Clay Educative Games to Increase Learning Concentration of ADHD Children in Ibnu Sina Bandung Inclusion Kindergarten

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a medical term for children who experience behavioral disorders and is found in many children, of course requiring learning that can increase the child's concentration in learning. The aim of this research is to find out how educational clay games can improve children's learning concentration at Ibnu Sina Bandung Inclusive Kindergarten. This research uses the Single Subject Research (SSR) experimental method with a quantitative approach. The research subjects were ADHD children at the Ibnu Sina Bandung Inclusion Kindergarten. Data collection techniques through tests and observations. Data were analyzed using descriptive statistics displayed in the form of tables and graphs. It is known that the length of the phase is divided into three, namely baseline phase 1 (A) = 3, intervention = 7, baseline 2 (A') = 3. In the baseline phase 1, you get a mean level score of 15.33 in the low category, in the intervention phase you get a score the mean level was 21.85 in the quite good category, and in the baseline phase 2 they got a mean level score of 24.66 in the good category. Based on research results, it shows that educational clay games can improve the concentration of ADHD children at Ibnu Sina Inclusion Kindergarten Bandung. This educational clay game is recommended to educators and parents because it can increase children's concentration in learning in children who have ADHD.