Efektivitas Pelatihan Keterampilan Sosial dengan Pendekatan Behavioral untuk Meningkatkan Keterampilan Sosial Anak dengan Perilaku Disruptive

Abstract

TIus study was aimed at te$irying the effectiveness of soacial skill training to increase the child social skills with disruptive behavior. social skill training -was the technique ,vrth the behavioral and social learmng approach which directJd for training the certain defisit social skill. The technique consisted of direct instruction and modeling behavior rehearshal, feedback and reinforcement, generalization, and reductive procedures, Social skill that was taught as follows (1) behave according to the classroom rules; (2) respond to the teacher and frien4 (3) appreciate friend and teacher feelings and (4) rcact appropritely in conflict sihration. The sample of this study was 6 to 12 ye4rs old childran wiih disruptive behavior who had low social skill divided into 5 children in expenmental group and 5 children in coftrol group. Experimental group was treaied by grve-n the social skill training in 12 sessions, which each sessions took 90 minutes. Social skill sample was measured with social skills scale developed by the researcher based on the social skill components proposed by Gresham and Elliot (1990). The design of this study used pretest-posttest control goup design. Data analysii used Mann-Whitney test 10 compare the garn score of social skill during the pretest and post test hetween experiment and controi group, The resujts of data analysis indicate that there is social skills increase of the children with disruptive behavior after treated social skills training. Social skills training give large effect about 69 percent in increasing the children social skills with disruptive behavior.

Penelitian ini bertujuan unruk menguji efektivitas pelatihan kercramp an sosial untuk meningkatkan keterampilan sosial anak dengin perilaku disruptive. Pelatihan keterampilan sosial merupakan teknik dengan pendekatan beh#oral 9e !dq* so-sial yang diaralrkan untuk melatih keterampilan sosial tertentu yant defisit. Teknik tersebut terdiri dan direct instuction -aml modeling, n"ni,ii rehearsal,.feedback and reinforcement, generaliza on, dan reductive"prctcedures. Keterampilan sosial yang diajarkan mencakup: (1) berperilaku sesuai aturan kelas; (2) menanggapi tindakan teman <tan guru; (3) menghargai perasium teman tjan gwu;- dan"(4) bereaksi dengan tepat dalam situasi konflik. SuUiet penelitian adalah anak berusia 6 sampai 12 tahun dengan perilaku disruprive yangrnemiliici !etem1n1l1n sosial yang rendah, terbagi 5 anah dalam kelompok ei.spelim"n duo 5 anak dalam kelompok kontrol. Kelompok eksperimen dibenkan pelatihan keterampilan sosial sebanyak 12 sesi, masing-masing sesi membutuhkan ivakru 90 menit. Keterampilan sosial subjek diukur dengan skala keterampilar sosial yang disusun oleh peneiiti berdasarkan komponen keterampilan sosial lran[ dikemukakan oleh Gresham dan Elliott (1990) Rancangan penelitian yang !1Sura1* adalah pretest-po.cttest control group clesign anaiiis data dengai Marur-whitney resr untuk membandingkan gain score keterampilan sosial pada saat pretesr dan postte.rt afltara kelompok eksperimen dan kelompok kontrol. Hasi] analisa data menunjukkan bahwa ada peningkatan keterampilax sosial anak dengan perilaku disruptive setelah diberikan pelatihan keierampilan sosial, Pelatihan keterampilan sosial memberikan pengaruh yang besar sekt+,ar 69 yo dalam menirgkatkan keterampilan sosial anak dengan perilaku disruptive.