KECENDERUNGAN DAN TIPIKAL DISRUPTIVE BEHAVIOR DALAM SITUASI PEMBELAJARAN

Annur Aliyyu, Nani M. Sugandhi, I Ilfiandra

Abstract


Facing disruptive behavior is the struggle of every teacher in learning. The teacher will spend a lot of time disciplining students before starting learning. Disruptive behavior that is carried out continuously without appropriate intervention has the potential to disrupt teacher performance and student learning success. The purpose of this study is to describe the tendencies and typical disruptive behavior in learning situations. The study uses a quantitative approach with descriptive methods. The instrument used was a Disruptive Behavior Scale questionnaire adapted from the Disruptive Behavior Scale Professed by Students (DBS-PS) instrument developed by Feliciano H Veiga from Universidade de Lisboa, Portugal. The population and sample of the study were 115 students of Class X of SMA Negeri 2 Sukabumi City. Data on trends and typical disruptive behavior use descriptive statistical procedures. The results showed that the general disruptive behavior of students was in the category of being headed low. Typical disruptive behavior of students is included in the category of distractions (distraction transgression) associated with disturbances, neglect, and violations of the rules. Research recommendations are aimed at teacher guidance and counseling.

Full Text:

PDF

References


Abidin, R., & Robinson, L. L. (2002). Stress, biases, or professionalism: What drives teachers' referral judgments of students with challenging behaviors? Journal of Emotional and Behav- ioral Disorders, 10, 204–212.

Ali, A., & Gracey, D. (2013). Dealing with student disruptive behavior in the classroom – a case example of the coordination between faculty and assistant dean for academics. Issues in Informing Science and Information Technology Volume 10.

Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4-18 and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational & Developmental Psychology. Vol 4, pp 59-70.

Asizah. (2015). Children disruptive behavior well-being: pentingnya hubungan anak dan orang tua. Seminar Psikologi & Kemanusiaan. Psychology Forum UMM. ISBN: 978-979-796-324-8.

Barkley, R. (2007). School interventions for attention deficit hy- peractivity disorder: Where to from here? School Psychology Review, 36, 279–286.

Bru, E. (2001). Factors associated with disruptive behaviour in the classroom. Norway: University of Stavanger.

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.

Chander, I. K. (1992). Promoting children’s social/survival skill as a strategy for transition to mainstreamed kindergarten programs. In S. L Odom, S. R McConnell & M. A McEvoy (Eds.). Social competence of young children with disabilities (pp. 245-276). Baltimore: Brookes.

Chazan, M., Laing, A. F., & Davies, D. (1994). Emotional and behavioral difficulties in childhood: identification, assessment and intervention in schools. London: Falmer.

Chen, C. W. (2007). Effects of treatment on disruptive behaviors: a quantitative synthesis of single-subject researches using the pem approach. The Behavior Analyst Today Volume 8, Issue 4.

Creswell, J. W. (2015). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA: University of Nebraska-Lincoln.

Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104(4), 632–643.

Ford, W. B. (2015). Reducing disruptive behavior in high school: the good behavior game. Theses. The University of Southern Mississippi: The Aquila Digital Community.

Ghazi, S. R., Shahzada, G., & Tariq, M., & Khan, A. Q. (2013). Types and causes of students’ disruptive behavior in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research, 1(9), 350354.

Gresham, F. M. (2015). Disruptive behavior disorder. New York: The Guilford Press.

Haroun, R., & O’Hanlon, C. (1997). Teachers’ perceptions of discipline problems in a Jordanian secondary school. Pastoral Care in Education, 15, 29–36.

Jacobson, K. (2013). Educators’ experiences with disruptive behavior in the classroom. Master of Social Work Clinical Research Papers. Paper 199.

Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. Journal Educational Psychology. Vol 72 Issues 2, 191-211.

Luiselli, J. K., Putnam, R. F., & Sunderland, M. (2002). Longitudinal Evaluation of Behavior Support Intervention in Public Middle School. Vol 4 Issues 3 (184-190).

Marais, P., & Meiyer, C. (2010). Disruptive behavior in the foundation phase of schooling. South African Journal of Education. Volume 30 No.1.

McKissick, C., et al. (2010). Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second-grade classroom. Psychology in the Schools, Vol. 47(9). Published by Wiley Periodicals, Inc.

McMahon., & Loschiavo, C. (2006). Dealing with difficult student. Handout. Teaching Engagement Program. University of Oregon.

Meany-Walen., et al. (2014). Effects of Adlerian play therapy on reducing students’ disruptive behaviors. Journal of Counseling & Development, Volume 92. Published by the American Counseling Association.

Nasution. (2009). Metode research (penelitian ilmiah). Jakarta: Bumi Aksara.

Nordahl, T., & Sørlie, M. (1998). Problematferd i skolen. Hovedfunn, forklaringer og pedagogiske implikasjoner (Problematic behaviour in schools. Main findings, explanations, and implication for educational practice; in Norwegian). Oslo, Norway: Nova.

Romi, S. (1999). Disruptive behaviour in religious and secular high schools teachers’ and students’ attitudes. Reseach in Education No. 71.

Schroeder, C., & Gordon, B. (2002). Assessment and Treatment of Childhood Problems: A Clinician's Guide (2nded.). London: The Guilford Press.

Seeman, H. (2009). Preventing Disruptive in College. United Kongdom: A division of Rawman and Littlefield Publisher.

Sellgren, K. (2013). Disruptive behaviour rising, teachers say. Diakses dari BBC News: http://www.bbc.com/news/education-21895705 pada tanggal 30 Januari 2019 pada pukul 12.01 WIB.

Sudjana. (2001). Metode dan teknik pembelajaran partisipatif. Bandung: Falah production.

Tolan, P. H., & Leventhal, L. B. (2013). Disruptive Behavior Disorders. New York: Springer Science+ Business Media.

Tirtayani, L. A., & Martani, W. (2012). Penerapan Rancangan intervensi Kereta Anak Tertib Di Taman Kanak-Kanak. Jurnal Psikologi, 8(1), 21-28.

Trisnawati, E. (2019). Persepsi siswa dan guru terhadap perilaku mengganggu di kelas pada siswa SLTA berdasarkan sosiodemografi di Bandung. Tesis. Bandung: Universitas Pendidikan Indonesia.

US Public Health Service. (2000). Report of the Surgeon General's Conference on Children's Mental Health: A national action agenda. Washington, DC: US Department of Health and Hu- man Services.

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. Portugal: Universidade de Lisboa.

Wicks-Nelson, R., & Israel, A. (2006). Behavior Disorders of Childhood. New Jersey: Pearson Education.

White, R., Algozzine, B., Audetre, R., Marr, M., & Ellis, ED (2001). Unified discipline: a school-wide approach for managing problem behavior. Intervention in School and Clinic, 37(3), 3-8.


Refbacks

  • There are currently no refbacks.