PERBEDAAN PENGARUH KONSELING COGNITIVE BEHAVIOR TEKNIK COGNITIVE RESTRUCTURING DENGAN TEKNIK SELF INSTRUCTIONAL TRAINING UNTUK MEMINIMALISIR PERASAAN TRAUMA BAGI SISWA KORBAN BULLYING PADA SISWA KELAS X DAN XI SMA LABORATORIUM UNDIKSHA SINGARAJA TAHUN PELAJARAN 2015/2016 - ., Ni Kadek Arvita Ayu Kartini; ., Prof. Dr. Gede Sedanayasa,M.Pd; ., Luh Putu Sri Lestari, S.Pd. (Jurnal Jurusan Bimbingan Konseling Undiksha, 2016)
Tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh konseling Cognitive Behavior teknik Cognitive Restructuring dengan teknik Self Instructional Training untuk memimalisir perasaan trauma bagi siswa korban bullying. Jenis penelitian ini adalah penelitian eksperimen semu (Quasi Experiment) dengan rancangan Nonequivalent Pretest Posttest control Group Design. Populasi penelitian ini adalah siswa kelas X dan XI SMA Laboratorium Undiksha Singaraja tahun pelajaran 2015/2016 berjumlah 359 siswa. Sampel diperoleh menggunakan teknik purposive sampling berjumlah 21 orang dan dibagi menjadi tiga kelompok. Data diperoleh dengan metode kuesioner, observasi, dan wawancara kemudian dianalisis dengan statistik deskriptif, dan Uji Mann Whitney. Hasil penelitian menunjukkan tidak terdapat perbedaan pengaruh konseling Cognitive Behavior teknik Cognitive Restructuring dan teknik Self Instructional Training untuk meminimalisir perasaan trauma siswa korban bullying (U=0,654; p>0,05). Berdasarkan hasil analisis, ditemukan bahwa: rata-rata gain score ternormalisasi teknik Cognitive Restructuring sebesar 53,85 dan standar deviasi sebesar 11,14. Sedangkan rata-rata gain score ternormalisasi teknik Self Instructional Training sebesar 49,86 dan standar deviasi sebesar 6,36. Ini menunjukkan bahwa Konseling Cognitive Behavior teknik Cognitive Restructuring hampir sama besaran pengaruhnya dengan teknik Self Instructional Training untuk memimalisir perasaan trauma bagi siswa korban bullying pada siswa kelas X dan XI SMA Laboratorium Undiksha Singaraja tahun pelajaran 2015/2016Kata Kunci : Cognitive Restructuring, Self Instructional Training, Bullying, Trauma. The aimed of this study was to investigate the difference of the effect of counseling Cognitive Behavior, Cognitive Restructuring technique with Self Instructional Training technique to minimize the trauma for the bullying students. The type of this study was Quasi Experiment with Nonequivalent Pretest Posttest Control Group Design. The population was the 10th and 11th grade students of SMA Laboratorium Undiksha Singaraja in academic year 2015/2016 who consisted of 359 students. The samples were obtained by using purposive sampling technique with 21 students who divided into three groups. The data was obtained by using questionnaire method, observation, and interviewing. The data will be analyzed by using descriptive statastic, Mann Whitney test. The result shows that there is no significant difference of the effect of Cognitive Behavior, Cognitive Restructuring technique and Self Instructional technique to minimize the trauma of the students who have been a victim of bullying (U=0,654; p>0,05). Based on the data analysis, it find that: the average of gain score is normalized for Cognitive Restructuring in 53,85 and the standard deviation is 11,14. While, the average of gain score which is normalized for Self Instructional Training technique in 49,86 and the standard deviation is 6,36. It shows that there is no significant difference of the effect of Cognitive Behavior, Cognitive Restructuring technique with Self Instruction Training to minimize the trauma of the bullying students for the 10th and 11th grade students in SMA Laboratorium Undiksha Singaraja in academic year 2015/2016.keyword : Cognitive Restructuring, Self Instructional Training, Bullying, Trauma.