Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mendeskripsikan perilaku asertif mahasiswa calon guru Bimbingan dan Konseling (BK) Fakultas Keguruan dan Ilmu Pendidikan Universitas Syiah Kuala (FKIP USK). Perilaku asertif merupakan kompetensi kepribadian esensial yang harus dimiliki calon guru BK dalam menjalankan peran profesional, karena berkaitan dengan kemampuan mengungkapkan pikiran, perasaan, dan kebutuhan secara jujur serta tegas tanpa melanggar hak orang lain. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis deskriptif. Populasi penelitian adalah seluruh mahasiswa Program Pendidikan Profesi Guru (PPG) dalam jabatan bidang BK FKIP USK yang berjumlah 58 orang, sehingga teknik yang digunakan adalah total sampling. Instrumen penelitian berupa skala perilaku asertif yang mencakup indikator bertindak sesuai kepentingan pribadi, mengekspresikan perasaan, membela diri, menyatakan hak pribadi, serta menjaga keseimbangan hubungan interpersonal. Analisis data dilakukan secara deskriptif kuantitatif melalui perbandingan mean empirik dan hipotetik untuk menentukan kategori tingkat perilaku asertif. Hasil penelitian menunjukkan bahwa mean empirik sebesar 71,40 lebih tinggi daripada mean hipotetik 60,00, sehingga tingkat perilaku asertif mahasiswa berada pada kategori tinggi. Sebanyak 59% mahasiswa berada pada kategori tinggi, 22% sangat tinggi, dan 19% rendah. Temuan ini menunjukkan bahwa mahasiswa memiliki kemampuan yang baik dalam menyampaikan pendapat, mengekspresikan perasaan, serta mempertahankan hak pribadi secara tepat dengan tetap menghargai orang lain. Faktor usia dan pengalaman kerja turut memengaruhi hasil, di mana mayoritas mahasiswa berusia 30–50 tahun dan memiliki masa kerja lebih dari 10 tahun, mencerminkan kematangan emosional dan sosial yang lebih stabil. Dengan demikian, mahasiswa calon guru BK FKIP USK memiliki perilaku asertif yang baik sebagai indikator kesiapan profesional di masa mendatang.
Kata kunci: perilaku asertif, mahasiswa calon guru BK, bimbingan dan konseling, FKIP USK.

This study aims to describe the assertive behavior of prospective Guidance and Counseling (GC) teachers at the Faculty of Teacher Training and Education, Syiah Kuala University (FKIP USK). Assertive behavior is one of the essential personality competencies that prospective GC teachers must possess in carrying out their professional roles, as it relates to the ability to express thoughts, feelings, and needs honestly and firmly without violating the rights of others. This research employed a quantitative approach with a descriptive research design. The population consisted of all in-service students enrolled in the Teacher Professional Education Program (PPG) in the field of Guidance and Counseling at FKIP USK, totaling 58 individuals; therefore, total sampling was applied. The instrument used was an assertive behavior scale encompassing indicators such as acting in accordance with personal interests, expressing feelings, self-defense, asserting personal rights, and maintaining balance in interpersonal relationships. The collected data were analyzed using descriptive quantitative analysis by comparing empirical and hypothetical means to determine the level of students’ assertive behavior. The results revealed that the empirical mean score of 71.40 was higher than the hypothetical mean score of 60.00, indicating that the level of assertive behavior among prospective GC teachers at FKIP USK falls into the high category. The distribution of results showed that the majority of students (59%) were classified in the high category, while 22% were in the very high category and 19% in the low category. These findings indicate that students generally demonstrate good abilities in expressing opinions, conveying feelings, and asserting personal rights appropriately while respecting others. Age and work experience also influenced these results, as most students were aged between 30 and 50 years and had more than 10 years of work experience, reflecting greater emotional and social maturity. In contrast, students with less than five years of work experience require further reinforcement, training, and experience to develop strong assertive behavior. Thus, it can be concluded that prospective GC teachers at FKIP USK have demonstrated good assertive behavior as one indicator of their professional readiness to perform their future roles as Guidance and Counseling teachers. Keywords: assertive behavior, guidance and counseling teacher candidates, professionalism, FKIP USK.