Makna penerimaan diri pada ibu dengan anak ADHD attention deficit hyperactivity disorder dalam lingkungan sosial sekolah

INDONESIA:

Penerimaan diri ibu terhadap anak dengan Attention Deficit Hyperactivity Disorder (ADHD) merupakan proses psikologis kompleks yang mencakup
kemampuan memahami kondisi anak, berdamai dengan kenyataan, menyesuaikan harapan, serta menjalankan tanggung jawab pengasuhan di tengah dinamika
lingkungan sosial sekolah. Penelitian ini bertujuan untuk mendeskripsikan makna penerimaan diri ibu terhadap anak ADHD dan menggambarkan pola penerimaan
diri yang ditunjukkan ibu dalam lingkungan sosial sekolah inklusi.

Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologis. Partisipan penelitian adalah dua ibu yang memiliki anak dengan diagnosis ADHD dan bersekolah di SD Al-Kautsar Pasuruan. Teknik pemilihan partisipan menggunakan purposive sampling. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi, sedangkan analisis data dilakukan melalui proses pengodean untuk menemukan tema-tema utama serta esensi pengalaman penerimaan diri ibu.

Hasil penelitian menunjukkan bahwa penerimaan diri ibu dimaknai secara realistis-solutif sebagai proses memahami kondisi anak, menerima kenyataan, mereduksi harapan ideal secara realistis, dan tetap menjalankan pengasuhan secara aktif melalui inovasi taktis dan kolaborasi dengan guru atau Guru Pendamping Khusus (GPK). Sementara itu, pola penerimaan diri ibu bergerak dalam dinamika emosional-spiritual, yakni sebuah perjalanan dari fase bertahan dan menata hati akibat guncangan emosi serta stigma sosial, menuju fase transformasi yang menguatkan diri melalui dukungan keluarga, sekolah, dan mekanisme koping religius (doa, ikhlas, syukur, tawakal, dan qana’ah). Dengan demikian, esensi penerimaan diri ibu anak ADHD bersifat personal, dinamis, dan sangat dipengaruhi oleh resiliensi emosional, dukungan sosial ekosistem sekolah dan keluarga, serta internalisasi nilai-nilai spiritual dalam menjalankan amanah pengasuhan.

ENGLISH:

A mother's self-acceptance of a child with Attention Deficit Hyperactivity Disorder (ADHD) is a complex psychological process that includes the ability to understand the child's condition, make peace with reality, adjust expectations, and carry out parenting responsibilities amidst the dynamics of the school's social environment. This study aims to describe the meaning of a mother's self-acceptance of a child with ADHD and illustrate the pattern of self-acceptance shown by mothers in an inclusive school social environment.

This study employed a qualitative approach with a phenomenological design. The research participants were two mothers who have children diagnosed with ADHD attending SD Al-Kautsar Pasuruan. The participant selection technique used purposive sampling. Data collection was conducted through interviews, observations, and documentation, while data analysis was carried out through a coding process to discover the main themes and the essence of the mothers' self- acceptance experiences

The results showed that the meaning of mothers' self-acceptance manifests in a realistic-solutive manner as a process of understanding the child's condition,
accepting reality, realistically reducing ideal expectations, and actively carrying out parenting through tactical innovations and collaboration with teachers or Special
Education Teachers (GPK). Meanwhile, the pattern of self-acceptance moves within an emotional-spiritual dynamic, which is a journey from the phase of surviving and managing emotions due to emotional shocks and social stigma, toward a transformation phase of self-strengthening through the support of family, school, and religious coping mechanisms (prayer, sincerity, gratitude, reliance on God, and contentment). Thus, the essence of self-acceptance for mothers of children with ADHD is personal, dynamic, and highly influenced by emotional resilience, the social support of the school ecosystem and family, and the internalization of spiritual values in carrying out the parenting trust.