A PERAN GURU DALAM PENANGANAN PESERTA DIDIK BERKEBUTUHAN KHUSUS ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DALAM PROSES PEMBELAJARAN (STUDI KASUS DI MTS TARBIYATUL MUSTAFID LOMBOK BARAT)

Abstract

This study, titled “The Role of Teachers in Handling Special Needs Students with Attention Deficit Hyperactivity Disorder (ADHD) in the Learning Process (A Case Study at MTs Tarbiyatul Mustafid Lombok Barat),” aims to describe the teacher's role, identify the instructional strategies applied, and analyze the obstacles faced by teachers in handling students indicated to have ADHD during the learning process. This study used a qualitative approach with a descriptive design through a case study method. Data were collected through direct observation, in-depth interviews, and documentation, with data trustworthiness tested through source, technique, and time triangulation, while data analysis followed the interactive model of data reduction, data display, and conclusion drawing. The results show that in the absence of a Special Assistant Teacher (GPK) or an expert clinical psychologist, teachers at MTs Tarbiyatul Mustafid Lombok Barat perform their roles independently, adaptively, and multidimensionally as learning facilitators and method modifiers, classroom and behavior managers, socio-emotional guides, and continuous evaluators. The learning strategies applied include curriculum modification and material simplification, short-burst instruction, multisensory methods, task chunking, distraction-minimizing classroom arrangement, positive reinforcement, and simplified worksheet-based evaluation. The main obstacles include limited qualification and training in special education, time constraints in an inclusive classroom, limited facilities and media, and insufficient parental understanding and synergy. It is concluded that despite the absence of a GPK, teachers have made maximum, multidimensional efforts as facilitators, behavior conditioners, and guides in handling ADHD students during the learning process.