Penerapan Media Flashcard Berbasis Scaffolding untuk Meningkatkan Kemampuan Literasi Dasar pada Siswa SMP dengan Attention Deficit Hyperactivity Disorder (ADHD)

Grenia Freya Putri Nugroho; Prianggi Amelasasih; Nadhirotul Laily

doi:10.30640/dewantara.v5i3.8270

Authors

Grenia Freya Putri Nugroho Universitas Muhammadiyah Gresik
Prianggi Amelasasih Universitas Muhammadiyah Gresik
Nadhirotul Laily Universitas Muhammadiyah Gresik

DOI:

https://doi.org/10.30640/dewantara.v5i3.8270

Keywords:

ADHD, Basic Literacy, Flashcard, Inclusive Education, Scaffolding

Abstract

Students with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention during the learning process, which may affect their basic literacy skills, particularly beginning reading ability. This internship program aimed to improve beginning reading skills in a student with ADHD through the implementation of flashcard media based on scaffolding at a junior high school. The method used in this program was a quantitative descriptive approach with an intervention design involving observation, interviews, initial assessment, pretest, implementation of flashcard-based scaffolding intervention, and posttest. The intervention was conducted through four stages of scaffolding, namely providing support, guided practice, fading, and independent performance. The results showed an improvement in the student’s beginning reading ability after receiving the intervention. The pretest result showed a score of 5 out of a maximum score of 20, categorized as not yet developed, while the posttest result increased to 18 out of a maximum score of 20, categorized as developing independently. The improvement was observed in recognizing letters, identifying letter sounds, reading syllables, reading simple words, and reading short sentences. The implementation of flashcard media based on scaffolding provided a more structured, gradual, and individualized learning experience for students with ADHD. These findings indicate that the use of visual learning media combined with gradual support strategies can serve as an alternative approach to supporting literacy learning in inclusive education settings

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