EFEKTIVITAS PELATIHAN ASERTIVITAS UNTUK PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH PADA SISWA

Farida,

2007 | Tesis |

This research has aimed to help Vocational High school students to be more assertive through effective assertiveness training to increase problem solving ability. Its hypothesis reveal that assertiveness training is effective to increase problem solving ability by measuring intelligence, where students that get assertiveness training will have more ability on problem solving than those who do not. Test instrument used to measure the ability of logic problem solving would be revealed by some of tasks done by subject (Widati, 1995). The ability of reasoning problem solving was measured by reasoning test. Intelligence was measured by verbal intelligence test or comprehension test (Adisubroto, 1978). The subject determination into experimental group and control group was performed by experimental quasi or by random task technique, because it included two classes. The subject consisted of two groups; they were 14 students of State Vocational High School of 2nd Yogyakarta of experimental group and 15 students of State Vocational High School of 3rd Yogyakarta of control group. Data analysis on this research was covariant analysis (anacova). This research tested the effectiveness of assertive training program to increase the ability of problem solving with one co variable i.e. intelligence. Analysis on this research was posttest score minus pre test score. The result of this research revealed the existence of interaction between group variable and observed variable that was stated by F= 12,664; p=0,001. The result showed that control group and experimental group was different. The ability of problem solving of control group was decreased (from 68, 53 to 65, 33), while experimental group was increased (from 50, 64 to 64, 21). To test the differences of alteration pattern of each group, researcher observed F value of between subject effect test. It revealed the difference between experimental group and control group with F= 7,383; p= 0, 05. Hence, it is proved that the ability of problem solving between experimental group and control group is different where students who get assertiveness training has more increasing of problem solving ability than students who do not. In this research, the assertiveness training treatment contribution toward the increasing of problem solving ability is 32,8%. Key Words: ability of problem solving, assertiveness training and intelligence

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