<![CDATA[ABSTRACT Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention, are easily distracted, and display hyperactive behavior, requiring appropriate learning strategies to enhance their learning motivation. This study aims to describe teachers’ strategies and approaches in improving the learning motivation of children with ADHD at SLB Samudra Terra Athena. This research employed a qualitative approach using a descriptive method. Data were collected through in-depth interviews with teachers who work directly with students with ADHD and were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that teachers implemented engaging and interactive learning strategies through the use of visual media, educational games, instructional videos, and hands-on activities tailored to students’ needs. The learning approach was conducted individually through an Individualized Education Program (IEP). The main challenges faced by teachers included students’ difficulty in maintaining focus, hyperactive behavior, and rapid emotional changes. To address these challenges, teachers provided individual assistance, delivered simple and clear instructions, and collaborated closely with parents. The study found that student-centered strategies and approaches effectively enhanced learning motivation, as indicated by improvements in attention, participation, compliance with instructions, and task completion. Therefore, individualized and adaptive learning plays a crucial role in improving the learning motivation of children with ADHD. ABSTRAK Anak dengan Attention Deficit Hyperactivity Disorder (ADHD) memiliki kesulitan memusatkan perhatian, mudah terdistraksi, dan menunjukkan perilaku hiperaktif sehingga memerlukan strategi pembelajaran yang sesuai untuk meningkatkan motivasi belajar. Penelitian ini bertujuan mendeskripsikan strategi dan pendekatan guru dalam meningkatkan motivasi belajar anak ADHD di SLB Samudra Terra Athena. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara mendalam dengan guru yang menangani siswa ADHD dan dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran yang menarik dan interaktif melalui media visual, permainan edukatif, video pembelajaran, serta praktik langsung yang disesuaikan dengan kebutuhan siswa. Pendekatan pembelajaran dilakukan secara individual melalui Program Pembelajaran Individual (PPI). Hambatan yang dihadapi meliputi kesulitan fokus, perilaku hiperaktif, dan perubahan emosi siswa. Untuk mengatasinya, guru memberikan pendampingan individual, instruksi yang sederhana dan jelas, serta bekerja sama dengan orang tua. Temuan penelitian menunjukkan bahwa strategi dan pendekatan yang berpusat pada kebutuhan individu siswa mampu meningkatkan motivasi belajar yang ditandai dengan meningkatnya fokus, partisipasi, kepatuhan terhadap instruksi, dan penyelesaian tugas. Dengan demikian, pembelajaran individual dan adaptif berperan penting dalam meningkatkan motivasi belajar anak ADHD.]]>
