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Maulin Halimatunnisa
Qamarul Huda Badaruddin University, Bagu, West Lombok, West Nusa Tenggara
Health Professions Medicine & Pharmacology Nursing Public Health

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Peer-Group Assertive Communication and Verbal Bullying Scores Among High-School Students: A Quasi-Experimental Study Noval Maulana; Maulin Halimatunnisa; Suswinda Yuli Sutomo; D Mustamu Qamal Pa’ni
Gaster Vol 24 No 2 (2026): AGUSTUS
Publisher : P3M Universitas 'Aisyiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30787/gaster.v24i2.2581

Abstract

Introduction: Peer-assisted assertive communication education may support adolescents’ interpersonal skills, but changes in bullying questionnaire responses do not necessarily indicate fewer bullying incidents. Objective: To describe pretest–posttest verbal-bullying questionnaire scores and unadjusted posttest differences following ASERTIF-S education in high-school students. Method: This two-group quasi-experimental study included 79 Grade 11 students (intervention, n = 40; comparison, n = 39). A 22-item questionnaire was administered before and after the educational activity. Wilcoxon signed-rank and Mann–Whitney U tests were reported. Result: The intervention group had 37 negative signed ranks (Z = 5.305; p < 0.001) and the comparison group had 10 (Z = 2.970; p = 0.003). Posttest ranks differed (U = 107; p < 0.001). Baseline very-frequent response categories differed considerably (35.0% vs 79.5%). Conclusion: Questionnaire scores differed within and between groups, but substantial baseline imbalance and absent baseline-adjusted analysis prevent a causal conclusion that the activity reduced or prevented bullying.
Co-Authors D Mustamu Qamal Pa’ni Noval Maulana Suswinda Yuli Sutomo