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Abstrak :
School refusal behavior (SRB) merupakan penolakan anak untuk datang ke sekolah atau mengikuti pelajaran di kelas sampai dengan jam sekolah usai (Kearney, 2007). Pada penelitan ini, peneliti memberikan intervensi modifikasi perilaku dengan metode in vivo desensitization pada anak laki-laki berusia 10 tahun yang menunjukkan perilaku school refusal karena dilatari motif menghindari pelajaran yang sulit. Intervensi terdiri dari dua kali sesi latihan relaksasi dan 15 kali sesi exposure ke sekolah. Hasil penelitian menunjukkan di akhir sesi anak berhasil kembali masuk ke sekolah dan mengikuti seluruh pelajaran termasuk yang ditakuti. Terlihat juga penurunan masalah perilaku di pagi hari sebelum berangkat sekolah.

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School refusal behavior (SRB) refers to a child's difficulty attending school or remaining in classes for an entire day (Kearney, 2007). This present research utilized behavior modification for a 10 years old boy who refused school in order to avoid difficult subjects with in vivo desensitization technique. Treatment consisted of 2 relaxation training sessions and 15 school exposure sessions. In the end of the session, the boy achieved the target behavior, by attending school and staying in all classes included the subjects he feared of. This study also showed the decrease of morning behavior problem.

Abstrak :
ABSTRAK
Pembelajaran di sekolah merupakan hal penting bagi perkembangan fisik, kognitif, dan sosial anak (Papalia, Olds, & Feldman, 2009). Perkembangan pada ketiga aspek ini umumnya akan menjadi kurang optimal ketika anak menunjukkan SRB. Penelitian dengan menggunakan single-subject design ini menerapkan contingency contract untuk meningkatkan frekuensi perilaku bersekolah pada seorang anak laki-laki berusia 5 tahun 11 bulan. SRB yang ia tunjukkan dilatarbelakangi oleh motif untuk memperoleh hal-hal yang menyenangkan di luar sekolah. Intervensi dilakukan sebanyak 19 sesi. Ketika anak menunjukkan perilaku bersekolah, anak akan memperoleh positive reinforcement yang telah disepakati. Demikian pula sebaliknya. Hasil penelitian menunjukkan anak dapat pergi ke sekolah pada 17 sesi intervensi tanpa memunculkan masalah perilaku. Hasil ini sesuai dengan kriteria keberhasilan program sebesar 90%. Dengan demikian dapat disimpulkan bahwa penerapan contingency contract dalam penelitian ini cukup efektif untuk meningkatkan perilaku bersekolah pada anak.

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ABSTRACT
Learning at school is an important process for children’s physical, cognitive, and social development (Papalia, Olds, & Feldman, 2009). Development on these aspects will be less optimal when the child shows SRB. Using single-subject design, this research utilized contingency contract to increase the frequency of going to school behavior on a 5-years-11-months-old boy, who refused to go to school in order to pursue tangible reinforcement outside the school setting. The intervention was conducted in 19 sessions. When the boy showed going to school behavior, he would get positive reinforcement due to the agreement in the contract, and vice versa. The result indicated that the boy could go to school for 17 sessions without showing behavior problems. This intervention was considered successful because it fullfilled the minimum criteria for program success, which was 90% of attendance. Thus it can be concluded that the application of contingency contract in this research was effective to increase going to school behavior.

Abstrak :
Latar belakang: Pada saat ini belum terdapat instrumen yang digunakan untuk mengidentifikasi alasan penolakan sekolah oleh anak Sekolah Dasar di Indonesia. Dengan demikian, penelitian ini bertujuan untuk mendapatkan validitas dan reliabilitas School Refusal Assesment Scale - Revised (SRAS-R) dalam bahasa Indonesia. Metode: 100 anak-anak dan 100 orang tua dari SDN Sumur Batu 04 Pagi Kemayoran Jakarta Pusat berpartisipasi dalam penelitian ini. Uji validitas dilakukan untuk menilai konten dan membangun validitas. Uji reliabilitas juga dilakukan dalam penelitian ini. SPSS Windows diterapkan untuk menganalisis seluruh data. Hasil: Versi SRAS-R Indonesia kuesioner anak (Cronbach s α = 0,836) dan kuesioner orang tua (Cronbach s α = 0,827). Kesahihan isi (content validity) untuk item dan skala juga menunjukkan validitas yang kuat. Analisis komponen utama (PCA) menunjukkan kesesuaian data yang dengan nilai kolerasi yang kecil dari model keempat faktor pada SRAS-R asli. Kesahihan konstruksi (construct validity) menghasilkan 4 komponen yang mewakili kuesioner orangtua dan 3 komponen dalam kuesioner anak. Kesimpulan: Kesahihan isi (content validity) dan kesahihan konstruksi (construct validity) versi SRAS-R Indonesia telah dikonfirmasi melalui penelitian ini. Meskipun diperlukan penelitian lebih lanjut, versi SRAS-R Indonesia merupakan instrumen potensial yang dapat digunakan untuk mengidentifikasi alasan penolakan sekolah pada anak di Indonesia. ......Background: Recently there is no instrument to identify the reason for school refusal among primary school students in Indonesia. Therefore, this study aimed to obtain the validity and reliability of School Refusal Assesment Scale-Revised (SRAS-R) in Indonesian language. Methods: 100 children and 100 parents from Sumur Batu 04 Pagi public elementary school Kemayoran Jakarta participated in the study. Validity tests were conducted to assess the content and construct validity. Reliability test was also conducted in this study. SPSS for Windows was applied to analyze the whole data. Results: SRAS-R Indonesian version showed an excellent internal consistency for the reliability test in children questionnaire (Cronbach s α = 0.836) and parent questionnaire (Cronbachn s α = 0.827). Content validity for items and scales also indicated a strong validity. Principal component analysis (PCA) indicated poor data suitability from the four-factor models of the original SRAS-R. Construct validity obtained 4 components that represent the parent s questionnaire and 3 components in the children s questionnaire. Conclusion: Content and construct validity of the SRAS-R Indonesian version is confirmed from this study. Although further research is required, the SRAS-R Indonesian version was found to be a potential instrument in identifying the reason of school refusal in Indonesia.

Abstrak :
Every year, more than 68 million students of every age find themselves worrying endlessly about that first day of school, even before it begins. Their hearts race, their stomachs turn and their palms sweat just thinking about getting on the school bus for the first time, that first surprise quiz, or that notoriously strict teacher. For parents of these children, nothing can be more upsetting than dropping their kids off on the first day of school, wondering how they will cope. Now, they can stop worrying and start helping. As a seasoned psychotherapist, Diane Peters Mayer has successfully treated hundreds of elementary and high school students suffering from this common and serious problem. In "Overcoming School Anxiety", she shows parents how to deal with a wide variety of concerns from the fear of leaving home and refusal to go to school, to bullying and school violence and the fear of speaking up in class.