IMPLEMENTASI LAYANAN KONSELING SEBAYA TEKNIK ASSERTIVE TRAINING DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI INTERPERSONAL PESERTA DIDIK MTs MUHAMMADIYAH SUKARAME BANDAR LAMPUNG

RISKI, YULIA AKTAPURI (2026) IMPLEMENTASI LAYANAN KONSELING SEBAYA TEKNIK ASSERTIVE TRAINING DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI INTERPERSONAL PESERTA DIDIK MTs MUHAMMADIYAH SUKARAME BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini untuk mengetahui implementasi layanan konseling sebaya dengan teknik assertive training dalam meningkatkan keterampilan komunikasi interpersonal peserta didik MTs Muhammadiyah Sukarame Bandar Lampung. Latar belakang penelitian bermula dari permasalahan rendahnya kemampuan keterampilan komunikasi interpersonal peserta didik, seperti kurang percaya diri, belum terbuka dalam menyampaikan pendapat, serta masih memiliki sikap negatif dan rasa takut dalam berinteraksi sosial. Untuk mengatasi hal tersebut, guru bimbingan dan konseling menerapkan layanan konseling sebaya yang dipadukan dengan teknik assertive training sebagai strategi pengembangan diri peserta didik. Metode yang digunakan dalam penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian meliputi guru bimbingan dan konseling serta lima peserta didik kelas VIII reguler. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, serta dianalisis dengan bantuan perangkat lunak Nvivo 12 Pro untuk mendukung analisis visual data. Hasil penelitian menunjukkan bahwa implementasi layanan konseling sebaya dengan teknik assertive training dilaksanakan melalui tiga tahap, yaitu tahap perencanaan, tahap pelaksanaan, dan tahap evaluasi. Pada tahap perencanaan, guru BK bersama konselor sebaya menyiapkan rencana pelaksanaan layanan (RPL), memilih konselor sebaya yang memenuhi kriteria, dan memberikan pelatihan kepada konselor sebaya mengenai keterampilan dasar konseling serta teknik assertive training. Tahap pelaksanaan dilakukan melalui kegiatan bermain peran (role playing), latihan berbicara tegas namun sopan, dan refleksi bersama. Setelah mengikuti layanan, peserta didik menunjukkan peningkatan dalam keberanian mengemukakan pendapat, keterbukaan diri dalam berbicara, empati, dan sikap positif dalam berinteraksi. layanan konseling sebaya dengan teknik assertive training terbukti efektif dalam meningkatkan keterampilan komunikasi interpersonal peserta didik. Melalui layanan konseling sebaya yang bersifat setara, peserta didik menjadi lebih percaya diri, berani menyampaikan pikiran dan perasaannya secara jujur, serta mampu menjalin hubungan sosial yang lebih baik di lingkungan sekolah. Kata kunci : Konseling Sebaya, Teknik Assertive Training, Keterampilan Komunikasi Interpersonal ii ABSTRACT This results aims to examine the implementation of peer counseling services using assertive training techniques to improve the interpersonal communication skills of students at MTs Muhammadiyah Sukarame Bandar Lampung. The research background stems from the problem of students' low interpersonal communication skills, such as lack of self-confidence, reluctance to express opinions openly, and persistent negative attitudes and fears in social interactions. To address these issues, guidance and counseling teachers implemented peer counseling services combined with assertive training techniques as a self-development strategy for students. The method used in this study was a qualitative approach with descriptive methods. The research subjects included the guidance and counseling teacher and five regular eighth-grade students. Data collection techniques were conducted through observation, interviews, and documentation, and were analyzed using Nvivo 12 Pro software to support visual data analysis. The results indicate that the implementation of peer counseling services using assertive training techniques was carried out through three stages: planning, implementation, and evaluation. During the planning stage, the guidance and counseling teacher and peer counselors prepare a service implementation plan (RPL), select peer counselors who meet the criteria, and provide training to the peer counselors on basic counseling skills and assertive training techniques. The implementation phase involves role-playing, assertive but polite speaking exercises, and group reflection. After participating in the service, students demonstrated improvements in their courage to express their opinions, openness in speaking, empathy, and positive attitudes in interactions. Peer counseling services using assertive training techniques have been proven effective in improving students' interpersonal communication skills. Through equal peer counseling services, students become more confident, dare to express their thoughts and feelings honestly, and are able to build better social relationships within the school environment. Keywords: Peer Counseling, Assertive Training Techniques, Interpersonal Communication Skills

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