Efektivitas Assertive Training Sebagai Strategi Transformatif Terhadap Self-Confidence Siswa

Arman Bin Anuar(1*), Ainul Fahmi(2), Edison Edison(3), Samsaifil Samsaifil(4)

(1) Universitas Muhammadiyah Palopo
(2) Universitas Muhammadiyah Palopo
(3) Universitas Muhammadiyah Buton
(4) Universitas Muhammadiyah Buton
(*) Corresponding Author

Sari


Declining student self-confidence is still a significant problem in the educational landscape, affecting academic achievement, social interaction, and psychological well-being. This study investigates the effectiveness of assertive training as a transformative intervention to increase self-confidence among students at SMAN 2 Palopo. The study, employing a one-group pretest-posttest experimental design, focused on 30 students specifically selected for their low self-confidence. The study used observation, a self-confidence scale, and assertive quizzes as data collection methods. Statistical analysis using paired t-tests revealed a significant increase in post-training confidence (p < 0.001), with 53.3% of students categorized as having high self-confidence and 26.7% very high. These results underscore the capacity of assertive training to change students' self-perception and improve assertive communication skills. The study concluded that integrating assertive training into school counseling programs can sustainably foster students' psychological and social development. We suggest future research to explore the long-term effects and adapt the intervention into diverse educational contexts.

 ____________________________________________________________________

Penurunan self confidence siswa masih menjadi masalah yang signifikan dalam lanskap pendidikan, yang memengaruhi prestasi akademik, interaksi sosial, dan kesejahteraan psikologis. Studi ini menyelidiki efektivitas assertive training sebagai intervensi transformatif untuk meningkatkan rasa percaya diri di kalangan siswa di SMAN 2 Palopo. Dengan menggunakan desain eksperimen One-Group Pretest-Posttest, penelitian ini melibatkan 30 siswa yang dipilih secara sengaja yang diidentifikasi memiliki rasa percaya diri yang rendah. Metode pengumpulan data meliputi observasi, skala self confidence, dan kuis asertif. Analisis statistik menggunakan uji-t berpasangan mengungkapkan peningkatan yang signifikan dalam rasa percaya diri pasca pelatihan (p < 0,001), dengan 53,3% siswa dikategorikan memiliki rasa percaya diri yang tinggi dan 26,7% sangat tinggi. Hasil ini menggarisbawahi kapasitas pelatihan asertif untuk mengubah persepsi diri siswa dan meningkatkan keterampilan komunikasi asertif. Studi ini menyimpulkan bahwa mengintegrasikan pelatihan asertif ke dalam program konseling sekolah dapat secara berkelanjutan membina perkembangan psikologis dan sosial siswa. Penelitian di masa mendatang disarankan untuk mengeksplorasi efek jangka panjang dan mengadaptasi intervensi ke dalam konteks pendidikan yang beragam.

 


Kata Kunci


Assertive Training, Self-Confidence, Bimbingan Konseling, Siswa, Keterampilan Sosial

Teks Lengkap:

PDF

Referensi


Aryani, E., Nurbaiti, A. T., Hadi, A., & Rahmawati, E. (2024). Assertive Training Untuk Meningkatkan Self-Confidence Dalam Keputusan Karier Pada Peserta Didik SMK. JMM (Jurnal Masyarakat Mandiri), 8(5), 5237–5246.

Beirne, E., Brown, M., Nic Giolla Mhichíl, M., & Mac Lochlainn, C. (2023). Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students’ Emotions and Online Learning Self-Efficacy. Online Learning, 27(2), 3–26.

Briggs, A. M., Zohr, S. J., & Harvey, O. B. (2024). Training individuals to implement discrete‐trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research. Journal of Applied Behavior Analysis, 57(1), 86–103.

Butvilas, T., & Kovaitė, K. (2022). The expression of socio-emotional competence among younger Lithuanian adolescents as the precondition for their creativity. Creativity Studies, 15(2), 497–510.

Campbell, A. R., Sallese, M. R., Moeyaert, M., Calhoun, T. E., & Imler, M. H. (2024). Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk. School Psychology.

Cantero-Sánchez, F. J., León-Rubio, J. M., Vázquez-Morejón, R., & León-Pérez, J. M. (2021). Evaluation of an assertiveness training based on the social learning theory for occupational health, safety and environment practitioners. Sustainability, 13(20), 11504.

Cardace, A., Hefferon, K., Levina, A., Angert, E. R., Buckley, D. H., Miller, W., Sanfilippo, L., Silva, T., & Aslan, C. (2024). Versatile video assignment improves undergraduates’ learning and confidence. Active Learning in Higher Education, 14697874241287208.

Chiha, K., Touhemi, D. Ben, Chaabane, M., Boudabous, J., Kammoun, W., HadjKacem, I., Ayadi, H., Khemakhem, K., & Moalla, Y. (2023). Stress and self-esteem in young high school students. European Psychiatry, 66(S1), S511–S512.

Cooper, K., Cohen, K., Ghosh, A., & Busch, C. (2023). A brief online single session intervention increases undergraduate confidence speaking out in an active learning physiology course. Physiology, 38(S1), 5735144.

DiFrancesca, H. (2020). Interactive, Team‐Based Learning Environment Enhances Students Learning and Confidence. The FASEB Journal, 34(S1), 1.

Dominguez Alonso, J., Nieto Campos, B., & Portela Pino, I. (2022). Personal and school variables associated with adolescent emotional intelligence. EDUCACION XX1, 25(1), 335–355.

Golshiri, P., Mostofi, A., & Rouzbahani, S. (2023). The effect of problem-solving and assertiveness training on self-esteem and mental health of female adolescents: a randomized clinical trial. BMC Psychology, 11(1), 106.

Gottlieb, M., Chan, T. M., Zaver, F., & Ellaway, R. (2022). Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review. Medical Education, 56(1), 37–47.

Gottlieb, U. R., & Beatson, A. (2023). Why confidence leads to swifter tertiary education choices: A qualitative study of the international tertiary education industry of Australia. Heliyon, 9(6).

Greenacre, L., Tung, N. M., & Chapman, T. (2014). Self confidence, and the ability to influence. Academy of Marketing Studies Journal, 18(2), 169.

Guassi Moreira, J. F., Sahi, R., Ninova, E., Parkinson, C., & Silvers, J. A. (2022). Performance and belief-based emotion regulation capacity and tendency: Mapping links with cognitive flexibility and perceived stress. Emotion, 22(4), 653.

Hatteberg, S. J. (2022). Responding sociologically: Using attributional processes to promote student confidence and sense of Mastery in Sociology courses. Teaching Sociology, 50(3), 205–219.

Hitches, E., Woodcock, S., & Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3, 100124.

Jefferson, R., Barreto, M., Verity, L., & Qualter, P. (2023). Loneliness during the school years: How it affects learning and how schools can help. Journal of School Health, 93(5), 428–435.

Lee, S. E., Kim, E., Lee, J. Y., & Morse, B. L. (2023). Assertiveness educational interventions for nursing students and nurses: A systematic review. Nurse Education Today, 120, 105655.

Lestari, W., Astuti, K., & Rochwidowati, N. S. (2020). Pelatihan Asertivitas untuk Memperkuat Self Confidence pada Mahasiswa di Yogyakarta. Jurnal Psikologi, 16(2), 16–22.

Listiyandini, R. A., Andriani, A., Afsari, N., Krisnamurthi, P. B. U., Moulds, M. L., Mahoney, A. E. J., & Newby, J. M. (2024). Evaluating the Feasibility of a Guided Culturally Adapted Internet-Delivered Mindfulness Intervention for Indonesian University Students Experiencing Psychological Distress. Mindfulness, 15(5), 1095–1108.

Lubis, H., Rosyida, A. H., Wulandari, F., & Sandya, S. N. (2017). Connecting group activity dalam menurunkan kecemasan sosial pada gen-z. Jurnal Psikologi. Psikostudia.

Oktavilantika, D. M., Suzana, D., & Damhuri, T. A. (2023). Literature Review: Promosi Kesehatan dan Model Teori Perubahan Perilaku Kesehatan. Jurnal Pendidikan Tambusai, 7(1), 1480–1494.

Ramadhan, A.-N. P., & Fauzi, T. (2022). Pengaruh Teknik Assertive Training terhadap Rasa Percaya Diri Siswa. Bulletin of Counseling and Psychotherapy, 4(2), 475–480.

Rose, S. E., Taylor, L., & Jones, S. E. (2024). Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach. Assessment & Evaluation in Higher Education, 1–13.

Silver, A. I., Marshall, R., Huston, D., & Gentry, G. (2024). Development of emotional intelligence during an adventure and experiential-based learning course. Journal of Experiential Education, 47(3), 341–357.

Song, Y. (2024). Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support: The Mediator Role of Self‐Efficacy. European Journal of Education, e12791.

Stea, T. H., Bonsaksen, T., Smith, P., Kleppang, A. L., Steigen, A. M., Leonhardt, M., Lien, L., & Vettore, M. V. (2024). Are social pressure, bullying and low social support associated with depressive symptoms, self-harm and self-directed violence among adolescents? A cross-sectional study using a structural equation modeling approach. BMC Psychiatry, 24(1), 239.

Tabriz, E. R., Sadeghi, M., Tavana, E., Miri, H. H., & Nabavi, F. H. (2024). Approaches for boosting self-confidence of clinical nursing students: A systematic review and meta-analysis. Heliyon.

Voisin, L. E., Phillips, C., & Afonso, V. M. (2023). Academic-support environment impacts learner affect in higher education. Student Success, 14(1), 47–59.

Widyastuti, T. (2017). Pengaruh komunikasi asertif terhadap pengelolaan konflik. Widya Cipta: Jurnal Sekretari Dan Manajemen, 1(1), 1–7.

Will, G.-J., Moutoussis, M., Womack, P. M., Bullmore, E. T., Goodyer, I. M., Fonagy, P., Jones, P. B., Consortium, N., Rutledge, R. B., & Dolan, R. J. (2020). Neurocomputational mechanisms underpinning aberrant social learning in young adults with low self-esteem. Translational Psychiatry, 10(1), 96.

Zhang, J. (2022). What characterises an effective mindset intervention in enhancing students’ learning A systematic literature review. Sustainability, 14 (7), 3811.

Zubaidah, S. (2019). Pendidikan karakter terintegrasi keterampilan abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 1–24.




DOI: http://dx.doi.org/10.31602/jbkr.v10i2.17562

Refbacks

  • Saat ini tidak ada refbacks.


Sekretariat Jurnal:

Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Jalan Adhyaksa no. 2, Kelurahan Sungai Miai, Kecamatan Banjarmasin Utara, Kota Banjarmasin, Provinsi Kalimantan Selatan, 70123

 

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