Studi kasus

Dampak konflik sosial terhadap motivasi belajar anak ADHD di sekolah inklusif

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in concentration, emotional regulation, and social adaptation in the school environment. Emotional dependence on specific objects or activities that provide a sense of security is also common. This study explores the case of a 11-year-old child with ADHD who showed a significant decline in learning motivation after losing a cherished item at an inclusive school. The research applied a qualitative approach through observation, interviews, and documentation. Findings revealed that the loss triggered emotional distress, leading to the child’s refusal to return to school, which negatively affected learning motivation and social adaptation. Micro-social conflicts, such as losing personal belongings, can significantly impact the psychological well-being of children with ADHD. The lack of timely intervention by both the school and parents exacerbated the situation. Therefore, active collaboration between the school and family, along with emotional support and interest-based learning approaches, is essential to improve learning motivation and facilitate better adaptation within an inclusive educational environment.