UPAYA GURU DALAM MENINGKATKAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD) DI PAUD INKLUSI YOGYAKARTA

Husnuzziadatul Khairi, NIM. 16204030030 (2018) UPAYA GURU DALAM MENINGKATKAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD) DI PAUD INKLUSI YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

[img]
Preview
Text (UPAYA GURU DALAM MENINGKATKAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD) DI PAUD INKLUSI YOGYAKARTA)
16204030030_BAB I_BAB V_DAFTAR PUSTAKA.pdf - Published Version

Download (32MB) | Preview
[img] Text (UPAYA GURU DALAM MENINGKATKAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD) DI PAUD INKLUSI YOGYAKARTA)
16204030030_BAB II_BAB III_BAB IV.pdf - Published Version
Restricted to Registered Academicians of UIN Sunan Kalijaga Only

Download (11MB)

Abstract

The social emotional development of children with Attention Deficit Hyperactivity Disorder (ADHD) can be said to be quite low when compared to non-disabled children. The low level of development requires better handling of schools, especially by teachers. Teachers can provide treatment to ADHD children with the help of psychologists and therapists. There are also schools that provide care through teachers as classroom teachers and concurrently as psychologists and therapists to help improve children's social emotional development. This study aims to describe and compare the efforts made by the teacher to improve the Development of Social Emotional Child Attention Deficit Hyperactivity Disorder (ADHD) at the Pedagogical Laboratories UNY Kindergarten and Pelangi Anak Negeri Yogyakarta State Kindergarten. The type of research used by researchers in this study is descriptive-comparative. Meanwhile, the source of data from this study is primary data. Primary data sources are teachers, therapists, and psychologists. Data collection techniques with interviews, and documentation, while data analysis techniques are carried out through three stages, namely reduction, display, and verification. The results of this study indicate that first, the teacher's efforts to improve the social emotional development of ADHD children, namely the Pedagogical Laboratory of UNY Kindergarten through three stages, namely observation, intervention and assessment. While the efforts of teachers in Pelangi Anak Negeri Yogyakarta Islamic Kindergarten are quite complex ranging from observing children, interviewing parents, providing child diagnoses and interventions, and evaluating. Second, the equality of teachers' efforts in improving the social emotional development of ADHD children in the two locations of this study were both using interventions in the form of ecstasy, eye contact, stimulation, habituation and play. While the differences are, in the Pedagogical Laboratory of UNY Kindergarten teachers use interventions in the form of time out, initial agreement, stimulation, and behavioral approach and assistance from therapists with instructions from psychologists. Unlike the case with the Pelangi Anak Negeri Yogyakarta Kindergarten which uses interventions in the form of satiation, physical contact and occupational and speech therapy. Because in this kindergarten does not use psiocologists and therapists, the teacher here also serves as a psychologist and therapist.

Item Type: Thesis (Masters)
Additional Information / Pembimbing: Ro’fah, M.A. Ph.D.,
Uncontrolled Keywords: Teachers Effort, Social Emotional development, ADHD.
Subjects: Pendidikan Islam Anak Usia Dini (PIAUD)
Divisions: Pascasarjana > Thesis > Pendidikan Guru RA - PAUD
Depositing User / Editor: Drs. Mochammad Tantowi, M.Si.
Date Deposited: 06 Mar 2019 03:40
Last Modified: 06 Mar 2019 03:40
URI: http://digilib.uin-suka.ac.id/id/eprint/33594

Actions (login required)

View Item View Item