PENDEKATAN KOMUNIKASI SEBAGAI UPAYA PREVENTIF

COMMUNICATION APPROACH AS A PREVENTIVE EFFORTS

CASE STUDY OF DISRUPTION BEHAVIOR IN UPT SD NEGERI 5 GRESIK

Penelitian ini berjudul "Pendekatan Komunikasi sebagai Upaya Preventif: Studi Kasus atas Perilaku Disruptif di UPT SD NEGERI 5 GRESIK." Dalam dunia pendidikan, perilaku disruptif sering diabaikan meskipun dapat mengganggu proses belajar mengajar. Penelitian ini berfokus pada fenomena Disruptive Classroom Behavior (DCB) di kelas 5, yang terlihat melalui observasi antara Februari hingga Juli 2024. Penelitian bertujuan untuk mengidentifikasi pendekatan komunikasi yang digunakan guru dalam mencegah perilaku disruptif, termasuk komunikasi intervensi dan evaluasi. Metodologi yang digunakan adalah pendekatan kualitatif dengan metode studi kasus. Hasil penelitian menunjukkan bahwa guru membangun komunikasi terbuka dengan peserta didik menggunakan pendekatan komunikasi intervensi preventif, mengingatkan mereka akan kesepakatan kelas untuk menyadari dampak perilaku mereka. Program seperti Open Class dan penetapan keyakinan kelas, pertukaran tempat duduk, dan program makan bersama diciptakan untuk memperkuat interaksi sosial dan tanggung jawab peserta didik. Diskusi antar walikelas dalam pendeketan komunikasi evaluasi preventif juga dilakukan untuk menganalisis perilaku disruptif dan merancang strategi preventif yang relevan. Kesimpulan dari penelitian ini menunjukkan bahwa pendekatan komunikasi preventif dapat menciptakan lingkungan belajar yang lebih kondusif dan mengurangi perilaku disruptif di kelas.

This study is entitled "Communication Approach as a Preventive Effort: Case Study of Disruptive Behavior at UPT SD NEGERI 5 GRESIK." In the world of education, disruptive behavior is often ignored even though it can disrupt the teaching and learning process. This study focuses on the phenomenon of Disruptive Classroom Behavior (DCB) in grade 5, which was seen through observations between February and July 2024. The study aims to identify the communication approaches used by teachers in preventing disruptive behavior, including intervention and evaluation communication. The methodology used is a qualitative approach with a case study method. The results of the study show that teachers build open communication with students using a preventive intervention communication approach, reminding them of the class agreement to be aware of the impact of their behavior. Programs such as Open Class and class belief setting, seat exchanges, and joint meal programs were created to strengthen social interaction and student responsibility. Discussions between homeroom teachers in the preventive evaluation communication approach were also carried out to analyze disruptive behavior and design relevant preventive strategies. The conclusion of this study shows that a preventive communication approach can create a more conducive learning environment and reduce disruptive behavior in the classroom.