Penerapan Teknik Cognitive Behaviour Group Therapy dalam Meningkatkan Perilaku Asertif pada Remaja Awal
Penulis
-
Fachrun Naja Maulidia
Universitas Indonesia
-
Efriyani Djuwita
Universitas Indonesia
Kata Kunci:
Developmental psychology, cognitive behaviour group therapy, assertivenessAbstrak
Asertif adalah salah satu aspek krusial yang mempengaruhi kemampuan interaksi sosial pada remaja. Kendati demikian, beberapa masalah mengenai perilaku asertif sering kali ditemui terutama di lingkungan sekolah. Guru sering kali mengeluhkan siswa cukup pasif selama pembelajaran. Sementara itu, siswa lainnya ditemukan sering berkomunikasi secara agresif hingga terlibat dalam pertengkaran. Salah satu upaya yang dilakukan untuk mengatasi masalah tersebut adalah dengan memberikan pelatihan asertif. Penelitian ini bertujuan untuk mengetahui bagaimana efektivitas Penerapan Cognitive Behaviour Group Therapy (CBGT) dalam meningkatkan perilaku asertif pada remaja awal. Penelitian ini menggunakan metode kuasi eksperimental dengan model one group pretest–posttest design. Pada penelitian ini terdapat 7 sesi pertemuan termasuk follow-up yang setiap sesinya menghabiskan waktu sekitar 45-60 menit. Partisipan dalam penelitian ini berjumlah 7 siswa sekolah dasar (SD) dengan kisaran usia 11-13 tahun. Pengukuran efektivitas dalam penelitian ini menggunakan alat ukur assertiveness formative questionnaire dan rating berupa penilaian partisipan dalam melakukan perilaku asertif. Hasil penelitian menunjukkan bahwa Penerapan Cognitive Behaviour Group Therapy (CBGT) efektif dalam meningkatkan perilaku asertif pada remaja awal terutama pada aspek kognitif yang berkaitan dengan pengetahuan dan persepsi (penialain) partisipan.
Referensi
Asrowi, A., & Muya, B. (2013). The effectiveness of asserive training to increase the communication skills of high school students in Surakarta. Dewantara, 1(1).
Assigana, E., Chang, E., Cho, S., Kotecha, V., Liu, B., Turner, H., ... & Stevens, S. M. (2014, October). TF-CBT triangle of life: a game to help with cognitive behavioral therapy. In Proceedings of the first ACM SIGCHI annual symposium on Computer-human interaction in play (pp. 9-16).
Aydin, P. A. (2014). Parental involvement in cognitive-behavioral therapy for children with anxiety disorders. Turk Psikiyatri Dergisi, 25(3), 181.
Berk, L. E. (2014). Development Through the Lifespan (6th ed.). London, England: Pearson.
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer infl uence processes. Journal of Research on Adolescence, 21, 166–179.
Çeçen-Ero?ul, A. R., & Zengel, M. (2009). The Effectiveness of an Assertiveness Training Programme on Adolescents' Assertiveness Level. Ilkogretim Online, 8(2).
Clark, D. A. (2013). Cognitive restructuring. The Wiley handbook of cognitive behavioral therapy, 1-22.
Ellis, A. (2008). Preventing Counsellor Burnout in Brief Cognitive Behavior Therapy. Handbook of Brief Cognitive Behaviour Therapy, 289-303. Doi:10.1002/9780470713020.ch13
Feinstein, R., Heiman, N., & Yager, J. (2015). Common factors affecting psychotherapy outcomes: Some implications for teaching psychotherapy. Journal of Psychiatric Practice®, 21(3), 180-189.
Fenn, K., & Byrne, M. (2013). The key principles of cognitive behavioural therapy. Innovait: Education and Inspiration for General Practice, 6(9), 579–585.
Flecknoe, P., & Sanders, D. (2004). Interpersonal difficulties. In Bennet-Levy, J., Butler, G., Fennel, M., Hackman, A., Mueller, M., & Westbrook, D. Oxford Guide to Behavioural Experiments in Cognitive Therapy (pp. 393-409). Oxford: Oxford University Press.
Gaumer Erickson, A.S., Soukup, J.H., Noonan, P.M., & mcgurn, L. (2018). Assertiveness formative questionnaire technical report. Retrieved from http://www.researchcollaboration.org/uploads/assertivenessquestionnaireinfo.pdf
Goswami, H. (2011). Social Relationships and Children’s Subjective Well-Being. Social Indicators Research, 107(3), 575–588.
Ilkhchi, S. V., Poursharifi, H., & Alilo, M. M. (2011). The effectiveness of Cognitive-Behavioral Group Therapy on self-efficacy and assertiveness among anxious female students of high schools. Procedia-Social and Behavioral Sciences, 30, 2586-2591.
Kashani, P. A., & Bayat, M. (2010). The effect of social skills training (Assertiveness) on assertiveness and self-esteem increase of 9 to 11 year-old female students in Tehran, Iran. World Applied Sciences Journal, 9(9), 1028-1032.
Kementerian Pendidikan Nasional. (2014). Konsep dan Implementasi Kurikulum 2013. Paparan Wakil Menteri Pendidikan dan Kebudayaan R.I Bidang Pendidikan (PPT). Diunduh melalui https:/kemdikbud.go.id/kemdikbud/dokumen/Paparan/Paparan%20Wamendik.pdf
Khamen, A. B. Z., & ahmadigatab, T. (2011). Parenting style and self-assertiveness: effects of a training program on self-assertiveness of Iranian high school girls. Procedia-Social and Behavioral Sciences, 30, 1945-1950.
Kolb, S. M., & Griffith, A. C. S. (2009). “i'll Repeat Myself, Again?!” Empowering Students through Assertive Communication Strategies. Teaching Exceptional Children, 41(3), 32-36.
Lora, G. (2014). Hubungan antara kecenderungan perilaku asertif dengan konformitas terhadap teman sebaya pada siswa SMA Negeri 1 Telaga Biru Kabupaten Gorontalo. Tesis. Universitas Negeri Gorontalo.
Milovanovi?, R. (2016). Assertiveness of prospective teachers and preschool teachers. Educa?ia Plus, 16(2), 289-303.
Nevid, J. S., & Rathus, S. A. (2012). Psychology and the Challenges of Life: Adjustment and Growth, 12th Edition. Hoboken, NJ: Wiley Global Education.
Ogunyemi, K. O., & Olagbaju, O. O. (2020). Effects of Assertive and Aggressive Communication Styles on Students’ Self-Esteem and Achievement in English Language. Cross-Cultural Communication, 16(1), 96-101.
Parray, W. M., & Kumar, S. (2017). Impact of assertiveness training on the level of assertiveness, self-esteem, stress, psychological well-being and academic achievement of adolescents. Indian Journal of Health and Wellbeing, 8(12), 1476-1480.
Peneva, I., & Mavrodiev, S. (2013). A historical approach to assertiveness. Psychological Thought, 6, 3-26.
Perceka, M. Z., Fahmi, I., & Kurniadewi, E. (2019). Identitas Etnik dan Asertivitas Mahasiswa Suku Sunda. Jurnal Psikologi Islam Dan Budaya, 2(2), 139-152.
Pfafman, T. (2017). Assertiveness. Encyclopedia of Personality and Individual Differences. Springer International Publishing.
Privitera, G. J., & Delzell, L. A. (2019). Quasi-experimental and single-case experimental designs. Research methods for education, 333-370.
Ragelien?, T. (2016). Links of adolescents identity development and relationship with peers: A systematic literature review. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(2), 97.
Ross, A., & Willson, V. L. (2017). Paired samples T-test. In Basic and advanced statistical tests (pp. 17-19). Brill Sense.
Santoso, S. (2006). SSBBTI: SPSS Statistik NonParametrik+ CD. Elex Media Komputindo.
Sitota, G. (2018). Assertiveness and Academic Achievement Motivation of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia. International Journal of Education and Literacy Studies, 6(4), 40-46.
Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2017). Assertiveness Training: A Forgotten Evidence-Based Treatment. Clinical Psychology: Science and Practice, 25(1), e12216. Doi:10.1111/cpsp.12216
Stallard, P. (2005). A Clinician's Guide to Think Good-Feel Good: Using CBT with Children and Young People. Hoboken, NJ: John Wiley & Sons.
Stewart, J.L, Christner, R.W, Freeman, A. (2007). An introduction to cognitive-behavior group therapy wih youth. In Christner, R.W., Stewart, J.L., Freeman, A. Handbook of Cognitive-Behavior Therapy with Children and Adolescents (pp 3-23). New York: Routledge.
Vagos, P., & Pereira, A. (2019). Towards a Cognitive-Behavioral Understanding of Assertiveness: Effects of Cognition and Distress on Different Expressions of Assertive Behavior. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(2), 133-148.
Woolson, R. F. (2007). Wilcoxon signed?rank test. Wiley encyclopedia of clinical trials, 1-3.
Zulkaida, A. (2004). Pelatihan Asertif untuk Meningkatkan Tingkah Laku Asertif Pada Mahasiswa (Pendekatan Kognitif-Perilaku). Tesis. Diunduh melalui http://lib.ui.ac.id/bo/uibo/detail.jsp?Id=20343556&lokasi=lokal
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement 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 acknowledgement 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).
