GELAS EMOSI DAN GELAS HARAPAN: PSIKOEDUKASI BERBASIS EXPRESSIVE WRITING UNTUK MENDUKUNG RESILIENSI SISWA SEKOLAH DASAR

Abstract

Penelitian ini bertujuan untuk mengetahui perubahan tingkat resiliensi siswa kelas VI SDN 01 Ciherang setelah mengikuti program psikoedukasi Gelas Emosi dan Gelas Harapan berbasis expressive writing. Pendekatan kuantitatif dengan desain one-group pre-test and post-test diterapkan kepada 42 siswa kelas VI yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan instrumen adaptasi Child and Youth Resilience Measure-Revised (CYRM-R) yang mencakup dimensi personal dan caregiver. Data yang terkumpul dianalisis menggunakan teknik statistik deskriptif, uji normalitas Shapiro-Wilk, serta uji komparatif non-parametrik Wilcoxon signed-rank test. Hasil penelitian menunjukkan bahwa rerata skor total resiliensi siswa mengalami kenaikan kecil dari 44,7 (SD = 4,12) pada saat pre-test menjadi 44,8 (SD = 3,98) pada saat post-test. Akan tetapi, hasil uji hipotesis membuktikan bahwa peningkatan skor tersebut tidak berbeda secara signifikan secara statistik (Z = -0,889, p = 0,374). Hasil yang tidak signifikan juga teridentifikasi pada dimensi personal (p = 0,692) maupun dimensi caregiver (p = 0,471). Ketiadaan perubahan yang signifikan tersebut dipengaruhi oleh tingginya skor dasar resiliensi siswa sebelum intervensi (ceiling effect) serta rentang waktu pelaksanaan kegiatan yang tergolong singkat. Kendati demikian, kegiatan expressive writing memberikan ruang katarsis yang aman bagi peserta didik untuk mengenali, mengekspresikan, dan merefleksikan pengalaman emosionalnya secara adaptif. Program intervensi lanjutan disarankan untuk menambah durasi sesi intervensi serta mengintegrasikan peran guru dan orang tua dalam mendampingi perkembangan psikologis anak.

ABSTRACT

This study aimed to examine changes in the resilience levels of sixth-grade students at SDN 01 Ciherang after participating in the Gelas Emosi dan Gelas Harapan psychoeducational program based on expressive writing. A quantitative method with a one-group pre-test and post-test design was employed involving 42 sixth-grade students selected through purposive sampling. Data were collected using the Indonesian adaptation of the Child and Youth Resilience Measure-Revised (CYRM-R), which encompasses both personal and caregiver dimensions. The acquired data were subsequently analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the non-parametric Wilcoxon signed-rank test. The findings revealed that the mean total resilience score increased slightly from 44.7 (SD = 4.12) at the pre-test to 44.8 (SD = 3.98) at the post-test. However, the Wilcoxon signed-rank test indicated that this difference was not statistically significant (Z = -0.889, p = 0.374). Similar non-significant outcomes were observed across both the personal dimension (p = 0.692) and the caregiver dimension (p = 0.471). This lack of statistical significance was primarily attributable to a high baseline score prior to intervention, which produced a ceiling effect, as well as the relatively brief intervention timeframe. Nevertheless, the expressive writing process offered students a safe and structured reflective medium to recognize, articulate, and process their emotional experiences constructively. Future interventions are recommended to implement prolonged, multi-session activities while actively involving parents and classroom teachers to achieve optimal psychological adaptation.