STUDI TENTANG REGULASI EMOSI PADA PESERTA DIDIK KORBAN BULLYING DI SMP NEGERI 58 SURABAYA

STUDY OF EMOTIONAL REGULATION IN STUDENTS VICTIMS OF BULLYING AT SMP NEGERI 58 SURABAYA

Fenomena bullying dapat terjadi dimana saja termasuk di lingkungan sekolah yang menyebabkan dampak pada peserta didik yang menjadi korban bullying salah satunya yaitu mengalami permasalahan emosional. Peserta didik yang tergolong remaja ini masih sulit mengendalikan emosi disebabkan adanya regulasi emosi yang kurang berjalan dengan baik. Oleh karena itu, perlu adanya peran konselor sekolah yang terintegrasi dan berkelanjutan untuk mengatasinya. Tujuan dari penelitian ini adalah gambaran, faktor dan dampak dari regulasi emosi peserta didik korban bullying. Selain itu untuk mengetahui peran konselor pada regulasi emosi peserta didik korban bullying. Penelitian ini termasuk jenis penelitian kualitatif dengan metode studi kasus. Penelitian ini menggunakan purposive sampling sehingga pengambilan sampel berdasarkan ketentuan tertentu. Kriteria subjek yang ditentukan yaitu peserta didik kelas VIII yang pernah menjadi korban bullying berusia 13-16 tahun dan memiliki permasalahan terkait regulasi emosi. Pengumpulan datanya menggunakan wawancara, observasi dan dokumentasi. Proses analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Pengujian kredibilitas data dalam penelitian ini menggunakan triangulasi teknik pengumpulan data. Hasil penelitian yang telah dilakukan di SMP Negeri 58 Surabaya ditemukan bahwa gambaran regulasi emosi pada peserta didik korban bullying yang diperoleh melalui aspek-aspek pada regulasi emosi yaitu : strategies to emotion regulation (strategies) dengan upaya yang dilakukan antara lain : berdiam, menangis, dan menyendiri, engaging in goal directed behavior (goals) melalui kegiatan yang positif seperti fokus belajar dan mengikuti kegiatan diluar sekolah, control emotional responses (impulse) dengan diam, berusaha menenangkan diri agar tidak membalas dan menambah masalah bahkan marah secara verbal sampai membalas secara fisik  dengan memukul tergantung intensitas bullying yang diterima, dan acceptance of emotional response (acceptance) pada sebagian peserta didik dapat menerima tanpa malu atas peristiwa bullying yang dialami bahkan menjadi motivasi untuk lebih semangat, akan tetapi ada pula yang merasa malu dan tidak tenang. Faktor yang mempengaruhi regulasi emosi peserta didik korban bullying dapat dibagi dua yaitu faktor internal dan faktor eksternal. Dampak yang timbul dari rendahnya regulasi emosi bagi peserta didik korban bullying dapat dibagi menjadi tiga yaitu dampak psikologis, akademik dan perkembangan sosial. Peran konselor sekolah sangat krusial dalam kasus bullying terkait dengan regulasi emosi melalui layanan bimbingan dan konseling yang diberikan mulai dari preventif hingga kuratif. Adapun rekomendasi dari peneliti diharapkan dapat membantu perencanaan layanan bimbingan dan konseling terkait dengan regulasi emosi pada peserta didik korban bullying.

Kata Kunci: Bullying, Peserta didik, Regulasi emosi

The phenomenon of bullying can occur anywhere, including in the school environment which has an impact on students who are victims of bullying, one of which is experiencing emotional problems. Students who are classified as teenagers still find it difficult to control their emotions due to emotion regulation that is not going well. Therefore, it is necessary to have an integrated and sustainable role of school counselors to overcome them. The purpose of this study is to describe, factors and impact of emotional regulation of students who are victims of bullying. In addition to knowing the role of counselors in the emotional regulation of students who are victims of bullying. This research is a type of qualitative research with a case study method. This study used purposive sampling so that the sampling was based on certain conditions. The criteria for the subject determined were class VIII students who had been victims of bullying aged 13-16 years and had problems related to emotional regulation. Collecting data using interviews, observation and documentation. The data analysis process used is data reduction, data presentation, and conclusion/verification. Testing the credibility of the data in this study uses triangulation of data collection techniques. The results of research conducted at SMP Negeri 58 Surabaya found that an overview of emotional regulation in students who were victims of bullying was obtained through aspects of emotion regulation, namely: strategies to emotion regulation (strategies) with the efforts made include: silence, crying, and alone, engaging in goal-directed behavior (goals) through positive activities such as focusing on studying and participating in activities outside of school, silently controlling emotional responses (impulses), trying to calm down so as not to retaliate and adding to the problem even verbally angry to physically reply with hitting depends on the intensity of the bullying received, and acceptance of emotional response (acceptance) in some students can accept without shame the incidents of bullying experienced and even become motivation to be more enthusiastic, but some feel embarrassed and uneasy. Factors that affect the emotional regulation of students who are victims of bullying can be divided into two, namely internal factors and external factors. The impact that arises from the low emotional regulation for students who are victims of bullying can be divided into three, namely the impact of psychological, academic and social development. The role of school counselors is crucial in cases of bullying related to emotional regulation through guidance and counseling services that are provided ranging from preventive to curative. The recommendations from researchers are expected to help plan guidance and counseling services related to emotional regulation in students who are victims of bullying.

Keywords: Bullying, Emotional regulation, Students