<![CDATA[ABSTRAK Hiperaktivitas pada anak dapat memengaruhi perilaku dan fungsi kognitif seperti berpikir, mengingat, dan mengorganisasi informasi, sehingga berisiko menurunkan konsentrasi belajar jika tidak ditangani dengan tepat. Penelitian ini bertujuan menganalisis pengaruh kombinasi terapi bermain playdough dan origami terhadap peningkatan konsentrasi belajar pada anak hiperaktif di SLB PKK Sumberrejo dan SLB Putra Harapan Bojonegoro. Penelitian menggunakan metode Pre-Experimental dengan desain one group pretest–posttest. Populasi penelitian terdiri atas 9 siswa hiperaktif tingkat Sekolah Dasar, yang semuanya dijadikan sampel melalui teknik sampling jenuh. Instrumen penelitian berupa kuesioner, sedangkan analisis data dilakukan melalui editing, coding, scoring, tabulating, dan uji Wilcoxon. Hasil penelitian menunjukkan bahwa sebelum diberikan terapi, 6 siswa (66,7%) memiliki konsentrasi belajar kategori cukup. Setelah diberikan terapi kombinasi playdough dan origami, terjadi peningkatan dengan 5 siswa (55,6%) masuk kategori tinggi. Hasil uji Wilcoxon menunjukkan nilai ρ = 0,046, sehingga terdapat pengaruh signifikan terapi tersebut terhadap peningkatan konsentrasi belajar anak hiperaktif. Penelitian menyarankan agar orang tua membantu meningkatkan konsentrasi belajar anak hiperaktif melalui penjadwalan belajar yang teratur dan pemberian instruksi yang jelas agar anak lebih fokus Kata Kunci: Hiperaktif, Playdough, Origami, Terapi, Konsentrasi THE EFFECT OF THE COMBINATION OF PLAYDOUGH AND ORIGAMI THERAPY IN INCREASING LEARNING CONCENTRATION IN HYPERACTIVE CHILDREN IN SLB PKK SUMBERREJO AND SLB PUTRA HARAPAN BOJONEGORO ABSTRACT Hyperactivity in children can affect behavior and cognitive functions such as thinking, remembering, and organizing information, which may reduce learning concentration if not managed properly. This study aimed to analyze the effect of combining playdough and origami play therapy on improving learning concentration in hyperactive children at SLB PKK Sumberrejo and SLB Putra Harapan Bojonegoro. This research used a Pre-Experimental method with a one-group pretest–posttest design. The population consisted of nine hyperactive elementary-level students, all of whom were included as samples using a saturated sampling technique. The research instrument was a questionnaire, and data processing included editing, coding, scoring, tabulating, and analysis using the Wilcoxon test. The results showed that before receiving therapy, six students (66.7%) had moderate learning concentration. After receiving the combined playdough and origami therapy, five students (55.6%) showed high learning concentration. The Wilcoxon test obtained a p-value of 0.046, indicating a significant effect of the combined therapy on improving learning concentration in hyperactive children. The study suggests that parents support the improvement of learning concentration by setting regular study schedules and providing clear instructions to help hyperactive children stay more focused. Keywords: Hyperactive, Playdough, Origami, therapy, Concentration]]>
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