ABSTRAK
Survey di Depok menunjukan 31,8% siswa pernah mengalami bullying. Tujuanpenelitian untuk mengetahui pengaruh latihan perilaku asertif pada anak usiasekolah yang didampingi orangtua, guru dan anak usia sekolah yang didampingiorangtua terhadap kondisi bullying dan kemampuan perilaku asertif. Desainnyamenggunakan Quasi experimental pre-post test with control group. Respondensebanyak 133 orang yang memenuhi kriteria inklusi. Semua anak usia sekolahpada kelompok 1 dan 2 mendapatkan latihan perilaku asertif namun kelompok 1didampingi oleh orangtua dan guru sedangkan kelompok 2 didampingi orangtuasedangkan kelompok kontrol tidak mendapatkan latihan perilaku asertif. Analisismenggunakan Paired T Test dan Annova. Hasil penelitian menunjukkankemampuan perilaku asertif anak usia sekolah yang didampingi orangtua, gurumenunjukan nilai lebih tinggi secara bermakna dibandingkan dengan kelompokyang hanya didampingi orangtua dan anak. Faktor yang berkontribusi terhadapkondisi bullying: usia, pendidikan orangtua, pendidikan guru dan faktor yangberkontribusi terhadap kemampuan perilaku asertif anak usia sekolah: jeniskelamin. Terapi latihan perilaku asertif direkomendasikan diberikan pada anakusia sekolah dengan melibatkan orangtua dan guru.

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ABSTRACT
Survey in Depok showed 31.8% of students had experienced bullying. Thepurpose of this research to determine the effect of assertive behavior training inschool-aged children accompanied by parents, teachers and children areaccompanied by a parent to bullying conditions and the ability of assertivebehavior. The design research was quasi-experimental pre-post test with controlgroup. Involving 133 respondents who met the inclusion criteria. All school-agechildren in group 1 and 2 get assertive behavior training but group 1 wasaccompanied by parents and teachers, while group 2 was accompanied by a parentand the control group did not receive assertive behavior training. Analysis usingPaired T Test and Annova. The results show the ability of assertive behaviorschool-aged children accompanied by parents, teachers showed significantlyhigher values compared to those who only accompanied by a parent and child.Factors that contribute to bullying conditions: age, parental education, teachereducation and the factors that contribute to the ability of assertive behavior inschool-age children: sex. Assertive behavior recommended exercise therapy givento school-age children by involving parents and teachers.