Hyperactive Behavior of Low-Grade Students in Inclusive Schools: An Analysis of Learning Characteristics and the Teacher's Role in the Learning Process
Abstract
such as difficulty in concentrating, excessive activity, and difficulty interacting with peers. This study aims to analyze the characteristics of hyperactive learners in inclusive elementary schools and the role of teachers in supporting the learning process. The research used a qualitative approach with descriptive methods, through observation, interviews, and literature study in one of the inclusive schools in Malang City. The results show that learners with hyperactive behavior require a more structured learning approach, including the provision of extra time, the use of visual media, and interactive learning techniques. The role of teachers is crucial in providing a supportive learning environment, as well as working with parents to monitor children's development. With the right approach, hyperactive learners can manage their behavior, improve their focus, and achieve their academic and social potential. Strategies tailored to the needs of hyperactive learners, as well as consistent support from teachers and parents, will help them develop to their full potential.
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