ASSESSMENT OF STORY-BASED LEARNING GAMES IN ADHD STUDENTS

Ridho Bekti Saputra, Ridho Bekti Saputra

Abstract


 AbstrakThis study aims to evaluate the potential of a narrative game approach in reducing hyperactive and impulsive behavior in 9 year old children with ADHD. Experimental methods were used on child participants diagnosed with ADHD, divided into two groups. One group participated in a specially designed storytelling game, while the control group received no intervention or used conventional learning methods. After intervention, hyperactive and impulsive behavior is assessed through a questionnaire filled out by teachers/parents and observed directly. Data analysis was carried out to look for significant differences between the two groups. If the narrative game approach proves effective, it could suggest new learning methods for children with ADHD, providing insights for educators and mental health practitioners. This research comes with an in-depth review of ADHD, its diagnosis, characteristics, and the importance of an accurate diagnosis. Researchers also recommend the use of interactive multimedia as an additional learning tool for children with ADHD. With the aim of supporting the potential for more effective learning, this research examines various learning methods adapted to the individual characteristics of ADHD children. By combining an extensive literature review with rigorous empirical research, this study provides valuable insights and recommendations for improving educational approaches for children with ADHD.Keywords: ADHD; Storybooks; Behaviour.

Keywords


Keywords: ADHD; Storybooks; Behaviour.

Full Text:

PDF

References


Bibliography

Umroh, NS, Adi, EP, & Ulfa, S. (2019). Multimedia Tutorial to Cultivate Reading Interest in Children with ADHD ( Attention Deficit Hyperactivity Disorder). Journal of Educational Technology Studies, 2(1), 45-52.

Putri, AA, Putri, RS, Valent, Y., & Firmansyah, E. (2022). ANALYSIS OF STORY-BASED GAME LEARNING METHODS FOR ADHD STUDENTS. In National Seminar on Educational Sciences and Multi-Disciplines (Vol. 5, No. 01).

Susanti, EH (2018). Social Method Stories to Increase Student Attention's Social Interaction Deficit Hyperactivity Disorder ( ADHD ) in the Inclusion Class of Karanganyar State Elementary School

, Yogyakarta. Widia Orthodidaktika , 7(1), 1-8.

Musrifah, A., Nursida, I., & Sulaeman, FS (2022). EDUCATIONAL GAME FOR ANDROID BASED ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD) CHILDREN. INFOTECH

journal , 8(2), 94-100.

Bastiyan , E., & Calistaputri , DR (2023). TRAINING CONCENTRATION AND CONTROL OF BEHAVIOR IN ADHD CHILDREN WITH EDUCATIONAL BASED GAMES. Serina

Abdimas Journal, 1(2), 707-714.

Rosyad, A. (2022). LEARNING MODELS AND STRATEGIES FOR ADHD CHILDREN ( Attention

Deficit Hyperactivity Disorder). Journal of Innovation Research and Knowledge , 2(3), 591-600.

Syofian , S. (2017). Educational Games for ADHD Children ( Attention Deficit Hyperactivity Disorder) Kindergarten Class at Alam Bekasi School. Journal of Information Technology, 3(2), 12.

Asiya , S. (2023). Handling Learning Difficulties in Children with ADHD. JUDIKHU JOURNAL, 3(01), 87-98.

Marlina, M., & Kusumastuti, G. (2019). Strategies for Handling Children with ADHD.