Riska Ananda Utami, Halida, Lukmanulhakim

Peran Guru dalam Pendidikan Anak Hiperaktif di TK Negeri Pembina Pontianak

Introduction

Peran guru dalam pendidikan anak hiperaktif di tk negeri pembina pontianak. Pahami peran guru dalam pendidikan anak hiperaktif di TK Pembina Pontianak. Temukan strategi adaptif, tantangan, dan pentingnya lingkungan belajar kondusif untuk anak usia dini.

Abstract

This study aims to describe and gain an in-depth understanding of the teacher's role in the education of hyperactive children at TK Negeri Pembina Pontianak Timur. The approach used is qualitative with a phenomenological method, focusing on exploring the teacher's subjective experiences in handling hyperactive children within the school environment. Data collection was conducted through semi-structured interviews with classroom teachers who have experience teaching hyperactive children. The data were analyzed using Colaizzi's method, which includes seven stages of qualitative data analysis. The findings reveal that the teacher's role is not limited to delivering instructional material, but also includes being a facilitator, motivator, and emotional companion for hyperactive children. Teachers strive to adapt their teaching strategies to the children's characteristics, build intensive communication with parents, and create a conducive learning environment. Challenges faced include limited knowledge about children with special needs and a lack of support from school facilities. This study is expected to serve as a consideration for teachers, parents, and educational institutions in developing more effective approaches to educate hyperactive children from an early age.

Review

This study offers a timely and pertinent exploration into the multifaceted role of teachers in educating hyperactive children within an early childhood setting. Employing a qualitative, phenomenological approach, the research effectively delves into the subjective experiences of classroom teachers at TK Negeri Pembina Pontianak Timur. The methodology, utilizing semi-structured interviews and Colaizzi's analytical method, is well-suited to uncovering the nuanced daily realities faced by educators. The findings illuminate that a teacher's role extends significantly beyond mere instructional delivery, encompassing crucial functions as a facilitator, motivator, and emotional companion. Furthermore, the study highlights teachers' proactive efforts in adapting strategies, fostering parent communication, and cultivating conducive learning environments, underscoring the dedication required in this specialized field. A key strength of this research lies in its rigorous qualitative methodology, which provides rich, in-depth insights into a complex area often overlooked in broader educational discourse. By focusing on subjective experiences, the study effectively captures the practical wisdom and challenges faced by teachers on the ground. The identification of challenges such as limited knowledge regarding special needs and inadequate facility support is particularly valuable, offering concrete areas for intervention and policy development. However, the abstract does not specify the number of participants, which, while common in phenomenological studies, might still be important context for judging the breadth of the described experiences. Additionally, a clearer definition or contextualization of "hyperactive children" from the teachers' perspectives, rather than a clinical label, would enhance the specificity of the findings. In conclusion, this study makes a significant contribution to the understanding of early childhood education for children with hyperactivity, providing valuable considerations for all stakeholders. The insights derived are highly relevant for informing teacher training programs, developing supportive school policies, and educating parents, particularly in similar socio-educational contexts. Future research could build upon these findings by exploring the perspectives of parents or school administrators, investigating the long-term impact of the adaptive strategies identified, or even employing mixed-methods approaches to quantify the prevalence and impact of the challenges teachers face. Overall, this research provides a robust foundation for developing more effective and inclusive educational practices for young hyperactive children, ultimately fostering better outcomes for both students and educators.

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