Effectiveness of Group Guidance with Group Investigation Learning Model to Develop Students' Assertiveness
Abstract
Adolescents require assertiveness in socializing and interacting with their social environment in order to be able to express themselves well. However, there are still many adolescents who have not been able to express their thoughts, feelings, and hopes. This research aims to test the efficacy of group guidance services using the group investigation learning model to increase adolescent assertiveness. This research uses a one-group pretest-posttest research design to achieve the research objectives. The research subjects were six students at State Junior High School. The techniques and instruments used for data collection were an assertiveness scale. The assertiveness scale was tested for the level of validity and reliability through the Cronbach alpha formula. Furthermore, the data were analyzed using the Wilcoxon test. The results demonstrated a significant increase in student assertiveness after being given group guidance using the group investigation model. This indicates that the group investigation learning model is effective in increasing the assertiveness of adolescents.
References
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Tılfarlıoğlu, F.Y., & Akyürek, B.K. (2017). A Case Study: On the Relationship between Learners' Academic Language Achievement and Their Communication Styles in ELT. International Journal of Humanities and Social Science, 7(3), 127–134.
Widjaja, P. D. C., dan Wulan, R. (1998). Hubungan antara Asertivitas dan Kematangan dengan Kecenderungan Neurotik Pada Remaja. Jurnal Psikologi, 2, 55–62.
Zingaro, D. (2008). Group Investigation: Theory and Practice. Journal of Ontario Institute for Studies in Education, 18, 1–8.
Adams, L., & Lenz, E. (1995). Be Your Best. Jakarta : PT Gramedia.
Anggis, E.V. (2018). Penggunaan Model Group Investigation Untuk Meningkatkan Berpikir Kritis Siswa SMP. Edubiotik, 3(2), 1–4.
Asnidar, A., & Awaru, O.T. (2017). Konflik Antar Pelajar (Studi Kasus Siswa SMA Negeri 8 Jeneponto). Jurnal Sosialisasi Pendidikan Sosiologi FIS UNM, 55–60.
Aulia, N., Syaripudin, T., & Hermawan, R. (2020). Penerapan Model Group Investigation untuk Meningkatkan Aktivitas Belajar Siswa Kelas V SD. Jurnal Pendidikan Guru Sekolah Dasar, 5(2), 22–34.
Barida M, Hidayah N, Mappiare A, M.Ramli, Taufiq A, Sunaryono, (2021). Development of an instrument of assertive communication scale based on Yogyakarta Cultural Value. Pegem Journal of Education and Instruction, 11(4), 100–109.
Barida, M. (2016). Modul Assertiveness Training untuk Meningkatkan Komunikasi Asertif. Yogyakarta: K-Media.
Boket, E.G., Bahrami, M., Kolyaie, L., & Hosseini, S.A. (2016). The Effect Of Assertiveness Skills Training On Reduction Of Verbal Victimization Of High School Students. International Journal Of Humanities And Cultural Studies, special issue, 690–699.
Budi, A. S. H. (2009). Perilaku Agresif Ditinjau dari Persepsi Pola Asuh Authoritarian, Asertivitas dan Tahap Perkembangan Remaja pada Anak Binaan Lembaga Pemasyarakatan Anak Kutoarja Jawa Tengah. Humanitas, 6(1), 42–55.
Corey, G. (2013). Case Approach to Counseling & Psychotherapy (8th Ed.). Belmont: Brooks/Cole
Dahman. (2019). Upaya Meningkatkan Asertivitas Melalui Layanan Bimbingan Kelompok Pada Siswa Asuh Kelas IX SMP Negeri 1 Sakra Barat. Fondatia: Jurnal Pendidikan Dasar, 3(1), 55–72.
Eldeeb, G.A., Eid, N.M., & Eldosoky, E.K. (2014). Assertiveness and Stress among Undergraduate Nursing Students at Menoufyia University. Journal of Natural Sciences Research, 4(4), 30–37.
Fahradina, N., Ansari, B.I., & Saiman. (2014). Peningkatan Kemampuan Komunikasi Matematis dan Kemandirian Belajar Siswa SMP dengan Menggunakan Model Investigasi Kelompok. Jurnal Didaktik Matematika, 1(1), 54–64.
Falentina, F. O., dan Yulianti, A. (2012). Asertivitas terhadap Pengungkapan Emosi Marah pada Remaja. Jurnal Psikologi, 8(1), 9–14.
Gunarsa, S.D. (2004). Psikologi Praktis Anak, Remaja dan Keluarga. Jakarta: PT. Gunung Mulia.
Haniah, S. (2011). Asertif Training untuk Mencegah Perilaku Penyalahgunaan NAPZA pada Remaja. Bandung: PPB FIP UPI.
Hasanah, A.M.A., Suharso., & Saraswati, S. (2015). Pengaruh Perilaku Teman Sebaya Terhadap Asertivitas Peserta Didik. Indonesian Journal of Guidance and Counseling: Theory and Application, 4(1), 22–29.
Indrawati, E., Setyorini, dan Padmomartono, S. (2014). Meningkatkan Perilaku Asertif menggunakan Pendekatan Behavioral dengan Latihan Asertif pada Siswa Kelas IX SMP Negeri 2 Salatiga. Satya Widya, 30(1), 1–7.
Istarani. (2011). 58 Model Pembelajaran Inovatif. Medan: Media Persada.
Jung, J.M. (2014). The Effect of an Assertiveness Training Program for Adolescents in Residential Care in South Korea. Asia Pacific Journal of Social Work and Development, 24(4), 285–299.
Karakaş, S.A., & Okanli, A. (2015). The Effect of Assertiveness Training on the Mobbing That Nurses Experience. Workplace Health & Safety, 63(10), 446–451.
Khan, R.I. (2012). Perilaku Asertif, Harga Diri dan Kecenderungan Depresi. Persona: Jurnal Psikologi Indonesia, 1(2),143–154.
Kharini, Aulia., Martunis., & Fajriani. (2017). Pelaksanaan Teknik Asertif untuk Meningkatkan Perilaku Asertif Siswa di SMPN 2 Banda Aceh. Jurnal Ilmiah Mahasiswa Bimbingan dan Konseling, 2(3), 65–72.
Malgorzata, K., & Zajdel, K. (2020). Assertiveness in Teacher Communication. EDULEARN20 Proceedings, 1(September), 8873–8879. https://doi.org/10.21125/edulearn.2020.2197
Ningsih, F. (2019). Pengaruh Model Pembelajaran Group Investigation Terhadap Kemampuan Pemecahan Masalah Siswa Kelas VIII MTsN Kabupaten Kerinci. Jurnal Pendidikan Matematika, 3(2), 351–362.
Norton & Warnist. (2005). Psikologi Pendidikan. Jakarta: Bumi Aksara.
Ogunyemi, K. O., & Olagbaju, O. O. (2020). Effects of Assertive and Aggressive Communication Styles on Students' Self-Esteem and Achievement in English Language. CrossCultural Communication, 16(1), 96–101.
Parmaksiz, I. (2019). Assertiveness as the Predictor of Adjusment to University Life amongst University Students. International Journal of Instruction, 12(4), 131–148.
Primarindha, I., Maridi, & Marjono. (2012). Pengaruh Model Pembelajaran Cooperative Learning Tipe Group Investigation (GI) Terhadap Keterampilan Proses Sains Dan Hasil Belajar Biologi Siswa Kelas X SMA Negeri 4 Surakarta Tahun Pelajaran 2011/2012. Jurnal Ilmu Pendidikan, 4(2), 60–71.
Putri, Y.M., & Elmiati. (2017). Students'Perception on the Teacher's Communication Style on Student's Motivation in Learning English. TELL-US Journal, 3(2), 125–140.
Revayat & Nayeri, D. (2014). The Level of Depression and Assertiveness among Nursing Students. International Journal of Community Based Nursing and Midwifery, 2(3), 177–184.
Rusman. (2014). Model - Model Pembelajaran (Mengembangkan Profesionalisme. Guru). Jakarta: Raja Grafindo Persada.
Sari, P.H., Firman., & Syahniar. (2016). Efektivitas Layanan Bimbingan Kelompok dalam Meningkatkan Asertivitas Siswa. Konselor: Jurnal Ilmiah Konseling, 2(3), 1–8.
Setyowati, P., & Dwikurnaningsih, Y. (2014). Meningkatkan Perilaku Asertif Siswa Kelas X Sma Kartika III-1 Banyubiru Melalui Layanan Bimbingan Kelompok. Satya Widya, 30(1), 8–16.
Sriyanto, Abdulkarim, A., Zainul, A., & Maryani, E. (2014). Perilaku Asertif dan Kecenderungan Kenakalan Remaja Berdasarkan Pola Asuh dan Peran Media Massa. Jurnal Psikologi, 41(1), 74–88.
Suprijono, A. (2015). Cooperative Learning. Yogyakarta: Pustaka Belajar.
Supriyanto, Iklas, & Mawardi. (2020). Peningkatan Keterampilan Berpikir Kritis Melalui Model Pembelajaran Group Investigation (GI) Pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(3), 558–564.
Taniredja, T., Faridli, E.M., & Hermianto, S. (2015). Model-Model Pembelajaran Inovatif dan Efektif. Bandung: Alfabeta.
Tılfarlıoğlu, F.Y., & Akyürek, B.K. (2017). A Case Study: On the Relationship between Learners' Academic Language Achievement and Their Communication Styles in ELT. International Journal of Humanities and Social Science, 7(3), 127–134.
Widjaja, P. D. C., dan Wulan, R. (1998). Hubungan antara Asertivitas dan Kematangan dengan Kecenderungan Neurotik Pada Remaja. Jurnal Psikologi, 2, 55–62.
Zingaro, D. (2008). Group Investigation: Theory and Practice. Journal of Ontario Institute for Studies in Education, 18, 1–8.
Authors
Barida, M., Nurchairunnissa, G., Saputra, W. N. E., Setyowati, A., Ediyanto, E., & Atmoko, A. (2024). Effectiveness of Group Guidance with Group Investigation Learning Model to Develop Students’ Assertiveness. Jurnal Kajian Bimbingan Dan Konseling, 9(1), 18–25. https://doi.org/10.17977/um001v9i12024p18-25
Copyright (c) 2024 Muya Barida, Gefira Nurchairunnissa, Wahyu Nanda Eka Saputra, Aprilia Setyowati, Ediyanto Ediyanto, Adi Atmoko
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