A pesquisa investigou os modos de vinculação de alunos de 5 a 12 anos de uma escola pública municipal. Na literatura, verifica-se que a constituição dos vínculos podem ser agentes inibidores ou ...potencializadores da aprendizagem. Trata-se de uma pesquisa qualitativa, realizada por meio de sociodramas. Participaram 36 crianças, divididas por faixa etária, em 6 grupos, com os quais foram realizadas 10 sessões, que foram transcritas, e passaram por uma análise de conteúdo. A escolha das crianças se deu por indicação da escola. A análise dos dados revela que as crianças trazem situações vinculares importantes, principalmente com a família, havendo tanto vínculos de aceitação quanto de rejeição, neste âmbito. As crianças mais velhas trazem, de forma mais intensiva que as mais novas, temas relativos a vínculos na escola, que se mostraram ser em grande parte de rejeição. A mídia se mostrou um importante fator de vinculação das crianças com o mundo. Com o passar das intervenções, observou-se o desenvolvimento de vínculos com a natureza e com o grupo de crianças, sendo estes fatores de motivação para as crianças.
The school students still show aggressive behavior such as shouting, swearing and glaring when offended, mocking, kicking and fighting, all of these are because of the uncontrolled anger. The purpose ...of this study was to examine the effectiveness of sociodrama within psychoeducational group to improve anger management skills for class XI students of State Madrasah Aliyah 3 Majalengka. A quasi-experimental method with 30 participants of class XI State Madrasah Aliyah 3 Majalengka were administered. The random sampling technique was used in this study. The results of 40 items test for anger management skills scale obtained 30 items are valid (α = 0.90). Data analysis to determine the effectiveness of the sociodrama to improve anger management skills through Wilcoxon test. The results showed the skills to manage anger of students generally in the medium category, it means that students already have the skills to manage anger but it is not yet been consistent, therefore, sometimes students showed aggressive behavior and sociodrama technique within psychoeducational group is effective to improve students anger management skills.
Abstrak Artikel ini bertujuan untuk mendeskripsikan penggunaan sosiodrama dalam pembelajaran BIPA di Sanggar Kampung Indonesia, Tulungagung yang meliputi pelaksanaan sosiodrama, keterampilan ...berbahasa, dan nilai-nilai yang diajarkan. Data diperoleh dari kegiatan pembelajaran BIPA dengan menggunakan metode sosiodrama di Sanggar Kampung Indonesia, Tulungagung. Data tersebut dikumpulkan dengan teknik observasi, wawancara, dan dokumentasi. Observasi digunakan untuk mendapatkan data pelaksanaan bermain sosiodrama. Wawancara digunakan untuk mengetatahui keterampilan dan nilai-nilai yang diajarkan melalui permainan sosiodrama. Kedua teknik tersebut dilengkapi dengan dokumen naskah sosiodrama yang diperankan oleh mahasiswa. Data dianalisis dengan model interaktif yang diadaptasi dari Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, verifikasi, dan simpulan akhir. Hasil analisis data menemukan bahwa dalam pelaksanaan sosiodrama, seluruh karakter diperankan oleh mahasiswa BIPA. Permainan sosiodrama tersebut bertujuan untuk meningkatkan keterampilan berbicara sesuai dengan konteks sosial budaya yang meliputi keterampilan mengungkapkan perasaan suka, tidaksuka, bahagia, sedih, dan kecewa. Nilai-nilai yang diajarkan melalui sosiodrama meliputi nilai budaya dan nilai religious. Kata Kunci: Sosiodrama, keterampilan berbahasa, BIPA, nilai budaya, nilai religious Abstract This artikel aims to describe the implementation of playing sociodrama, language skills, and values taught through playing sociodrama in teaching Indonesian for Foreign Speakers (BIPA) at Sanggar Kampung Indonesia, Tulungagung. The data were collected through technique of observation, interview, and documentation. The data were analyzed by interactive model adopted from Miles and Huberman, consisted of collecting data, reducing data, displaying data, verifying data, and drawing conclusion. The data analysis revealed some findings as follow: (1) students were divided into four groups and each group played as actors of sociodrama, (2) sociodrama aimed to improve language skills such as expressing like and dislike, happiness, sadness, and disappointed, (3) sociodrama taught cultural values, pragmatics values, and religious values. Keywords: Sociodrama, language skills, BIPA, culture value, religious value
This study aims to determine the influence of sociodrama group guidance to improve student manners in schools. This study was a classroom action research conducted in 2 (two) cycles. Data collection ...was used questionnaire and observation sheet. The questionnaire was used to collect data of student manners, while observation was used to collect data of the implementation of group guidance on the sociodrama technique and field notes. The manners measurement of each student was in the form of scores obtained from the questionnaire, the total score was then converted into qualitative data of five scale. The observation results of group guidance and manners measurement were descriptively analyzed. The results of the questionnaires in Cycle I showed score of 8.7 with 5 students showed a very good, good and moderate manners. No students had very low and very low manners. The results of manners questionnaires showed that from 10 indicators, there were 5 indicators that meet the success criteria, the value was shown 80% and more. While 5 indicators are still below the limits of the predetermined success criteria. In the Cycle II there were improvements. There were 11 students (61.11%) who had very good manners, and 7 students (38.89%) had high manners. No students had moderate, low and very low manners. After implementation the group guidance of sociodrama at cycle II, all indicators have reached above the minimum success criteria of 80%. The results of this study showed that providing the group guidance of sociodrama techniques may improve student manners.
Bullying behavior is a behavior that many found among people in recent times. Many argue that bullying behaviors include behaviors that aim to intimidate others, discredit others, and even injure ...others. Different forms of bullying behaviors, some of which include bullying, threatening, mocking, calling offensive calls, and isolating or alienating others in a group. There are many impacts of bullying behavior, including individuals who become inferior, depressed, depressed, or even self-rebellious and revengeful. Such impacts will be harmful to others as well as to the individuals concerned. Therefore it is necessary to attempt to overcome the bullying behavior. One way that can be used is through the application of group guidance with sociodrama technique. Sociodrama is one of group guidance techniques. Through sociodrama, individuals will be invited to play a role to train their ability to deal with bullying behavior in accordance with the drama theme being played.
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