Integrasi Nilai-nilai TRINGA dalam Bimbingan Kelompok Teknik Sosiodrama untuk Mencegah Perilaku Microagressions Siswa SMP

  • Alief Laili Budiyono Departemen Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jawa Timur,  Indonesia
  • Henny Indreswari Departemen Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jawa Timur,  Indonesia
  • Nur Eva Depatermen Psikologi, Fakultas Psikologi, Universitas Negeri Malang, Jawa Timur,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v9i3.1205

Abstract

Microaggressions are insults to individuals or groups carried out verbally or non-verbally, intentionally or unintentionally, which can have a psychological impact on the individual or group being targeted. Microaggressions have an impact on individual mental health so efforts are needed to prevent student microaggression behavior. So this research aims to: (1) describe the factors that cause student microaggression behavior; (2) constructing TRINGA values ​​in sociodrama techniques to prevent student microaggressions. A literature review is the research method used in this research. The research results show that there are six factors that cause student microaggression behavior, including gender, age, religious stereotypes, perceived inferiority, and non-religious assumptions. TRINGA values ​​can be used by counselors in providing sociodrama technique group guidance services. It is hoped that future researchers can test the effectiveness of TRINGA values ​​in group guidance on sociodrama techniques to prevent junior high school students' microaggressions behavior.

Keywords: microaggressions, TRINGA values, sociodrama techniques

PDF Downloads

Download data is not yet available.
Published
2024-07-15
How to Cite:
Budiyono, A. L., Indreswari, H., & Eva, N. (2024). Integrasi Nilai-nilai TRINGA dalam Bimbingan Kelompok Teknik Sosiodrama untuk Mencegah Perilaku Microagressions Siswa SMP. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1698-1705. https://doi.org/10.51169/ideguru.v9i3.1205
Issue
Vol. 9 No. 3 (2024): Edisi September 2024
Section
Literature Review

Copyright (c) 2024 Alief Laili Budiyono, Henny Indreswari, Nur Eva

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract viewed: 0 times
PDF (Bahasa Indonesia) downloaded: 0 times

References

Abdillah, N., Fitri, S., & Wahyuni, E. (2022). Gambaran Tingkat Mikroagresi Pada Siswa Penghayat Kepercayaan di SMA/SMK se- Jabodetabek. Jurnal Konseling Dan Pendidikan, 10(2), 233–240. https://doi.org/10.29210/177100

Anggrieni, Y. N., Purwanto, J., & Anggriana, T. M. (2023). Pemberian Layanan Bimbingan Kelompok dengan Teknik Sosiodrama untuk Pencegahan Bullying Siswa Kelas X Seni Tari SMK Negeri 2 Nganjuk Tahun Pelajaran 2022/2023. Prosiding Seminar Nasional Bimbingan Dan Konseling, 7(1), 199–205.

Berk, R. (2017). Microaggressions Trilogy: Part 3. Microaggressions in the Classroom. Journal of Faculty Development, 31(3), 95–110.

Budiyono, A. L. (2024). Eksistensi Layanan Bimbingan dan Konseling Mengembangkan Karakter Peserta Didik dalam. Ducare: Journal Of Education and Learning, 1(1), 39–45.

Budiyono, A. L., & Pratama, A. M. (2024). Potret Nilai-Nilai Cerita Rakyat Asal Usul Watu Dodol dalam Bimbingan Kelompok untuk Mengembangkan Pendidikan Karakter Siswa. Psycoedu Journal, 1(1), 1–8.

Choi, S., Lewis, J. A., Harwood, S., Mendenhall, R., & Huntt, M. B. (2017). Is Ethnic Identity a Buffer ? Exploring the Relations Between Racial Microaggressions and Depressive Symptoms Among Asian-American Individuals Is Ethnic Identity a Buffer ? Exploring the Relations Between Racial Microaggressions and Depressive. Journal of Ethnic & Cultural Diversity in Social Work, 26(1–2), 18–29. https://doi.org/10.1080/15313204.2016.1263815

Creswell, J. W. (2015). Educational Research - Planning, COnducting, And Evaluating Quantitative and Qualitative Research - Fifth Edition. In AORN Journal (Vol. 62, Issue 1).

Fitriati, T. K. (2017). Meningkatkan Motivasi Belajar Siswa Pada Mata Pelajaran Matematika Melalui Pendekatan Bimbingan Kelompok. Insight: Jurnal Bimbingan Konseling, 6(1), 90. https://doi.org/10.21009/insight.061.09

Hamid, I. (2018). Penerapan Teknik Sosiodrama Dalam Bimbingan Kelompok Untuk Meningkatkan Keterampilan Komunikasi Interpersonal Siswa Smk Negeri 8 Makassar. Mimbar Kesejahteraan Sosial, 1(November), 1–19.

Humaira, G. N. (2002). Penerapan Konsep Silih Asih, Silih Asah, Silih Asuh (Tri Silas) Menggunakan Teknik Sosiodrama Guna Mengembangkan Kemampuan Bersosialisasi Peserta Didik.

Hunt, A. N., & Rhodes, T. (2018). Fat pedagogy and microaggressions: Experiences of professionals working in higher education settings. Fat Studies, 7(1), 21–32. https://doi.org/10.1080/21604851.2017.1360671

Indarti, T. (2019). Implementasi TRINGA Taman Siswa Dalam Manajemen SDM Untuk Kemajuan Sekolah. Jurnal LP3M, 5(1), 28–37. https://doi.org/https://doi.org/10.30738/sosio.v5i1.4048

Indul, M. Y., & Lianawati, A. (2020). Bimbingan kelompok teknik sosiodrama efektif untuk meningkatkan interaksi sosial siswa Kelas X SMA Antartika Sidoarjo. 4(2), 300–305. https://doi.org/10.26539/teraputik-42435

Jamilah., Saputri, Kiki Anggun., & Zulfiana, H. N. (2019). Bimbingan Kelompok Teknik Sosiodrama Berbasis Local Wisdom Untuk Meningkatkan Komunikasi Interpesonal Siswa. Prosiding Seminar Nasional, 138–158. https://conference.umk.ac.id/index.php/sembika/article/viewFile/70/83

Keels, M., Durkee, M., & Hope, E. (2017). The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions. American Educational Research Journal, 54(6), 1316–1344. https://doi.org/https://doi.org/10.3102/0002831217722120

Kurniawan, D. E., & Pranowo, T. A. (2018). Bimbingan Kelompok dengan Teknik Sosiodrama Sebagai Upaya Mengatasi Perilaku Bullying di Sekolah. Jurnal Bimbingan Dan Konseling Terapan, 2(1), 126–135. https://doi.org/10.30598/jbkt.v2i1.235

Li, M. J., Thing, J. P., Galvan, F. H., Gonzalez, K. D., & Bluthenthal, R. N. (2017). Contextualising family microaggressions and strategies of resilience among young gay and bisexual men of Latino heritage. Culture, Health and Sexuality, 19(1), 107–120. https://doi.org/10.1080/13691058.2016.1208273

Lickona, T. (1991). Educating for Character: How Our School Can Teach Respect and Responsibility. Bantam Books.

Lorenzetti, N. L., & Kruger, A. C. (2020). Going to “The Land of Drama”: Behavior management techniques in a kindergarten sociodramatic play residency. Youth Theatre Journal, 34(1), 16–29. https://doi.org/10.1080/08929092.2020.1764428

Marliani, R. (2016). Psikologi Perkembangan Anak dan Remaja. CV Pustaka Setia.

Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling & Development, 92(1), 57–66. https://doi.org/https://doi.org/10.1002/j.1556-6676.2014.00130

Papilaya, J. O., Wenno, Y. H., Haumahu, C. P., & ... (2022). Identifikasi TUGAS Perkembangan Siswa Negeri 10 Ambon. Pedagogika:Jurnal Pedagogik Dan Dinamika Pendidikan, 10(1), 50–55.

Ranam, S. (2020). The Character Education According to Ki Hadjar Dewantara’s View in Forming Gold Generations in The Era of Industrial Revolution 4.0. Ilomata International Journal of Social Science, 1(3), 158–165. https://doi.org/10.52728/ijss.v1i3.125

Roberts, J. R. (2013). Racial Microaggressions, Stress, and Depression in African American: Tes of a Model. Dissertations, 8(1).

Romlah, T. (2013). Teori dan Praktek Bimbingan Kelompok. UM PREESS.

Sa’idu, N. (2021). Difusi Inovasi Manajemen Perubahan Model Kurt Lewin Pada Madrasah Dengan Pendekatan Prinsip Tringa. CENDEKIA: Jurnal Ilmu Pengetahuan, 1(4), 337–347. https://doi.org/10.51878/cendekia.v1i4.611

Silvia, T., Yandri, H., & Juliawati, D. (2022). Peningkatan Kepercayaan Diri Siswa Berbicara di Depan Kelas Melalui Layanan Bimbingan Kelompok Teknik Sosiodrama. Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia, 8(2), 9. https://doi.org/10.31602/jmbkan.v8i2.5540

Sue, Derald. Wing., & Sue, D. (2008). Counseling the Culturally Diverse. Fifth Edition. WILEY.

Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions and The Asian American Experience. Cultural Diversity and Ethnic Minority Psychology, 13(1), 72.

Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial Microaggressions in the Life Experience of Black Americans. American Psychological Association, 39(3), 329–336. https://doi.org/10.1037/0735-7028.39.3.329

Sulistyowati, E. (2016). Pemanfaatan Cinema Therapy Dalam Bimbingan Kelompok Untuk Pemahaman Tentang Meningkatkan Perilaku Prososial Siswa Kelas VII Di SMP Negeri 2 Menganti. Jurnal Bimbingan Dan Konseling Unesa, 6(2), 1–10.

Umar, N. F., Rafli, M., Mentari, N. N., Rahayu, H., & Fahira, N. (2023). The Effectiveness Of Teacher Gender Bias Microaggression Prevention Intervention Programs in Elementary Schools. Educational Guidance and Counseling Development Journal, 6(1), 37. https://doi.org/10.24014/egcdj.v6i1.22152

Wendari, W. N., Badrujaman, A., & Sismiati S., A. (2016). Profil Permasalahan Siswa Sekolah Menengah Pertama (Smp) Negeri Di Kota Bogor. Insight: Jurnal Bimbingan Konseling, 5(1), 134. https://doi.org/10.21009/insight.051.19

Winarlin, R., Lasan, B. B., & Widada. (2016). Efektivitas teknik sosiodrama melalui bimbingan kelompok untuk mengurangi perilaku agresif verbal siswa smp. Jurnal Kajian Bimbingan Dan Konseling, 1(2), 68–73.

Wiryopranoto, S. (2017). Ki Hadjar Dewantara-Pemikiran dan Perjuangannya. Museum Kebangkitan Nasional Direktorat Jendral Kebudayaan Kementrian Sosial dan Kebudayaan.

Zulfiati, H. M., Suyanto, & Pamadhi. (2019). Building The Elementary School Students’ Character in 4.0 Era By Implementing TriNga and TriN Concepts in Thematic Learning. International Journal of Recent Technology and Engineering, 8(1C2), 770–775.