KESAN MODUL PENCEGAHAN BULI TERAPI KOGNITIF TINGKAH LAKU TERHADAP KECERDASAN EMOSI DALAM KALANGAN PELAJAR SEKOLAH MENENGAH DI MALAYSIA: THE EFFECT OF COGNITIVE BEHAVIORAL THERAPY BULLYING PREVENTION MODULE ON EMOTIONAL INTELLIGENCE AMONG SECONDARY SCHOOL STUDENTS IN MALAYSIA - Nor Farahana Aini Idris; Fauziah Mohd Sa’ad (INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 2024)
Kajian eksperimen ini bertujuan mengukur kesan Kaunseling Kelompok Bimbingan Kecil Modul Pencegahan Buli (KKBKMBP) dan Kaunseling Kelompok Bimbingan Besar Modul Pencegahan Buli (KKBBMPB) menggunakan pendekatan Terapi Kognitif Tingkah Laku (TKT) ke atas Kecerdasan Emosi (KE) dalam kalangan pelajar sekolah. Kajian ini melibatkan pelajar tingkatan dua dari dua buah sekolah menengah di daerah Kuala Muda, Kedah dan di daerah Maran, Pahang. Seramai 90 orang subjek kajian dipilih memasuki dua kelompok rawatan dan satu kelompok kawalan. Inventori Kebijaksanaan Emosi Sofian (IKES) telah digunakan. Subjek dibahagikan kepada tiga kumpulan; (i) KBKMPB seramai 30 orang pelajar dibahagikan kepada tiga kelompok kecil (R1a=10, R1b= 10, R1c=10), (ii) KBBMPB seramai 30 orang pelajar dalam satu kelompok besar (R2=30) dan (iii) kumpulan kawalan seramai 30 orang (K1=30). Subjek kelompok rawatan diberi bimbingan kelompok selama sembilan minggu. Data dianalisis menggunakan kaedah deskriptif, MANOVA, MANCOVA dan Post Hoc Tukey pada nilai aras signifikan 0.05. Kajian mendapati rawatan KBKMPB dan KBBMPB berkesan dalam meningkatkan pemboleh ubah terikat KE kelompok rawatan berbanding kelompok kawalan. Namun, kelompok rawatan KBKMPB lebih berkesan berbanding rawatan KBBMPB. Kajian juga mendapati faktor jantina dan interaksi antara jantina tidak mempengaruhi kesan rawatan. Kajian ini memberi sumbangan kepada perkhidmatan bimbingan dan kaunseling apabila berjaya membangunkan satu modul yang berfokus kepada pencegahan berorientasikan pendekatan MPBTKT dalam meningkatkan KE pelajar. This experimental study aims to measure the effects of Small Group Guidance Counseling with the Bullying Prevention Module (SGGCBPM) and Large Group Guidance Counseling with the Bullying Prevention Module (LGGCBPM) using the Cognitive Behavioral Therapy (CBT) approach onvEmotional Intelligence (EI) among school students. The study involved form two students from two secondary schools in the Kuala Muda district of Kedah and the Maran district of Pahang. A total of 90 subjects were selected and divided into two treatment groups and one control group. ThevSofian Emotional Intelligence Inventory (SEII) were utilized. The subjects were divided into three groups: (i) SGGC-BPM with 30 students divided into three small groups (R1a = 10, R1b = 10, R1c = 10), (ii) LGGC-BPM with 30 students in one large group (R2 = 30), (iii) the control group with 30 students (C1 = 30). The treatment groups underwent group guidance sessions for nine weeks. Data were analyzed using descriptive methods, MANOVA, MANCOVA, and Post Hoc Tukey at a significance level of 0.05. The study found that both SGGCBPM and LGGCBPM treatments were effective in improving the dependent variables of EI in the treatment groups compared to the control group. However, the SGGCBPM treatment was more effective than LGGCBPM. The study also revealed that gender factor and gender interaction did not influence the treatment effects. This research contributes to guidance and counseling services by successfully developing a module focused on prevention, oriented towards the CBTBPM approach, to enhance EI among students.