PENERAPAN TEKNIK COGNITIVE RESTRUCTURING UNTUK MENANGANI SCHOOL REFUSAL PADA SISWA KELAS VII SMP NEGERI 3 LAMONGAN

Abstract

Abstrak

School refusal ataupun penolakan sekolah merupakan perilaku individu yang menolak guna hadir di sekolah maupun di kelas dengan jangka waktu lama dan dilaksanakan secara konsisten (berkelanjutan). Karakteristik school refusal yaitu kecemasan berpisah, kecemasan sosial, kecemasan kinerja, depresi, intimidasi, dan masalah kesehatan. Adanya karakteristik tersebut membuat kegiatan belajar mengajar tidak berjalan lancar dikarenakan siswa kurang nyaman ketika mengalami school refusal. Fenomena ini ternyata masih muncul pada beberapa sekolah di Indonesia tepatnya pada sekolah SMPN 3 Lamongan. Penyebab school refusal yang dialami siswa dapat disebabkan adanya pemikiran negatif yang tidak rasional. Guna mengembalikan pemikiran negatif tidak rasional menjadi pemikiran positif yang rasional, diyakini teori konseling cognitive restructuring menjadi cara yang benar. Tujuan penelitian ini yaitu guna menganalisis penerapan teknik cognitive restructuring dalam menangani school refusal. Desain penelitian yang dilaksanakan peneliti yaitu pre eksperimental metode one group pre-test post-test. Penelitian dilaksanakan di SMPN 3 Lamongan dengan subjek kelas VII A dengan jumlah 25. Kriteria subjek yaitu siswa yang melakukan school refusal diperoleh dari hasil pre-test berjumlah 5 subjek. Treatment (perlakuan) konseling cognitive restructuring dilaksanakan sebanyak 6 kali dengan maksud mengalihkan pemahaman negatif irasional subjek menjadi pemahaman positif yang lebih rasional. Sesudah pemberian treatment (perlakuan) kepada subjek dilaksanakan post-test guna melihat hasil apakah ada perbedaan. Hasil analisi pre-test dan post-test memakai Uji Wilcoxon pada aplikasi SPSS memperlihatkan adanya perubahan ditunjukkan pada kolom test statistic ditunjukkan nilai Z senilai -2,032 dengan asymp. Sig (2-tailed) senilai 0,042. Jika berpedoman pada ketetapan α (taraf kesalahan) senilai 5% yaitu 0,05 sehingga hasil tersebut memperlihatkan bahwa 0,042 < 0,05 sehingga dapat disimpulkan penerapan teknik cognitive restructuring mampu menangani school refusal siswa kelas VII SMPN 3 Lamongan.

Kata kunci : School refusal, teknik cognitive restructuring, siswa SMPN 3 Lamongan.

Abstract

School refusal or school refusal is an individual behavior that refuses to attend school or in class for a long time and is carried out consistently (sustainably). The characteristics of school refusal are separation anxiety, social anxiety, performance anxiety, depression, bullying, and health problems. The existence of these characteristics makes teaching and learning activities not run smoothly because students are less comfortable when experiencing school refusal. This phenomenon apparently still appears in several schools in Indonesia, to be precise at SMPN 3 Lamongan. The cause of school refusal experienced by students can be due to irrational negative thinking. In order to turn irrational negative thoughts into rational positive thoughts, it is believed that cognitive restructuring counseling theory is the right way. The purpose of this research is to analyze the application of cognitive restructuring techniques in dealing with school refusal. The research design carried out by researchers was the pre-experimental one group pre-test post-test method. The research was carried out at SMPN 3 Lamongan with 25 class VII A subjects. Subject criteria, namely students who did school refusal, obtained from the pre-test results, there were 5 subjects. The cognitive restructuring counseling treatment was carried out 6 times with the intention of diverting the subject's irrational negative understanding into a more rational positive understanding. After giving treatment to the subject, a post-test was carried out to see if there was a difference in the results. The results of the pre-test and post-test analysis using the Wilcoxon test in the SPSS application show that there is a change shown in the statistical test column which shows a Z value of -2.032 with asymp. Sig (2-tailed) is worth 0.042. If guided by the determination of α (error rate) of 5%, namely 0.05, the results show that 0.042 <0.05, so it can be concluded that the application of cognitive restructuring techniques is able to handle school refusal for class VII students of SMPN 3 Lamongan.

Keywords: School refusal, cognitive restructuring techniques, students of SMPN 3 Lamongan.