Development of a Structure Peer Counseling Model to Improve Assertive Behavior Among Junior High School Student
Main Article Content
Abstract
Background: Many junior high school students exhibit low assertiveness, particularly in expressing opinions, resisting negative peer pressure, and maintaining interpersonal boundaries, which may hinder their socio-emotional development. Aim: This study examined the urgency and effectiveness of structured peer counseling as an intervention to improve assertive behavior among junior high school students. Method: The research employed a quasi-experimental pretest–posttest control-group design involving 62 students, divided into an experimental and a control group. The intervention consisted of structured peer counseling sessions emphasizing active listening, empathy, modeling, and role-playing of assertive communication. Assertive behavior was measured using a four-point Likert scale instrument administered before and after the intervention. Data were analyzed using the Wilcoxon Signed-Rank Test to determine differences between pretest and posttest scores. Results and Discussion: The findings revealed a statistically significant improvement in the experimental group (Z = -4.643, p < 0.001) with a large effect size (r = 0.60), indicating meaningful behavioral change following peer counseling. In contrast, the control group did not show a significant improvement (Z = -1.924, p = 0.054). These results suggest that structured peer counseling provides an effective developmental context for practicing assertive communication skills through peer interaction and social modeling. Conclusion: The study confirms the urgent need for assertive behavior intervention in junior high schools and demonstrates that structured peer counseling is an effective approach to enhancing students' assertiveness, providing empirical support for its integration into school guidance and counseling programs.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All rights reserved. This publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording.
References
Alberti, R. E., & Emmons, M. L. (2017). Your perfect right: Assertiveness and equality in your life and relationships (10th ed.). New Harbinger Publications.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
King, C. A., Gipson, P. Y., Horwitz, A. G., & Opperman, K. J. (2021). Peer-based interventions for adolescent mental health: A systematic review. Journal of Adolescence, 88, 1–14. https://doi.org/10.1016/j.adolescence.2021.01.005
Moreno, M. A., Whitehill, J. M., & Swanson, M. J. (2019). Associations between assertiveness and adolescent peer influence. Journal of Youth and Adolescence. 48(3), 423–435. https://doi.org/10.1007/s10964-018-0974-3
Nugraha, R., & Prasetyo, H. (2023). Peer counseling as a strategy to improve students’ interpersonal competence in secondary schools. Indonesian Journal of Guidance and Counseling, 12(1), 45–54.
Putri, D. A., & Hidayah, N. (2021). The effectiveness of group counseling in improving students’ assertive behavior. Jurnal Kajian Bimbingan dan Konseling, 6(2), 85–92.
Rahmawati, D., Suryanto, T., & Wibowo, A. (2022). The effectiveness of peer counseling programs in supporting students’ socio-emotional development in schools. Journal of Counseling and Education, 7(2), 115–123.
Sari, R. P., & Mulyadi, S. (2020). Peer counseling model in developing students’ social competence. Jurnal Bimbingan Konseling Indonesia, 5(1), 45–53.
Shalaby, R. A., & Agyapong, V. I. O. (2020). Peer support in youth mental health: A systematic review. BMC Psychiatry, 20, Article 360. https://doi.org/10.1186/s12888-020-02733-8
Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence-based treatment. Clinical Psychology. Science and Practice, 25(1), e12216. https://doi.org/10.1111/cpsp.12216
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2018). Promoting positive youth development through school-based social and emotional learning interventions. Child Development, 89(1), 56–72. https://doi.org/10.1111/cdev.12864
Tindall, J. A., & Gray, H. D. (1985). Peer counseling: In-depth look at training peer helpers. Accelerated Development.
Wentzel, K. R., & Looney, L. (2021). Peer relationships and prosocial behavior in adolescence. Educational Psychologist, 56(2), 90–106. https://doi.org/10.1080/00461520.2021.1895963
Wibowo, M. E., & Nuryono, W. (2019). Implementation of peer counseling in Indonesian secondary schools. Jurnal Bimbingan Konseling, 8(2), 120–128.
Zhao, Y., & Zhang, Y. (2023). School-based peer counseling programs and student socio-emotional outcomes: A meta-analysis. School Psychology International, 44(2), 156–175. https://doi.org/10.1177/01430343221134567