penempatan strategis siswa ADHD bersama teman yang suportif, dan kolaborasi intensif sekolah-orang tua. Kendala utama meliputi ketiadaan guru pembimbing khusus, keterbatasan pelatihan guru, kesulitan siswa menjaga konsentrasi, dan keterbatasan anggaran. Sekolah telah mengembangkan strategi adaptif dalam memberikan bimbingan belajar meskipun menghadapi keterbatasan sumber daya. Temuan ini berkontribusi pada pemahaman praktik pendidikan inklusif untuk siswa ADHD dalam konteks sekolah dengan sumber daya terbatas.
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