KESULITAN SOSIAL SEBAGAI HAMBATAN BELAJAR ANAK DENGAN GANGGUAN PERHATIAN: REVIEW SISTEMATIK

Abstract

The increasing number of children with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) in elementary schools presents a serious challenge in education, including in Bengkulu City. Children with ADHD tend to experience difficulty concentrating, impulsivity, and hyperactive behavior, which impact academic achievement, social interactions, and emotional well-being. This study aims to systematically review the results of previous studies that discuss the relationship between social difficulties and learning disabilities in children with ADHD, as well as assess the effectiveness of guidance and counseling techniques in elementary education interventions. The method used is a Systematic Review, by examining five scientific articles from credible databases (Google Scholar, ERIC, and DOAJ) relevant to the research topic. Data analysis was conducted using a thematic synthesis approach based on the Braun and Clarke (2006) model. The results of the study indicate that social difficulties play a significant role in learning disabilities in children with ADHD, which are characterized by poor social skills, peer rejection, and low academic motivation. Cognitive-behavioral therapy (CBT) and collaboration between teachers, parents, and counselors have been shown to be effective in improving children's focus, self-control, and social skills. Therefore, guidance and counseling services in elementary schools need to be directed toward a holistic approach that integrates cognitive, emotional, and social aspects to create an inclusive and supportive educational environment for children with ADHD.