PENGARUH IMPLEMENTASI THE ANTI-BULLYING & TEASING PROGRAM FOR PRESCHOOL CLASSROOM TEMA KOMUNITAS OLEH GURU DALAM MENINGKATKAN PERILAKU PROSOSIAL ANAK USIA 4-5 TAHUN DI KELAS TAMAN KANAK-KANAK

Yuliezar Perwira Dara, Prof. Dr. Amitya Kumara, MS., Psi.

2011 | Tesis | S2 Magister Profesi Psikologi

Perilaku prososial anak prasekolah menjadi penentu keberhasilan kompetensi sosial dalam interaksi dengan teman sebaya. Perilaku prososial juga berkontribusi pada kemampuan anak dalam menghadapi perilaku bullying. Penelitian bertujuan mengetahui pengaruh implementasi program the anti teasing and bullying program for preschool classroom tema komunitas (adaptasi dari Sprung, Froschl, & Hinitz, 2005) oleh guru dalam meningkatkan perilaku prososial anak usia prasekolah. Subyek penelitian adalah 1 kelompok anak (27 anak) usia 4 hingga 5 tahun dari taman kanak-kanak di Kabupaten Sleman-Yogyakarta yang menyatakan persetujuan tertulis untuk terlibat dan tidak menerapkan program lain yang sejenis selama penerapan program berlangsung. Guru-guru kelas sebagai tutor dalam penerapan program. Penelitian dilakukan secara eksperimen kuasi, dengan desain eksperimen interupted time series with removed treatment. Program diadaptasi dari manual The Anti-Bullying & Teasing program for Preschool Classroom (Sprung, Froschl, & Hinitz, 2005) terdiri dari 10 aktivitas kelas yang dilaksanakan dan diukur setiap hari berturut dalam 30 menit. Baseline awal diukur 4 kali, fase penerapan program diukur dalam 9 kali pengamatan, dan baseline kedua diukur 3 kali. Pengumpulan data dilakukan melalui observasi time sampling dengan teknik pencatatan tally (turus). Analisis data melalui repeated measures t-test serta analisis visual dalam dan antar kondisi, dengan mengamati grafik kemunculan perilaku serta melihat kecenderungan arah dan level perubahan perilaku. Hasil penelitian menunjukkan bahwa ada perbedaan frekuensi terjadinya perilaku prososial ketika penerapan program dibandingkan saat tidak diterapkan program. Perilaku prososial anak meningkat ketika program diterapkan dan menurun ketika program dihentikan.

Prosocial behavior of preschool children determines the success of social competence in interactions with peers. Prosocial behavior also contribute to children's ability in dealing with bullying behavior. The study aims to determine the effect the implementation of the anti-teasing and bullying programs for preschool classroom theme of community (an adaptation of Sprung, Froschl, & Hinitz, 2005) by teachers in improving prosocial behavior of preschool children. Subjects were a group of children (27 children) ages 4 to 5 years of kindergarten in Sleman regency, Yogyakarta, which expressed written consent to be involved and did not apply to other similar programs during the implementation of the program. Classroom teachers as tutors in the implementation of the program. Quasi experimental research was conducted, with experimental design interupted time series with removed treatment. The program was adapted from the manual The Anti-Bullying & Teasing program for Preschool Classroom (Sprung, Froschl, & Hinitz, 2005) consists of 10 classroom activities are carried out and measured every day successively in 30 minutes. Initial baseline was measured 4 times, the phase of program implementation is measured in 9 times of observation, and second baseline was measured 3 times. Data collected through observation by time sampling recording technique tally (pillar). Data was analyzed through repeated measures t-test and visual analysis within and between conditions, by observing the emergence of behavioral graphs and trend direction and level of behavioral change. The results showed that there were differences in the frequency of prosocial behavior when implementing the program than when it was not implemented. Child prosocial behavior increases when the program is applied and decreases when the program is stopped.

Kata Kunci : Program The Anti-Bullying And Teasing, komunitas, implementasi, perilaku prososial