Hubungan Labilitas/ Negativitas dan Regulasi Emosi dengan Derajat Kesulitan Belajar Anak ADHD di RSUD Dr. Soetomo Surabaya
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Latar Belakang: Prevalensi ADHD meningkat tajam, anak ADHD umumnya mengalami labilitas/ negativitas emosi buruk, terjadi selama hidupnya. Mereka cenderung menunjukkan emosi lebih tinggi dibandingkan anak normal, karena keterbatasan kapasitas dalam menghambat respon emosional mereka. Dalam bidang akademis, anak dengan ADHD menunjukkan prestasi akademik rendah. Hal ini karena kurangnya perhatian, impulsivitas, ketidakmampuan mengorganisasi aktivitasnya, sehingga sering mengalami kesulitan belajar. Guru dan orangtua sering mengeluhkan emosi anak ADHD, sedangkan teman-temannya cenderung menghindari bergaul dengannya. Hal ini menyebabkan regulasi emosi negatif yang berdampak terhadap proses belajarnya.
Tujuan: Mengidentifikasi hubungan labilitas/ negativitas dan regulasi emosi dengan derajat kesulitan belajar anak ADHD di RSUD Dr. Soetomo Surabaya.
Metode: Studi analitik observasional, desain cross sectional, dengan teknik consecutive sampling. Instrumen penelitian menggunakan Skala Penilaian Perilaku Anak Hiperaktif Indonesia (SPPAHI), Emotion Regulation Checklist (ERC) dan Colorado Learning Difficulties Questionnaire (CLDQ).
Hasil: Didapatkan 30 subyek penelitian. Uji analisis statistik menyatakan terdapat hubungan yang bermakna antara subskala labilitas/ negativitas maupun regulasi emosi dengan derajat kesulitan belajar anak ADHD. Terdapat juga hubungan yang bermakna antara subskala labilitas/ negativitas maupun regulasi emosi dengan derajat kesulitan belajar pada domain social cognition dan spatial difficulties.
Simpulan: Terdapat hubungan antara subskala labilitas/ negativitas maupun regulasi emosi dengan derajat kesulitan belajar.
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