Keefektifan Structured Learning Approach untuk Meningkatkan Perilaku Asertif Siswa SMA Korban Bullying

Baiq Lina Astini Rahayu, Andi Mappiare AT, Triyono Triyono


Abstract: This research was aimed to know the effectiveness of structured learning approaches to improve assertive behavior in students who are bullying victims in high school. This research uses experimental research design, single group pre-test & post-test design. The training uses five components: Instruction, Modeling, Role Playing, Feedback and Transfer of training/home delivery tasks. For validity test use 2 BK experts. To identify the assertive behaviour improvement of bullying victim students that happened in a group. The non-parametric statistical evaluation used to test the hypothesis of this study is the Wilcoxon-test. Instrument validity test is done by using pearson product moment test, and reliability test using Alpha Cronbach value. Based on the results of descriptive analysis where it is known that the mean post-test score achieves higher rank compared to the mean pre-test score (average post-test score score 4.5 while pre-test is 12,5).

Abstrak: Penelitian ini bertujuan untuk mengetahui keefektifan structured learning approach untuk meningkatkan perilaku asertif pada siswa korban bullying di SMA. Penelitian ini menggunakan rancangan penelitian experimental, single group pre-test & post-test design. Pelatihan ini menggunakan lima komponen, yaitu petunjuk, pemberian model, bermain peran, umpan balik, dan transfer pelatihan/pemberian tugas rumah. Untuk uji validitas menggunakan dua ahli BK. Untuk melihat perubahan peningkatan perilaku asertif siswa korban bullying yang terjadi pada kelompok. Uji statistik non-parametrik yang digunakan untuk menguji hipotesis penelitian ini adalah uji-Wilcoxon. Uji validitas instrumen diuji dengan uji pearson product moment dan uji realibilitas dengan menggunakan nilai Alpha Cronbach. Berdasarkan hasil analisis deskriptif dimana diketahui mean peringkat skor membuktikan bahwa mean peringkat skor post-test memperoleh peringkat teratas jika dibandingkan mean peringkat skor pre-test (rata-rata peringkat skor post-test sebesar 4,5, sedangkan pre-test sebesar 12,5).


structured learning approach; assertivie behavior; victim of bullying; pembelajaran terstruktur; perilaku asertif; korban bullying

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