Skripsi

Pengaruh Gangguan Pemusatan Perhatian dan Hiperaktivitas terhadap Prestasi Akademis pada Siswa Sekolah Dasar = Relations between Attention Deficit Hyperactivity Disorder and Academic Achievement on Elementary School Students .

Latar Belakang: Gangguan Pemusatan Perhatian dan Hiperaktivitas (GPPH) merupakan kelainan kronis yang ditandai dengan ketidakmampuan untuk berkonsentrasi, hiperaktivitas, dan impulsivitas. Prevalensi GPPH pada siswa sekolah dasar di Jakarta pada tahun 2004 sebesar 26,2% dan diduga berhubungan dengan pencapaian prestasi akademis siswa di sekolah.
Tujuan: Mengetahui hubungan antara GPPH dengan prestasi akademis siswa sekolah dasar.
Metode: Studi case-control dilakukan terhadap 372 siswa SD Kenari 01, 03, dan 05 pada periode tahun ajaran 2015–2016.
Hasil: Berdasarkan analisis data, didapatkan bahwa 107 siswa (28,8%) mengalami GPPH, dan sebanyak 265 siswa (70,2%) tidak mengalami GPPH. Sebanyak 188 siswa (49,5%) memperoleh nilai di bawah rata-rata, sedangkan 186 siswa (50,5%) memperoleh nilai di atas rata-rata. Pada uji chi-square, ditemukan hubungan yang bermakna antara GPPH dan prestasi akademis dengan nilai signifikansi (p) kurang dari 0,001.
Kesimpulan: Terdapat hubungan yang bermakna antara GPPH dan prestasi akademis pada siswa sekolah dasar dengan nilai odds ratio sebesar 2,1.

Kata kunci: Gangguan Pemusatan Perhatian dan Hiperaktivitas (GPPH), siswa sekolah dasar, prestasi akademis




Background: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic disorder characterized by an inability to concentrate, hyperactivity, and impulsivity. The prevalence of ADHD among elementary school students in Jakarta in 2004 was approximately 26.2% and is believed to be related to academic achievement in school.
Aim: To examine the relationship between ADHD and academic achievement in elementary school students.
Methods: A case-control study was conducted involving 372 elementary school students from SD Kenari 01, 03, and 05 during the 2015–2016 academic year.
Results: Based on data analysis, 107 students (28.8%) were identified as having ADHD, while 265 students (70.2%) did not. A total of 188 students (49.5%) had below-average academic achievement, and 186 students (50.5%) had above-average academic achievement. Using the Chi-square test, a statistically significant correlation was found between ADHD and academic achievement (p less than 0.001). The odds ratio was 2.1.
Conclusion: There is a significant relationship between ADHD and academic achievement among elementary school students.

Keywords: Attention Deficit Hyperactivity Disorder (ADHD), elementary students, academic achievement