The Relationship Between Self-Concept and Assertive Behavior of Students

Kusumawati Kusumawati; Rakhmawati Rakhmawati; Hartini Hartini

doi:10.23887/ijerr.v4i2.30686

Authors

Kusumawati Kusumawati Fakultas Ilmu Pendidikan, Universitas PGRI Semarang, Indonesia
Rakhmawati Rakhmawati Fakultas Ilmu Pendidikan, Universitas PGRI Semarang, Indonesia
Hartini Hartini Fakultas Ilmu Pendidikan, Universitas PGRI Semarang, Indonesia

DOI:

https://doi.org/10.23887/ijerr.v4i2.30686

Keywords:

Konsep Diri, Perilaku Asertif

Abstract

Adolescents are required to be open and firm in expressing their opinions and thoughts to others without losing their self-confidence. However, the data shows that 3.69% still behave and speak dishonestly, 2.30% of students find it challenging to communicate. The purpose of this study is to analyze the relationship between self-concept and student assertive behavior. This study uses a quantitative ex post facto method. The total population used is 101 students. The instrument used in this research is the self-concept scale and the students' assertive behavior scale. The reliability analysis using Cronbach's Alpha formula was obtained from the assertive behavior scale of 0.864, the self-concept scale of 0.894. This figure is then consulted with the product-moment table for N=34, with a 5% significance level of 0.339. The value of the coefficient of determination R2 generated is 0.284, which means that 28.4% of assertive behavior is influenced by self-concept, while the remaining 71.6% can be influenced by other variables not examined. BK teachers should provide guidance and counseling services according to the needs of students. Students who have a high category should be given individual counseling immediately. According to the needs of students at that time.

References

Albanjari, E. S. (2018). Mengatasi Kenakalan Remaja Pada Masa Transisi. Tadrib: Jurnal Pendidikan Agama Islam, 4(2). https://doi.org/10.19109/tadrib.v4i2.2450

Amodeo, M., Lundgren, L., Cohen, A., Rose, D., Chassler, D., & Beltrame, C. (2011). Barriers to implementing evidence-based practices in addiction treatment programs: Comparing staff reports on Motivational Interviewing, Adolescent Community Reinforcement Approach, Assertive Community Treatment, and Cognitive-behavioral Therapy. Evaluation and Program Planning, 34(4). https://doi.org/10.1016/j.evalprogplan.2011.02.005

Asy’ari, M., Ekayati, I. N., & Matulessy, A. (2014). Konsep diri, Kecerdasan Emosi dan Motivasi Belajar Siswa. Persona: Jurnal Psikologi Indonesia, 3(1). https://doi.org/10.30996/persona.v3i01.372

Ayulina, Ngurah, G., & Agustika, S. (2020). Kontribusi Konsep Diri dan Motivasi Belajar Terhadap Kompetensi Pengetahuan Matematika. Mimbar PGSD Undiksha, 8(1), 70–79. https://doi.org/10.23887/jjpgsd.v8i1.24580

Azhari, M. A. S., Mayangsari, M. D., & Erlyani, N. (2016). Hubungan Perilaku Asertif Dengan Penyesuaian Diri Pada Siswa Tahun Pertama Di SMP. Jurnal Ecopsy, 2(1). https://doi.org/10.20527/ecopsy.v2i1.513

Breinholt, A., & Holm, A. (2020). Heterogeneous effects of less educated mothers’ further education during early childhood on children’s educational performance in adolescence. Research in Social Stratification and Mobility, 68. https://doi.org/10.1016/j.rssm.2020.100506

Brown, Z. C., Anicich, E. M., & Galinsky, A. D. (2021). Compensatory conspicuous communication: Low status increases jargon use. Organizational Behavior and Human Decision Processes, 161. https://doi.org/10.1016/j.obhdp.2020.07.001

Budiyono, F. (2018). Analisis kesulitan siswa dalam belajar pemecahan masalah pada mata pelajaran IPS di SDN gapura timur I sumenep. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 8(1), 60. https://doi.org/10.25273/pe.v8i1.2516

Chan, J. Y. H. (2021). Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices. System, 101. https://doi.org/10.1016/j.system.2021.102609

Chau, D., & Lee, C. (2021). “See you soon! ADD OIL AR!”: Code-switching for face-work in edu-social Facebook groups. Journal of Pragmatics, 184. https://doi.org/10.1016/j.pragma.2021.07.019

Diacopoulos, M. M., & Crompton, H. (2020). A systematic review of mobile learning in social studies. Computers & Education, 154. https://doi.org/10.1016/j.compedu.2020.103911

Fazria, N. S. (2016). Hubungan Antara Dukungan Sosial Orangtua Dengan Harga Diri Pada Remaja Tunarungu. Jurnal Psikologi, 9(1). https://ejournal.gunadarma.ac.id/index.php/psiko/article/view/1540

Gurnita, W. N., & Suwarti, S. (2013). Studi Deskriptif Kuantitatif Tentang Pola Kelekatan Remaja Dengan Teman Sebaya Pada Peserta Didik Di Sltp Negeri 1 Ayah, Kebumen. Psycho Idea, 11(2). https://doi.org/10.30595/psychoidea.v11i2.511

Hidayah, M. (2015). Pengaruh Konsep Diri dan Kecemasan Belajar terhadap Kemampuan Menyelesaikan Masalah Matematika pada Siswa Madrasah Aliyah Negeri Di Jakarta Barat. Jurnal Formatif, 5(3), 268–278. https://doi.org/10.30998/formatif.v5i3.652

Hidayati, K. B. (2016). Konsep Diri, Adversity Quotient dan Penyesuaian Diri pada Remaja. Jurnal Psikologi Indonesia, 5(2), 137–144. https://doi.org/10.30996/persona.v5i02.730

Hysing, M., Harvey, A. G., Bøe, T., Heradstveit, O., Vedaa, Ø., & Sivertsen, B. (2020). Trajectories of sleep problems from adolescence to adulthood. Linking two population-based studies from Norway. Sleep Medicine, 75. https://doi.org/10.1016/j.sleep.2020.08.035

Juliyanti, A., & Pujiastuti, H. (2017). Pengaruh Kecemasan Matematis dan Konsep Diri terhadap Hasil Belajar Matematika Siswa. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 7(2). https://doi.org/10.31000/prima.v4i2.2591

Juniarti, N. K. R., Margunayasa, I. G., & Kusmariyatni, N. (2020). Hubungan Antara Pola Asuh Orang Tua dan Konsep Diri dengan Kompetensi Pengetahuan Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(1), 17. https://doi.org/10.23887/jisd.v4i1.24273

Kiling, B. N., & Kiling, I. Y. (2015). Tinjauan Konsep Diri Dan Dimensinya Pada Anak Dalam Masa Kanak-Kanak Akhir. Jurnal Psikologi Pendidikan Dan Konseling: Jurnal Kajian Psikologi Pendidikan Dan Bimbingan Konseling, 1(2), 116. https://doi.org/10.26858/jpkk.v1i2.1811

Kim, P., Buckner, E., Kim, H., & Makany, T. (2012). A comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India. International Journal of Educational Development, 3(2). https://doi.org/10.1016/j.ijedudev.2011.05.008

Korem, A., Horenczyk, G., & Tatar, M. (2012). Inter-group and intra-group assertiveness: Adolescents’ social skills following cultural transition. Journal of Adolescence, 35(4). https://doi.org/10.1016/j.adolescence.2011.12.002

Leonard, & U.S, S. (2010). Pengaruh Konsep Diri, Sikap Siswa pada Matematika, dan Kecemasan Siswa terhadap Hasil Belajar Matematika. Cakrawala Pendidikan, 29(3), 341–352. https://doi.org/10.21831/cp.v3i3.362

Magrifah. (2015). Pengaruh Konsep Diri dan Kebiasaan Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 6 Bontomantene. Mapan: Jurnal Matematika Dan Pembelajaran, 3(1). https://doi.org/10.24252/mapan.2015v3n1a9

Mazaya, K. N., & Supradewi, R. (1970). Konsep Diri Dan Kebermaknaan Hidup Pada Remaja Di Panti Asuhan. Proyeksi, 6(2), 103. https://doi.org/10.30659/p.6.2.103-112

Miller, P., Whitfield, K., Betancur, L., & Votruba-Drzal, E. (2021). Income dynamics and behavior problems in early childhood, middle childhood, and the transition to adolescence. Journal of Applied Developmental Psychology, 77. https://doi.org/10.1016/j.appdev.2021.101345

Mirawati, I. (2015). Media Konsultasi Online Sebagai Alternatif Upaya Penanganan Masalah Remaja. EDULIB: Journal Of Library And Information Science, 5(1). https://doi.org/10.17509/edulib.v5i1.2306

Muhtar, T., & Dallyono, R. (2020). Character Education From the Perspectives of Elementary School Physical Education Teachers. Jurnal Cakrawala Pendidikan, 39(2), 395–408. https://doi.org/10.21831/cp.v39i2.30647

Nikel, Ł. (2020). Submissiveness, assertiveness and aggressiveness in school-age children: The role of self-efficacy and the Big Five. Children and Youth Services Review, 110. https://doi.org/10.1016/j.childyouth.2020.104746

Parto, M. (2011). Problem solving, self- efficacy, and mental health in adolescents: Assessing the mediating role of assertiveness. Procedia - Social and Behavioral Sciences, 30. https://doi.org/10.1016/j.sbspro.2011.10.125

Pasquale, C. De, Martinelli, V., Sciacca, F., Mazzone, M., & Chiappedi, M. (2021). The role of mood states in cyberbullying and cybervictimization behaviors in adolescents. Psychiatry Research, 300. https://doi.org/0.1016/j.psychres.2021.113908

Plenty, S., Magnusson, C., & Låftman, S. B. (2021). Internalising and externalising problems during adolescence and the subsequent likelihood of being Not in Employment, Education or Training (NEET) among males and females: The mediating role of school performance. SSM - Population Health, 15. https://doi.org/10.1016/j.ssmph.2021.100873

Putri, D. R. E. (2017). Pelatihan Berpikir Positif Terhadap Konsep Diri Remaja yang Tinggal Di Panti Asuhan. Psikologika: Jurnal Pemikiran Dan Penelitian Psikologi, 22(1), 69–82. https://doi.org/10.20885/psikologika.vol22.iss1.art5

Rachmiati, I. (2016). Kecerdasan Emosional Dan Konsep Diri Dengan Hasil Belajar IPS. Jurnal Pendidikan Dasar, 7(2), 225–236. https://doi.org/10.21009/JPD.072.04

Rahma, A. N. (2011). Hubungan Efikasi Diri dan Dukungan Sosial Dengan Penyesuaian Diri Remaja di Panti Asuhan. Psikoislamika, 8(2), 231–246. https://doi.org/10.18860/psi.v0i0.1551

Rahmaningsih, N. D., & Martani, W. (2014). Dinamika Konsep Diri pada Remaja Perempuan Pembaca Teenlit. Jurnal Psikologi, 41(2), 179. https://doi.org/10.22146/jpsi.6948

Ramadhan, I., Keliat, B. A., & Wardani, I. Y. (2019). Assertiveness training and family psychoeducational therapies on adolescents mental resilience in the prevention of drug use in boarding schools. Enfermería Clínica, 29(2). https://doi.org/10.1016/j.enfcli.2019.04.040

Rivalina, R. (2014). Kompetensi Teknologi Informasi Dan Komunikasi Guru Dalam Peningkatan Kualitas Pembelajaran. Jurnal Teknodik, 18(2), 165–176. https://doi.org/10.32550/teknodik.v0i0.121

Santosa, S., & Andrean, S. (2021). Pengembangan dan Pembinaan Karakter Siswa dengan Mengoptimalkan Peran Guru Sebagai Contextual Idol di Sekolah Dasar. Jurnal Basicedu, 5(2), 952–957. https://doi.org/10.31004/basicedu.v5i2.849

Setiadewi, N. P. L., Sujana, I. W., & Suniasih, N. W. (2019). Kontribusi Konsep Diri Dan Motivasi Berprestasi Terhadap Kompetensi Pengetahuan Ips. Mimbar Ilmu, 24(3), 287. https://doi.org/10.23887/mi.v24i3.21421

Setiawati, E., PH, L., & Susanti, Y. (2017). Hubungan Konsep Diri Dengan Kualitas Hidup Anak Usia Sekolah Pada Keluarga Buruh Migran Internasional. Indonesian Journal for Health Sciences, 1(2), 21. https://doi.org/10.24269/ijhs.v1i2.628

Subaryana. (2015). Konsep Diri dan Prestasi Belajar. Jurnal Dinamika Pendidikan Dasar, 7(2), 21–30. https://doi.org/10.30595/dinamika.v7i2.929

Sudarsana, G. N. (2017). Pengaruh Cybertherapy terhadap Pengambangan Aktulisasi Diri Remaja Kelas XI SMA Negeri 1 Singaraja. Jurnal Ilmiah Pendidikan Dan Pembelajaran PPs Universitas Pendidikan Ganesha, 1(1), 20–31. https://doi.org/10.23887/jipp.v1i1.11958

Supriadi, N., & Damayanti, R. (2016). Analisis Kemampuan Komunikasi Matematis Siswa Lamban Belajar dalam Menyelesaikan Soal Bangun Datar. Al-Jabar: Jurnal Pendidikan Matematika, 7(1), 1–9. https://doi.org/10.24042/ajpm.v7i1.21

Usfandi. (2019). Pengaruh Konsep Diri, Minat Dan Sikap Ilmiah Siswa Terhadap Hasil Belajar Matematika. Pengaruh Konsep Diri, Minat Dan Sikap Ilmiah Siswa Terhadap Hasil Belajar Matematika. Pengaruh Konsep Diri, Minat Dan Sikap Ilmiah Siswa Terhadap Hasil Belajar Matematika, 8(2). https://journal.unnes.ac.id/sju/index.php/prisma/article/view/29261

Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature reviewNo Title. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104212