Pengembangan Modul Pelatihan Asertif untuk Meningkatkan Keterampilan Asertif sebagai Upaya Pencegahan Penyalahgunaan NAPZA pada Sekolah Menengah Pertama

The Development of Assertiveness Training Module to Improve Assertive Skills in order to Prevent Drugs Abuse in Junior High School

Berdasarkan hasil wawancara dengan peserta didik salah satu sekolah menengah pertama di Jombang 7 dari 10 orang peserta didik menunjukkan bahwa pemahaman mereka terhadap penyalahgunaan NAPZA masih rendah, hal itu ditunjukkan dengan banyaknya siswa yang merokok. Selain itu terdapat sikap atau perilaku peserta didik yang tampak dilingkungan sekolah dengan mengikuti perintah teman sebayanya terhadap suatu hal. Hal tersebut merupakan bentuk nyata dari kurangnya keterampilan asertif pada diri peserta didik , mereka juga tidak memiliki keberanian untuk menolak apa yang diperintahkan kepada dirinya. Selain dari itu, peserta didik juga kurang mampu mengemukakan pendapatnya kepada orang lain baik dalam berdiskusi maupun dalam berinteraksi dilingkungan kelompok sebayanya, mereka takut dianggap tidak mengikuti trend dan dijauhi oleh temannya. Oleh karena itu peneliti berinisiatif untuk mengembangkan modul pelatihan asertif sebagai upaya pencegahan penyalahgunaan NAPZA.

Penelitian ini bertujuan untuk mengahasilkan sebuah produk berupa modul pelatihan asertif sebagai upaya pencegahan penyalahgunaan NAPZA yang memenuhi kriteria akseptabilitas para ahli yang meliputi kegunaan, kelayakan, ketepatan dan kepatutan. Peneliti menggunakan model pengembangan reaserch and development  (R&D) model Borg and Gall. Model penelitian Borg and Gall meliputi analisis kebutuhan (need analysis), perencanaan (planning), mengembangkan produk awal (develop preliminary form a product), revisi produk utama (main product revision), pengujian lapagan awal (main field testing), revisi produk (revision of product), uji coba operasional (operational field testing), revisi produk akhir (final product revision), mendisiminasikan dan mengimplementasikan produk (dissemination and implementation) (Gall et al., 1996). Namun penelitian ini hanya dilakukan hingga tahap kelima yaitu tahap main product revision.

Berdasarkan hasil uji validasi oleh dua ahli materi diperoleh presentase sebesar 77,68% termasuk dalam kategori baik dan tidak perlu direvisi, uji validasi oleh ahli media diperoleh presentase sebesar 78,41 % termasuk dalam kategori baik dan tidak perlu direvisi, uji validasi ahli praktisi diperoleh presentase sebesar 95,14 % termasuk dalam kategori sangat baik dan tidak perlu revisi dan uji keterbacaan modul oleh siswa mendapat presentase sebesar 88,33% termasuk dalam kategori sangat baik dan tidak perlu revisi. Dengan demikian dapat disimpulkan bahwa modul pelatihan asertif sebagai upaya pencegahan penyalahgunaan NAPZA  pada sekolah menengah pertama dapat memenuhi kriteria akseptabilitas.

Kata Kunci: Asertif, Modul, Pencegahan NAPZA, Pengembangan, Sekolah Menengah Pertama

Based on the results of interviews with students from one of the junior high schools in Jombang, 7 out of 10 students stated that their understanding of drug abuse was still low, this was shown by the large number of students who smoked. Beside that, there are also student attitudes or behavior that appear in the school environment by following the orders of their peers regarding something. This is a real manifestation of the students lack of assertive ability, they also do not have the courage to refuse what they are told. Beside that, students are also less able to express their opinions to other people, both in discussing and interacting with their peers, because they are afraid of being seen as not following trends and being ostracized by their friends. Therefore, researchers took the initiative to develop an assertive training module as an effort to prevent drug abuse.

This research aims to produce a product in the form of an assertive training module as an effort to prevent drug abuse that meets the acceptability criteria of experts which include usefulness, feasibility, accuracy and appropriateness. Researchers use the Borg and Gall research and development (R&D) model. Borg and Galls research model includes needs analysis, planning, developing preliminary form a product, main product revision, main field testing, product revision ( revision of product), operational trials (operational field testing), revision of the final product (final product revision), disseminating and implementing the product (dissemination and implementation) (Gall et al., 1996). However, this research was only carried out up to the fifth stage, namely the main product revision stage.

Based on the results of validation tests by two material experts, a percentage of 77.68% was obtained, including in the good category and did not need to be revised, validation tests by media experts obtained a percentage of 78.41%, including in the good category and did not need to be revised, validation tests from practitioner experts were obtained. a percentage of 95.14% is included in the very good category and does not need revision and the module readability test by students received a percentage of 88.33% which is included in the very good category and does not need revision. Thus, it can be concluded that the assertive training module as an effort to prevent drug abuse in junior high schools can meet the acceptability criteria.

Keywords: Assertiveness, Module, Drug Prevention, Development, Junior High School