Validasi Modul Peduli: Pelatihan Asertivitas Anti-Bullying
DOI:
https://doi.org/10.22219/altruis.v2i3.18130Keywords:
anti-bullying, pelatihan asertivitas, remaja, siswa SMAAbstract
Penelitian ini dilakukan untuk memvalidasi modul Pelatihan Asertivitas Anti-Bullying (PEDULI). Modul PEDULI bertujuan untuk memberikan pengetahuan dan pemahaman pada remaja tentang bullying dan melatihkan cara bersikap asertif dalam kehidupan. Penelitian ini dilakukan untuk memvalidasi modul Pelatihan Asertivitas Anti-Bullying (PEDULI). Modul PEDULI bertujuan untuk memberikan pengetahuan dan pemahaman pada remaja tentang bullying dan melatihkan cara bersikap asertif dalam kehidupan sehari-hari agar menghindari perilaku bullying. Hipotesis yang diuji dalam penelitian ini ada dua, yaitu pertama, modul PEDULI memiliki validitas isi yang baik. Hasil dari evaluasi tiga expert judgment menunjukkan nilai koefisien validitas isi sebesar 86% - 93%. Hipotesis kedua yaitu, terdapat perubahan peningkatan asertivitas yang signifikan pada subjek kelompok eksperimen dibandingkan dengan subjek kelompok kontrol. Hasil uji statistik menggunakan analisis Mixed ANOVA menunjukkan skor asertivitas pada kelompok eksperimen lebih tinggi secara signifikan dibandingkan kelompok kontrol (F = 11,699 dan p = 0,002; p < 0,05) dan skor asertivitas sesudah pelatihan pada kelompok eksperimen lebih tinggi secara signifikan dibandingkan sebelum pelatihan (F = 4,182 dan p = 0,021; p < 0,05). Berdasarkan hasil tersebut dapat disimpulkan bahwa modul Pelatihan Asertivitas Anti-Bullying (PEDULI) dinyatakan valid secara isi dan valid secara empirik pada penerapan terhadap 14 siswa di kelompok eksperimen.
Downloads
References
Afiatin, T. (2010). Pencegahan Penyalahgunaan Narkoba dengan Program AJI: Asertif Jaya Inovativ. Yogyakarta: Gadjah Mada University Press.
Ahmad, J., Sulaiman, T., Abdullah, S. K., & Shamsuddin, J. (2009). Building a customized module for the treatment of drug addiction under the remedial programs to be implemented on inmates at the drug rehabilitation centers in Malaysia. US-China Education Review, 6(11), 57-64.
Ahmad, J., Amat, M. A. C., Yahaya, S. N., Yusof, R., & Alias, S. R. (2011). The construction, validity, reliability and effectiveness of drug rehabilitation module on self-concept of female addicts and motivation achievement of male addicts in Malaysia. International Journal of Humanities and Social Science, 1(10), 217-228. Diambil dari: www.ijhssnet.com
Amawidyati, S. A. G. (2010). Pelatihan asertivitas untuk menurunkan frekuensi peristiwa bullying yang dialami oleh korban. Tesis Magister Tidak Dipublikasikan, Universitas Gadjah Mada Yogyakarta.
Ando, M., Asakura, T., & Simons-Morton, B. (2005). Psychosocial influences on physical, verbal, and indirect bullying among Japanese early adolescents. The Journal of Early Adolescence, 25(3), 268-297. doi: 10.1177/0272431605276933
Boulton, M. J., & Smith, P. K. (1994). Bully/victim problems in middle-school children: Stability, self-perceived competence, peer perceptions and peer acceptance. British Journal of Developmental Psychology, 12(3), 315–329. doi: 10.1111/j.2044-835X.1994.tb00637.x
Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works? School Psychology International, 28(4), 465-477. doi:10.1177/0143034307084136
Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2008). Early adolescent school adjustment: Associations with friendship and peer victimization. Social Development, 17, 853–870. doi: 10.1111/j.1467-9507.2008.00458.x
Fox, C. L., & Boulton, M. J. (2003). Evaluating the effectiveness of social skill training (SST) program for victims of bullying. Educational Research, 45, 241-247. doi: 10.1080/0013188032000137238
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75, 313–328. doi: 10.1348/000709905X25517
Fox, C. L., & Boulton, M. J. (2006). Longitudinal associations between submissive/nonassertive social behavior and different types of peer victimization. Violence and Victims, 21, 383-400. doi: http://dx.doi.org/10.1891/vivi.21.3.383
Hasan, A. B. P., Firmiana, M. E., Sutiasamita, E., & Rahmawati, S. (2013). Efektivitas pelatihan anti-bullying terhadap pengetahuan penanganan kasus bullying di sekolah pada guru-guru TK Jakarta. Jurnal Al-Azhar Indonesia Seri Humaniora, 2(2), 81-88.
Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441–455. doi: 10.1111/1469-7610.00629
Isaacs, J., Hodges, E. V. E., & Salmivalli, C. (2008). Long-term consequences of victimization: A follow-up from adolescence to young adulthood. European Journal of Developmental Science, 2(4), 387–397. doi: 10.3233/DEV-2008-2404
Jalil, N. I. A., & Mahfar, M. (2016). The validity and reliability of rational emotive behavioural therapy module development for university support staff. Asian Social Science, 12(2). 129-137. doi: http://dx.doi.org/10.5539/ass.v12n2p129
Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school-An indicator of adolescents at risk for mental disorders. Journal of Adolescence, 23(6), 661–674. doi:10.1006/jado.2000.0351
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (1999). Experiential learning theory: Previous research and new directions. Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University, Cleveland, OH.
Lee, S., & Crockett, M. S. (1994). Effect of Assertiveness Training on Levels of Stress and Assertiveness Experied by Nurses in Taiwan, Republic of China. Issues in Mental Health Nursing, 15, 419-432. doi: http://informahealthcare.com/doi/abs/10.3109/01612849409006918
Lin, Y. R., Shiah, I. S., Chang, Y. C., Lai, T. J., Wang, K. Y., & Chou, K. R. (2004). Evaluation of an assertiveness training program on nursing and medical students’ assertiveness, self-esteem, and interpersonal communication satisfaction. Nurse Education Today, 24, 656–665. doi:10.1016/j.nedt.2004.09.004
Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158(8), 730–736. doi:10.1001/archpedi.158.8.730
Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harassment in middle school. Child Development, 76(2), 435–450. doi: 10.1111/j.1467-8624.2005.00855.x
Novalia., & Dayakisni, T. (2013). Perilaku asertif dan kecenderungan menjadi korban bullying. Jurnal Ilmiah Psikologi Terapan Fakultas Psikologi Universitas Muhammadiyah Malang, 1(1), 169-175.
Nugroho, S. (2009). Program psikoedukasi untuk meningkatkan pengetahuan dan keterampilan guru dalam menangani bullying. Tesis Magister Tidak Dipublikasikan, Universitas Gadjah Mada Yogyakarta.
Perwitasari, H. (2013). Program “circle of problem solving” untuk meningkatkan kesiapan guru merespon bullying. Tesis Magister Tidak Dipublikasikan, Universitas Gadjah Mada Yogyakarta.
Purnami, R. S., & Rohayati. (2013). Implementasi metode experiential learning dalam pengembangan softskill mahasiswa yang menunjang integrasi teknologi, manajemen, dan bisnis. Jurnal Penelitian Pendidikan, 14(1), 97-103.
Rini, B. D. C. (2008). Pelatihan asertif untuk korban bullying pada siswa sekolah dasar. Tesis Magister Tidak Dipublikasikan, Universitas Gadjah Mada Yogyakarta.
Rini, C. L. (2014, 23 Oktober). Indonesia masuk kategori darurat 'bullying' di sekolah. Diambil dari: http://www.republika.co.id/berita/nasional/umum/14/10/23/ndvn63-indonesia-masuk-kategori-darurat-bullying-di-sekolah
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. doi: 10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T
Salmivalli, C., & Isaacs, J. (2005). Prospective relations among victimization, rejection, friendlessness, and children's self- and peer-perceptions. Child Development, 76(6), 1161–1171. doi: 10.1111/j.1467-8624.2005.00841.x-i1
Salmivalli, C. (2009). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2010), 112–120. doi:10.1016/j.avb.2009.08.007
Sari, T. D. (2015). Aksi bullying di kalangan siswa sekolah menengah atas wilayah Surakarta tahun 2014/2015. Jurnal FKIP UNS, 5(2), 1-9. Diambil dari: http://jurnal.fkip.uns.ac.id/index.php/sosant/article/view/6238/4295
Setiono, V., & Pramadi, A. (2005). Pelatihan asertivitas dan peningkatan perilaku asertif pada siswa-siswi SMP. Anima, Indonesia Psychological Journal, 20(2), 149-168. Diambil dari: http://www.anima.ubaya.ac.id/class/openpdf.php?file=1350464574.pdf
Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin Company.
Sitasari, N. W. (2012). Program pelatihan kesiapan guru untuk mengatasi perundungan dengan metode bermain peran. Tesis Magister Tidak Dipublikasikan, Universitas Gadjah Mada Yogyakarta.
Sudjana, N. (1991). Teori-teori belajar untuk pengajaran. Jakarta: Lembaga Penerbit Fakultas Ekonomi Universitas Indonesia.
Supratiknya, A. (2011). Merancang program dan modul psikoedukasi (Edisi Revisi). Yogyakarta: Universitas Sanata Dharma.
Townend, A. (1991). Developing assertiveness: Self-development for managers. London: Cengage Learning EMEA.
Townend, A. (2007). Assertiveness and diversity. New York: Palgrave Macmillan.
Weni Nur, S. (2012). Peningkatan perilaku asertif terhadap perilaku negatif berpacaran melalui pelatihan asertivitas pada siswa kelas x pemasaran 1 di smk negeri 1 Depok. Skripsi Dipublikasikan, Universitas Negeri Yogyakarta. Diambil dari: http://eprints.uny.ac.id/9575/
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Udi Rosida Hijrianti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in Altruis agree to the following terms:
- For all articles published in Altruis, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
