PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK SELF CONTROL DALAM MENGATASI PERILAKU AGRESIF PESERTA DIDIK DI SMP NEGERI 1 MELINTING KABUPATEN LAMPUNG TIMUR

KEISYA, DWI RAHMA (2026) PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK SELF CONTROL DALAM MENGATASI PERILAKU AGRESIF PESERTA DIDIK DI SMP NEGERI 1 MELINTING KABUPATEN LAMPUNG TIMUR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya perilaku agresif peserta didik di SMPN 1 Melinting Kabupaten Lampung Timur yang muncul dalam bentuk agresif fisik, verbal, dan relasional. Perilaku tersebut perlu ditangani secara tepat melalui layanan bimbingan dan konseling yang sistematis. Salah satu layanan yang digunakan adalah konseling kelompok dengan teknik self control. Penelitian ini bertujuan untuk: 1) mendeskripsikan tahapan-tahapan pelaksanaan konseling kelompok dengan teknik self control dalam mengatasi perilaku agresif peserta didik di SMPN 1 Melinting Kabupaten Lampung Timur; dan 2) mendeskripsikan faktor-faktor pendukung dan penghambat pelaksanaan konseling kelompok dengan teknik self control dalam mengatasi perilaku agresif peserta didik di SMPN 1 Melinting Kabupaten Lampung Timur. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah guru Bimbingan dan Konseling serta peserta didik SMPN 1 Melinting Kabupaten Lampung Timur. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Analisis data menggunakan langkahlangkah Miles dan Huberman, yaitu pengumpulan data, reduksi data, display data, dan penarikan kesimpulan. Keabsahan data diuji dengan triangulasi metode. Hasil penelitian menunjukkan bahwa pelaksanaan konseling kelompok dengan teknik self control dilakukan melalui lima tahap, yaitu tahap pembentukan, tahap peralihan, tahap kegiatan, tahap pengakhiran, dan tahap tindak lanjut. Pada tahap kegiatan, teknik self control diterapkan melalui self-monitoring, self-evaluation, cognitive restructuring, relaxation technique, dan self-reinforcement. Faktorfaktor pendukung pelaksanaan layanan meliputi dukungan kepala sekolah, tersedianya sarana dan prasarana, kompetensi guru BK, kerja sama dengan wali kelas dan guru mata pelajaran, motivasi sebagian peserta didik, dan dukungan sebagian orang tua. Adapun faktor-faktor penghambat meliputi resistensi awal peserta didik, stigma negatif terhadap layanan BK, keterbatasan waktu, dinamika kelompok yang tidak selalu kondusif, kurangnya konsistensi penerapan teknik self control di luar sesi, keterlibatan orang tua yang belum merata, keterbatasan jumlah guru BK, serta pengaruh negatif lingkungan dan media sosial. Secara umum, pelaksanaan konseling kelompok dengan teknik self control memberikan dampak positif terhadap penurunan perilaku agresif peserta didik, peningkatan kemampuan mengenali emosi, serta kemampuan berpikir sebelum bertindak dalam menghadapi konflik. ABSTRACT This research was motivated by the existence of students‘ aggressive behavior at SMPN 1 Melinting, East Lampung Regency, which appeared in the forms of physical, verbal, and relational aggression. Such behavior needs to be addressed properly through systematic guidance and counseling services. One of the services used is group counseling with the self-control technique. This study aimed to: 1) describe the stages of implementing group counseling with the self-control technique in overcoming students‘ aggressive behavior at SMPN 1 Melinting, East Lampung Regency; and 2) describe the supporting and inhibiting factors in the implementation of group counseling with the self-control technique in overcoming students‘ aggressive behavior at SMPN 1 Melinting, East Lampung Regency. This study employed a qualitative approach with a descriptive research type. The research subjects were the Guidance and Counseling teacher and students of SMPN 1 Melinting, East Lampung Regency. Data were collected through interviews, observation, and documentation. Data analysis used the Miles and Huberman model, namely data collection, data reduction, data display, and conclusion drawing. Data validity was tested through method triangulation. The results showed that the implementation of group counseling with the self-control technique was carried out through five stages: the formation stage, transition stage, working stage, termination stage, and follow-up stage. In the working stage, the selfcontrol technique was applied through self-monitoring, selfevaluation, cognitive restructuring, relaxation technique, and selfreinforcement. The supporting factors in the implementation of the service included the support of the principal, the availability of facilities and infrastructure, the competence of the guidance and counseling teacher, cooperation with homeroom teachers and subject teachers, the motivation of some students, and the support of some parents. Meanwhile, the inhibiting factors included students‘ initial resistance, negative stigma toward counseling services, limited time, group dynamics that were not always conducive, lack of consistency in applying self-control techniques outside the sessions, unequal parental involvement, the limited number of guidance and counseling teachers, and the negative influence of the environment and social media. In general, the implementation of group counseling with the self-control technique had a positive impact on reducing students‘ aggressive behavior, increasing their ability to recognize emotions, and encouraging them to think before acting when facing conflict.

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