Pelatihan 'Komunikasi EMPATIK' untuk Meningkatkan Manajemen Kelas di Sekolah Dasar

Verbal abuse is one of the teacher’s responses in classroom when students show a poor academic performance. In the context of teaching, teacher’s verbal abuse is a classroom management problem. Classroom management includes teacher’s action to create a positive social interaction environment, to involve student actively in learning process, to increase student self-concept, and to develop student motivation. The objective of this study was to examine the effect of ‘Komunikasi EMPATIK’ training for increasing the classroom management. This study was a quasi experiment with one-group pretest-posttest design. ‘Komunikasi EMPATIK’ training was the independent variable and classroom management was the dependent variable in this study. Seven classroom teachers in one elementary school in Bantul was assigned to this study. Participants’ behavior related to classroom management was observed using classroom management observation guidelines. The data was analyzed quantitatively with Wilcoxon Signed-Rank Test and qualitatively by examined the observation result either before, right after, and 3-4 weeks after the training. Classroom Management Scale was given before and after the training as a secondary data. The result showed that ‘Komunikasi EMPATIK’ training could increase classroom management score. Although the score was not stable in 3 -4 weeks after the training, which indicated that the training effect was not endure, ‘Komunikasi EMPATIK’ training could reduce negative classroom management behavior especially in teacher’s verbal abuse. Keywords: verbal abuse, ’Komunikasi EMPATIK’ training, classroom managemen