Strategi Pengelolaan Kelas Adaptif Untuk Implementasi Deep Learning Di Pendidikan Anak Usia Dini Inklusif
DOI:
https://doi.org/10.37812/atthufuly.v6i1.2375Keywords:
Deep Learning, ADHD, inclusive education, classroom management, PAUD, 6C competenciesAbstract
This study explores the implementation of adaptive classroom management strategies to support Deep Learning (New Pedagogies for Deep Learning/NPDL) for children with Attention Deficit Hyperactivity Disorder (ADHD) in an inclusive Early Childhood Education (PAUD) setting. The 6C competencies (Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking) demand high self-regulation, sustained attention, and collaborative skills, which pose significant challenges for children with ADHD who experience impulsivity, hyperactivity, and inattention. This qualitative case study was conducted at PAUD Anak Sholeh Sidoarjo using purposive sampling. Data were collected through passive participatory observation, in-depth interviews with teachers, special education teachers (GPK), principals, and parents, as well as document analysis. Data were analyzed using the Miles, Huberman, and Saldana model with source and technique triangulation to ensure credibility. The findings highlight the importance of adaptive classroom management through responsive physical environments, visual structures, differentiated instruction, scaffolding, and positive reinforcement. Strong collaboration among classroom teachers, GPK, and parents, along with continuous professional development, plays a crucial role in bridging the gap between Deep Learning ideals and inclusive practices. This study concludes that integrating NPDL with inclusive classroom management can transform ADHD-related challenges into learning opportunities, enabling children with ADHD to actively engage in meaningful Deep Learning while enriching the entire classroom experience.
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