Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia

Research Article

The Effectiveness of the Story Assistance Program to the Moral Aspects of ADHD Children in Kindergarten

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  • @INPROCEEDINGS{10.4108/eai.18-11-2020.2311742,
        author={Nur  Cholimah and Suparno  Suparno},
        title={The Effectiveness of the Story Assistance Program to the Moral Aspects of ADHD Children in Kindergarten},
        proceedings={Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia},
        publisher={EAI},
        proceedings_a={BIS-HSS},
        year={2021},
        month={9},
        keywords={adhd children moral affective cognitive psychomotor},
        doi={10.4108/eai.18-11-2020.2311742}
    }
    
  • Nur Cholimah
    Suparno Suparno
    Year: 2021
    The Effectiveness of the Story Assistance Program to the Moral Aspects of ADHD Children in Kindergarten
    BIS-HSS
    EAI
    DOI: 10.4108/eai.18-11-2020.2311742
Nur Cholimah1,*, Suparno Suparno1
  • 1: Universitas Negeri Yogyakarta, Early Childhood Education Department, Yogyakarta, Indonesia
*Contact email: nurcholimah@uny.ac.id

Abstract

The purpose of this study was to see how effective the story assistance program, which was carried out on 5-year-old children who had Attention Deficit Hyperactivity Disorders or ADHD, on the moral aspects. This program was carried out for 2 weeks using the SSR method. One kindergarten child who experienced ADHD was observed in one moral aspect, namely respect, seen from the affective, cognitive, and psychomotor components. The child was given an intervention for 2 weeks at school with stimulation with something that makes empathy, and then he was read a story and given a habituation to greet others. The initial observations indicated that the child had not been able to show empathy, did not want to hear let alone ask questions, and when given examples of greeting, he did not see and his views were not focused. Every day, the child was stimulated with something that creates a sense of empathy, told a story and habituated to greet for 10 times. The next step was intervention. In the first week, the result for empathy was 50%, for listening to stories was 55%, and for greeting others was 50%. In week 2 there was a 65% increase in empathy, 85% in listening to stories, and 80% in greeting habits. The results show empathy or affective feelings for children takes more time, especially for ADHD children. The program of Moral Assistance with stories was proven to be effective for improving the moral aspects of cognitive morals as a basis for reasoning.