Agresivitas Siswa SMP di Yogyakarta

Alhadi, Said; Purwadi, Purwadi; Muyana, Siti; Saputra, Wahyu Nanda Eka; Supriyanto, Agus

doi:10.26638/jfk.507.2099

Cited by 11 publications

(13 citation statements)

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“…This research was supported by other studies that identified the level of aggressive behavior of students in Yogyakarta, which concluded that 1% of students had very high aggressiveness; 13% of them had high aggressiveness, 37% of them had moderate aggressiveness, 43% of them had low aggressiveness, and 6% of them had very low aggressiveness (Alhadi et al, 2018). However, that study identified the level of aggressive behavior of junior high school students in Yogyakarta with a cluster random sampling technique, while this study investigated the level of aggressive behavior of vocational students in Yogyakarta with stratified random sampling technique.…”

Section: Discussionsupporting

confidence: 81%

“…Several studies have shown that aggressive behavior is one of the problems that need the attention of many parties. A study conducted at a junior high school in Yogyakarta showed that 1% of students had very high aggressiveness; 13% of them had high aggressiveness; 37% of them had moderate aggressiveness; 43% of them had low aggressiveness; and 6% of them had very low aggressiveness (Alhadi, Purwadi, Muyana, Saputra, & Supriyanto, 2018). Subjects in the research conducted at the junior high school level specifically had different levels of development from vocational students but still had similarities, namely the subjects were in the adolescent phase.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Peace Counseling Model (PCM): Strategy of School Counselor to Reduce Students’ Aggressive Behavior

Saputra

Ayriza

Handaka

et al. 2019

JKBK

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This study aimed to develop a counseling model to reduce students' aggressive behavior, namely Peace Counseling Model (PCM). This counseling model uses the basic theory of peace education that is specifically implemented in counseling. This study adapted the research and development model formulated by Borg & Gall. The research used quantitative descriptive analysis. There was a strong agreement between experts and practitioners on the feasibility of the product being developed to be implemented by school counselor. The results of this study should be a reference to further research to test the effectiveness of PCM to reduce students' aggressive behavior.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

The Development of Peace Counseling Model (PCM): Strategy of School Counselor to Reduce Students’ Aggressive Behavior

Saputra

Ayriza

Handaka

et al. 2019

JKBK

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“…In Indonesia, research was also conducted on the aggressive behavior of students in Yogyakarta vocational high schools, which showed that 5% of students were categorized as very aggressive; 26% of students were aggressive; 40% of students were quite aggressive; 21% of students were fairly aggressive; and 8% of students were somewhat aggressive (Saputra & Handaka, 2018). Other studies on junior high schools in Yogyakarta showed the data on aggressive behavior of 1% of students were categorized as very aggressive; 13% of students were aggressive; 37% of students were quite aggressive; 43% of students were fairly aggressive; and 6% of students were somewhat aggressive (Alhadi, Purwadi, Muyana, Saputra, & Supriyanto, 2018). In fact, in Yogyakarta, the level of aggressive behavior in female students tends to be equal as in male students (Saputra, Hanifah, & Widagdo, 2017).…”

Section: Introductionmentioning

confidence: 97%

Self-Regulation of Emotion in Students in Yogyakarta Indonesia: Gender Differences

Alhadi

Saputra

Purwadi

et al. 2019

JKBK

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The purpose of this study was to identify whether there are differences in self-regulation of emotion skills of male and female students. This study is a comparative study with a sample of 796 students (452 males, 344 females). The sample selection is taken using simple random sampling technique. The instrument used is the scale of self-regulation of emotion. Data analysis used to identify differences in self-regulation of emotion skills of male and female students is independent samples test. The findings of the study indicate that there is a significant difference between the self-regulation of emotion skills of male and female students. This study recommends counseling service to improve self-regulation of emotion skills.Abstrak: Tujuan dari penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan self-regulation of emotion antara siswa laki-laki dan perempuan. Penelitian ini adalah penelitian komparatif dengan sampel 796 siswa (452 laki-laki, 344 perempuan). Pemilihan sampel diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan adalah skala self-regulation of emotion. Analisis data yang digunakan untuk mengidentifikasi perbedaan self-regulation of emotion siswa laki-laki dan perempuan adalah independent samples test. Temuan penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara self-regulation of emotion siswa laki-laki dan perempuan. Studi ini merekomendasikan layanan konseling untuk meningkatkan self-regulation of emotion siswa.

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“…Gender-based violence, such as sexual violence due to forced kissing by 34.71%, physical violence was hit by 30.83%, and emotional abuse because it felt humiliated by the treatment of couples in adolescents by 17.50% [13]. Students' aggression behavior in DIY shows a very high category of 1%, high category 13%, moderate category 37%, low category 43%, and very low category 6% [14].…”

Section: Introductionmentioning

confidence: 99%

Peace Guidance and Counseling Based on Indonesian Local Wisdom

Supriyanto¹,

Saputra²,

Astuti³

2019

Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education &Amp; Learning, Social Science &Amp; Humaniti

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Conflict and violence arise in the behavior of aggression. Aggression behavior in the industrial era 4.0, such as hitting teachers, insulting teachers, uncontrolled emotions, hatred, intolerance, and spreading negative information. The most significant impact is the negative perception of students about the school climate that is not conducive, distrust, and uncontrolled aggressiveness in students due to hoaxes and inability to filter information. The teacher acts as a peacemaker and peace movement through a process of personal or social experience and change, to foster peace of mind, inner peace, and outside unity. Peace guidance and counseling approach with elements of local cultural values or local wisdom Indonesia can develop students' peaceful minds through a process of building awareness, understanding, and caring that enables people to live, interact and create conditions and systems that actualize nonviolence, justice, caring environment and values of peace. Development of student peace through four basic needs. Security, recognition, acceptance, and fair access are four basic needs to form a peaceful mind for students. The peace guidance and counseling based on Indonesian local wisdom is implemented in guidance and counseling services through classical, group, and individual formats with punokawan figures. The results of the implementation of peace guidance and counseling based on Indonesian wisdom are understanding the characteristics and problems of the counselee, as well as helping the counselee to solve the problem.

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Agresivitas Siswa SMP di Yogyakarta

Cited by 11 publications

References 0 publications

The Development of Peace Counseling Model (PCM): Strategy of School Counselor to Reduce Students’ Aggressive Behavior

The Development of Peace Counseling Model (PCM): Strategy of School Counselor to Reduce Students’ Aggressive Behavior

Self-Regulation of Emotion in Students in Yogyakarta Indonesia: Gender Differences

Peace Guidance and Counseling Based on Indonesian Local Wisdom

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