Peran Guru PJOK dalam Meningkatan Kemampuan Kerja Sama Murid ADHD Melalui Permainan Bola Voli
Abstract
This study aims to describe the role of Physical Education, Sports, and Health (PJOK) teachers in improving the teamwork skills of students with Attention Deficit Hyperactivity Disorder (ADHD) through modified volleyball games. The research focuses on the teacher’s role in planning, implementing, and evaluating learning activities, as well as identifying supporting and inhibiting factors in PJOK learning for students with ADHD. This study employed a qualitative approach with a case study design. The research subject was one eighth-grade student with ADHD at SMP Negeri 5 Sangatta Utara, with research informants consisting of the PJOK teacher, homeroom teacher, and principal. Data were collected through participatory observation and semi-structured interviews, then analyzed using the Miles and Huberman interactive model. Data validity was ensured through source triangulation. The results showed that PJOK teachers play an important role as learning designers, facilitators, and evaluators by modifying equipment, rules, methods, and assessment strategies according to the needs of students with ADHD. The implementation of demonstrations, games, and cooperative learning strategies improved students’ communication, group involvement, role-sharing abilities, and adherence to game rules. Supporting factors included school support, facilities, teachers, families, and peers, while inhibiting factors involved limited learning time, a large number of students, and difficulties in maintaining students’ attention. In conclusion, the success of inclusive PJOK learning is strongly influenced by teachers’ ability to create adaptive learning processes and responsive learning environments
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