<![CDATA[ Abstrak Penelitian ini bertujuan untuk mengetahui strategi guru dalam menangani anak yang hiperaktif melalui terapi permainan puzzle pada kelompok A di TK Swasta IT Jabal Noor Medan Krio. Penelitian yang digunakan adalah penelitian jenis kualitatif. Subjek yang digunakan yaitu hanya anak hiperaktif pada kelompok A usia 4-5 tahun TK Swasta IT Jabal Noor yang berjumlah 3 orang anak. Penelitian ini menggunakan strategi guru dalam menangani anak yang hiperaktif melalui terapi permainan puzzle. Hasil penelitian siklus I diperoleh data perubahan anak yang hiperaktif perkembangan anak masih rendah. Dari 3 orang anak, 2 orang anak dikategorikan mulai berkembang dan 1 orang anak berkembang sesuai harapan . Pada siklus II dilaksanakan dengan memperbaiki kesulitan anak dalam mengukiti strategi guru dalam permainan puzzle untuk memperoleh peningkatan yang maksimal. Pada siklus ke II terjadi peningkatan yang signitifkan, dari 1 anak kriteria berkembang sangat baik sebanyak 2 orang , sedangkan kriteria berkembang sesuai harapan sebanyak 1 orang anak. Anak yang memperoleh kriteria mulai berkembang tidak ada dan anak yang memperoleh kriteria belum berkembang tidak ada.Kata Kunci : Anak Hiperaktif, Terapi, Permainan Puzzle AbstractThe purpose of this study was to determine the teacher's strategy in dealing with hyperactive children through puzzle game therapy in group A at the IT Jabal Noor Private Kindergarten Medan Krio. The research used is a qualitative type of research. The subjects used were only hyperactive children in group A aged 4-5 years in Jabal Noor IT Private Kindergarten, totaling 3 children. This study uses the teacher's strategy in dealing with hyperactive children through puzzle game therapy. The results of the research cycle I obtained data on changes in children who are hyperactive, child development is still low. Of the 3 children, 2 children were categorized as starting to develop and 1 child developing as expected. In cycle II, it was carried out by correcting the difficulties of children in following the teacher's strategy in puzzle games to obtain maximum improvement. In the second cycle there was a significant increase, from 1 child the criteria developed very well as many as 2 people, while the criteria developed according to expectations as many as 1 child. There are no children who get the criteria for starting to develop and there are no children who get the criteria for not developing.Keywords: Hyperactive Child, Therapy, Puzzle Games ]]>
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