ADDRESSING HYPERACTIVITY IN PRIMARY EDUCATION
Teachers' Approaches and Challenges
Abstract
This study aims to analyze the strategies employed by teachers in managing hyperactive students in grade V at SDN 3 Tallunglipu. The research adopts a qualitative case study approach, involving observations, interviews, and documentation as data collection methods. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, following the Miles and Huberman model. The study was carried out in several stages: preparation, implementation, data analysis, and conclusion.
The findings indicate that hyperactive students exhibit behaviors such as frequently disrupting their peers, running around the classroom, and struggling to remain seated for extended periods. Although they respond to instructions, their attention span is short, and they often revert to their previous behaviors. The research also identifies three primary causes of hyperactivity: genetic factors (hereditary influences from parents), peer influence, and environmental conditions.
To address these challenges, teachers adopt various strategies, including personalized engagement, increased attention, parental consultation, and using a calm and measured tone when communicating with students. These approaches help in managing hyperactive behavior while maintaining a productive learning environment.
The study concludes that teachers play a crucial role in handling hyperactive students by implementing structured and adaptive strategies. The findings highlight the need for further teacher training and support in inclusive education. Additionally, collaboration between teachers, parents, and schools is essential to create a supportive environment for hyperactive students. The results of this research provide valuable insights for educators and policymakers in developing more effective intervention strategies for students with hyperactivity in elementary schools.
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