Modul 2 Budi SD HD FC1 2024 11 05

Summary

In a parent-teacher meeting, Budi's teacher and parents discussed his strengths and challenges. Budi excels in sports, leadership, and creative activities, but struggles with maintaining focus in class, often due to his ADHD diagnosis. His parents acknowledged these issues and shared strategies they've used at home, like setting timers to improve task completion. The teacher suggested incorporating more breaks and group activities to help Budi focus. Both parties agreed to collaborate on supporting his development, with plans to reassess his progress in four weeks.

Takeaways

• 😀 Budi enjoys playing sports, particularly leading games with friends, which reflects his natural leadership skills.
• 😀 Budi loves creative activities like drawing, crafts, and conducting experiments during lessons.
• 😀 Although Budi is active and enjoys sports and teamwork, he struggles to focus on academic tasks and often gets distracted.
• 😀 Budi's academic performance has been inconsistent, with some of his grades dropping due to incomplete tasks and lack of focus.
• 😀 Teachers have noticed that Budi often starts tasks well but then gets distracted by unrelated activities like sharpening pencils or talking to friends.
• 😀 Budi has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), which impacts his ability to stay focused during class.
• 😀 His parents are aware of his challenges at home and have taken steps like using a timer to help him focus on completing assignments.
• 😀 Teachers suggest that Budi be seated with a friend who can help him stay focused during lessons and tasks.
• 😀 There is a strong belief among the school staff that Budi has significant potential, and they are committed to helping him succeed by continuing to monitor and support his development.
• 😀 A collaborative approach between school and parents is being encouraged, with potential strategies like including more breaks and group work to better balance Budi's academic and social needs.
• 😀 The next steps involve monitoring Budi’s progress over the next four weeks, with regular updates and continued collaboration to ensure his development aligns with his abilities and interests.

Q & A

What are Budi’s main strengths as described in the meeting?

Budi is described as excelling in sports, particularly football, where he demonstrates leadership skills. He enjoys organizing and leading games, ensuring fairness among his peers. He is also very creative, especially in activities like drawing and crafts, and enjoys conducting experiments during lessons.

What challenge does Budi face in the classroom?

Budi struggles with maintaining focus during lessons and often gets distracted by things like sharpening pencils, talking to friends, or playing with his writing tools. This affects his ability to complete assignments on time, even though his academic skills, particularly in reading and math, are on par with his peers.

What specific condition does Budi have that affects his focus?

Budi has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), which impacts his ability to focus and complete tasks in a timely manner.

How did the teacher suggest helping Budi stay focused during tasks?

The teacher suggested incorporating more break times into the schedule, using timers to help manage task completion, and fostering collaborative activities where Budi can work with his peers to stay engaged and focused.

What approach is being tried at home to help Budi with task completion?

At home, Budi’s parents have implemented the use of timers to help him manage time better and stay focused on completing tasks. This strategy has been somewhat effective in completing tasks, with one or two assignments being finished successfully.

Why does Budi enjoy participating in group activities, and how does this relate to his behavior?

Budi enjoys group activities because they allow him to collaborate with others, which keeps him engaged and helps him stay focused. He thrives in social settings where he can lead and interact with his peers, which is why group tasks are beneficial for his development.

How does Budi's attention deficit affect his task completion in school?

Budi's attention deficit causes him to be easily distracted, which leads to unfinished assignments. He may start a task but then get sidetracked by other things, resulting in incomplete work even though he is capable of completing it. This requires frequent reminders from his teacher to stay on task.

What solutions were proposed by the teacher to address Budi's attention issues?

The teacher proposed giving Budi more structured break times, using timers for tasks, and ensuring he works in groups to encourage focus and collaboration. The teacher also suggested that Budi’s peers could help him stay focused, as he responds well to group dynamics.

What is the agreed next step after the meeting?

The next step is to implement the proposed strategies and monitor Budi's progress over the next four weeks. A follow-up meeting will be held to evaluate the effectiveness of these strategies and make any necessary adjustments.

How did Budi’s parents respond to the teacher's suggestions?

Budi’s parents were supportive of the teacher’s suggestions. They agreed to continue using the strategies at home, like the use of timers, and expressed their hope that incorporating these ideas into Budi’s school routine would help improve his focus and task completion.