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

Baiq Lina Astini Rahayu, Andi Mappiare AT, Triyono Triyono

Abstract


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).


Keywords


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

Full Text:

PDF

References


Azis, A. R. (2015). Efektivitas Pelatihan Asertivitas untuk Meningkatkan Perilaku Asertif Siswa Korban Bullying. Jurnal Konseling dan Pendidikan, 3(2), 8–14. Retrieved from http://jurnal.konselingindonesia.com/index.php/jkp/article/view/25

Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839X.00024

Cowie, H., & Dawn, J. (2008). New Perspective On bullying.

Damayanti, M., Anni, C. T., & Mugiarso, H. (2016). Indonesian Journal of Guidance and Counseling. Indonesian Journal of Guidance and Counseling: Theory and Application, 5(1), 39–44. Retrieved from journal.unnes.ac.id/sju/index.php/jbk

Latifah, L. (2015). Efektivitas Teknik SLA (Structured Learning Approach) untuk Meningkatkan Penyesuaian Diri Siswa Prakerin di Lingkungan Universitas Kanjuruhan, 1(1), 77–85.

Roland, E., & Vaaland, G. S. (2006). ZERO Teachers’ Guide to the Zero Anti-Bullying Programme. Retrieved from http://laringsmiljosenteret.uis.no/getfile.php/Læringsmiljøsenteret/Pdf/Mobbing/ZERO_TEACHERS_GUIDE.pdf

Smith, P. K., & Ananiadou, K. (2003). The Nature of School Bullying and the Effectiveness of School-Based Interventions, 5(2).

Sukarno, T., & Handarini, D. (2016). Pengembangan Panduan Pelatihan Creative Problem Solving untuk Mencegah Bullying di SMP. Jurnal Kajian Bimbingan dan Konseling, 1(2), 33–39. https://doi.org/10.17977/um001v1i12016p033

Tannous, F. G. (2015). The effectiveness of assertiveness training in improving self- esteem among a sample of students with low emotional- behavioral traits. Journal of Adult and Non Formal Education, 3(1), 55–61.

Wahyu, A., Ardyanti, T., Hitipeuw, I., & Ramli, M. (2017). Structured Learning Approach (SLA) Modification to Improve Sharing Skills of At-Risk Students. European Journal of Education Studies, 361–376. https://doi.org/10.5281/zenodo.819481

Zimbardo, P. (2017). Preventing Bullying by Systemic Changes and Reframing. Core Concepts in Psychology, 1–6.




DOI: http://dx.doi.org/10.17977/jptpp.v3i11.11776

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Baiq Lina Astini Rahayu, Andi Mappiare AT, Triyono Triyono

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License