BAB V KESIMPULAN DAN SARAN
B. Saran
Berdasarkan hasil yang diperoleh dalam penelitian ini, maka terdapat beberapa saran yang diajukan dan dibagi menjadi 2 bagian yaitu:
1. Saran metodologis
a. Sebaiknya menambah kegiatan berupa melihat contoh nyata tindakan bullying yang terjadi di sekolah. Partisipan diajak untuk melihat langsung bagaimana reaksi korban bullying agar lebih mendapatkan gambaran nyata melalui sharing atas apa yang telah didapatkannya melalui pelatihan yang
b. Pemahaman terhadap empathy training membutuhkan pemikiran yang abstrak sehingga intervensi empathy training sebaiknya dapat diberikan kepada usia yang lebih tua seperti pada remaja menengah agar pemahaman terhadap empathy training menjadi lebih mudah dan peningkatan empati pun menjadi lebih baik.
c. Jikalau empathy training hendak diberikan kepada usia remaja awal, penyempurnaan modul sangat perlu dilakukan agar efek dari empathy training menjadi lebih besar pada subjek penelitian. Perubahan materi yang disajikan difokuskan pada bentuk-bentuk keterampilan yang lebih konkret dan bersifat operasional sehingga pemahaman terhadap konsep empati yang abstrak menjadi lebih mudah. Seperti pada modul penelitian ini materi pada aspek accurate listening lebih konkret dibandingkan materi self empathy, accepting others, dan perspective taking sehingga lebih banyak subjek yang berhasil memahami konsep materi aspek accurate listening dibandingkan konsep materi aspek lainnya.
d. Untuk pengontrolan perilaku bullying, sebaiknya terdapat orang-orang signifikan yang sering bersama subjek yang dapat memantau perilaku bullying subjek dalam kehidupan sehari-harinya sehingga data mengenai perilaku bullying tidak hanya didapatkan dari diri subjek (skala dan self report) tetapi dari luar diri subjek dan data pun menjadi lebih akurat.
e. Intervensi tidak hanya diberikan kepada subjek (remaja awal pelaku bullying) tetapi juga diberikan kepada pihak lain yang terkait dalam bentuk intervensi yang lebih sesuai, misalnya diberikan pada korban bullying, guru, orangtua dan siswa lain yang menyaksikan kejadian bullying.
Pemberian perlakuan yang bersifat komprehensif diharapkan mampu mencegah tindakan bullying dengan lebih efektif.
f. Guna melihat perbandingan efektifitas empathy training dengan pelatihan atau terapi lainnya dalam meningkatkan empati, perlu dilaksanakan penelitian lanjutan dengan desain penelitian yang berbeda, misalnya dengan membandingkan empathy training dengan jenis intervensi lainnya untuk menangani masalah yang sama.
g. Selain itu, untuk memantau pemeliharaan atau stabilitas perubahan empati dan perilaku bullying yang dihasilkan dari intervensi, studi selanjutnya sebaiknya mencakup penilaian tindak lanjut (follow up) yang lebih lama.
Hal ini juga dapat dilakukan untuk melihat seberapa lama efek dari empathy training berpengaruh terhadap perilaku bullying dari pelaku.
2. Saran praktis
a. Bagi subjek penelitian:
Subjek diharapkan dapat tetap menerapkan teknik-teknik yang telah
dipelajari selama pelaksanaan intervensi empathy training, sehingga tidak lagi melakukan tindakan bullying dan dapat bersosialisasi dengan lebih baik dengan teman-temannya.
Sebaiknya subjek ikut membantu dalam upaya mengurangi bullying di
sekolah. Hal tersebut dapat dilakukan dengan cara subjek tidak ikut terlibat dalam aksi bullying seperti menjadi bystander (orang yang menyaksikan tindakan bullying dan membiarkan tindakan bullying berlangsung). Apabila subjek mendapati tindakan bullying di lingkungan sekolah maka diharapkan subjek dapat melaporkan hal
tersebut pada pihak sekolah (seperti guru) agar pelaku bullying mendapatkan penanganan lebih lanjut dari pihak sekolah.
b. Bagi Sekolah Menengah Pertama Negeri “X”
Diharapkan pihak sekolah dapat memantau dan melakukan reminder pada siswa-siswa jika mereka tampak kembali melakukan tindakan bullying lagi.
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