Analysis of Focus Difficulties in Student with ADHD-Like Characteristics During the Learning Process

Yanah Yanah; Lusiana Suciati Dewi

doi:10.55606/jupensi.v6i2.7365

Authors

Yanah Yanah Universitas Subang
Lusiana Suciati Dewi Universitas Subang

DOI:

https://doi.org/10.55606/jupensi.v6i2.7365

Keywords:

ADHD-like characteristics, Attention deficit, Early childhood education, Focus difficulties in learning process, Learning concentration

Abstract

This research aimed to analyze focus difficulties faced by an early chilhood student with ADHD-like characteristics during the learning process. This study used a qualitative case study approach. The subject of this research was one preschool student who showed behaviors similar to attention deficit hyperactivity disorder (ADHD) but had never received a medical diagnosis. Data collection techniques include observation, interviews, and documentation. Interviews were conducted with the classroom teacher and student at the PAUD school. The results showed that the student experienced difficulty maintaining attention during learning activities, was easily distracted by external triggers, frequently left the seat during class activities. The student also tended to lose concentration when listening to teacher explanations and preferred learning activities involving movement and visual media. These conditions influenced the student’s participation during the learning process. The finding indicate that children with ADHD-like characteristics require appropriate instructional strategies and teacher support to enhance focus during classroom learning. To optimize student concentration during class hours, the implementation of dynamic and compelling instructional approaches by teacher is necessitated by these outcomes.

Downloads

Download data is not yet available.

References

Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., ... Acharya, U. R. (2022). Artificial intelligence-enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders: A review. International Journal of Environmental Research and Public Health, 19(3), Article 1192. https://doi.org/10.3390/ijerph19031192

Cui, Z., Li, S., Liang, A., Huang, H., & Ni, X. (2024). Association between reported ADHD symptom and motor development delay in preschool children. Frontiers in Pediatrics, 12, Article 1480488. https://doi.org/10.3389/fped.2024.1480488

Deodhar, A. V., & Bertenthal, B. I. (2023). How attention factors into executive function in preschool children. Frontiers in Psychology, 14, Article 1146101. https://doi.org/10.3389/fpsyg.2023.1146101

Fidosieva, H. R. (2025). Strategies for supporting students with ADHD: Overcoming challenges and enhancing success. European Journal of Special Education Research, 10(8). https://doi.org/10.46827/ejse.v10i8.5794

Gallen, C. L., Schaerlaeken, S., Younger, J. W., Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports, 13(1), Article 2673. https://doi.org/10.1038/s41598-023-29427-w

Hikmawati, L., & Winnuly, W. (2025). The role of early childhood education in optimizing social and cognitive development. EDU-KATA, 11(1), 11–19. https://doi.org/10.52166/kata.v11i1.9124

Khare, S. K., & Acharya, U. R. (2023). An explainable and interpretable model for attention deficit hyperactivity disorder in children using EEG signals. Computers in Biology and Medicine, 155, Article 106676. https://doi.org/10.1016/j.compbiomed.2023.106676

McDougal, E., Tai, C., Stewart, T. M., Booth, J. N., & Rhodes, S. M. (2023). Understanding and supporting attention deficit hyperactivity disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53(9), 3406–3421. https://doi.org/10.1007/s10803-022-05639-3

Muñoz-Organero, M., Powell, L., Heller, B., Harpin, V., & Parker, J. (2018). Automatic extraction and detection of characteristic movement patterns in children with ADHD based on a convolutional neural network (CNN) and acceleration images. Sensors, 18(11), Article 3924. https://doi.org/10.3390/s18113924

Ofojebe, E. N., & Uzoekwe, H. E. (2021). Classroom management strategies to helping children with attention deficit/hyperactivity disorder (ADHD). African Journal of Educational Management, Teaching and Entrepreneurship Studies, 2(1), 190–199.

Ramanathan, G., Carter, D., & Wenner, J. (2022). A framework for scientific inquiry in preschool. Early Childhood Education Journal, 50(7), 1263–1277. https://doi.org/10.1007/s10643-021-01259-1

Salari, N., Ghasemi, H., Abdoli, N., Rahmani, A., Shiri, M. H., Hashemian, A. H., ... Mohammadi, M. (2023). The global prevalence of ADHD in children and adolescents: A systematic review and meta-analysis. Italian Journal of Pediatrics, 49(1), Article 48. https://doi.org/10.1186/s13052-023-01456-1

Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46(7), 755–773. https://doi.org/10.1111/j.1469-7610.2005.01466.x

Staff, A. I., Oosterlaan, J., Van der Oord, S., Van den Hoofdakker, B. J., & Luman, M. (2023). The relation between classroom setting and ADHD behavior in children with ADHD compared to typically developing peers. Journal of Attention Disorders, 27(9), 939–950. https://doi.org/10.1177/10870547231167522

Tao, M., Sun, J., Liu, S., Zhu, Y., Ren, Y., Liu, Z., ... Yang, J. (2024). An event-related potential study of P300 in preschool children with attention deficit hyperactivity disorder. Frontiers in Pediatrics, 12, Article 1461921. https://doi.org/10.3389/fped.2024.1461921

Trinczer, I. L., Maayan, T., & Shalev, L. (2023). Attentive Kindergarten: A small group intervention boosting attention among kindergarten children. Education Sciences, 13(7), Article 664. https://doi.org/10.3390/educsci13070664