Indonesia Conference Directory

The problem of moral education using story books for children with special needs has not been studied in detail yet. The purpose of this study was to see how effective the story assistance program was on the moral aspects carried out in children with impaired concentration (GPPH) and hyperactivity disorder or ADHD, in 5 year-old kindergarten children. The program was held for 2 weeks with SSR method, one kindergarten child with ADHD was observed on the moral aspects of respect from the three components, namely affective, cognitive, and psychomotor. The child was given intervention for 2 weeks at school by stimulating something that raised empathy, then told stories, and habituated to greet others. The results of preliminary observations showed that the child had not shown empathy, did not want to listen or ask questions, and if given an example of greeting, the child would not see or lacked of focus. Then the next step was to intervene. Every day the child was stimulated by something that raised a sense of empathy, played a story, and accustomed to greeting for 10 times. In the 2nd week there was escalation to 65% on empathy, 85% on listening stories, and 80% on greeting others. The results of this research supported previous research stated that it took time to show empathy or affection to normal children, so it took a longer time to show it to ADHD children.