EFEKTIVITAS DARI LAYANAN KONSELING COGNITIVE BEHAVIOR THERAPY (CBT) GUNA MEREDUKSI PERMASALAHAN SCHOOL REFUSAL SISWA REMAJA DI MASA PANDEMI

THE EFFECTIVENESS OF COGNITIVE BEHAVIOR THERAPY (CBT) COUNSELING SERVICES TO REDUCE THE PROBLEM OF SCHOOL REFUSAL ON ADOLESCENT STUDENTS DURING A PANDEMIC

Semenjak virus Covid-19 melanda Indonesia, sektor pendidikan menerapkan proses pembelajaran hybrid. Saat proses pembelajaran hybrid permasalahan dalam proses belajar mengajar pun kerap terjadi. Permasalahan yang terjadi yaitu perilaku school refusal siswa. Contoh perilaku school refusal yaitu membolos, yang berarti siswa enggan pergi ke sekolah, sering melarikan diri saat pelajaran, serta tidak mengikuti proses pembelajaran. Tiga faktor utama penyebab siswa mengalami perilaku school refusal yaitu diri sendiri, keluarga, dan lingkungan sekitar. Konseling Cognitive Behavior Therapy (CBT) merupakan salah satu intervensi yang dapat mereduksi perilaku school refusal dari siswa remaja. Penelitian ini berupa penelitian studi pustaka yang mana penelitian ini mengkaji literatur atau penelitian sebelumnya yang berupa artikel jurnal. Data yang terhimpun akan dianalisis menggunakan analisis isi. Tujuan dari penelitian ini yaitu untuk mengetahui bahwasanya konseling CBT memiliki variasi strategi yang efektif untuk mereduksi perilaku school refusal yang dialami oleh siswa. Hasil penelitian dari mengkaji literatur menyatakan bahwasanya konseling cognitive behavior therapy (CBT) mampu mereduksi perilaku school refusal yang dialami oleh siswa remaja. Konseling CBT memiliki variasi strategi sehingga hal tersebut dapat disesuaikan dengan kebutuhan siswa guna mereduksi perilaku school refusal. Prosedur pelaksanaan konseling CBT terdiri atas: identifikasi masalah, implementasi teknik konseling, tindak lanjut, dan refleksi. Oleh karena itu, konseling CBT direkomendasikan untuk pengentasan masalah school refusal yang dialami oleh siswa.

Kata Kunci: School Refusal, Konseling CBT, Studi Kepustakaan

Since the Covid-19 virus hit Indonesia, the education sector has implemented a hybrid learning process. During the hybrid learning process, problems in the teaching and learning process often occur. The problem that occurs is the behavior of school refusal students. Examples of school refusal behavior are skipping, which means students are reluctant to go to school, often escape during lessons, and do not follow the learning process. The three main factors cause students to experience school refusal behavior are themselves, family, and the surrounding environment. Cognitive Behavior Therapy (CBT) counseling is one of the interventions that can reduce school refusal behavior from adolescent students. This research is in the form of literature study research where this research examines literature or previous research in the form of journal articles. The collected data will be analyzed using content analysis. The purpose of this study is to find out that CBT counseling has a variety of effective strategies to reduce school rejection behavior experienced by students. The results of research from reviewing the literature stated that cognitive behavior therapy (CBT) counseling was able to reduce school refusal behavior experienced by adolescent students. CBT counseling has a variety of strategies so that it can be adjusted to the needs of students to reduce school refusal behavior. The procedure for implementing CBT counseling consists of: problem identification, implementation of counseling techniques, follow-up, and reflection. Therefore, CBT counseling is recommended for alleviation of school refusal problems experienced by students.

Keyword: School refusal, CBT Counseling, Literature Review