A Guideline for Sociodrama Techniques with TRINGA Values to Prevent Microaggressions among Junior High School Students
Abstract
This study employs a research and development (R&D) method, specifically using the ADDIE model. The stages in this research include: (1) the analyze stage; (2) the design stage; (3) the development stage; (4) the implementation stage; and (5) the evaluation stage. The purpose of this research is to develop a socio-drama technique guide containing TRINGA (Ngerti, Ngeroso, & Ngelakoni) values and to test the effectiveness of this socio-drama technique in preventing microaggression behaviors among junior high school students. The instrument used to measure the level of microaggressions behavior is the microaggressions questionnaire, which consists of 49 valid statement items. Based on the validation results from guidance and counseling experts, instructional media experts, cultural experts, and prospective user testing, the guide has met the acceptability criteria and is highly suitable for use. Based on small group test results analyzed using the Wilcoxon test, a significance value of 0.002 < 0.05 was obtained, indicating that group guidance using the socio-drama technique with TRINGA values is effective in preventing microaggression behaviors among junior high school students. Meanwhile, the Mann-Whitney test results showed a significance value of 0.001 < 0.05, indicating a difference between the experimental and control groups. It can be concluded that the sociodrama technique incorporating TRINGA values is more effective in preventing microaggressions among junior high school students than discussion and problem-solving techniques. Future researchers are advised to incorporate other cultural values relevant to the region of the research subjects.
Downloads
References
Abdillah, N., Fitri, S., & Wahyuni, E. (2022). Gambaran Tingkat Mikroagresi Pada Siswa Penghayat Kepercayaan di SMA/SMK se- Jabodetabek. Jurnal Konseling Dan Pendidikan, 10(2), 233–240. https://doi.org/10.29210/177100
Ahadinasrikin, H., Indreswari, H., & Muslihati, M. (2021). Pengembangan Panduan Bimbingan Kelompok dengan Teknik Fun Outbound untuk Meningkatkan Perilaku Altruis Siswa Sekolah Menengah Pertama. Buletin Konseling Inovatif, 1(1), 16–23. https://doi.org/10.17977/um059v1i12021p16-23
Amin, N. F., Garancang, S., & Abunawas, K. (2023). Konsep Umum Populasi dan Sampel Penelitian. Metode Penelitian Pendekatan Kuantitatif, 14(1), 103–116.
Anderson, N., Lett, E., Asabor, E. N., Hernandez, A. L., Nguemeni Tiako, M. J., Johnson, C., Montenegro, R. E., Rizzo, T. M., Latimore, D., Nunez-Smith, M., & Boatright, D. (2022). The Association of Microaggressions with Depressive Symptoms and Institutional Satisfaction Among a National Cohort of Medical Students. Journal of General Internal Medicine, 37(2), 298–307. https://doi.org/10.1007/s11606-021-06786-6
Auguste, E. E., Cruise, K. R., & Jimenez, M. C. (2021). The Effects of Microaggressions on Depression in Young Adults of Color: Investigating the Impact of Traumatic Event Exposures and Trauma Reactions. Journal of Traumatic Stress, 34(5), 985–994. https://doi.org/10.1002/jts.22675
Berk, R. (2017). Microaggressions Trilogy: Part 3. Microaggressions in the Classroom. Journal of Faculty Development, 31(3), 95–110.
Blaskó, Á. (2024). Action research with sociodrama in a healthcare institution. Action Research, 14767503241258876. https://doi.org/10.1177/14767503241258875
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science+Business Media.
Budiyono, A. L., Indreswari, H., & Eva, N. (2024). Integrasi Nilai-nilai TRINGA dalam Bimbingan Kelompok Teknik Sosiodrama untuk Mencegah Perilaku Microagressions Siswa SMP Alief. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1698–1705. https://doi.org/https://doi.org/10.51169/ideguru.v9i3.1205
Choi, S., Lewis, J. A., Harwood, S., Mendenhall, R., & Huntt, M. B. (2017). Is Ethnic Identity a Buffer ? Exploring the Relations Between Racial Microaggressions and Depressive Symptoms Among Asian-American Individuals Is Ethnic Identity a Buffer ? Exploring the Relations Between Racial Microaggressions and Depressive. Journal of Ethnic & Cultural Diversity in Social Work, 26(1–2), 18–29. https://doi.org/10.1080/15313204.2016.1263815
Clark, D. A., Spanierman, L. B., Reed, T. D., Soble, J. R., & Cabana, S. (2011). Documenting weblog expressions of racial microaggressions that target American Indians. Journal of Diversity in Higher Education, 4(1), 39–50. https://doi.org/10.1037/a0021762
Corey, G. (2015). Theory and Practice of Counseling and Psychotheraphy, Eighth Edition. In Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis (Vol. 53, Issue 9).
Dave, R., Walker, T., Grant-Peterkin, H., Fisher, R., & Rohricht, F. (2022). Evaluation of a Drama-Based Experiential Learning Group Programme for Multidisciplinary Staff and People With Lived Experience in Psychiatry. BJPsych Open, 8(S1), S2–S3. https://doi.org/DOI: 10.1192/bjo.2022.79
Forest-Bank, S., Jenson, J. M., & Trecartin, S. (2015). The Revised 28-Item Racial and Ethnic Microaggressions Scale (R28REMS): Examining the Factorial Structure for Black, Latino/Hispanic, and Asian Young Adults. Journal of Social Service Research, 41, 326–344. https://doi.org/10.1080/01488376.2014.987944
Giuseppe, P. (2018). StaTips Part IV: Selection, interpretation and reporting of the intraclass correlation coefficient. South European Journal of Orthodontics and Dentofacial Research, 5(1), 3–5. https://doi.org/10.5937/sejodr5-17434
Gonzales, L., Davidoff, K. C., DeLuca, J. S., & Yanos, P. T. (2015). The mental illness microaggressions scale-perpetrator version (MIMS-P): Reliability and validity. Psychiatry Research, 229(1–2), 120–125. https://doi.org/10.1016/j.psychres.2015.07.061
Gregory, R. . (2014). Psychological Testing: History, principle, and Application (7thed). Pearson.
Guilford, J. . (1942). Fundamental Statistics in Psychology and Education. McGRAW-HILL BOOK COMPANY.
Hamid, I. (2018). Penerapan Teknik Sosiodrama Dalam Bimbingan Kelompok Untuk Meningkatkan Keterampilan Komunikasi Interpersonal Siswa Smk Negeri 8 Makassar. Mimbar Kesejahteraan Sosial, 1(November), 1–19.
Haryati, A., & Wibowo, M. (2017). Model Bimbingan Kelompok Teknik Sosiodrama untuk Meningkatkan Empati Siswa SMP. Jurnal Bimbingan Dan Konseling, 6(1), 28–33.
Hunn, V., Harley, D., Elliott, W., & Canfield, J. P. (2015). Microaggression and the Mitigation of Psychological Harm: Four Social Workers’ Exposition For Care of Clients, Students, and Faculty Who Suffer “A Thousand Little Cuts.” Journal of Pan African Studies, 7(9), 41–54. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=102095942&site=eds-live&scope=site
Iimura, S., & Taku, K. (2018). Positive Developmental Changes after Transition to High School: Is Retrospective Growth Correlated with Measured Changes in Current Status of Personal Growth? Journal of Youth and Adolescence, 47(6), 1192–1207. https://doi.org/10.1007/s10964-018-0816-7
Indreswari, H., & Ediyanto. (2024). Guidance and Counseling Teachers in Inclusive Education : A Literature Review. Pegem Journal of Education and Instruction, 14(4), 325–330. https://doi.org/10.47750/pegegog.14.04.29
Ismunarti, D. H., Zainuri, M., Sugianto, D. N., & Saputra, S. W. (2020). Pengujian Reliabilitas Instrumen Terhadap Variabel Kontinu Untuk Pengukuran Konsentrasi Klorofil- A Perairan. Buletin Oseanografi Marina, 9(1), 1–8. https://doi.org/10.14710/buloma.v9i1.23924
Khasanah, S. M. R., & Mamnuah. (2021). Tingkat Stres Berhubungan dengan Pencapaian Tugas Perkembangan pada Remaja. Jurnal Ilmu Keperawatan Jiwa, 4(1), 107–116.
Kuswandi, D., Thaariq, Z. Z. A., Ramadhani, L. R., Wijanarko, D. A., Hamudi, R. W. D., Sinaga, M. N. A., Diana, R. C., Nurdiansa, E. S., & Khoirunnisa. (2020). The Role of Educational Technologists in Building the Skills of Early Childhood Teachers With TRINGO Ki Hadjar Dewantara Approach. Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020) The, 487, 138–143. https://doi.org/10.2991/assehr.k.201112.026
Lesnevsky, A. S. (2016). Sociodrama: one more technique to foster collaboration in software engineering. Proceedings of the 9th International Workshop on Cooperative and Human Aspects of Software Engineering, 56–57. https://doi.org/10.1145/2897586.2897600
Lewis, J. A., Mendenhall, R., Ojiemwen, A., Thomas, M., Riopelle, C., Harwood, S. A., Browne, & Huntt, M. (2021). Racial Microaggressions and Sense of Belonging at a Historically White University. American Behavioral Scientist, 65(8), 1049–1071.
Maree, J. G., Cook, A. V, & Fletcher, L. (2018). Assessment of the value of group-based counselling for career construction. International Journal of Adolescence and Youth, 23(1), 118–132. https://doi.org/10.1080/02673843.2017.1309324
Mondal, D., Vanbelle, S., Cassese, A., & Candel, M. J. J. M. (2024). Review of sample size determination methods for the intraclass correlation coefficient in the one-way analysis of variance model. Statistical Methods in Medical Research, 33(3), 532–553. https://doi.org/10.1177/09622802231224657
Moore, G., Evans, R. E., Hawkins, J., Shenderovich, Y., & Young, H. (2023). What does “following the guidance” mean in an era of increasingly pluralistic guidance for the development, evaluation and implementation of interventions? In Journal of epidemiology and community health (Vol. 77, Issue 12, pp. 753–754). https://doi.org/10.1136/jech-2023-220880
Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling & Development, 92(1), 57–66. https://doi.org/https://doi.org/10.1002/j.1556-6676.2014.00130
Nurdestama, H. M., Flurentin, E., & Ramli, M. (2024). Pengembangan Panduan Layanan Konseling Kelompok Berbasis Petualangan Untuk Meningkatkan Resiliensi Siswa SMP. Buletin Konseling Inovatif, 1(2), 74–82. https://doi.org/10.17977/um059v1i22021p74-82
Ortega, A., Andruczyk, M., & Marquart, M. (2018). Addressing Microaggressions and Acts Of Oppression Within Online Classrooms by Utilizing Principles of Transformative Learning and Liberatory Education. Journal of Ethnic and Cultural Diversity in Social Work, 27(1), 28–40. https://doi.org/10.1080/15313204.2017.1417945
Risal, H. G., & Alam, F. A. (2021). Upaya Meningkatkan Hubungan Sosial Antar TemanSebaya Melalui Layanan Bimbingan KelompokDi Sekolah. Jurnal Bimbingan Konseling Dan Psikologi, 1(1), 1–10.
Roberts, J. R. (2013). Racial Microaggressions, Stress, and Depression in African American: Tes of a Model. Dissertations, 8(1).
Romlah, T. (2013). Teori dan Praktek Bimbingan Kelompok. UM PREESS.
Spencer, M. S. (2017). Microaggressions and Social Work Practice, Education, and Research. Journal of Ethnic and Cultural Diversity in Social Work, 26(1–2), 1–5. https://doi.org/10.1080/15313204.2016.1268989
Stambaugh, T. &, & Ford, D. Y. (2018). Microaggressions , Multiculturalism , and Gifted Individuals Who Are Black , Hispanic , or Low Income. Journal of Counseling & Development, March. https://doi.org/10.1002/j.1556-6676.2015.00195.x
Suárez-Orozco, C., Casanova, S., Martin, M., Katsiaficas, D., Cuellar, V., Smith, N. A., & Dias, S. I. (2015). Toxic Rain in Class: Classroom Interpersonal Microaggressions. Educational Researcher, 44(3), 151–160. https://doi.org/10.3102/0013189X15580314
Sue, D., & Sue, D. (2008). Counseling the Culturally Diverse. Fifth Edition. WILEY.
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., &, & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/https://doi.org/ 10.1037/0003-066X.62.4.271
Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Alfabeta CV (ed.)).
Sulistyowati, E. (2016). Pemanfaatan Cinema Therapy Dalam Bimbingan Kelompok Untuk Pemahaman Tentang Meningkatkan Perilaku Prososial Siswa Kelas VII Di SMP Negeri 2 Menganti. Jurnal Bimbingan Dan Konseling Unesa, 6(2), 1–10.
Syifa, L. (2019). The Impact of Microagression in Counseling on The Mental Health of Students. Jurnal Universitas Negeri Semarang, 2(Snbk), 34–39.
Torino, G. C., Rivera, D. P., Capodilupo, C. M., Nadal, K. L., & Sue, D. W. (2019). Microagressions Theory: Influence and Implications (Everything You Wanted to Know About Microaggressions but Didn’t Get a Chance to Ask). WILEY.
Ulfa, U., Neviyarni, N., & Sukmawati, I. (2019). The Effectiveness of Sociodrama Techniques Group Settings to Improve the Prosocial Attitude of SMA Adabiah 2 Padang Students. Jurnal Neo Konseling, 1(4), 1–12. https://doi.org/10.24036/00152kons2019
Wendari, W. N., Badrujaman, A., & Sismiati S., A. (2016). Profil Permasalahan Siswa Sekolah Menengah Pertama (Smp) Negeri Di Kota Bogor. Insight: Jurnal Bimbingan Konseling, 5(1), 134. https://doi.org/10.21009/insight.051.19
Westergaard, J. (2013). Group work: Pleasure or pain? An effective guidance activity or a poor substitute for one-to-one interactions with young people? International Journal for Educational and Vocational Guidance, 13(3), 173–186. https://doi.org/10.1007/s10775-013-9249-8
Whidarso, W. (2015). Mengestimasi Realibilitas. Fakultas Psikologi UGM. http://widhiarso.staff.ugm.ac.id/files/bab_2e%0Astimasi_reliabelitas_via_spss.pdf.
Wilkes, J., & Speer, S. A. (2020). Reporting Microaggressions: Kinship Carers’ Complaints about Identity Slights. Journal of Language and Social Psychology, 40(3), 303–327. https://doi.org/10.1177/0261927X20966356
Winarlin, R., Lasan, B. B., & Widada. (2016). Efektivitas teknik sosiodrama melalui bimbingan kelompok untuk mengurangi perilaku agresif verbal siswa smp. Jurnal Kajian Bimbingan Dan Konseling, 1(2), 68–73.
Wiryopranoto, S. (2017). Ki Hadjar Dewantara Pemikiran dan Perjuangannya. Museum Kebangkitan Nasional Direktorat Jendral Kebudayaan Kementrian Sosial Dan Kebudayaan.
Yesil, R., Erdiller Yatmaz, Z., & Metindogan, A. (2024). Exploring Children’s Play Culture and Game Construction: Role of Sociodramatic Plays in Supporting Agency. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01621-5
Zulfiati, H. M., Suyanto, & Pamadhi. (2019). Building The Elementary School Students’ Character in 4.0 Era By Implementing TriNga and TriN Concepts in Thematic Learning. International Journal of Recent Technology and Engineering, 8(1C2), 770–775.
Copyright (c) 2024 Alief Laili Budiyono, Henny Indreswari, Nur Eva

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgement of authorship and the initial publication in this magazine.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.