EFEK BRAIN GYM TERHADAP DAYA INGAT ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
Keywords:
Brain Gym, Daya Ingat, ADHD
Abstract
ADHD adalah sebuah gangguan neuropsikiatri yang ditandai dengan tingkat inatensi yang tinggi, hiperaktif, dan impulsif. Gejala ini menyebabkan anak menjadi sulit fokus melakukan suatu hal, bersosialisasi, maupun mengingat sebuah intruksi. Daya ingat untuk anak ADHD sangat penting karena berpengaruh terhadap kehidupan sosial dan perkembangan anak. Salah satu cara untuk meningkatkan daya ingat adalah dengan terapi Brain Gym. Brain gym adalah serangkaian gerakan fisik koordinatif yang dapat mengoptimalisasi fungsi kinerja otak. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Instrumen penelitian yang digunakan adalah observasi, wawancara, dan dokumentasi. Dari hasil penelitian, didapatkan bahwa daya ingat anak mengalami kenaikan dibuktikan dengan peningkatan hasil pretest-postest. Selain itu, siswa menjadi lebih fokus, tenang, dan antusias dalam memulai proses pembelajaran. Hal ini membuktikan bahwa terapi Brain gym berpengaruh dalam meningkatkan daya ingat siswa ADHD.
References
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González-Castro, P., Cueli, M., Areces, D., Rodríguez, C., & Sideridis, G. (2016). Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties. Learning Disabilities Research and Practice, 31(3), 142–155. https://doi.org/10.1111/ldrp.12106
Hyatt, K. J. (2007). Brain Gym®: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117–124. https://doi.org/10.1177/07419325070280020201
Karic, S., Desrosiers, M., Mizrahi, B., & Zevallos, J. (2019). The association between attention deficit hyperactivity disorder severity and risk of mild traumatic brain injury in children with attention deficit hyperactivity disorder in the United States of America : A cross ‐ sectional study of data from the Nation. 86(April), 688–693. https://doi.org/10.1111/cch.12684
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Lutfiana, F., Kusumastuti, N., Sukmono, N. D., Studi, P., Guru, P., Stkip, P., & Ngawi, M. (2022). PEMBIASAAN SENAM OTAK UNTUK MENINGKATKAN KONSENTRASI PADA ANAK ADHD TK BERANDA ISTIMEWA KABUPATEN NGAWI. PEDAGOGI: Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 8(2), 159–166.
Martin, J., Hamshere, M. L., Stergiakouli, E., O’Donovan, M. C., & Thapar, A. (2014). Genetic risk for attention-deficit/hyperactivity disorder contributes to neurodevelopmental traits in the general population. Biological Psychiatry, 76(8), 664–671. https://doi.org/10.1016/j.biopsych.2014.02.013
Oj, S., M, E. A., Skoog, M., S, J. H., Simonsen, E., Pedersen, N., Tendal, B., He, C., Faltinsen, E., Gluud, C., Oj, S., M, E. A., Skoog, M., S, J. H., Simonsen, E., Pedersen, N., Tendal, B., He, C., Faltinsen, E., & Gluud, C. (2019). Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Database of Systematic Review, 6. https://doi.org/10.1002/14651858.CD008223.pub3.www.cochranelibrary.com
Pamungkas, V. G., & Nesi, N. (2022). Brain Gym, NDT Dan Play Therapy Pada Anak ADHD. Indonesian Journal of Health Science, 2(2), 28–32. https://doi.org/10.54957/ijhs.v2i2.171
Prasetyo, W., & Saputra, S. A. (1967). Pengaruh Senam Otak Terhadap Daya Ingat Anak Kelas V Sekolah Dasar. Angewandte Chemie International Edition, 6(11), 951–952., Mi, 5–24.
Re, A. M., & Cornoldi, C. (2010). ADHD expressive writing difficulties of ADHD children: When good declarative knowledge is not sufficient. European Journal of Psychology of Education, 25(3), 315–323. https://doi.org/10.1007/s10212-010-0018-5
Sagiv, S. K., Epstein, J. N., Bellinger, D. C., & Korrick, S. A. (2013). Pre- and Postnatal Risk Factors for ADHD in a Nonclinical Pediatric Population. Journal of Attention Disorders, 17(1), 47–57. https://doi.org/10.1177/1087054711427563
Watson, A., & Kelso, G. L. (2014). The Effect of Brain Gym on Academic Engagement for Children with Development Disabilities. Angewandte Chemie International Edition, 6(11), 951–952., 29(Mi), 5–24.
Williams, D. L., Goldstein, G., & Minshew, N. J. (2006). The profile of memory function in children with autism. Neuropsychology, 20(1), 21–29. https://doi.org/10.1037/0894-4105.20.1.21
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S., Deeley, Q., Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T., Mason, P., Paliokosta, E., Perecherla, S., Sedgwick, J., Skirrow, C., … Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry, 20(1), 1–27. https://doi.org/10.1186/s12888-020-02707-9
Zimmer, L. (2009). Positron emission tomography neuroimaging for a better understanding of the biology of ADHD. Neuropharmacology, 57(7–8), 601–607. https://doi.org/10.1016/j.neuropharm.2009.08.001.
Ahmadi, A., & Supriyono. (2013). Psikologi Umum (Issue September). Jakarta : Rineka Cipta.
Dark, C., Homman-Ludiye, J., & Bryson-Richardson, R. J. (2018). The role of ADHD associated genes in neurodevelopment. Developmental Biology, 438(2), 69–83. https://doi.org/10.1016/j.ydbio.2018.03.023
del Barrio, V. (2004). Diagnostic and Statistical Manual of Mental Disorders. In Encyclopedia of Applied Psychology, Three-Volume Set. https://doi.org/10.1016/B0-12-657410-3/00457-8
Gilani, T. M., Gilani, T. M., & Yaryari, F. (2021). Effectiveness of Brain Gym in Reducing Hyperactivity and Increasing Attention in Children with ADHD and Easing Parental Stress. International Conference on Advanced Marketing (ICAM4), 271.
González-Castro, P., Cueli, M., Areces, D., Rodríguez, C., & Sideridis, G. (2016). Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties. Learning Disabilities Research and Practice, 31(3), 142–155. https://doi.org/10.1111/ldrp.12106
Hyatt, K. J. (2007). Brain Gym®: Building stronger brains or wishful thinking? Remedial and Special Education, 28(2), 117–124. https://doi.org/10.1177/07419325070280020201
Karic, S., Desrosiers, M., Mizrahi, B., & Zevallos, J. (2019). The association between attention deficit hyperactivity disorder severity and risk of mild traumatic brain injury in children with attention deficit hyperactivity disorder in the United States of America : A cross ‐ sectional study of data from the Nation. 86(April), 688–693. https://doi.org/10.1111/cch.12684
Khasanah, R., A M, M. S., & Irvan, M. (2021). Brain Gym sebagai Sarana untuk Meningkatkan Konsentrasi Belajar pada Siswa Autis. Jurnal ORTOPEDAGOGIA, 7(1), 1. https://doi.org/10.17977/um031v7i12021p1-7
Kreider, C. M., Medina, S., & Slamka, M. R. (2019). Strategies for coping with time-related and productivity challenges of young people with learning disabilities and attention-deficit/hyperactivity disorder. Children, 6(2), 1–13. https://doi.org/10.3390/children6020028
Kulkarni, C., & Khandale, R. (2019). Effect of brain gym exercises on the attention span in young adults. International Journal of Advance Research and Development, 4(4), 71–75. www.IJARND.com
Lutfiana, F., Kusumastuti, N., Sukmono, N. D., Studi, P., Guru, P., Stkip, P., & Ngawi, M. (2022). PEMBIASAAN SENAM OTAK UNTUK MENINGKATKAN KONSENTRASI PADA ANAK ADHD TK BERANDA ISTIMEWA KABUPATEN NGAWI. PEDAGOGI: Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 8(2), 159–166.
Martin, J., Hamshere, M. L., Stergiakouli, E., O’Donovan, M. C., & Thapar, A. (2014). Genetic risk for attention-deficit/hyperactivity disorder contributes to neurodevelopmental traits in the general population. Biological Psychiatry, 76(8), 664–671. https://doi.org/10.1016/j.biopsych.2014.02.013
Oj, S., M, E. A., Skoog, M., S, J. H., Simonsen, E., Pedersen, N., Tendal, B., He, C., Faltinsen, E., Gluud, C., Oj, S., M, E. A., Skoog, M., S, J. H., Simonsen, E., Pedersen, N., Tendal, B., He, C., Faltinsen, E., & Gluud, C. (2019). Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Database of Systematic Review, 6. https://doi.org/10.1002/14651858.CD008223.pub3.www.cochranelibrary.com
Pamungkas, V. G., & Nesi, N. (2022). Brain Gym, NDT Dan Play Therapy Pada Anak ADHD. Indonesian Journal of Health Science, 2(2), 28–32. https://doi.org/10.54957/ijhs.v2i2.171
Prasetyo, W., & Saputra, S. A. (1967). Pengaruh Senam Otak Terhadap Daya Ingat Anak Kelas V Sekolah Dasar. Angewandte Chemie International Edition, 6(11), 951–952., Mi, 5–24.
Re, A. M., & Cornoldi, C. (2010). ADHD expressive writing difficulties of ADHD children: When good declarative knowledge is not sufficient. European Journal of Psychology of Education, 25(3), 315–323. https://doi.org/10.1007/s10212-010-0018-5
Sagiv, S. K., Epstein, J. N., Bellinger, D. C., & Korrick, S. A. (2013). Pre- and Postnatal Risk Factors for ADHD in a Nonclinical Pediatric Population. Journal of Attention Disorders, 17(1), 47–57. https://doi.org/10.1177/1087054711427563
Watson, A., & Kelso, G. L. (2014). The Effect of Brain Gym on Academic Engagement for Children with Development Disabilities. Angewandte Chemie International Edition, 6(11), 951–952., 29(Mi), 5–24.
Williams, D. L., Goldstein, G., & Minshew, N. J. (2006). The profile of memory function in children with autism. Neuropsychology, 20(1), 21–29. https://doi.org/10.1037/0894-4105.20.1.21
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S., Deeley, Q., Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T., Mason, P., Paliokosta, E., Perecherla, S., Sedgwick, J., Skirrow, C., … Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry, 20(1), 1–27. https://doi.org/10.1186/s12888-020-02707-9
Zimmer, L. (2009). Positron emission tomography neuroimaging for a better understanding of the biology of ADHD. Neuropharmacology, 57(7–8), 601–607. https://doi.org/10.1016/j.neuropharm.2009.08.001.
Published
2024-07-22
How to Cite
Viena Widayani, Mulya Virgonita I. Winta, & Erwin Erlangga. (2024). EFEK BRAIN GYM TERHADAP DAYA INGAT ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD). Journal of Social and Economics Research, 6(1), 1591-1597. https://doi.org/10.54783/jser.v6i1.333
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