Intervensi Terintegrasi untuk Menurunkan Kecemasan terhadap Tes Pada Siswa Sekolah Dasar
Abstract
Sekitar 10 juta anak dan remaja tidak berprestasi optimal akibat kecemasan tinggi terhadap tes. Apabila tidak diatasi, hal ini bisa jadi ganjalan sepanjang bersekolah dan mempengaruhi akses pendidikan dan pekerjaan. Maka intervensi kecemasan terhadap tes menjadi penting dalam psikologi pendidikan. Tulisan ini meneliti efektivitas intervensi terintegrasi terhadap kecemasan terhadap tes. Intervensi 12 sesi ini terdiri dari systematic desensitization, keterampilan belajar dan keterampilan mengerjakan tes untuk satu orang subyek yaitu siswi kelas V SD; edukasi instruksi yang menenangkan untuk orang tua dan edukasi instruksi berorientasi pada tugas untuk guru. Penelitian ini menggunakan single-subject multifactor baseline (A-B) design. Hasil penelitian menunjukkan intervensi terintegrasi efektif menurunkan kecemasan terhadap tes. Penelitian ini menyarankan penelitian lanjutan tentang hubungan tingkat inteligensi, kemampuan metakognisi dengan kecemasan terhadap tes, serta perbandingan efektivitas intervensi terintegrasi untuk kelompok umur berbeda. Selain itu, perlu ada penelitian yang membandingkan efektivitas intervensi terintegrasi - yaitu intervensi untuk subyek dengan melibatkan orang tua dan guru – dengan intervensi yang khusus ditujukan pada subyek tanpa melibatkan orang tua atau guru. Penelitian ini juga menyarankan kajian lanjutan tentang intervensi kecemasan terhadap tes untuk orang tua serta guru.
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Around 10 million children and adolescents are hindered from their optimum achievements due to high test anxiety. When left untreated, it can serve as an obstacle throughout their school years and impact their access to education and work. Hence intervention to test anxiety is key in educational psychology. This writing examines the effectiveness of integrated intervention to test anxiety. This 12-session intervention comprises of systematic desensitization, study skills and test taking skills to one subject, one student in her 5th grade of elementary school, reassuring instruction education for her parents and task-oriented education for her teachers. This research uses single-subject multifactor baseline (A-B) design. The result shows that this integrative intervention is effective in decreasing test anxiety. It recommends further research to examine the relationship between intelligence and metacognition capacity to test anxiety as well as its effectiveness to different age group. Furthermore, a follow-up research to compare the effectiveness of integrated intervention involving parents and teachers and one that targets subject-only, as well as parents-only and teachers-only. Â
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