Pengaruh Expressive Writing Therapy terhadap Self-Efficacy dan Subjective Well-Being Siswa SMA Negeri 1 Bangun Purba Kabupaten Deli Serdang Sumatera Utara

Abstract

Tekanan akademik tinggi, hambatan personal, dan pandemi, dapat menyebabkan stres dan ketidakpercayaan diri pada siswa. Dalam konteks ini, selfefficacy dan subjective well-being menjadi faktor penting dalam mempengaruhi proses pembelajaran. Kendala seperti kurangnya media untuk mengungkapkan perasaan dan kesulitan dalam mengatasi masalah dapat menjadi hambatan. Penelitian yang dilakukan di SMA Negeri 1 Bangun Purba ini, bertujuan untuk menguji pengaruh expressive writing therapy terhadap self-efficacy dan subjective well-being siswa, melalui pengembangan modul expressive writing theraphy dan pengaplikasiannya pada siswa. Penelitian, dimulai dengan pengembangan skala ukur yang telah melaui uji validitas dan reliabilitas. Pengaplikasian pada siswa, dilakukan dengan metode quasi-experimental dengan bentuk nonequivalent control group design. Sampel penelitian terdiri dari dua kelompok, yakni kelompok eksperimen yang menerima perlakuan expressive writing therapy dan kelompok kontrol. Hasil penelitian menunjukkan bahwa pada kelas kontrol, tidak terdapat perbedaan yang signifikan antara nilai self-efficacy (Wilcoxon test, p=0.0798) dan subjective well-being (t-test, p=0.3691) sebelum dan sesudah posttest. Sementara pada kelas eksperimmen, terdapat perbedaan yang signifikan antara nilai self-efficacy (t-test, p<0.05) dan subjective well-being (Wilcoxon test, p<0.05). Secara bersamaan, keduanya juga dapat ditingkatkan melalui expressive writing therapy (MANOVA, p<0.05). Penelitian ini menunjukkan bahwa modul expressive writing theraphy yang dikembangkan dapat meningkatkan self-efficacy dan subjective well-being pada siswa. High academic pressure, personal obstacles, and the challenges brought by the pandemic can lead to stress and diminished self-confidence in students. In this context, self-efficacy and subjective well-being emerge as crucial factors influencing the learning process. Barriers such as a lack of outlets for expressing emotions and difficulties in overcoming problems can impede students' academic journey. This research conducted at SMA Negeri 1 Bangun Purba aims to examine the impact of expressive writing therapy on students' self-efficacy and subjective well-being. The study involves the development of an expressive writing therapy module, incorporating a scale with validated and reliable measures. The application of this therapy to students follows a quasi-experimental method using a nonequivalent control group design. The research sample consists of two groups: an experimental group subjected to expressive writing therapy and a control group. The results indicate that in the control group, there is no significant difference in self-efficacy (Wilcoxon test, p=0.0798) and subjective well-being (t-test, p=0.3691) before and after the post-test. However, in the experimental group, a significant difference is observed in both self-efficacy (t- test, p<0.05) and subjective well-being (Wilcoxon test, p<0.05). Simultaneously, both aspects can be enhanced through expressive writing therapy (MANOVA, p<0.05). This research highlights that the developed expressive writing therapy module effectively improves students' self-efficacy and subjective well-being.