The Effect of Group Tutoring to Reduce Student Bullying Behavior

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Website: http://ecampus.iainbatusangkar.ac.id/ojs/index.php/jies Email: [email protected]

Volume 3 Number 2 (2023) Pages 128-135

Journal of Islamic Education Students

The Effect of Group Tutoring to Reduce Student Bullying Behavior

Desri Jumiarti¹^, Arifan Fadila², Dasril Dasril³, Rina Yulitri⁴ Bimbingan Konseling, UIN Mahmud Yunus Batusangkar, Indonesia^1,2,3,4 Email: [email protected]¹, [email protected]²,

[email protected]³, [email protected]⁴ DOI: 10.31958/jies.v3i2.10366

Article info Abstract

Article History Recieved:

16/10/2023 Accepted:

15/11/2023 Published:

30/11/2023



Corresponding author

This research aims to assess the positive impact of implementing group counseling in reducing bullying behavior. The research method employed is quantitative with an experimental design, using a Pre-experimental design with a one-group pre-test post-test design type. The study population includes all eighth- grade students, with a sample of 10 students selected through purposive sampling. The instrument used is a Likert-scale bullying behavior questionnaire.

Data analysis yields a calculated t-value greater than the critical t-value, indicating that the alternative hypothesis (Ha) proposing a significant influence of group counseling services on bullying behavior is accepted, while the null hypothesis (H0) suggesting no significant impact is rejected. Group counseling has proven to have a significant effect in reducing bullying behavior among students, as evidenced by the comparison of pretest and posttest scores. The findings of this research contribute significantly to the development of group counseling intervention strategies to address bullying behavior within the school environment.

Keywords: Group Tutoring, Student Bullying Behavio, Junior High School

Abstract

Penelitian ini bertujuan untuk mengevaluasi dampak positif dari penerapan bimbingan kelompok dalam mengurangi perilaku bullying tersebut. Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen, menggunakan Pre-eksperimental desain dengan tipe one group pre-test post-test desain. Populasi penelitian mencakup seluruh siswa kelas VIII, dengan sampel sebanyak 10 siswa yang dipilih melalui purposive sampling. Instrumen yang digunakan adalah skala perilaku bullying model Likert. Analisis data menghasilkan nilai thitung yang lebih besar dari ttabel, mengindikasikan bahwa hipotesis alternatif (Ha) yang menyatakan adanya pengaruh signifikan layanan bimbingan kelompok terhadap perilaku bullying diterima, sedangkan hipotesis nihil (H0) yang menyatakan tidak adanya pengaruh signifikan ditolak. Bimbingan kelompok terbukti memberikan dampak yang signifikan dalam mengurangi perilaku bullying siswa, sebagai manifestasi dari perbandingan skor pretest dan posttest. Hasil penelitian ini dapat memberikan kontribusi penting dalam mengembangkan strategi intervensi bimbingan kelompok untuk mengatasi perilaku bullying di lingkungan sekolah.

Kata Kunci: Bimbingan Kelompok, Perilaku Bullying Siswa, Sekolah Menengah Pertama

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The Effect of Group Tutoring to Reduce Student Bullying Behavior DOI: 10.31958/jies.v3i2.10366

INTRODUCTION

The increase in violence and bullying behavior among students is a serious problem in education (I. B. Ardimen, 2017). This violence can appear in various forms, both physical, verbal, and psychological, and can occur in the school environment and outside the school. Violence has its roots in power structures, suggesting that acts of violence can be the result of power practices. Bullying, which is one of the most common forms of violence in schools, can affect a child's psychological well-being and development (Turrahmi &; Amra, 2021).

Based on various studies and data, the problem of bullying is increasingly troubling. In the UK, a survey by Nicola Morgan (2014) shows that 46% of children have experienced bullying. In Indonesia, bullying cases are also increasing, even becoming one of the highest in the world. NGOs Plan International and the International Center for Research on Women (ICRW) report that 84% of children in Indonesia experience violence at school, and the number of children who become bullies is also increasing year by year (Muhammad, 2021).

One factor that triggers bullying behavior is rejection from peers (Bowes et al., 2019). Adolescents, especially at junior high school age, are experiencing high emotional and social development. Social choices and relationships with friends become important, and this can affect their interaction patterns and behavior (Princess &

Mardison, 2021). Factors such as physical differences, weaknesses, and social differences can trigger bullying.

Observations at SMPN 4 Batusangkar show that bullying behavior occurs physically, verbally, and mentally. This behavior often arises due to physical differences or certain characteristics, such as those experienced by students who have a fatter body.

The Guidance Counseling (BK) teacher also confirmed the existence of bullying behavior in schools and actions taken to address the issue, including involving parents of bullying students (Febriyenti, 2022).

Bullying cases that occur have a serious impact on their victims. This impact can be in the form of mental disorders, low self-esteem, and even trigger antisocial and criminal behavior later in life (Priyanti & Jhoni Warmansyah, 2021). Therefore, preventive and handling measures need to be taken seriously. The Child Protection Act and the group guidance approach are efforts to reduce bullying behavior. Group tutoring can help students understand the adverse effects of bullying, build healthy social relationships, and identify negative behaviors (Saraf et al., 2021).

In this context, a study entitled "The Effect of Group Guidance to Reduce Bullying Behavior of Grade VIII Students at SMPN 4 Batusangkar" was proposed to provide a deeper understanding of the problem of bullying and how group guidance can help overcome this problem. It is hoped that these interventions can help students change negative behaviors into more positive ones, increase empathy, and create a safer and more comfortable school environment for all students (Sari et al., 2022).

Term Bullying is an English word, from the word Bullying It means the "bully"

of people who annoy weak people (Aini, 2021). Term Bullying Not widely known to the

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public, especially because there is no right word in Indonesian. Some terms in Indonesian that are often used to describe phenomena Bullying among these are bullying, hazing, malaise, ostracism, or intimidation, Bullying is intentional aggressive behavior and that involves an imbalance of power or power, Bullying It can be hitting, kicking, threatening, teasing, calling an ugly name, or sending a note or e-mail, done not just once but repeated over time and occurring at least once a week for a month or more that is important in definition Bullying is the existence of an imbalance of power (Ferguson et al., 2007). Most researchers agree that Bullying involves an imbalance of physical or psychological power (Aulia &; Amra, 2021).

Bullying is aggressive behavior carried out by a group of people or someone repeatedly and from time to time towards a victim who cannot defend himself in the form of Bullying physical Bullying verbal Bullying relational/social and cyberbullying (Nursabaha et al., 2022). Bullying is an aggressive act, either physical or verbal, carried out by an individual (Schott, 2014). The act is carried out repeatedly, and there is a difference in strength between the perpetrator and the victim (Kruszewska, 2021).

For students who lack the ability to adapt and communicate well, they will certainly experience bullying. According to Ahmadi (2009) in general, relationships between individuals are determined by efforts in adjusting and this adjustment can be in a way called autoplastisch, that is, a person must adjust to his environment. So the relationship of each individual can be determined by the interaction between each individual, so that from the interaction the good or bad results of the interaction will determine whether the individual will accept the act of bullying (Anisa &; Murniyetti, 2022).

Group guidance is a service in guidance and counseling that can be held in groups and followed by a number of participants with the counselor as the group leader, which activates group dynamics to discuss general topics as well as some things that are useful for personal development for service purposes (Priyatna, 2016). Group guidance services are a way of providing assistance (guidance) to individuals (students) through group guidance activities, group activities and dynamics must be realized to discuss various things that are useful for the development or problem solving of individuals (students) who are service participants. According to Ardiment, group guidance is assistance or assistance to individuals carried out in groups (I. B. Ardimen, 2017). In group guidance, individuals can convey information and group activities which discuss educational, personal, social and career. The purpose of group guidance services is to provide correct information to all group members in order to help group members make better life decisions(A. Ardimen et al., 2019).

According to Prayitno (2012), the general purpose of group guidance services is the development of students' socialization skills, especially the communication skills of service participants. In this connection, it is often a fact that a person's social or communication skills are often disturbed by feelings, thoughts, perceptions, insights, and attitudes that are not objective, narrow, and confined and ineffective. According to (Judge, 2020)suggests that "the primary function of guidance supported by group

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guidance services is the function of understanding and development." So, based on these two expert opinions, the function of group guidance services is the understanding function and the development function.

METHODS

The type of research used is experimental, with a quantitative approach. The purpose of this study is to predict, control, confirm and test experimental research hypotheses using statistics in processing data, analyzing data. Soekarno in Abdul Halim Hanafi stated the definition of experimental research, namely: A form of research conducted through experiments, where researchers can change or manipulate independent variables to determine the impact of these variables, experiments carried out between the treated group (treatment) with other groups as a control group, then the results are expected to be the result of the experiment. The population is the whole subject of the object that can be examined without any previous elections. The number of students who were made into the population in this study was 38 people. The author uses a sample with purposive sampling technique, namely by selecting 10 children to be sampled, namely children with a high category of 5 people, medium 4 people, and children in the low category of 1 person.

Data collection techniques in research there are several ways that can be used to collect data. Sugiono (2007) stated that data collection techniques can be done by interviews, questionnaires, observations, and a combination of the three. In this study, the instrument used to collect data was a non-test instrument, namely a statement in the form of a Likert scale. Description analysis is an analysis used to describe the data that has been obtained so as to provide initial information to the researcher before a hypothesis is carried out. Data analysis in this study aims to see the extent of the significant effect of group guidance on reducing bullying behavior of grade VIII students of SMPN 4 Batusangkar. The analysis technique carried out is statistical analysis techniques. Statistical analysis techniques are carried out with the aim of comparing two values by submitting a statement whether there is a significant difference between the first test score and the second test score.

RESULTS AND DISCUSSION

In quantitative research using a pre-experimental research design with the type of one group pretest-posttest design, it means that researchers measure students' bullying behavior twice , namely before (pre-test) treatment and after (post-test) treatment.

Based on the formulation of the problem, the hypothesis test is carried out using the "t" test. Before the t test is carried out, a calculation table is first made to obtain the value of "t" as follows.

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Table 1. Result of the hypothesis test

Initials Bullying Behavior Score

D

Pre-test

Post-test

- - ²

FTR 152 101 51 2601

RTA 149 102 47 2209

KSH 169 89 80 6400

AMM 150 91 59 3481

FLN 160 93 67 4489

WLN 131 84 47 2209

VRF 170 89 81 6561

IRY 152 75 77 5929

NBL 155 88 67 4489

NSK 167 80 87 7569

Sum 1.555 892 663 45937

Average 115,5 89,2 66,3 459,37

Based on the results of the statistical data analysis above, it can be seen that the price of "t" is calculated as much as 2.93 with df 9. If we look at the table of t values, the level of 5% obtained by the critic price t with df 9 is 2.26. So thit > ttable (2.93>2.26), then Ho's hypothesis is rejected and Ha is accepted. The above t test, declared significant. From the above statement, it is concluded that the null hypothesis (Ho) stating that group tutoring services have no significant effect in reducing student bullying behavior is rejected. An alternative hypothesis (Ha) stating that group guidance has a significant effect in reducing students' bullying behavior is accepted.

This means that group guidance has a significant effect in reducing bullying behavior at a significant level of 5%.

Based on the results of statistical calculations that have been done, on the increase in pretest and posttest scores, the second is seen from the overall results. The comparison between pretest and posttest scores is seen in the pretest results there are 1,555 scores with an average of 155.5 with details of 7 people who have high categories, 3 people who have medium categories. Then in the posttest results after treatment , the score obtained was 892 with an average of 89.2 with details of 2 people who had a low category and 8 people who had a very low category. So it can be understood that bullying behavior decreases after group guidance treatment.

Judging from the overall results, the result is that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This can be seen from the magnitude of the "t" obtained (thit = 2.93) and the magnitude of the "t" listed in the ttable, which is 2.26. This means that group guidance has a significant effect in reducing

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bullying behavior of grade VIII students of SMPN 4 Batusangkar at a significant level of 5%. Based on the explanation above, it can be understood that group guidance emphasizes students' self-awareness that bullying behavior is the wrong act and functions the mind so as not to repeat bullying behavior, resulting in a reduction in bullying behavior in grade VIII students of SMPN 4 Batusangkar. So that group guidance can be used to reduce bullying behavior.

Aligned with Latifah's research results, it is evident that group guidance utilizing role-playing techniques has successfully elevated students' comprehension of bullying behavior from a low category (pretest) to a high category (posttest) after treatment. The quantitative analysis attests that group guidance with Role Playing Techniques effectively enhances the understanding of bullying behavior.

Similarly, research on the application of Solution-Focused Brief Group Counseling Services to mitigate bullying behavior aligns with these findings. In concordance, Pepen Ardiansyah's study on "The Effect of Group Guidance Services to Reduce Bullying Behavior of Class X-GPA Students in Private Aliyah Madrasah (Mas) Plus Padang Ganting for the 2021/2022 Academic Year" corroborates that group tutoring services significantly impact the reduction of bullying behavior. In contrast, Pratiwi's research underscores social support as a variable connecting self-adjustment with career maturity. Nicky's study, opposing the current research, suggests that self- adjustment contributes to increased career maturity. Triyulianis' research differs as it concludes that heightened self-adjustment can be achieved not only through counseling but also through interpersonal communication. Another distinct study is Sari's (2018), emphasizing that low self-adjustment can lead to life misalignment, such as adolescent delinquency, underscoring the critical role of self-adjustment.

From the statistical calculations, it is inferred that group guidance significantly influences the reduction of bullying behavior at SMPN 4 Batusangkar. The positive impact of group guidance services on diminishing bullying behavior in the low category is evident, highlighting its effectiveness. The obtained research results serve as a foundation for further exploration. This study contributes valuable insights into reducing bullying behavior through group guidance, offering potential advancements in the field of guidance and counseling. It serves as a discourse for counselors and other readers, providing a point of reference. Additionally, the findings can guide counseling teachers in addressing bullying behavior within the school environment.

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