PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK ASSERTIVE TRAINING UNTUK MENGEMBANGKAN KEMAMPUAN PENGELOLAAN EMOSI SISWA DI MADRASAH ALIYAH MATHLA’UL ANWAR GISTING

Hilwa, Raihana Az-Zahra (2026) PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK ASSERTIVE TRAINING UNTUK MENGEMBANGKAN KEMAMPUAN PENGELOLAAN EMOSI SISWA DI MADRASAH ALIYAH MATHLA’UL ANWAR GISTING. Diploma thesis, UIN Raden Intan Lampung.

	PDF Download (4MB)
	PDF Restricted to Repository staff only Download (5MB)

Abstract

ABSTRAK Permasalahan pengelolaan emosi pada siswa masih sering ditemukan di lingkungan sekolah, seperti kesulitan mengenali emosi diri, kurang mampu mengendalikan emosi, rendahnya keberanian menyampaikan pendapat, serta munculnya perilaku pasif maupun agresif dalam interaksi sosial. Kondisi tersebut berdampak pada hubungan sosial siswa dan proses perkembangan pribadi. Oleh karena itu, diperlukan layanan bimbingan dan konseling yang mampu membantu siswa mengembangkan kemampuan pengelolaan emosi secara tepat. Salah satu layanan yang dapat digunakan adalah konseling kelompok dengan teknik assertive training, yang bertujuan membantu siswa mengekspresikan perasaan dan pendapat secara tegas namun tetap menghargai orang lain. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengambilan sampel menggunakan purposive sampling, dengan kriteria yaitu siswa kelas X yang sulit mengekspresikan perasaan, siswa yang kurang asertif, siswa yang mudah putus asa atau cemas, siswa yang mengikuti konseling kelompok dengan teknik assertive training. Berdasarkan kriteria tersebut, maka sampel yang digunakan sebagai sumber data primer yaitu 1 guru Bimbingan dan Konseling serta 6 siswa kelas X yang mengikuti layanan konseling kelompok, serta 1 informan yaitu Kepala Madrasah Aliyah Mathla‟ul Anwar Gisting. Teknik pengumpulan data dilakukan melalui observasi non-participant, wawancara, dan dokumentasi. Analisis data dilakukan dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan konseling kelompok dengan teknik assertive training dilakukan melalui beberapa tahapan, yaitu prakonseling, tahap permulaan, tahap transisi, tahap kerja, tahap akhir, dan pasca konseling. Tahap kerja meliputi identifikasi masalah, membedakan perilaku pasif, agresif, dan asertif, bermain peran dan pemberian umpan balik, latihan dan praktik perilaku, pengulangan latihan, serta pemberian tugas rumah. Melalui pelaksanaan tahapan tersebut, siswa menunjukkan perkembangan dalam kemampuan mengenali emosi diri, mengelola emosi, memotivasi diri, empati, dan membina hubungan baik, meskipun tingkat perubahan yang terjadi belum sepenuhnya konsisten pada seluruh siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa konseling kelompok dengan teknik assertive training memberikan kontribusi positif dalam mengembangkan kemampuan pengelolaan emosi siswa. Kata kunci: konseling kelompok, assertive training, pengelolaan emosi, Madrasah Aliyah Mathlaul Anwar Gisting. ABSTRACT Problems with emotional management among students are still frequently found in the school environment, such as difficulties in recognizing their own emotions, an inability to control emotions, a lack of courage to express opinions, and the emergence of passive or aggressive behaviors in social interactions. These conditions impact students' social relationships and personal development. Therefore, guidance and counseling services are needed to help students develop proper emotional management skills. One of the services that can be utilized is group counseling using assertive training techniques, which aims to help students express their feelings and opinions firmly while continuing to respect others. This study used a qualitative approach with a descriptive research design. The sampling technique utilized was purposive sampling, with criteria including tenth-grade students who have difficulty expressing their feelings, lack assertiveness, easily feel discouraged or anxious, and those who participated in group counseling with assertive training techniques. Based on these criteria, the sample used for the primary data sources consisted of 1 Guidance and Counseling teacher and 6 tenthgrade students participating in the group counseling service, along with 1 informant, namely the Principal of Madrasah Aliyah Mathla’ul Anwar Gisting. Data were collected through non-participant observation, interviews, and documentation. The data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results of the study showed that the implementation of group counseling using the assertive training technique was carried out through several stages, namely pre-counseling, initial stage, transition stage, working stage, final stage, and post-counseling. The working stage included problem identification, distinguishing passive, aggressive, and assertive behaviors, role-playing and feedback, behavioral practice and training, repetition of exercises, and homework assignments. Through these stages, students showed improvement in recognizing emotions, managing emotions, self-motivation, empathy, and the ability to build positive relationships, although the level of change was not fully consistent among all students. Based on these findings, it can be concluded that group counseling using the assertive training technique contributes positively to the development of students’ emotional management skills. Keywords: group counseling, assertive training, emotional management, Madrasah Aliyah Mathlaul Anwar Gisting.

Actions (login required)

View Item