Implementation of the Peripatetic Method to Reduce Learning Barriers for Students with Attention Deficit Hyperactivity Disorder (ADHD) at MIS Islamiyah Muhammadiyah Muncar, Banyuwangi

Abstract

This study aims to analyze the implementation of the peripatetic method in reducing the learning barriers of a student with Attention Deficit Hyperactivity Disorder (ADHD) in science and social learning (IPAS) at MIS Islamiyah Muhammadiyah Muncar Banyuwangi. The study employed a qualitative approach with a case study design. The participants consisted of one fourth-grade student with ADHD characteristics as the main informant, supported by the classroom teacher, the school principal, and the student’s parent. Data were collected through participatory observation, semi-structured interviews, and documentation, and were analyzed interactively through data condensation, data display, and conclusion drawing. The findings revealed that before the implementation of the peripatetic method, the student experienced learning barriers in the form of difficulty sustaining attention, being easily distracted, inconsistency in completing tasks, and a strong dependence on repeated teacher prompts during classroom-based IPAS instruction. The peripatetic method was implemented in a simple and contextual manner by utilizing the school environment as a learning space, engaging the student in movement-based activities, direct observation, and teacher-guided outdoor learning tasks. After the implementation, the student demonstrated positive changes in attention, responsiveness to instructions, learning engagement, and participation, although support and guidance were still needed in several situations. The originality of this study lies in positioning the peripatetic method not as a complex intervention, but as a contextual pedagogical strategy integrating movement, direct teacher guidance, and environmental learning experiences to support students with ADHD in Islamic elementary school settings. This study contributes to the literature on inclusive education by showing that movement-integrated IPAS instruction can serve as a practical, realistic, and pedagogically relevant alternative for reducing the learning barriers of students with ADHD in madrasah ibtidaiyah.