Penerapan Collaborative Learning dalam Bimbingan Kelompok terhadap Sikap Eksklusif Siswa SMPN 1 Rejoso.
The Application of Collaborative Learning In Group Guidance on the Exclusive Attitudes of Students at SMPN 1 Rejoso
Fenomena sikap eksklusif di kalangan siswa SMP dapat berdampak pada terbatasnya interaksi sosial dan munculnya kelompok pertemanan tertutup di lingkungan sekolah. Penelitian ini bertujuan untuk menguji efektivitas bimbingan kelompok dalam collaborative learning untuk mengurangi sikap eksklusif siswa. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan rancangan one group pretest-posttest design. Subjek penelitian berjumlah delapan siswa kelas IX SMPN 1 Rejoso yang dipilih menggunakan teknik purposive sampling berdasarkan skor pretest tinggi, sedang, dan rendah pada angket sikap eksklusif yang telah teruji validitas dan reliabilitasnya (Cronbach’s Alpha = 0,900). Perlakuan diberikan dalam enam kali pertemuan yang berfokus pada kegiatan kolaboratif seperti diskusi kelompok, kerja sama lintas teman, dan refleksi sosial. Analisis data menggunakan uji Paired Sample t-Test menunjukkan hasil signifikansi 0,013 (p < 0,05), yang berarti terdapat perbedaan signifikan antara skor pretest dan posttest. Rata-rata skor sikap eksklusif menurun dari 70,25 menjadi 59 setelah perlakuan, yang menunjukkan adanya perubahan positif menuju sikap sosial yang lebih inklusif. Hasil penelitian ini menegaskan bahwa bimbingan kelompok dalam collaborative learning efektif digunakan sebagai strategi intervensi dalam layanan bimbingan dan konseling untuk meningkatkan empati, kerja sama, serta penerimaan terhadap perbedaan di antara siswa.
The phenomenon of exclusivity among junior high school students can limit social interaction and lead to the emergence of closed friendship groups in the school environment. This study aims to test the effectiveness of group guidance in collaborative learning to reduce exclusivity among students. The research method used is a quantitative approach with a one group pretest-posttest design. The research subjects consisted of eight ninth-grade students from SMPN 1 Rejoso who were selected using purposive sampling based on high, medium, and low pretest scores on an attitude questionnaire that had been tested for validity and reliability (Cronbach's Alpha = 0.900). The treatment was given in six meetings that focused on collaborative activities such as group discussions, cross-friend cooperation, and social reflection. Data analysis using the Paired Sample t-Test showed a significance of 0.013 (p < 0.05), which means that there was a significant difference between the pretest and posttest scores. The average exclusive attitude score decreased from 70.25 to 59 after the treatment, indicating a positive change towards a more inclusive social attitude. The results of this study confirm that group guidance in collaborative learning is effective as an intervention strategy in guidance and counseling services to increase empathy, cooperation, and acceptance of differences among students.