Electronic Theses and Dissertation

Dalam pembelajaran IPAS di sekolah dasar, siswa Attention Deficit Hyperactivity Disorder (ADHD) masih menghadapi kendala berupa kesulitan memusatkan perhatian, perilaku hiperaktif dan impulsif, serta rendahnya keterlibatan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi GBL dalam pembelajaran IPAS materi bagian tubuh hewan dan fungsinya pada siswa ADHD kelas III SDN I Pagar Air Kabupaten Aceh Besar. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru kelas III dan 28 siswa kelas III, dengan 5 siswa di antaranya tergolong ADHD. Teknik pengumpulan data dilakukan melalui observasi dan wawancara, dengan instrumen berupa lembar observasi guru dan siswa ADHD serta pedoman wawancara guru. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa penerapan strategi GBL melalui permainan Animal Action Challenge, Animal Track, Battle Ship, dan Move & Match mampu menciptakan pembelajaran yang lebih responsif dan sesuai dengan kebutuhan siswa ADHD. Permainan Battle Ship terbukti paling optimal dalam meningkatkan fokus dan antusiasme siswa melalui adanya tantangan, sistem poin, dan penghargaan, sedangkan Animal Track pada tahap awal kurang optimal karena keterbatasan media konkret. Aktivitas siswa ADHD menunjukkan variasi pada aspek innatentif, hiperaktif, dan impulsif, dengan rata-rata tertinggi pada aspek hiperaktif (56%), diikuti innatentif (55%), dan impulsif (45%). Perilaku tersebut cenderung muncul pada awal pembelajaran, namun menjadi lebih terarah ketika siswa terlibat dalam aktivitas permainan yang terstruktur serta didukung oleh bimbingan guru, pengulangan instruksi, dan pemberian penguatan positif. Dengan demikian, strategi GBL efektif dalam mengelola perilaku siswa ADHD sehingga lebih terkontrol dan meningkatkan keterlibatan aktif dalam proses pembelajaran.

In IPAS (Integrated Natural and Social Sciences) learning at the elementary school level, students with Attention Deficit Hyperactivity Disorder (ADHD) still face challenges such as difficulty maintaining attention, hyperactive and impulsive behavior, and low engagement in learning activities. This study aims to describe the implementation of the Game-Based Learning (GBL) strategy in IPAS learning on the topic of animal body parts and their functions for third-grade ADHD students at SDN I Pagar Air, Aceh Besar Regency. This research employed a qualitative approach with a descriptive research design. The research subjects consisted of one third-grade teacher and 28 third-grade students, five of whom were identified as having ADHD. Data were collected through observation and interviews, using observation sheets for teachers and ADHD students as well as teacher interview guidelines as research instruments. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through technique triangulation. The results of the study indicate that the implementation of the Game Based Learning (GBL) strategy through the games Animal Action Challenge, Animal Track, Battle Ship, and Move & Match is able to create a more responsive learning environment that aligns with the needs of students with ADHD. The Battle Ship game proved to be the most effective in improving students’ focus and enthusiasm through the use of challenges, a point system, and rewards, while Animal Track was less optimal at the initial stage due to limitations in concrete learning media. The activities of students with ADHD showed variation across inattentive, hyperactive, and impulsive aspects, with the highest average found in the hyperactive aspect (56%), followed by inattentive (55%) and impulsive (45%). These behaviors tended to appear at the beginning of the learning process but became more directed when students were engaged in structured game-based activities, supported by teacher guidance, repeated instructions, and positive reinforcement. Therefore, the GBL strategy is effective in managing the behavior of students with ADHD, making it more controlled and enhancing their active engagement in the learning process.