Strategi Guru dan Preferensi Siswa dalam Menangani Perilaku Disruptif di Sekolah Dasar

Abstract

This research is motivated by the large number of students who carry out disruptive activities during the learning process. Disruptive behavior in the classroom can have a negative impact on the learning process and affect the performance of students, teachers, and the class as a whole. This research aims to analyze teacher strategies and student preferences regarding disruptive behavior in elementary school students. This method uses a qualitative approach with a case study design. Research subjects included 4th-grade elementary school students and teachers. Data collection techniques use observation and interviews. Data analysis techniques include data reduction, data display, and data verification. The results of this research show that teachers’ strategies for dealing with disruptive behavior use three approaches, namely behavioristic, cognitive, and humanistic. Student preferences in dealing with disruptive behavior lie in the problem of learning styles which must be adjusted to the way teachers teach their students. This has implications for the future so that in the learning process, teachers can use various learning approaches to minimize students’ disruptive behavior in the classroom. If disruptive behavior is ignored, it will be difficult to deal with it later.