The Effect of Bead-Stringing Activities Using Beads of Various Sizes on Concentration in Students with ADHD at SLB C Autis Negeri Kedungkandang

Puput Febriyanti Febriyanti, Wiwik Dwi Hastuti, Dimas Arif Dewantro, Triya Valentina, Jessika Marselina Simatupang, Khairul Whathoni

Abstract


Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties in focusing and sustaining attention, which may affect students' concentration during learning. This study aimed to determine the effect of bead-stringing activities using beads of various sizes on the concentration of a student with ADHD, particularly in terms of attention duration. The study employed a quantitative approach using the Single-Subject Research (SSR) method with an A-B-A design. The participant was one second-grade student with ADHD at the elementary level (SDLB) at SLB C Autis Kedungkandang. Data were collected through observation using the duration recording technique and analyzed visually within and between conditions. The results showed an increase in attention duration following the provision of bead-stringing activities using beads of various sizes. Data stability percentages were 100% in the initial baseline condition, 87.5% in the intervention condition, and 100% in the post-intervention condition. The 25% overlap between the initial baseline and intervention conditions indicated a change in attention duration following the intervention. The study concludes that bead-stringing activities using beads of various sizes had a positive effect on improving the concentration of the student with ADHD, particularly in terms of attention duration.

Full Text:

PDF

References


Bourke, M., Kwan, M. Y., Fortnum, K., O’Flaherty, M., King-Dowling, S., & Cairney, J. (2025). The utility of the MABC-2 for measuring motor impairment in children with ADHD: Examining measurement invariance in children with and without symptoms of ADHD. Human Movement Science, 103, 103389. https://doi.org/10.1016/j.humov.2025.103389

Hardaningtyas, K., Moewardi, I., & Ananta, J. P. (2024). The impact of playing with playdough on the fine motor skills of children with ADHD. 9.

Jannah, S. Z., & Ainin, I. K. (2024). Pengaruh keterampilan meronce terhadap konsentrasi pada peserta didik autis di slb bakti asih surabaya. Junal Pendidikan Khusus, 19(3), 1–8.

Lufitasari, R. (2021). Pengaruh bermain meronce terhadap perkembangan motorik halus pada anak usia 4-5 tahun kelompok a kecil di tk baitul makmur kota malang. 153–159.

Kofler, M. J., Singh, L. J., Becker, S. P., Delucchi, K., & Sorensen, L. G. (2020). Working memory and short-term memory deficits in ADHD: A bifactor modeling approach. Neuropsychology, 34(6), 677-689. https://doi.org/10.1037/neu0000625 (Scopus-indexed).

Nuraini, A., & Rahmawati, D. (2021). Peran konsentrasi belajar terhadap hasil belajar anak berkebutuhan khusus di sekolah inklusi. Jurnal Pendidikan Khusus, 17(2), 45–52.

Sari, L., & Widodo, A. (2022). Pendekatan pembelajaran adaptif bagi siswa ADHD dalam konteks pendidikan inklusif. Jurnal Ilmiah Pendidikan Khusus, 8(1), 23–34.

Barkley, R. A. (2019). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). New York: Guilford Press.

Hardaningtyas, K., Moewardi, I., & Ananta, J. P. (2024). The impact of playing with playdough on the fine motor skills of children with ADHD. Journal of Special Education Research, 9(2), 45–53.

Kofler, M. J., Singh, L. J., Becker, S. P., Delucchi, K., & Sorensen, L. G. (2020). Working memory and short-term memory deficits in ADHD: A bifactor modeling approach. Neuropsychology, 34(6), 677–689.

da Silva, B. S., et al. (2023). An overview on neurobiology and therapeutics of attention ... Review article. (sumber ulasan neurobiologis terkait perhatian dan ADHD).

Faraone, S. V., et al. (2024). Attention-deficit/hyperactivity disorder. Nature Reviews (ringkasan etiology dan faktor biologis).

Garcia, L. M., et al. (2023). Manual activities and focus improvement among children with attention deficit: A study of crafting engagement. Occupational Therapy International, 2023(12), 1–9.

Mahesh, M. M., & Fradinand, F. (2024). A Study on the Effectiveness of Cognitive Training on Attention, Concentration, Motor Dexterity and Working Memory among Children with ADHD. Indian Journal of Public Health Research & Development, 15(1), 78–83.

Widyastuti, E., Putri, D. R., & Rahmawati, N. (2023). Peran aktivitas manipulatif dalam meningkatkan fokus dan regulasi diri anak usia sekolah. Jurnal Terapi Okupasi Indonesia, 5(2), 89–98.

Hapsari, D. A., & Widodo, A. (2022). Pengaruh kegiatan meronce terhadap konsentrasi anak usia dini di TK Dharma Wanita. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(2), 1124–1133.

Laili, F. N., Hasibuan, R., Dewi, D. J. K., & Komalasari, D. (2023). The Effect of Beading Activities on the Fine Motor Skills of Children Aged 4–5 Years at TK Labschool Unesa 1. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini, 12(1), 45–52.

Lee, R. T., Patel, S., & Gupta, A. (2023). Manual activities and attention enhancement in children with ADHD: A longitudinal study. Journal of Child Psychology and Psychiatry, 64(2), 145-162.

Barnett, R., Lorch, E. P., Milich, R., & Greenberg, L. M. (2022). Cognitive engagement tasks to enhance sustained attention in children with ADHD. Journal of Attention Disorders, 26(9), 1234–1245.

Putri, M. A., & Hartati, S. (2021). Structured visual-motor activities to improve attention span in children with ADHD. Jurnal Psikologi Perkembangan dan Pendidikan, 10(2), 89–98.

Barnett, R., Lorch, E. P., Milich, R., & Greenberg, L. M. (2022). Cognitive engagement tasks to enhance sustained attention in children with ADHD. Journal of Attention Disorders, 26(9), 1234–1245.

Gast, D. L., & Ledford, J. R. (2018). Single Subject Research methodology: Applications in special education and behavioral sciences (3rd ed.). Routledge.

Kazdin, A. E. (2019). Single-case research designs: Methods for clinical and applied settings (3rd ed.). Oxford University Press.

Sugiyono. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Fadilla, Z., Zaini, P., & Lawang, K. A. (2023). Metodologi Penelitian Kuantitatif. CV AA Rizky.

Sunanto, J. (2005). Pengantar Penelitian dengan Subjek Tunggal. CRICED, University of Tsukuba.

Sunanto, J., Takeuchi, K., & Nakata, H. (2005). Pengantar Penelitian dengan Subjek Tunggal. Tsukuba: University of Tsukuba Press.

Kazdin, A. E. (2019). Single-Case Research Designs: Methods for Clinical and Applied Settings (2nd ed.). New York: Oxford University Press.

Daley, D., Van Der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S.,Sonuga-Barke, E. J. S. (2018). Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials. Cochrane Database of System

Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 60, 17–33.

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., ... Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528


Refbacks

  • There are currently no refbacks.


This proceeding series is indexed by:

ipiii.pnggoogle.png

ISSN: 2987-2448