Budi Purwoko, Endang Pudjiastuti Sartinah, Wulan Patria Saroinsong, Chinun Boonroungrut
Students in Indonesia have been facing an increasing incidence of interpersonal conflicts; however, knowledge of conflict-solving teaching techniques is limited. This research aimed to determine whether group guidance using biblioeducational and sociodrama conflict resolution may enhance the students' favorable perceptions of conflict, attitudes toward dealing with conflict, and favorable tendencies in collaborative conflict resolution. The nonequivalent pretest and posttest control design was applied as the research design. Eighty students aged between 16 to 17 years were selected via purposive sampling from a school in Surabaya, located on the northeastern border of Java Island, Indonesia. They were assigned to two groups of 40 students each. Questionnaires were used to measure the effectiveness of a program with five modules designed for group guidance and conflict resolution program. The results showed that students who attended the program (Mperception = 248.10, SD = 20.54, Mattitude = 180.00, SD = 21.15, Mresolution = 122.82, SD = 13.05) compared to students in the control group (Mperception = 184.48, SD = 30.60, Mattitude = 138.23, SD = 23.71, Mresolution = 80.90, SD = 11.95) demonstrated significantly better scores t(78) = 10.90, t(78) = 8.31. and t(78) = 14.98, respectively with significance p <.01. The findings highlight the benefits of conflict solving that can reduce psychological suffering and problematic behavioral conditions among Indonesian students. This study also showed that an intervention based on the five-module conflict resolution program could be useful in understanding interpersonal conflicts and managing collaborative negotiation behavior by teachers. © Behavioral Science Research Institute
Guidance and Counseling Department, Faculty of Education, Universitas Negeri, Surabaya, Indonesia; Special Education Department, Faculty of Education, Universitas Negeri, Surabaya, Indonesia; Early Childhood Education Department, Faculty of Education, Universitas Negeri, Surabaya, Indonesia; Department of Psychology and Guidance, Faculty of Education, Silpakorn University, Thailand
