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Abstrak :
[Latar Belakang : Konflik relasi berpacaran rentan dialami oleh dewasa muda. Konflik yang tidak terselesaikan memunculkan kekerasan dalam pacaran. Kekerasan dalam pacaran mungkin terjadi dalam bentuk fisik, psikologis, seksual dan ekonomi. Riwayat pengalaman traumatis yang dialami sebelumnya oleh individu, membentuk self-esteem rendah pada individu dan membuka peluang pada individu untuk kembali terjebak pada relasi berkekerasan yang serupa, salah satunya kekerasan dalam pacaran. Self-esteem yang rendah mengakibatkan korban sulit untuk keluar dari siklus relasi berkekerasan tersebut. Oleh karena itu, diperlukan intervensi untuk meningkatkan self-esteem pada dewasa muda yang mengalami kekerasan dalam pacaran. Intervensi yang telah terbukti efektif dalam menangani self-esteem yang rendah adalah cognitive behavior therapy. Metode : Penelitian ini berupa intervensi CBT pada 4 orang partisipan. Desain penelitian ini termasuk dalam one group pretest-posttest design (before and after). Analisis : Analisis dilakukan dengan cara membandingkan data kuantitatif dari hasil pre-test dan post-test pada alat ukur RSES. Analisa kualitatif dilakukan melalui wawancara dan observasi terhadap perkembangan dan perubahan yang dialami partisipan. Hasil : CBT cukup berpengaruh dalam meningkatkan self-esteem pada partisipan, namun demikian intervensi selama 6 sesi pertemuan ini dirasa belum cukup untuk mengatasi permasalahan kekerasan dalam pacaran secara menyeluruh. Partisipan mengalami perubahan aspek kognitif dan perilaku. Partisipan merasa percaya diri dan nyaman terhadap penampilan fisik maupun kemampuan yang dimiliki. Partisipan memperoleh pemikiran yang lebih realistis untuk keluar dari relasi pacaran yang tidak sehat. ......Background: Conflicts in dating relationship are commonly experienced by young adults. Unfinished conflict provokes violence in dating relationship. Dating violence may occur in physical, psychological, sexual, and economic matter. Previous traumatic events, experienced by individual, conceive low self-esteem and provide more possible chance for individual to get back to the same violence based relationship, including dating violence. Low self-esteem causes the victims to withdraw themselves from the violence-based relationship. Hence, interventions are required to enhance self-esteem on young adults who experience dating violence. Cognitive behavior therapy is considered effective in enhancing self-esteem. Method: This research investigated CBT intervention on 4 participants with the research design of one group pretest-posttestdesign(before and after). Analysis: Analysis was carried out by comparing quantitative data of pre-test and post-test result acquired from RSES instrument. Qualitative analysis was carried out through interview and observation on the development and changes experienced by participants. Results: CBT is influential enough in enhancing self-esteem on participants, nevertheless 6 meetings session of intervention are considered less effective in solving dating violence entirely. Qualitative result indicated that participants experienced changes in cognitive and behavior aspects. Participants felt confident and secure either about their physical performance or their competence. Participants obtained realistic thinking to withdraw themselves from unhealthy dating relationship.;Background: Conflicts in dating relationship are commonly experienced by young adults. Unfinished conflict provokes violence in dating relationship. Dating violence may occur in physical, psychological, sexual, and economic matter. Previous traumatic events, experienced by individual, conceive low self-esteem and provide more possible chance for individual to get back to the same violence based relationship, including dating violence. Low self-esteem causes the victims to withdraw themselves from the violence-based relationship. Hence, interventions are required to enhance self-esteem on young adults who experience dating violence. Cognitive behavior therapy is considered effective in enhancing self-esteem. Method: This research investigated CBT intervention on 4 participants with the research design of one group pretest-posttestdesign(before and after). Analysis: Analysis was carried out by comparing quantitative data of pre-test and post-test result acquired from RSES instrument. Qualitative analysis was carried out through interview and observation on the development and changes experienced by participants. Results: CBT is influential enough in enhancing self-esteem on participants, nevertheless 6 meetings session of intervention are considered less effective in solving dating violence entirely. Qualitative result indicated that participants experienced changes in cognitive and behavior aspects. Participants felt confident and secure either about their physical performance or their competence. Participants obtained realistic thinking to withdraw themselves from unhealthy dating relationship., Background: Conflicts in dating relationship are commonly experienced by young adults. Unfinished conflict provokes violence in dating relationship. Dating violence may occur in physical, psychological, sexual, and economic matter. Previous traumatic events, experienced by individual, conceive low self-esteem and provide more possible chance for individual to get back to the same violence based relationship, including dating violence. Low self-esteem causes the victims to withdraw themselves from the violence-based relationship. Hence, interventions are required to enhance self-esteem on young adults who experience dating violence. Cognitive behavior therapy is considered effective in enhancing self-esteem. Method: This research investigated CBT intervention on 4 participants with the research design of one group pretest-posttestdesign(before and after). Analysis: Analysis was carried out by comparing quantitative data of pre-test and post-test result acquired from RSES instrument. Qualitative analysis was carried out through interview and observation on the development and changes experienced by participants. Results: CBT is influential enough in enhancing self-esteem on participants, nevertheless 6 meetings session of intervention are considered less effective in solving dating violence entirely. Qualitative result indicated that participants experienced changes in cognitive and behavior aspects. Participants felt confident and secure either about their physical performance or their competence. Participants obtained realistic thinking to withdraw themselves from unhealthy dating relationship.]

Abstrak :
[ABSTRAK
Tujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-aloud dalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melalui pelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian ini menggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alat ukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saat kegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi, role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistik dengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaan yang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secara kualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan.

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ABSTRACT The aim of this research is to understand the effectiveness of training on Read- Aloud technique in increasing the quality of teacher-student interaction (study of children 3-4 years old). The Read-Aloud technique is given through a 12 hours training that has been divided into 3 days and 6 sessions training program. Research was conducted using a pre-test and a post-test design, teachers as participant. Teacher-student interaction observation while doing read-aloud guide was used as the instrument. There are several methods was applied in this training, that is discussion, role-play, observation on read-aloud activity video and lecture. Statistical test using wilcoxon sign ranks shows there are no significant difference in teacher-student interaction while doing read-aloud before and after training (Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality teacher-student interaction before and after training., The aim of this research is to understand the effectiveness of training on Read- Aloud technique in increasing the quality of teacher-student interaction (study of children 3-4 years old). The Read-Aloud technique is given through a 12 hours training that has been divided into 3 days and 6 sessions training program. Research was conducted using a pre-test and a post-test design, teachers as participant. Teacher-student interaction observation while doing read-aloud guide was used as the instrument. There are several methods was applied in this training, that is discussion, role-play, observation on read-aloud activity video and lecture. Statistical test using wilcoxon sign ranks shows there are no significant difference in teacher-student interaction while doing read-aloud before and after training (Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality teacher-student interaction before and after training.]