Psikofusi: Jurnal Psikologi Integratif

ANALISIS PERILAKU DISRUPTIVE SISWA SEKOLAH DASAR DALAM PROSES PEMBELAJARAN DI KELAS

Lulu Salsabyla Adnani — 2025-10-30

This study aims to analyze the disruptive behaviors of elementary school students during the learning process in the classroom and to explore the underlying factors that contribute to such behaviors. A qualitative descriptive approach was employed using semi-structured interviews with three informants who have direct experience and knowledge of students exhibiting disruptive behavior, consisting of two classroom teachers and one school counselor. The findings reveal that disruptive behaviors manifested in various forms, including talking during lessons, wandering around the classroom without permission, disturbing peers, throwing objects, and mocking classmates. The contributing factors are primarily related to family environment (lack of parental attention, authoritarian or permissive parenting styles), psychological conditions of the students (need for attention, emotional instability), and peer influences. The study highlights that teachers often adopt strategies such as giving additional tasks, engaging students in personal conversations, and collaborating with school counselors. However, challenges such as limited teaching time and large class sizes hinder effective handling. The implications of this research emphasize the importance of a systematic and collaborative approach involving teachers, school counselors, and parents to effectively address disruptive behaviors in elementary school classrooms.

Penelitian ini bertujuan untuk menganalisis perilaku disruptif siswa sekolah dasar selama proses pembelajaran di kelas serta memahami faktor-faktor yang melatarbelakanginya. Pendekatan kualitatif digunakan dengan metode wawancara semi terstruktur terhadap tiga orang informan yang memiliki pengalaman langsung dan pengetahuan tentang siswa yang menunjukkan perilaku disruptif, yakni dua guru kelas dan satu konselor sekolah. Hasil penelitian menunjukkan bahwa perilaku disruptif yang muncul meliputi berbicara sendiri saat guru menjelaskan, berjalan-jalan di kelas, hingga mengganggu teman. Faktor penyebabnya antara lain lingkungan keluarga, perhatian orang tua, serta kondisi psikologis anak. Implikasi dari penelitian ini dapat digunakan oleh pihak sekolah dan guru dalam menyusun strategi pendekatan yang lebih tepat terhadap siswa dengan perilaku disruptif.

DINAMIKA EMOSI PADA REMAJA KORBAN PERCERAIAN ORANG TUA (STUDI KASUS PADA ANAK KORBAN PERCERAIAN DI KOTA KUPANG)

Alfred Ludji — 2025-10-30

Parental divorce is a family event that generates a significant psychological impact on adolescents. This study aims to explore the emotional dynamics of adolescents who experienced parental divorce in Kupang City using a qualitative case study approach. Four adolescents aged 17–18 years who experienced parental divorce within the past six to twelve months were recruited as participants through purposive sampling. Data were collected through semi-structured in-depth interviews and observation, then analyzed using thematic analysis based on Plutchik’s Feedback Loops framework. The findings reveal that divorce was triggered by infidelity, conflict, and domestic violence, which shaped adolescents’ cognitive interpretations in the form of perceived loss of affection, emotional disconnection, and rejection toward unfaithful behavior. Emotional responses were dominated by sadness, anger, and a sense of emptiness, accompanied by physiological reactions such as sleep disturbances and fatigue. Behavioral impulses were reflected through withdrawal, emotional displacement, avoidance of academic and social environments, and tendencies to blame the situation. Long-term effects included relational trauma, negative perceptions of marriage, loss of emotional bonding, and redefinition of family values. However, some participants demonstrated adaptive efforts by constructing new personal meanings regarding their future. These findings highlight the need for emotional support and context-sensitive psychosocial interventions for adolescents affected by parental divorce.

Perceraian orang tua merupakan peristiwa keluarga yang menimbulkan dampak psikologis yang signifikan bagi remaja. Penelitian ini bertujuan untuk mengeksplorasi dinamika emosional remaja yang mengalami perceraian orang tua di Kota Kupang dengan menggunakan pendekatan studi kasus kualitatif. Empat remaja berusia 17–18 tahun yang mengalami perceraian orang tua dalam enam hingga dua belas bulan terakhir direkrut sebagai partisipan melalui purposive sampling. Data dikumpulkan melalui wawancara mendalam semi-terstruktur dan observasi, kemudian dianalisis menggunakan analisis tematik berdasarkan kerangka kerja Feedback Loops Plutchik. Temuan penelitian mengungkapkan bahwa perceraian dipicu oleh perselingkuhan, konflik, dan kekerasan dalam rumah tangga, yang membentuk interpretasi kognitif remaja berupa persepsi hilangnya kasih sayang, keterputusan emosional, dan penolakan terhadap perilaku tidak setia. Respons emosional didominasi oleh kesedihan, kemarahan, dan rasa hampa, disertai reaksi fisiologis seperti gangguan tidur dan kelelahan. Impuls perilaku tercermin melalui penarikan diri, perpindahan emosi, penghindaran lingkungan akademik dan sosial, serta kecenderungan menyalahkan situasi. Efek jangka panjangnya meliputi trauma relasional, persepsi negatif tentang pernikahan, hilangnya ikatan emosional, dan redefinisi nilai-nilai keluarga. Namun, beberapa partisipan menunjukkan upaya adaptif dengan membangun makna pribadi baru terkait masa depan mereka. Temuan ini menyoroti perlunya dukungan emosional dan intervensi psikososial yang peka terhadap konteks bagi remaja yang terdampak perceraian orang tua.

PENGARUH KONTROL DIRI DAN DUKUNGAN SOSIAL KELUARGA TERHADAP KEDISIPLINAN SISWA SMA

Nur Hida Febriani — 2025-10-30

This study aims to determine the influence of self-control and family social support on the discipline of high school students. The approach used is quantitative with a survey method. The research subjects consisted of 120 students from grades X to XII at SMA Darul Ulum Kepohbaru Bojonegoro. The research instruments included self-control, family social support, and student discipline scales, all developed using a Likert scale model. Data were analyzed using multiple linear regression. The results showed a positive and significant influence of self-control and family social support on student discipline. Self-control played a more dominant role in improving discipline compared to family social support. These findings indicate that the formation of student discipline is not only determined by external factors such as family support but also by internal factors such as the ability to control oneself.

Penelitian ini bertujuan untuk mengetahui pengaruh kontrol diri dan dukungan sosial keluarga terhadap kedisiplinan siswa SMA. Pendekatan yang digunakan adalah kuantitatif dengan metode survei. Subjek penelitian terdiri dari 120 siswa kelas X hingga XII di SMA Darul Ulum Kepohbaru Bojonegoro. Instrumen penelitian berupa skala kontrol diri, dukungan sosial keluarga, dan kedisiplinan siswa yang disusun dengan model skala Likert. Data dianalisis menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kontrol diri dan dukungan sosial keluarga terhadap kedisiplinan siswa. Kontrol diri berperan lebih dominan dalam meningkatkan kedisiplinan dibandingkan dukungan sosial keluarga. Hasil ini mengindikasikan bahwa pembentukan disiplin siswa tidak hanya ditentukan oleh faktor eksternal seperti dukungan keluarga, tetapi juga oleh faktor internal berupa kemampuan mengontrol diri.