VALIDITAS DAN RELIABILITAS SKALA BYSTANDER BULLYING SANTRI
Keywords:
Bystander bullying, santri, dayah, Aceh UtaraAbstract
Penelitian ini bertujuan untuk mengadaptasi skala bystander bullying serta menganalisis skor validitas dan reliabilitas skala. Subjek penelitian terdiri dari 150 santri tingkat SMP dari dayah di Aceh Utara. Penelitian dilakukan dengan purposive sampling dimana kriteria yang dipilih adalah santri berusia 13-18 tahun dan pernah menyaksikan tindakan bullying secara langsung. Analisis data dilakukan dengan bantuan program SPSS 27 dimana uji validitas dilakukan dengan teknik uji pearson product moment dan uji reliabilitas dilakukan dengan Cronbach Alpha. Hasil penelitian menunjukkan bahwa 24 item dinyatakan valid dengan r hitung lebih besar dari r tabel (0,159). Nilai reliabilitas yang diperoleh berada pada angka 0,705 dimana berdasarkan nilai tersebut skala bystander bullying dinyatakan reliabel. Kesimpulan yang diperoleh adalah skala bystander bullying dinyatakan valid dan reliabel sehingga dapat digunakan untuk mengukur jenis bystander bullying pada santri atau siswa.
References
Bond T., G., & Fox C., M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. 2nd ed. Routledge
Cortina J., M. (1993). What is coefficient alpha? An examination of theory and applications. Journal Applied Psychology. 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
Evans C., B.,, Fraser M., W., & Cotter K., L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior. 19(5), 532–544. https://doi.org/10.1016/j.avb.2014.07.004
Fakhrizal, F., Dahri, D., Salami, S., & Zulfatmi, Z. (2023). Bentuk bullying yang dialami santri dan upaya pencegahan (Studi kasus MTs Jeumala Amal Pidie Jaya). Desultanah: Journal Education and Social Science, 1(1), 29-39. https://doi.org/10.69548/d-jess.v1i1.5
Fitri, R., & Ondeng, S. (2022). Pesantren di Indonesia: Lembaga pembentukan karakter. Al-Urwatul Wutsqa: Kajian Pendidikan Islam, 2(1), 42-54. https://journal.unismuh.ac.id/index.php/alurwatul/article/view/7785
Gliem J/. A, Gliem R., R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice. https://scholarworks.iupui.edu/handle/1805/344
Iramadhani, D., Safriana., Astuti, W., Muna, Z., Dwi Puspa, C., & Syahridha, P. U. (2024). Pelatihan Asesmen Diagnostik Non-Kognitif untuk Guru MGMP IPA sebagai Pendukung Implementasi Kurikulum Merdeka Belajar Pengenalan Karakter Siswa. Jurnal SOLMA, 13(1), 66–77. https://doi.org/10.22236/solma.v13i1.13297
Kurnia, I. (2020). Bullying. Istana Media.
Lauren D. I., Daharnis., & Afdal. (2019). Bystander student's perception about bullying behavior. Jurnal Neo Konseling, 1(4). https://doi.org/10.24036/00181kons2019
Lozano L., M., García-Cueto, E., & Muñiz, J. (2008). Effect of the number of response categories on the reliability and validity of rating scales. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences. https://doi.org/10.1027/1614-2241.4.2.73
Marhan, C., Yunita, A., Pambudhi, Y. A., Sunarjo , I. S., Qalbi, L. S., & Abas , M. (2022). Program Psikoedukasi Dalam Meningkatkan Pengetahuan Pencegahan Bullying Bagi Remaja. Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat, 3(2), 196–202. https://doi.org/10.36709/amalilmiah.v3i2.22
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1). https://doi.org/10.5498/wjp.v7.i1.60
Nurlaelah, N., & Mukri, S. G. (2019). Dampak bullying terhadap kesehatan mental santri (studi kasus di pondok pesantren darul muttaqien parung). FIKRAH, 3(1), 72-86. https://doi.org/10.32832/fikrah.v3i1.20526
Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishing.
Permata, N., Purbasari, I., & Fajrie, N. (2021). Analisis penyebab bullying dalam kasus pertumbuhan mental dan emosional anak. Jurnal Prasasti Ilmu, 1(2). https://doi.org/10.24176/jpi.v1i2.6255
Polanin J., R, Espelage D., L, Pigott T., D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review. 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2012), Standing up for the victim, siding with the bully or standing by? Bystander responses in bullying situations. Social Development, 21. 722-741. https://doi.org/10.1111/j.1467-9507.2012.00662.x
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development. 35(5), 405–411. https://doi.org/10.1177/0165025411407457
Tavakol M, Dennick R. (2011). Making sense of Cronbach’s alpha. Int J Med Educ. https://doi.org/10.5116/ijme.4dfb.8dfd
Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36(3), 475–483. https://psycnet.apa.org/doi/10.1016/j.adolescence.2013.02.003
Waasdorp, T. E., & Bradshaw, C. P. (2015). The overlap between cyberbullying and traditional bullying. Journal of Adolescent Health, 56(5), 483-488. https://doi.org/10.1016/j.jadohealth.2014.12.002
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Misran Adifullah, Dwi Iramadhani, Muhammad Naufal Akbar, Muhammad Athaya Rizqilla, Mumtazia Wildan Al Muttaqi, Muhammad Zikri Marpaung
This work is licensed under a Creative Commons Attribution 4.0 International License.
