Peace guidance based on the perspective of Markesot: Acceptability and effectiveness of reducing student aggressiveness

Authors

  • Purwadi Universitas Ahmad Dahlan
  • Wahyu Nanda Eka Saputra Universitas Ahmad Dahlan
  • Irvan Budhi Handaka Universitas Ahmad Dahlan
  • Muya Barida Universitas Ahmad Dahlan
  • Siti Muyana Universitas Ahmad Dahlan
  • Amien Wahyudi Universitas Ahmad Dahlan
  • Dian Ari Widyastuti Universitas Ahmad Dahlan
  • Agungbudiprabowo Universitas Ahmad Dahlan
  • Zaenab Amatillah Rodhiyya Universitas Ahmad Dahlan

DOI:

https://doi.org/10.47750/pegegog.12.01.22

Keywords:

Aggressiveness, Peace Guidance, Markesot

Abstract

This study aims to identify the acceptability and effectiveness of peace guidance based on the perspective of Markesot. This model aims to reduce student aggressiveness. This study uses the research and development stages by adapting the Borg & Gall model. The data analysis technique used descriptive analysis to describe the level of Aggressiveness. In addition, this study uses Cohens Kappa's inter-rater reliability (IRR) coefficient to identify expert and user agreement on product acceptability. The analysis of the product effectiveness test using the Independent Sample T-Test. The results of the descriptive study show that Aggressiveness is a problem that needs the counselor's attention, one of which is by implementing peace guidance based on the perspective of Markesot. The peace guidance based on the perspective of Markesot has high acceptability and effectively reduces student aggressiveness. This study's results should be material and consideration for further research to identify the compatibility of the characteristics of the Indonesian people with Markesot figures.

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Published

2022-01-02

How to Cite

Purwadi, Saputra, W. N. E., Handaka, I. B. ., Barida, M., Muyana, S., Wahyudi, A. ., Widyastuti, D. A., Agungbudiprabowo, & Rodhiyya, Z. A. . (2022). Peace guidance based on the perspective of Markesot: Acceptability and effectiveness of reducing student aggressiveness. Pegem Journal of Education and Instruction, 12(1), 213–221. https://doi.org/10.47750/pegegog.12.01.22

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