The Effect of Classical Guidance Services with Role Playing Techniques in Learning Pancasila Student Profiles to Prevent Bullying Behavior

Abstract

Bullying in school is identified as behavior that hurts individuals both verbally and in their relationships with their peers that result in repeated disputes or even exclusion of students another. Applying a program with the concept of independent learning to seek changes in the implementation of education without formal rules that hinder creativity as a strategy to prevent bullying in schools by BK teachers. The purpose is to find out the level of understanding of bullying behavior before and after the service, as well as to see the effect of classical guidance services with role playing techniques to prevent bullying behavior in the learning of Pancasila student profile in class X MPLB students at SMK Negeri 1 Slawi, Tegal Regency. This research uses a quantitative method with the type of research Pre-Experimental, One Group Pretest Postest Design. Hypothesis testing using paired sample t-test and simple linear regression. The results of the research obtained before the service level of understanding bullying behavior, low category 52.78% (19 students), medium category 33.33% (12 students) and high category 13.89% (5 students). After conducting classical guidance services with role playing techniques in the learning of Pancasila student profiles, there was an increase of 72.22% in the high category (26 students), a decrease of 27.78% in the medium category (10 students), and a change of 0.00% in the low category. Hypothesis testing in the paired sample t-test, there is a significant difference between the pretest and posttest with a result of 0.000 < 0.05 so that it has a significant impact on the services provided. Based on the regression numbers with sig (2-tailed) equal to 0.000 where the probability value is < 0.05 which means Ha is accepted and H0 is rejected with a significant influence of 81.8%