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All Journal Intuisi Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Early Childhood and Character Education Journal of Law, Poliitic and Humanities JGK (Jurnal Guru Kita) PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Prasasti Ilmu
Liftiah Liftiah
Universitas Negeri Semarang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS ADHD (Attention Deficit Hyperactivity Disorder) (GANGGUAN PEMUSATAN PERHATIAN DAN HIPERAKTIVITAS) DI SEKOLAH DASAR Ina pujiyanti; Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16781

Abstract

ABSTRACT Children with ADHD (Attention Deficit Hyperactivity Disorder) require educational services that are adaptive, structured, and responsive to their behavioral and learning needs. ADHD is a neurodevelopmental disorder characterized by difficulties in maintaining attention, hyperactive behavior, and impulsivity that affect academic achievement, social interaction, and emotional development. This article aims to describe the characteristics, learning barriers, educational strategies, and the role of teachers and parents in supporting children with ADHD in elementary schools. This study used a qualitative descriptive approach through a literature review method. Data sources were obtained from books, scientific journals, educational regulations, and references related to inclusive education and special needs education. Data were analyzed descriptively through stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that children with ADHD generally experience difficulties in concentrating, controlling impulses, sitting calmly for long periods, completing assignments independently, and maintaining social relationships with peers. In the learning process, children are easily distracted by surrounding stimuli and often display disruptive behaviors in the classroom. Therefore, schools need to create structured learning environments, provide adaptive teaching methods, use positive behavioral support, and offer emotional assistance. Teachers play a significant role in improving students’ concentration, self-control, social interaction, and academic achievement through engaging, student-centered, and varied instructional approaches. Collaboration between teachers, parents, and the school environment is also essential in supporting the optimal development of children with ADHD. Proper educational support can help children with ADHD develop academic competence, emotional regulation, social skills, independence, and self-confidence optimally within inclusive education settings. Keywords: ADHD, inclusive education, elementary school, children with special needs, hyperactivity
Efektivitas Program Sekolah Ramah Anak dalam Penguatan Iklim Inklusi di Sekolah Dasar: Systematic Literature Review Wiji Listiyani; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16479

Abstract

Inclusive education requires a safe, supportive, and non-discriminatory school environment that can accommodate the diverse needs of all students, including children with special needs. The Child-Friendly School program, known in Indonesia as Sekolah Ramah Anak (SRA), is designed to create an educational environment that protects children’s rights, promotes participation, and supports inclusive learning practices. This study aimed to systematically analyze the effectiveness of SRA programs in strengthening inclusive climate in elementary schools, particularly in relation to students with special needs. A systematic literature review was conducted following the PRISMA 2020 guidelines. The review analyzed 27 scientific articles indexed in SINTA and Scopus and published between 2021 and 2026. The selected studies were examined through thematic synthesis to identify implementation patterns, benefits, challenges, and supporting factors related to SRA and inclusive education. The findings indicate that SRA programs contribute positively to inclusive education by improving school accessibility, strengthening teacher competence, enhancing students’ social interaction, reducing discriminatory practices, and creating safer and more supportive learning environments. However, several challenges remain, including limited infrastructure, insufficient trained teachers, weak policy implementation, lack of adaptive learning resources, and limited cross-sector collaboration. These findings suggest that SRA programs can serve as an important strategy for strengthening inclusive climate in elementary schools, but their effectiveness depends on systemic support, policy consistency, school readiness, and collaboration among teachers, school leaders, parents, communities, and policymakers. This study provides practical implications for elementary schools and education stakeholders in developing child-friendly and inclusive school systems that ensure equal learning opportunities for all students.
Optimalisasi Potensi Anak ADHD di Sekolah Dasar melalui Pembelajaran Terstruktur dan Multisensori Lilik Noeraini; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16483

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention, regulating behavior, and achieving optimal learning outcomes in elementary school settings. These challenges require adaptive instructional strategies that are structured, engaging, and responsive to students’ individual needs. This study aimed to analyze the characteristics and learning needs of a student with ADHD and to examine the implementation of structured and multisensory learning approaches in improving focus, behavior, and basic academic outcomes. A descriptive qualitative approach supported by simple quantitative pre-test and post-test data was employed. The study used a case study design involving one second-grade student at SDN 2 Temengeng who was identified as showing ADHD characteristics based on classroom observation and teacher interviews. Data were collected through observation, interviews, documentation, behavioral observation sheets, learning progress notes, and pre-test–post-test assessment. Data validity was strengthened through source and technique triangulation, while qualitative data were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the student showed core ADHD characteristics, including inattention, hyperactivity, and impulsivity, which affected classroom engagement and academic performance. After the implementation of structured and multisensory learning, the student demonstrated improved attention span, reduced hyperactive and impulsive behaviors, and better basic reading and writing performance. The N-Gain results in the moderate category further indicated that the intervention had meaningful effectiveness. These findings suggest that the integration of structured instruction, clear routines, positive reinforcement, visual media, movement-based activities, and multisensory stimulation can optimize the learning potential of children with ADHD. This study provides practical implications for elementary teachers, parents, and schools in developing adaptive and inclusive learning strategies for students with ADHD.
Co-Authors Aggacito, Aggacito Ali Formen ANDRI WIBOWO Ani Setyorini Annafi, Masrukhin Ayuningtyas, Karin Widya Budi Astuti Budi Widyaningsih Budiyono Budiyono Diana DWI PUJI RATNAWATI Dwinanto Dwinanto Eka Fatmahwati Ekawaldi, Ikromi Zufri Enny Khoirun Nihaya Fatma Kusuma Mahanani, Fatma Kusuma Fitriyani Fitriyani Hubaibi Kirom Mujahidin Ika Kusumawati Imala Rahmawati Ina pujiyanti Karima, Mayyaza Urfa Khoirul Mahmud Kusuma Wijayanti Leny Kurniawati Lilik Noeraini Luthfi Atin Khusna Luthfi Fathan Dahriyanto, Luthfi Fathan Mardianti Dwiardhany Moh. Iqbal Mabruri Mukti Hariyadi Mulawarman Mulawarman Nadhifa, Tiara Azka Nila Nofitasari Nofi Kristianto Oktafia, Nur Eka Oktafiastuti Perdana, cindy Pratomo, Anistya Wulandari Puput Ambaryuni Putri Fahmi Rafika Bayu Kusumandari, Rafika Bayu Sa'diyah, Khotimatus Sri Sumartiningsih Sugiariyanti, Sugiariyanti Sukma Adi Galuh Amawidyati Swaraswati, Yogi Tambunan, Yessica Rebecca Tri Esti Budiningsih Tri Joko Raharjo TULUS SETYA BUDI Uni Haryanti, Dwi Utami, Nugraheni Putri Vitradesie Noekent, Vitradesie Widya Hary Cahyati Widyaningsih, Budi Wiji Listiyani Woro Apriliana Sari Yanita Sari Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuni Sulistyawati