Penerapan Layanan Bimbingan Kelompok Teknik Role Playing untuk Menumbuhkan Level Empati Siswa di Sekolah Dasar Inklusif : penelitian tindakan partisipan terhadap siswa kelas IV Sekolah Dasar di Baleendah Kabupaten Bandung Tahun Akademik 2014/2015

• Main Author: Agustina, Irianti (Author)
• Format: Book
• Published: 2015-08-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/18432/1/T_BP_1303079_Title.pdf; http://repository.upi.edu/18432/1/T_BP_1303079_Abstract.pdf; http://repository.upi.edu/18432/1/T_BP_1303079_Table_of_content.pdf; http://repository.upi.edu/18432/2/T_BP_1303079_Chapter1.pdf; http://repository.upi.edu/18432/3/T_BP_1303079_Chapter2.pdf; http://repository.upi.edu/18432/3/T_BP_1303079_Chapter3.pdf; http://repository.upi.edu/18432/1/T_BP_1303079_Chapter4.pdf; http://repository.upi.edu/18432/1/T_BP_1303079_Chapter5.pdf; http://repository.upi.edu/18432/2/T_BP_1303079_Bibliography.pdf; http://repository.upi.edu/18432/1/T_BP_1303079_Appendix.pdf
• Keywords: BF Psychology; L Education (General)

Penelitian bertujuan untuk menumbuhkan level empati siswa baik siswa non-ABK maupun siswa ABK melalui layanan bimbingan kelompok teknik role playing berbasis penelitian tindakan. Desain penelitian yang digunakan yakni penelitian tindakan partisipan dilakukan kolaborasi guru BK yang berperan sebagai observer dan mengevaluasi tindakan. Sampel penelitian yakni siswa kelas IV terdiri dari 20 siswa non-ABK dan 1 siswa ABK yang semua dalam kategori empati kognitif rendah. Penelitian dilaksanakan dengan pemberian tindakan sebanyak tiga siklus dan enam sesi pertemuan. Pengukuran keberhasilan penerapan role playing secara analisis kualitatif, sedangkan untuk level empati siswa secara kuantitatif. Proses tindakan menunjukkan bahwa teknik role playing dapat diterapkan untuk menumbuhkan empati siswa, melalui: fokus layanan yang jelas; melibatkan siswa dalam pembuatan peraturan; dan keterlibatan umpan-balik antara siswa dengan siswa dan siswa dengan guru. Empati siswa ditunjukkan dengan ketercapaian empat aspek dimensi emosional siswa yang ditunjukkan lewat kemampuan individu dalam mengambil peran / role taking yang mencerminkan suasana kooperatif. The research intends to increase students' level of empathy, both those with and without special needs, through group counseling service with role playing technique based on action research. It adopted participant action research in collaboration with guidance and counseling teachers who served as observer and intervention evaluator. The research sample consisted of 20 fourth grade special needs students and 1 fourth grade non-special needs student with a low level of cognitive-empathy. It was carried out by providing intervention in three cycles and six sessions. The success of role playing technique was measured qualitatively, while students' levels of empathy were measured quantitatively. The intervention process shows that role playing technique can be implemented to grow students' empathy through: clear service focus, engaging students in rule making, and involvement in feedbacks given among students themselves and between students and teachers. Students' increased empathy is indicated by the achievement of four aspects of their emotional dimension as shown in each individual's ability in taking roles reflecting cooperative atmosphere.