The aim of this research is
to: (1) determine the condition of problematic children at Inpres Syuru
Elementary School and Mbait Elementary School, Indonesia; (2) determine the
supporting and inhibiting factors in handling children's problems at Inpres
Syuru Elementary School and Mbait Elementary School, Indonesia; and (3) explore
effective strategies for handling problem children at Inpres Syuru Elementary
School and Mbait Elementary School, Indonesia.
This study used qualitative
research methods. This study was carried out at Inpres Syuru Elementary School
and Mbait Elementary School. The data subjects obtained were 2 school
principals, 15 teachers, and 5 stakeholders from Inpres Syuru Elementary School
and Mbait Elementary School. Interviews, observation, and documentation were
used to collect data. The data analysis techniques used were data condensation,
data presentation, and drawing conclusions. Furthermore, triangulation was used
as a data validity technique.
The findings of this
study indicate that: 1) the condition of problematic children at Inpres Syuru
Elementary School and Mbait Elementary School, Indonesia, is considered good in
handling problematic children; 2) constraining factors in dealing with
problematic children include internal and external factors. Support from the
school committee, church, local administration, and other stakeholders is crucial
in dealing with problematic children/students. Aside from that, a lack of
collaboration has an impact on the tactics used to deal with difficult
children/students; and 3) effective strategies for dealing with problematic
children/students at Inpres Syuru Elementary School and Mbait Elementary School
include: a) taking a persuasive and family approach with students to provide
support and strength as well as persuade and invite children/students to attend
school, b) providing motivation to problematic children/students with the goal
of instilling in them a sense of desire, willingness, and future
responsibility, c) visiting problematic children/students’ home to communicate
directly with their parents and determine the true source of their
difficulties, and d) managing problematic children/students’ difficulties by
involving numerous institutional elements to resolve their problems more
successfully.