ADHD Differentiated Learning

Abstract

ABSTRAK

Attention Deficit Hyperactivity Disorder (ADHD) is a condition that affects a person’s ability to control impulses, focus and attention span, and can cause disruption in various aspects of life. Children with ADHD are often considered naughty or nosy, and they may experience rejection and punishment that do not resolve their behavioral problems. The prevalence of ADHD in the world ranges from 3-7% in elementary school children, with more boys than girls. If ADHD is not treated properly, it can continue into adulthood and increase the risk of other psychiatric disorders. Handling children with ADHD requires the right approach to reduce stress in the family and increase the child’s social interactions. Differentiated learning is an approach that adapts the teaching and learning process according to students’ individual differences, including learning styles, interests and cognitive abilities. This concept was developed by Carol Ann Tomlinson and aims to prevent frustration and failure in learning by adapting teaching materials and methods. Differentiated learning involves creating an enjoyable learning environment, clear learning objectives, ongoing assessment, responsive teaching, and effective classroom management. The research results show that differentiated learning can improve student learning outcomes, including students with special needs such as ADHD. This research observes the learning outcomes of ADHD students in class V using differentiated learning. Initial observation results show that the learning outcomes of ADHD students are below the KKM. After implementing differentiated learning in two cycles, there was an increase in learning outcomes in most subjects. Cycle I showed an increase in completeness in Civics subjects by 100%, Indonesian by 50%, and other subjects varied. In cycle II, all subjects achieved 100% completeness. These results indicate that differentiated learning is effective in improving the learning outcomes of ADHD students.