ABSTRAK
Anissa Apriyanti, NIM: 211221070, Bimbingan Individu Dengan
Teknik Reward and Punishment Untuk Meminimalisir Intermittent Explosive
Disorder Anak Attention Defficit Hyperactivity Disorder Di SD Al-Firdaus
Surakarta. Program Studi Bimbingan dan Konseling Islam, Fakultas
Ushuluddin dan Dakwah Universitas Islam Negeri Raden Mas Said
Surakarta, 2025
Anak dengan Attention Deficit Hyperactivity Disorder (ADHD) kerap
menunjukkan perilaku impulsif yang disertai dengan ledakan emosi secara tiba
tiba, atau yang dikenal sebagai Intermittent Explosive Disorder (IED). Perilaku ini
dapat menghambat proses belajar dan interaksi sosial anak di lingkungan sekolah.
Oleh karena itu, diperlukan pendekatan khusus untuk membantu anak dalam
mengelola emosi dan perilakunya. Penelitian ini dilakukan untuk menganalisis
proses bimbingan individu dengan Teknik reward and punishment yang diberikan
Guru Pendamping Khusus (GPK) kepada peserta didik ADHD yang memiliki
perilaku Intermittent Explosive Disorder di SD Al-Firdaus Surakarta. Bimbingan
individu ini diharapkan mampu memberikan perubahan positif sikap dan perilaku
mereka, baik selama disekolah maupun diluar sekolah.
Peneliti menggunakan metode kualitatif dengan pendekatan deskriptif.
Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi
terhadap dua Guru Pendamping Khusus dan dua peserta didik yang dipegangnya.
Analisis data dilakukan dengan teknik reduksi data, penyajian data, serta
penarikan kesimpulan guna memahami keberhasilan bimbingan individu dengan
teknik reward and punishment untuk meminimalisir Intermittent Explosive
Disorder (IED) Anak Attention Defficit Hyperactivity Disorder (ADHD) Di SD
Al-Firdaus Surakarta.
Hasil penelitian menunjukkan bahwa penerapan bimbingan individu
dengan teknik reward and punishment memberikan dampak positif terhadap
pengurangan frekuensi dan intensitas ledakan emosi pada anak. Anak menjadi
lebih nurut, tenang, dan responsif asalkan bimbingan individu dijalan dengan
konsistensi, empati, dan dukungan lingkungan. Dengan demikian, teknik ini
terbukti membantu dapat meminimalisir perilaku adaptif pada anak ADHD yang
mengalami IED.
Kata Kunci: Bimbingan Individu, Reward and Punishment, Intermittent Explosive
Disorder, Attention Defficit Hyperactivity Disorder.
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ABSTRACT
Anissa Apriyanti, NIM: 211221070, Individual Guidance with Reward
and Punishment Techniques to Minimize Intermittent Explosive Disorder in
Children with Attention Deficit Hyperactivity Disorder at SD Al-Firdaus
Surakarta. Islamic Guidance and Counseling Study Program, Faculty of
Ushuluddin and Da'wah, Raden Mas Said State Islamic University
Surakarta, 2025
Children with Attention Deficit Hyperactivity Disorder (ADHD) often show
impulsive behavior accompanied by sudden emotional outbursts, or what is
known as Intermittent Explosive Disorder (IED). This behavior can hinder the
learning process and social interaction of children in the school environment.
Therefore, a special approach is needed to help children manage their emotions
and behavior. This study was conducted to analyze the individual guidance
process with the reward and punishment technique given by Special Companion
Teachers (GPK) to ADHD students who have Intermittent Explosive Disorder
behavior at Al-Firdaus Elementary School, Surakarta. This individual guidance is
expected to be able to provide positive changes in their attitudes and behavior,
both at school and outside of school.
The researcher used a qualitative method with a descriptive approach. Data
collection was carried out through interviews, observations, and documentation of
two Special Companion Teachers and two students they were in charge of. Data
analysis was conducted using data reduction techniques, data presentation, and
drawing conclusions in order to understand the success of individual guidance
with reward and punishment techniques to minimize Intermittent Explosive
Disorder (IED) in Attention Deficit Hyperactivity Disorder (ADHD) Children at
SD Al-Firdaus Surakarta.
The results of the study showed that the implementation of individual
guidance with reward and punishment techniques had a positive impact on
reducing the frequency and intensity of emotional outbursts in children. Children
become more obedient, calm, and responsive as long as individual guidance is
carried out with consistency, empathy, and environmental support. Thus, this
technique has been proven to help minimize adaptive behavior in ADHD children
who experience IED.
Keywords: Individual Guidance, Reward and Punishment, Intermittent Explosive
Disorder, Attention Deficit Hyperactivity Disorder.