EFEKTIVITAS TEKNIK STOP THINK ACT DALAM LAYANAN KONSELING KELOMPOK UNTUK MENINGKATKAN PERILAKU ADAPTIF SISWA UPT SMPN 5 SATAP MASAMBA
Abstract
Perilaku maladaptif pada siswa, seperti tindakan impulsif, ketidakmampuan meregulasi emosi, dan pelanggaran aturan sekolah, menjadi kendala serius dalam lingkungan pendidikan di UPT SMPN 5 Satap Masamba. Penelitian ini bertujuan untuk menguji efektivitas teknik Stop, Think, Act (STA) dalam layanan konseling kelompok untuk meningkatkan perilaku adaptif siswa. Pendekatan kuantitatif dengan desain pra-eksperimen One Group Pretest-Posttest Design diterapkan dalam penelitian ini. Sampel dipilih menggunakan teknik purposive sampling yang terdiri dari 10 siswa laki-laki dengan skor perilaku adaptif rendah hingga sedang. Pengumpulan data menggunakan Angket Perilaku Adaptif (Skala Likert), sedangkan analisis data menggunakan uji prasyarat normalitas Shapiro-Wilk dan uji hipotesis Paired Sample t-Test berbantuan IBM SPSS. Hasil penelitian menunjukkan kenaikan skor rata-rata yang signifikan dari pre-test sebesar 61,40 menjadi post-test sebesar 101,50. Hasil uji hipotesis menunjukkan nilai Sig. (2-tailed) sebesar 0,000 (< 0,05), sehingga H0 ditolak dan H1 diterima. Kesimpulan penelitian ini menunjukkan bahwa penerapan teknik Stop, Think, Act dalam layanan konseling kelompok terbukti efektif secara signifikan dalam meningkatkan perilaku adaptif siswa
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References
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Kellens, S., Dieusaert, F., De Wilde, J., Spilt, J. L., & Baeyens, D. (2023). The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness. Frontiers in Education, Volume 8-. https://doi.org/10.3389/feduc.2023.1149977
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Maurer, M. M., Maurer, J., Hoff, E., & Daukantaitė, D. (2023). What is the process of personal growth? Introducing the Personal Growth Process Model. New Ideas in Psychology, 70(March). https://doi.org/10.1016/j.newideapsych.2023.101024
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Purba, S. A. B. P., & Nasution, F. (2025). Efektivitas Konseling Kelompok Teknik Thought Stopping dalam Mengurangi Academic Burnout Siswa di SMP. Indonesian Journal of Counseling and Development, 7(1), 12–24. https://doi.org/10.32939/ijcd.v7i1.5328
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Sabanal, P. V. E., & Bantulo, J. S. (2025). MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN SCHOOL SOCIAL SKILLS AND ACADEMIC ACHIEVEMENT IN EDUKASYON SA PAGPAPAKATAO OF GRADE 5 LEARNERS. European Journal of Education Studies, 12(8). https://doi.org/10.46827/ejes.v12i8.6167
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Selvia, F., Sugiharto, D. Y. P., & Samsudi, S. (2017). Teknik Cognitive Restructuring dan Thought Stopping dalam Konseling Kelompok untuk Mengurangi Perilaku Bullying Siswa. Jurnal Bimbingan Konseling, 6, 20–27.
Upshur, C. C., Heyman, M., & Wenz-Gross, M. (2017). Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes. Journal of Applied Developmental Psychology, 50, 15–25. https://doi.org/https://doi.org/10.1016/j.appdev.2017.03.004
Vuijk, P., Bul, K., Buil, M., Rauws, M., Curie, K., Amesz, C., Weerheijm, R., & Riper, H. (2024). Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls: a cluster randomized controlled trial. Trials, 25(1), 40. https://doi.org/10.1186/s13063-023-07885-x
Yudianto, E., Budiono, A. N., Mutakin, F., Jember, U. I., Jember, U. I., & Jember, U. I. (2021). Layanan konseling kelompok untuk meningkatkan rasa percaya dirisiswa smps al baitul amien jember. Jurnal Consulenza:Jurnal Bimbingan Konseling Dan Psikologi, 04(02), 48–53. https://doi.org/10.36835/jcbkp.v4i2.1075
Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Frontiers in Psychology, Volume 9-. https://doi.org/10.3389/fpsyg.2018.00208
Amalia, R., Khalisah, N., Pohan, R. A., & Lutfatulatifah. (2024). Correspondence to Gautam et al. Adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in children and adolescents: A longitudinal study. Journal of Affective Disorders, 365(June), 144–145. https://doi.org/10.1016/j.jad.2024.08.085
Antonopoulou, H. (2024). The Value of Emotional Intelligence: Self-Awareness, Self-Regulation, Motivation, and Empathy as Key Components. Technium Education and Humanities, 8, 78–92. https://doi.org/10.47577/teh.v8i.9719
Babicka-Wirkus, A., Kozłowski, P., Wirkus, Ł., & Stasiak, K. (2023). Internalizing and Externalizing Disorder Levels among Adolescents: Data from Poland. In International Journal of Environmental Research and Public Health (Vol. 20, Issue 3, p. 2752). https://doi.org/10.3390/ijerph20032752
Barnett, L. A. (2018). The education of playful boys: Class clowns in the classroom. Frontiers in Psychology, 9(MAR), 1–18. https://doi.org/10.3389/fpsyg.2018.00232
Cahyani, N. K. D., Putri, D., & ... (2026). Efektivitas Konseling Kognitif Behavioral Teknik Restrukturisasi Kognitif dalam Setting Kelompok untuk Meningkatkan Penyesuaian Diri Siswa. … Ilmu Sosial & …, 893–903. http://ejournal.yayasanpendidikandzurriyatulquran.id/index.php/AlZayn/article/view/5350%0Ahttp://ejournal.yayasanpendidikandzurriyatulquran.id/index.php/AlZayn/article/download/5350/3565
Collie, R. J., & Martin, A. J. (2024). Students’ perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being. Learning and Individual Differences, 116(September). https://doi.org/10.1016/j.lindif.2024.102563
Daulay, N. (2021). Perilaku Maladaptive Anak dan Pengukurannya. Buletin Psikologi, 29(1), 45. https://doi.org/10.22146/buletinpsikologi.50581
Dörrenbächer-Ulrich, L., & Bregulla, M. (2024). The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review. In Educational Psychology Review (Vol. 36, Issue 3). Springer US. https://doi.org/10.1007/s10648-024-09932-8
Eker, C. (2026). The role of self-regulation skills in social-emotional well-being and psychological resilience: Evidence from preschool children in Türkiye. Acta Psychologica, 264(February), 106517. https://doi.org/10.1016/j.actpsy.2026.106517
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. In Review of General Psychology (Vol. 2, Issue 3, pp. 271–299). Educational Publishing Foundation. https://doi.org/10.1037/1089-2680.2.3.271
Handayani, K. S. (2025). Optimalisasi Perkembangan Peserta Didik Melalui Bimbingan Konseling Dan Psikologi Pendidikan Optimizing Student Development Through Guidance , Counseling , and Educational Psychology adalah layanan Bimbingan dan Konseling ( BK ). Layanan BK bertujuan memb. 8(8), 5486–5493. https://doi.org/10.56338/jks.v8i8.8400
Hasanah, S. N. A., & Yaqin, M. A. (2025). Principal Strategies to Improve Teachers’ Pedagogic Competence in The Digital Era. Journal of Educational Management Research, 4(1), 14–26. https://doi.org/10.61987/jemr.v4i1.755
Insantuan, B., Sihotang, H., Murniarti, E., Buaton, J., & Indonesia, U. K. (2026). Journal la sociale. 07(02), 624–636. https://doi.org/10.37899/journal-la-sociale.v7i2.2897
Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: strategies and skills. 478.
Jauza, N. A., & Albina, M. (2025). Model dan Pendekatan Penelitian Kuantitatif : Kajian Filosofis , Metodologis , dan Aplikatif. 104–111.
Kellens, S., Dieusaert, F., De Wilde, J., Spilt, J. L., & Baeyens, D. (2023). The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness. Frontiers in Education, Volume 8-. https://doi.org/10.3389/feduc.2023.1149977
Kupferberg, A., & Hasler, G. (2023). Journal of Affective Disorders Reports The social cost of depression : Investigating the impact of impaired social emotion regulation , social cognition , and interpersonal behavior on social functioning. Journal of Affective Disorders Reports, 14(July), 100631. https://doi.org/10.1016/j.jadr.2023.100631
Maurer, M. M., Maurer, J., Hoff, E., & Daukantaitė, D. (2023). What is the process of personal growth? Introducing the Personal Growth Process Model. New Ideas in Psychology, 70(March). https://doi.org/10.1016/j.newideapsych.2023.101024
McClelland, M. M., & Tominey, S. L. (2016). Stop, Think, Act: Integrating Self-Regulation in the Early Childhood Classroom (1st ed.). Routledge.
Price, J. A., Morris, Z. A., & Costello, S. (2018). The application of adaptive behaviour models: A systematic review. Behavioral Sciences, 8(1). https://doi.org/10.3390/bs8010011
Purba, S. A. B. P., & Nasution, F. (2025). Efektivitas Konseling Kelompok Teknik Thought Stopping dalam Mengurangi Academic Burnout Siswa di SMP. Indonesian Journal of Counseling and Development, 7(1), 12–24. https://doi.org/10.32939/ijcd.v7i1.5328
Rahma, R., Marhani, M., & Kadir, A. (2025). Hubungan Antara Kecerdasan Emosional dengan Kemampuan Beradaptasi Siswa SMP Negeri 10 Palopo. FOKUS: Kajian Bimbingan Dan Konseling Dalam Pendidikan, 8(4), 575–587. https://doi.org/10.22460/fokus.v8i4.28737
Rahmani, D. A., Risnawati, & Hamdani, M. F. (2025). Uji T-Student Dua Sampel Saling Berpasangan/Dependend (Paired Sample t-Test). Jurnal Penelitian Ilmu Pendidikan Indonesia, 4(2), 568–576. https://jpion.org/index.php/jpi568Situswebjurnal:https://jpion.org/index.php/jpi
Sabanal, P. V. E., & Bantulo, J. S. (2025). MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN SCHOOL SOCIAL SKILLS AND ACADEMIC ACHIEVEMENT IN EDUKASYON SA PAGPAPAKATAO OF GRADE 5 LEARNERS. European Journal of Education Studies, 12(8). https://doi.org/10.46827/ejes.v12i8.6167
Sari, P., Bulantika, S. Z., Dewantari, T., & Rimonda, R. (2020). Effects of stress coping and emotion regulation on student academic stress Permata Sari, Siti Zahra Bulantika, Tri Dewantari, Rubi Rimonda. KONSELI: Jurnal Bimbingan Dan Konseling (E-Journal), 07(1), 73–79.
Selvia, F., Sugiharto, D. Y. P., & Samsudi, S. (2017). Teknik Cognitive Restructuring dan Thought Stopping dalam Konseling Kelompok untuk Mengurangi Perilaku Bullying Siswa. Jurnal Bimbingan Konseling, 6, 20–27.
Upshur, C. C., Heyman, M., & Wenz-Gross, M. (2017). Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes. Journal of Applied Developmental Psychology, 50, 15–25. https://doi.org/https://doi.org/10.1016/j.appdev.2017.03.004
Vuijk, P., Bul, K., Buil, M., Rauws, M., Curie, K., Amesz, C., Weerheijm, R., & Riper, H. (2024). Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls: a cluster randomized controlled trial. Trials, 25(1), 40. https://doi.org/10.1186/s13063-023-07885-x
Yudianto, E., Budiono, A. N., Mutakin, F., Jember, U. I., Jember, U. I., & Jember, U. I. (2021). Layanan konseling kelompok untuk meningkatkan rasa percaya dirisiswa smps al baitul amien jember. Jurnal Consulenza:Jurnal Bimbingan Konseling Dan Psikologi, 04(02), 48–53. https://doi.org/10.36835/jcbkp.v4i2.1075
Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Frontiers in Psychology, Volume 9-. https://doi.org/10.3389/fpsyg.2018.00208
Published
2026-08-18
How to Cite
PIRNA, Lira; KADIR, Abdul; MARHANI, Marhani.
EFEKTIVITAS TEKNIK STOP THINK ACT DALAM LAYANAN KONSELING KELOMPOK UNTUK MENINGKATKAN PERILAKU ADAPTIF SISWA UPT SMPN 5 SATAP MASAMBA.
Consilium: Education and Counseling Journal, [S.l.], v. 6, n. 2, p. 1113-1124, aug. 2026.
ISSN 2775-9466.
Available at: <https://unars.ac.id/ojs/index.php/consilium/article/view/8937>. Date accessed: 24 aug. 2026.
doi: https://doi.org/10.36841/consilium.v6i2.8937.
Section
Articles
