Diferensiasi Pembelajaran sebagai Ruang Aman: Strategi Penguatan Kepercayaan Diri dan Penerimaan Sosial Siswa ADHD di Sekolah Dasar Inklusif

Abstract

This study examines differentiated instructional strategies and the role of school environments in establishing "safe spaces" to enhance self-confidence and social acceptance among students with attention deficit hyperactivity disorder (ADHD) in inclusive elementary schools. Utilizing a qualitative single case study design, with observation, interviews, and documentation as data sources focused on one ADHD student at an inclusive elementary school in Garut, the findings indicate that the school implemented differentiation in learning objectives, materials, processes, and evaluation, alongside genuine social acceptance free from overt discrimination. However, the student continued to experience subtle social isolation, fluctuating challenges with emotional regulation, and low classroom participation, all linked to underdeveloped self-confidence. The differentiation applied was primarily administrative, lacking proactive emotional regulation support, active social integration strategies, sensory facilities, and ongoing developmental assessment. The study concludes that strengthening the character of students with ADHD, particularly self-confidence and social adaptability, requires a holistic transformation of safe spaces that extends beyond curriculum differentiation alone, ensuring that students with ADHD not only attend but also thrive and are fully accepted in inclusive settings.