Disruptive Behavior dan Bentuk Perlakuan Guru
DISRUPTIVE BEHAVIOR AND TEACHER TREATMENTS CONFIGURATION.
This study aims to determine the theoretical concepts, acceptability, practicability, and effectiveness of guidelines for rational emotive counseling, homework assignment techniques, and confrontation techniques. This research is development research with steps: design preparation, design validation, design testing, and design revision. Questionnaire and interview methods collected data, and the data collected were analyzed using descriptive analysis techniques. The results showed: (1) Theoretically rational emotive counseling procedures homework assignment techniques and confrontation techniques include steps: showing the counselee that the problem faced is related to irrational beliefs, bringing the counselee to the opposite stage of consciousness by showing that the counselee is maintained emotional disturbances to stay active by always thinking illogically, correcting the thoughts of the counselee and leaving irrational ideas, challenging the counselee to develop rational philosophies. The difference between the two lies in the things done at each step; (2) Acceptability of rational emotive counseling guidelines for homework assignment techniques and confrontation techniques; (3) The practicality of rational emotive counseling guidelines for homework assignment techniques and confrontation techniques is very high; (4) The effectiveness of rational emotive counseling guidelines for homework assignment techniques and confrontation techniques is very high.
Abidin, R. R., & Robinson, L. L. (2002). Stress, biases, or professionalism: What drives teachers' referral judgments of students with challenging behaviors?. Journal of Emotional and Behavioral Disorders, 10(4), 204-212.
Anderson, J. A. (1999). Faculty responsibility for promoting conflict-free college classrooms. New Directions for Teaching & Learning, 77, 69-76.
Aurachman, R. (2018). Perancangan influence diagram perhitungan dampak dari revolusi industri 4.0 terhadap pengangguran kerja. Jurnal Teknologi dan Manajemen Industri, 4(2), 7-12.
Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot‐Casey, L. (2012). Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork. Journal of Applied Behavior Analysis, 45(2), 407-411.
Blue, S. G. R., & Surgeon, G. U. (2000). The public health service. Washington, DC: US. Department of Health & Human Services.
Canter, A. S., Paige, L. Z., Roth, M. D., Romero, I., & Carroll, S. A. (Eds.). (2004). Helping children at home and school II: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.
Cihak, D. F., Kirk, E. R., & Boon, R. T. (2009). Effects of classwide positive peer “tootling” to reduce the disruptive classroom behaviors of elementary students with and without disabilities. Journal of Behavioral Education, 18(4), 267-278.
Donaldson, J. M., Vollmer, T. R., Krous, T., Downs, S., & Berard, K. P. (2011). An evaluation of the good behavior game in kindergarten classrooms. Journal of Applied Behavior Analysis, 44(3), 605-609.
Edwards, J. L., Green, K. E., Lyons, C. A., Rogers, M. S., & Swords, M. E. (1998). The effects of cognitive coaching and nonverbal classroom management on teacher efficacy and perceptions of school culture. Washington, DC: Education Resources Information Center (ERIC).
Fernández-Balboa, J. M. (1991). Beliefs, interactive thoughts, and actions of physical education student teachers regarding pupil misbehaviors. Journal of Teaching in Physical Education, 11(1), 59-78.
Hafen, C. A., Ruzek, E. A., Gregory, A., Allen, J. P., & Mikami, A. Y. (2015). Focusing on teacher–student interactions eliminates the negative impact of students’ disruptive behavior on teacher perceptions. International Journal of Behavioral Development, 39(5), 426-431.
Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115-136.
Haroun, R., & O’Hanlon, C. (1997). Do teachers and students agree in their perception of what school discipline is?. Educational Review, 49(3), 237-250.
Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP bulletin, 86(631), 16-31.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42(1), 79-89.
Kulinna, P. H., Silverman, S., & Keating, X. D. (2000). Relationship between teachers’ belief systems and actions toward teaching physical activity and fitness. Journal of Teaching in Physical Education, 19(2), 206-221.
Maryono, Y., & Istiana, B. P. (2007). Teknologi informasi dan komunikasi. Jakarta: Yudhistira.
McKissick, C., Hawkins, R. O., Lentz, F. E., Hailley, J., & McGuire, S. (2010). Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom. Psychology in the Schools, 47(9), 944-959.
Meany‐Walen, K. K., Bratton, S. C., & Kottman, T. (2014). Effects of Adlerian play therapy on reducing students' disruptive behaviors. Journal of Counseling & Development, 92(1), 47-56.
Mental Health America (2012). Conduct disorder. Retrieved November 10th, 2012, From http://www.mentalhealthamerica.net.
Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student–teacher relationships and children's early problem behaviors. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608.
Nordstrom, C. R., Bartels, L. K., & Bucy, J. (2009). Predicting and curbing classroom incivility in higher education. College Student Journal, 43(1), 74-86.
Qomariyah, A. N. (2009). Perilaku penggunaan internet pada kalangan remaja di perkotaan. Surabaya: Universitas Airlangga Surabaya.
Ramp, E., Ulrich, R., & Dulaney, S. (1971). Delayed timeout as a procedure for reducing disruptive classroom behavior: A case study. Journal of Applied Behavior Analysis, 4(3), 235-239.
Seidman, A. (2005). The learning killer: Disruptive student behavior in the classroom. Reading Improvement, 42(1), 40-47.
Siedentop, D., & Tannehill, D. (1999). Developing teaching skills in physical education (pp. 335-339). Mountain View: Mayfield.
Supaporn, S., Dodds, P., & Griffin, L. (2003). An ecological analysis of middle school misbehavior through student and teacher perspectives. Journal of teaching in physical education, 22(3), 328-349.
Suwardana, H. (2018). Revolusi Industri 4. 0 Berbasis Revolusi Mental. JATI UNIK: Jurnal Ilmiah Teknik dan Manajemen Industri, 1(2), 102-110.
Syah, H. (2010). Metodologi penelitian pendidikan pendekatan verifikatif. Yogyakarta: PT. LkiS Printing Cemerlang.
Veiga, F. H. (2008). Disruptive behavior scale professed by students (DBS-PS): development and validation. International Journal of Psychology and Psychological Therapy, 8(2), 203-216.
White, R., Algozzine, B., Audette, R., Marr, M. B., & Ellis Jr, E. D. (2001). Unified discipline: A school-wide approach for managing problem behavior. Intervention in School and Clinic, 37(1), 3-8.
Copyright (c) 2019 Annur Aliyyu
This work is licensed under a Creative Commons Attribution 4.0 International License.