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Muthya Firagil Restuti
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Education

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Literature Review: Teacher Strategies for Managing Behavior and Enhancing Social Interaction Among Children with ADHD (Attention Deficit Hyperactivity Disorder) in Inclusive Elementary School Settings Inggita Daniswara; Dewi Masita Alkhumaira; Febrian Sulistiarno; Zulfa Mufidah; Muthya Firagil Restuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study examines the behavior of children with Attention Deficit Hyperactivity Disorder (ADHD) within inclusive primary school settings, as well as the strategies teachers can employ to manage such behavior effectively. Although the government has emphasized the importance of inclusive education through Regulation of the Minister of National Education (Permendiknas) Number 70 of 2009, its practical implementation faces numerous obstacles—particularly regarding students with ADHD, who often struggle with concentration, act impulsively, and exhibit high activity levels. Key challenges stem from limited teacher training, a shortage of support staff, and a lack of social acceptance from peers. Research indicates that teachers who understand the characteristics of children with ADHD and implement appropriate instructional strategies—such as individualized approaches, positive reinforcement, and activity-based learning methods—can help improve student concentration and reduce impulsive behavior. Through this literature review, it is hoped that teachers and aspiring educators will gain a deeper understanding of the importance of creating a welcoming, adaptive, and inclusive learning environment to support the optimal development of children with ADHD in primary schools.
IMPLEMENTATION STRATEGIES OF THE REFLECTIVE MATERNAL METHOD IN IMPROVING THE COMMUNICATION SKILLS OF CHILDREN WITH HEARING IMPAIRMENT Khairul Wathoni; Diah Ayu Nur Ramadhani; Sofi Andini; Marisha Syintia Ayu; Halimaturrisna Halimaturrisna; Muthya Firagil Restuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Children with hearing impairment experience communication difficulties due to limited access to auditory language input, which often leads to delays in speech and language development compared to hearing children. One approach considered effective in addressing this barrier is the Reflective Maternal Method (Metode Maternal Reflektif/MMR), a language-learning method that imitates the natural communication pattern between a mother and her child. This article aims to examine the implementation strategy of MMR in improving the communication skills of children with hearing impairment. The study was conducted through a systematic literature review of relevant national journal articles. The results show that implementing MMR through the stages of Perdati (heart-to-heart conversation), Percami (ideovisual reading conversation), and Percali (linguistic conversation) can improve both verbal and nonverbal communication skills, enrich vocabulary, and build children's self-confidence. The success of MMR implementation is also influenced by the involvement of teachers, parents, and the surrounding environment. Thus, MMR can serve as an adaptive language-learning strategy alternative for children with hearing impairment.
Co-Authors Dewi Masita Alkhumaira Diah Ayu Nur Ramadhani Febrian Sulistiarno Halimaturrisna Halimaturrisna Inggita Daniswara Khairul Wathoni Marisha Syintia Ayu Sofi Andini Zulfa Mufidah