Implementasi Sabar Pada Guru Dalam Menghadapi Anak Superaktif Di Taman Kanak-Kanak

Abstract

This study aims to describe in depth the implementation of patience by teachers in managing superactive children at TK Al-Kautsar. The characteristics of superactive children with indications of Attention Deficit Hyperactivity Disorder (ADHD) demand educators' emotional regulation capacity and adaptive instructional classroom management. This study employed a qualitative approach with a descriptive method. Data collection was carried out comprehensively through passive participant observation, in-depth interviews, and documentation analysis. To ensure trustworthiness, strict technical and source triangulation strategies were applied. The research subjects were synchronized to include 8 primary informant teachers and focused observations on 5 students demonstrating dominant superactive characteristics at school. The results indicated that teachers successfully constructed patience not merely as an abstract moral value, but as an adaptive psychosocial-based classroom management system across three key dimensions: steadfastness, persistence, and resilience. The implementation of teacher resilience through stimulus de-escalation and interaction without yelling proved effective in reducing children's sensory anxiety and minimizing the risk of negative emotional escalation without applying destructive punishments. Although teachers faced operational constraints regarding the limited availability of varied and special-needs-friendly learning media, these barriers were effectively mitigated through creative classroom environmental modifications and strengthening consistent democratic parenting partnerships with parents at home. Educator patience serves as a daily emotional safety valve that underlies the success of all interventions in creating a safe and effective inclusive learning ecosystem for superactive children at TK Al-Kautsar.