PERUBAHAN PERILAKU AGRESIF MELALUI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ROLE PLAYING PADA SISWA KELAS VII SMPN SATAP 1 WARUNGJERUK

Abstract

Aggressive behavior is a behavioral problem among students that may interfere with the learning process and social relationships within the school environment. This study aimed to examine changes in students’ aggressive behavior before and after receiving group guidance services using role-playing techniques among seventh-grade students at SMPN SATAP 1 Warungjeruk. The study employed a mixed-methods approach with an explanatory sequential design. The initial population consisted of 111 seventh-grade students who were screened using an aggressive behavior questionnaire. Ten students were purposively selected based on the screening results and recommendations from the school counselor. The intervention was delivered through two group guidance sessions using role-playing techniques. Quantitative data were collected using an aggressive behavior questionnaire, while qualitative data were obtained through observations during and after the intervention and interviews conducted after the intervention to provide further explanation of the quantitative findings. Quantitative data were analyzed using a normality test of the difference scores and a paired-sample t-test with SPSS version 27.0, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed a decrease in the mean aggressive behavior score from 113.10 (SD = 12.97) at pre-test to 76.00 (SD = 12.99) at post-test. The paired-sample t-test indicated a significant difference between pre-test and post-test scores, t(9) = 18.952, p < .001, 95% CI [32.672, 41.528], with a large standardized effect size (Cohen’s dz = 5.99). The qualitative findings further indicated changes in students’ aggressive behavior following the intervention. Overall, the findings showed a significant decrease in students’ aggressive behavior after receiving group guidance services using role-playing techniques. However, because the study employed a one-group pre-test–post-test design without a control group, the observed decrease cannot be interpreted as definitive causal evidence of the intervention’s effectiveness.