KONTRIBUSI PERILAKU DISRUPTIF TERHADAP EKSKLUSI SOSIAL PADA ANAK USIA SD
DOI:
https://doi.org/10.33578/jpfkip.v11i3.8950Keywords:
Disruptive Behaviour, Social Exclusion And InclusionAbstract
This article identifies the causes of disruptive behaviour (PD) in elementary school children and explains how PD can contribute to social exclusion. The study in this article employs a case study design and is conducted in an elementary school in Sragen Indonesia. Data were gathered through in-depth interviews, participatory observation, and documentation. To test the validity, the researcher used triangulation. The data obtained and declared valid were then analyzed by following the procedures proposed by Miles et al. (2014). They are data condensation, data display, and conclusion drawing or verification. The results showed that (a) the family environment, school environment, playmate environment, and community environment were the determinants of the emergence of children’s disruptive behaviour, (b) the process of social exclusion as a result of PD was applied by following three stages; group assessment of the risk of PD, decision making to exclude perpetrators, and selflimitation of excluded students within a specified time. It could be concluded that based on the four environments that affected children’s disruptive behaviour, the family environment and school environment were frequently determinants. Nevertheless, in some cases, the existence of a role model in the community reinforced the children’s disruptive behaviour. The social exclusion that came from disruptive behaviour (in the third phase) would only be stopped when the perpetrator no longer shows their disruptive behaviour. The researcher recommended to do an early diagnosis of PD symptoms. It is
References
Aduen, P. A., Day, T. N., Kofler, M. J., Harmon, S. L., Wells, E. L., & Sarver, D. E. (2018). Social problems in ADHD: Is it a skills acquisition or performance problem? Journal of Psychopathology and Behavioral Assessment, 40(3), 440–451. https://doi.org/10.1007/s10862-018-9649-7
Allen, J. L., Hwang, S., & Huijding, J. (2020). Disruptive behavior disorders. In The Encyclopedia of Child and Adolescent Development (Vol. 9). John Wiley & Sons. https://doi.org/10.4324/9781315544595-6
Anuradha, V., & Pushkala, R. (2020). Disruptive behaviour: Managing the challenges and issues – a case study. International Journal of Psychosocial Rehabilitation, 24(5), 1964–1967. https://doi.org/10.37200/ijpr/v24i5/pr201873
Araban, M., Montazeri, A., Stein, L. A. R., Karimy, M., & Mehrizi, A. A. H. (2020). Prevalence and factors associated with disruptive behavior among Iranian students during 2015: A cross-sectional study. Italian Journal of Pediatrics, 46(1), 1–7. https://doi.org/10.1186/s13052-020-00848-x
Arbuckle, R., & Abetz-Webb, L. (2013). Not just little adults: Qualitative methods to support the development of pediatric patient-reported outcomes. Patient, 6(3), 143–159. https://doi.org/10.1007/s40271-013-0022-3
Caldarella, P., Larsen, R. A. A., Williams, L., Wills, H. P., & Wehby, J. H. (2020). “Stop doing that!”: Effects of teacher reprimands on student disruptive behavior and engagement. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720935101
Chandra, R. (2015). Collaborative learning for educational achievement. IOSR Journal of Research & Method in Education (IOSR-JRME), 5(3), 2320–7388. https://doi.org/10.9790/7388-052XXXXX
Crain, W. (2014). Theories of development: Concepts and applications (6th ed.). Pearson Education.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education. https://doi.org/10.1017/CBO9781107415324.004
de Leeuw, R. R., de Boer, A. A., & Minnaert, A. E. M. G. (2018). Student voices on social exclusion in general primary schools. European Journal of Special Needs Education, 33(2), 166–186. https://doi.org/10.1080/08856257.2018.1424783
DeBono, A. (2014). Cast away: Social exclusion and social aggression – The roles of self-esteem and anger. SOP Transactions on Psychology, 2014(3), 11–27. https://doi.org/10.15764/stp.2014.03002
Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80–88. https://doi.org/10.1177/1558689812437186
Douglas, J., Moyes, D., & Douglas, A. (2016). The impact of disruptive behavior in the classroom: The student perspective. Education Excellence, 9, 26–28. https://www.researchgate.net/publication/309390995
Fairchild, G., Hawes, D. J., Frick, P. J., Copeland, W. E., Odgers, C. L., Franke, B., Freitag, C. M., & De Brito, S. A. (2019). Conduct disorder. Nature Reviews Disease Primers, 5(1), 1–25. https://doi.org/10.1038/s41572-019-0095-y
Febiyanti, A., & Rachmawati, Y. (2021). Is authoritative parenting the best parenting style? Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538. https://doi.org/10.2991/assehr.k.210322.021
Flick, U. (2014). The SAGE handbook of qualitative data analysis. SAGE Publications. http://dx.doi.org/10.4135/9781446282243
Francis, A., Pai, M. S., & Badagabettu, S. (2021). Psychological well-being and perceived parenting style among adolescents. Comprehensive Child and Adolescent Nursing, 44(2), 134–143. https://doi.org/10.1080/24694193.2020.1743796
Ghazi, S. R., Shahzada, G., Tariq, M., & Qayum Khan, A. (2013). Types and causes of students’ disruptive behavior in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research, 1(9), 350–354. https://doi.org/10.12691/education-1-9-1
Hoffmann, J. P. (2018). Academic underachievement and delinquent behavior. Youth and Society, 52(5), 728–755. https://doi.org/10.1177/0044118X18767035
Hong, J. S., Espelage, D. L., & Kim, J. S. (2018). Social-ecological antecedents of oppositional-defiant behavior in U.S. schools: Findings from a nationally representative sample of early adolescents. Child Indicators Research, 11(1), 307–327. https://doi.org/10.1007/s12187-016-9434-7
Jacobsen, K. (2013). Educators’ experiences with disruptive behavior in the classroom. http://sophia.stkate.edu/msw_papers/199
Jaffee, S. R., Hanscombe, K. B., Haworth, C. M. A., Davis, O. S. P., & Plomin, R. (2012). Chaotic homes and children’s disruptive behavior: A longitudinal cross-lagged twin study. Psychological Science, 23(6), 643–650. https://doi.org/10.1177/0956797611431693
Krishnan, L. (2015). Social exclusion, mental health, disadvantage and injustice. Psychology and Developing Societies, 27(2), 155–173. https://doi.org/10.1177/0971333615594053
Kuppens, S., & Ceulemans, E. (2019). Parenting styles: A closer look at a well-known concept. Journal of Child and Family Studies, 28(1), 168–181. https://doi.org/10.1007/s10826-018-1242-x
Lannie, A. L., & McCurdy, B. L. (2017). Preventing disruptive behavior in the urban classroom: Effects of the good behavior game on student and teacher behavior. Education and Treatment of Children, 30(1), 85–98.
Latif, M., Khan, A., & Khan, A. N. (2016). Causes of students’ disruptive classroom behavior: A comparative study. Gomal University Journal of Research, 32(1), 44–52. http://www.gu.edu.pk/new/GUJR/JUNE_2016_PDF/5_Latif_Causes_of_Students_Disruptive_Classroom_Behavior.pdf
MacLeod, C. A., Ross, A., Sacker, A., Netuveli, G., & Windle, G. (2017). Rethinking social exclusion in later life: A case for a new framework for measurement. Ageing and Society, 39(1), 74–111. https://doi.org/10.1017/S0144686X17000794
Mahvar, T., Ashghali Farahani, M., & Aryankhesal, A. (2018). Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review. Journal of Advances in Medical Education & Professionalism, 6(3), 102–114.
Martinez, I., Garcia, F., Veiga, F., Garcia, O. F., Rodrigues, Y., & Serra, E. (2020). Parenting styles, internalization of values and self-esteem: A cross-cultural study in Spain, Portugal and Brazil. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072370
McCrorie, P., Olsen, J. R., Caryl, F. M., Nicholls, N., & Mitchell, R. (2021). Neighbourhood natural space and the narrowing of socioeconomic inequality in children’s social, emotional, and behavioural wellbeing. Wellbeing, Space and Society, 2, 100051. https://doi.org/10.1016/j.wss.2021.100051
Miftakhuddin, M. (2018). Kecenderungan putus sekolah difabel usia pendidikan dasar di Jember. INKLUSI, 5(1), 95–114. https://doi.org/10.14421/ijds.050105
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licence
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
