Islamic Value-Based Permaculture Ecotherapy As Psychosocial Support For Children With ADHD In An Inclusive School

Bagus Mahardika, Anas Rangga Buana Hanafi

Abstract


Previous studies have shown the potential of nature-based activities to support attention, self-regulation, and social engagement among children with Attention Deficit Hyperactivity Disorder (ADHD). However, integrating permaculture ecotherapy with Islamic values as psychosocial and pedagogical support in inclusive school settings remains underexplored. This study aimed to explore the implementation and supportive potential of Islamic value-based permaculture ecotherapy for children with ADHD. The study employed qualitative Classroom Action Research based on the Kemmis and McTaggart model at Sekolah Tumbuh Yogyakarta. Participants included five children with ADHD aged 8–10 years, with class teachers and parents as supporting informants. Data were collected through participatory observation, in-depth interviews, activity documentation, and researcher reflection journals, and were analyzed through data reduction, data display, and conclusion drawing. Source and method triangulation were used to strengthen data credibility. Across three connected cycles of planting, plant care, and harvesting, the children showed contextually observed patterns in task engagement, ability to return to activities after distraction, responsibility, patience, cooperation, calmness, gratitude, and self-confidence. These findings suggest that structured ecological routines, adult guidance, peer collaboration, and Islamic meaning-making may provide complementary psychosocial and pedagogical support for children with ADHD in inclusive education. Given the small number of participants, single-school setting, absence of a comparison group, and lack of standardized psychological measures, these findings should be interpreted as preliminary and context-specific rather than as evidence of therapeutic effectiveness

Keywords


ADHD; Ecotherapy; Permaculture; Islamic Values; Inclusive Education; Action Research

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References


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DOI: http://dx.doi.org/10.21043/palastren.v19i1.39302

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