The Effectiveness of Group Counseling Services Using the Cognitive Behavior Modification (CBM) Approach in Preventing Relational Aggression in Students

Lika Widiawati; Firman

doi:10.31538/tijie.v6i2.1686

Authors

Lika Widiawati Universitas Negeri Padang, Indonesia
Firman Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.31538/tijie.v6i2.1686

Keywords:

Relational Aggression, Group Counseling, Cognitive Behavior Modification

Abstract

Violence among adolescents is an increasingly complex phenomenon, including relational aggression, which often goes undetected due to its covert nature. Relational aggression can have serious consequences, such as depression and even suicidal tendencies among victims. This study aims to analyze the effectiveness of group counseling services using the Cognitive Behavior Modification (CBM) approach in preventing relational aggression among students at SMK 6 Padang. This study employs a quantitative research method with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consists of 12 students divided into experimental and control groups, each comprising six students, selected using a stratified random sampling technique. The research instrument utilizes a Likert scale, while data analysis is conducted using the Wilcoxon Signed Ranks Test and the Mann-Whitney Test. The findings indicate that group counseling services using the CBM approach significantly reduce relational aggression in the experimental group compared to the control group. These results affirm that the CBM approach is effective in modifying students’ thought patterns and behaviors related to relational aggression. The implications of this study provide recommendations for guidance and counseling teachers to implement CBM-based group counseling services as an intervention strategy for addressing relational aggression in the school environment.

Downloads

Download data is not yet available.

References

Agahheris, M., Ezzati, K., Dousti, A., & Pallooji, A. (2019). Effectiveness of Cognitive-Behavior Training on Modifying Self and Other- Deception among Females with Irrational Beliefs. 6(2).

Arif, M., Aziz, M. K. N. A., & Abdurakhmonovich, Y. A. (2024). Trend Strategy to Prevent Bullying in Islamic Boarding Schools (Pesantren). Jurnal Ilmiah Peuradeun, 12(2), Article 2. https://doi.org/10.26811/peuradeun.v12i2.1087

Beinhauer, L. J. (2018). A comparison of multivariate and univariate models for pre-test post-test data concerning accuracy in the presence of missing data. University of Twente.

Budiman, A. (2021). Perilaku Bullying pada Remaja dan Faktor-Faktor Yang Mempengaruhinya.

Chen, M. (2015). Empirical Likelihood Methods for Pretest-Posttest Studies by.

Corey, G. (2023). Theory & practice of group counseling. Cengage.

Coyne, S. M., & Ostrov, J. M. (2018). The development of relational aggression. Oxford university press.

Efianingrum, A., Dwiningrum, S. I. A., & Nurhayati, R. (2020). Cyberbullying pelajar SMA di media sosial: Prevalnsi dan rekomendasi. Jurnal Pembangunan Pendidikan: Fondasi Dan Aplikasi, 8(2), 144–153.

Fauzi, S. A., & Permadi, B. A. (2023). Penerapan Reward Dan Punishment Dalam Meningkatkan Kedisiplinan Siswa Di Kelas IV Mi Miftahul Ulum Pandan Arum. Academicus: Journal of Teaching and Learning, 2(2), Article 2. https://doi.org/10.59373/academicus.v2i2.23

Febriani, R. O. (2022). Keefektifan Pendekatan Cognitive Behavior Modification ( CBM ) untuk Meningkatkan Disiplin. 8(2), 166–174.

Good, M., Maries, A., & Singh, C. (2022). Additional unexpected benefits of rewarding students for effective problem solving strategies: Supporting gender equity in physics. Physics Education, 57(5), 055005. https://doi.org/10.1088/1361-6552/ac730f

Hastjarjo, T. D. (2019). Rancangan eksperimen-kuasi. Buletin Psikologi, 27(2), 187–203.

Krishnan, P. (2024). A review of the non-equivalent control group post-test-only design. Nurse Researcher, 32(1).

Oktaviani, P., Syahid, A., & Moormann, P. P. (2020). Santri’s Emotional Intelligence and Big Five Personalities on Bullying Behaviors in Pesantren. Jurnal Pendidikan Islam, 6(2), Article 2. https://doi.org/10.15575/jpi.v6i2.9916

Province, G. (2020). Research Paper: The Effect of Cognitive-behavior Modification and Feeding Behavior on Serotonin Levels and Depression Symptoms. 6(4), 222–232.

Pusvitasari, R., & Zarkasyi, A. (2024). Holistic Approaches to Bullying Prevention: The Mediating Role of School Well-Being, Self-Management, and Empathy. At-Tadzkir: Islamic Education Journal, 3(2), Article 2. https://doi.org/10.59373/attadzkir.v3i2.63

Rustamana, A., Wahyuningsih, P., Azka, M. F., & Wahyu, P. (2024). Penelitian metode kuantitatif. Sindoro: Cendikia Pendidikan, 5(6), 81–90.

Simfoni. (2025). No Title.

Soekoto, Z. A., Muttaqin, D., & Tondok, M. S. (2020). Kualitas pertemanan dan agresi relasional pada remaja di Kota Surabaya. Jurnal Psikologi, 6(2), 188–201.

Syahrizal, H., & Jailani, M. S. (2023). Jenis-jenis penelitian dalam penelitian kuantitatif dan kualitatif. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 1(1), 13–23.

Yonita, E. N., & Karneli, Y. (2019). The effectiveness of the cognitive behavior modification approach with group settings to reduce bullying behavior. Jurnal Neo Konseling, 1(3).

Yusri, N. F., & Karneli, Y. (2023). Digital Cognitive Behavior Modification Module to Reduce Cyberbullying Behavior. 7(3), 554–563.