Perilaku Agresif Anak Dengan Gangguan Emosi Dan Perilaku Di Lingkungan Sekolah: Systematic Literature Riview
DOI:
https://doi.org/10.55583/jkip.v7i2.1954Keywords:
Perilaku Agresif, Gangguan Emosi dan Perilaku, Sekolah, Systematic Literature ReviewAbstract
Perilaku agresif anak dengan gangguan emosi dan perilaku (GEP) di lingkungan sekolah adalah permasalahan yang memiliki dampak pada dinamika sosial, pencapaian akademik, dan lingkungan pembelajaran. Tujuan kajian ini untuk menemukan jenis perilaku agresif, faktor penyebab, dan strategi intervensi yang digunakan untuk menangani perilaku agresif anak dengan GEP di lingkungan sekolah. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR). Metode SLR dilakukan menggunakan pedoman PRISMA 2020. Pencarian literatur dilakukan berbasis data Scopus artikel terbit antara 2015-2024. Kriteria inklusi meliputi studi empris terpublikasi yang melibatkan anak dengan GEP di lingkungan sekolah. Data diekstrasi terkait desain penelitian, jenis perilaku agresif, faktor penyebab dan strategi intervensi. Hasilnya terdapat 18 artikel memenuhi kriteria. Kemudian dianalisis menggunakan teknik sintesis tematik dan sintesis naratif. Hasil review menunjukkan agresi verbal dan fisik adalah jenis perilaku agresif paling umum. Faktor penyebab terdiri dari faktor internal dan faktor eksternal sebagai penyebab perilaku agresif anak dengan GEP dilingkungan sekolah. Terdapat tiga strategi intervensi yang efektif untuk mengurangi perilaku agresif anak dengan GEP dilingkungan sekolah. Kesimpulan kajian menunjukkan kerja sama antara guru, konselor, dan orang tua penting untuk membuat lingkungan sekolah yang mendukung. Diharapkan hasil ini berkontribusi pada pembentukan kebijakan pendidikan dan penelitian lanjutan yang berbasis lingkungan sekolah yang sesuai di indonesia.
References
Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975.
Bathelt, J., Holmes, J., Astle, D. E., Gathercole, S., Astle, D., Manly, T., & Kievit, R. (2018). Data-driven subtyping of executive function–related behavioral problems in children. Journal of the American Academy of Child & Adolescent Psychiatry, 57(4), 252–262.
Campbell, C. E., Cotter, D. L., Bottenhorn, K. L., Burnor, E., Ahmadi, H., Gauderman, W. J., Cardenas-Iniguez, C., Hackman, D., McConnell, R., & Berhane, K. (2024). Air pollution and age-dependent changes in emotional behavior across early adolescence in the US. Environmental Research, 240, 117390.
Cooley, J. L., Ritschel, L. A., Frazer, A. L., & Blossom, J. B. (2019). The influence of internalizing symptoms and emotion dysregulation on the association between witnessed community violence and aggression among urban adolescents. Child Psychiatry & Human Development, 50(6), 883–893.
Galán, C. A., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2017). Neighborhood deprivation during early childhood and conduct problems in middle childhood: Mediation by aggressive response generation. Journal of Abnormal Child Psychology, 45(5), 935–946.
Giudice, T. Del, Lindenschmidt, T., Hellmich, M., Hautmann, C., Döpfner, M., & Görtz-Dorten, A. (2023). Stability of the effects of a social competence training program for children with oppositional defiant disorder/conduct disorder: a 10-month follow-up. European Child & Adolescent Psychiatry, 32(9), 1599–1608.
Hay, D. F., Paine, A. L., Perra, O., Cook, K. V, Hashmi, S., Robinson, C., Kairis, V., & Slade, R. (2021). Prosocial and aggressive behavior: A longitudinal study. Monographs of the Society for Research in Child Development, 86(2), 7–103.
Heizomi, H., Jafarabadi, M. A., Kouzekanani, K., Matlabi, H., Bayrami, M., Chattu, V. K., & Allahverdipour, H. (2021). Factors affecting aggressiveness among young teenage girls: A structural equation modeling approach. European Journal of Investigation in Health, Psychology and Education, 11(4), 1350–1361.
Horoz, N., Buil, J. M., Koot, S., van Lenthe, F. J., Houweling, T. A. J., Koot, H. M., & Van Lier, P. A. C. (2022). Children’s behavioral and emotional problems and peer relationships across elementary school: Associations with individual-and school-level parental education. Journal of School Psychology, 93, 119–137.
Jevtić, B. (2015). Aggressive behavior of students in Serbia. Pedagogika, 118(2), 204–216.
Konowałek, Ł., & Wolanczyk, T. (2018). Changes in emotional and behavioral problems between 2000 and 2011 among 16-year-old Polish children: A cross-sectional study. Child Psychiatry & Human Development, 49(5), 757–765.
Lee, S.-Y., & Choi, M. (2025). Changes in Aggressive Behaviors over Time in Children with Adverse Childhood Experiences: Focusing on the Role of School Connectedness. Social Sciences, 14(6), 385.
Maalouf, E., Salameh, P., Haddad, C., Sacre, H., Hallit, S., & Obeid, S. (2022). Attachment styles and their association with aggression, hostility, and anger in Lebanese adolescents: a national study. BMC Psychology, 10(1), 104.
Marlina, M. (2025). Gangguan Emosi dan Perilaku.
Marlina, M., Hendrawati, T., & Kusumastuti, G. (2019). Teachers’ attitude towards the learning achievement of students with learning disabilities in inclusive schools. Journal of ICSAR, 3(1), 32–36.
Marlina, M., J Taufan, ES, H., & YY, N. (2025). Asesmen Multidimensional Gangguan Emosi dan Perilaku.
Marlina, M., & Kusumastuti, G. (2019). Strategi Penanganan Anak ADHD.
Marlina, M., Kusumastuti, G., & Ediyanto, E. (2023). Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools. International Journal of Instruction, 16(4).
Marlina, M., Kusumastuti, G., Makmur, N. A., & Nabila, I. (2022). Peningkatan keterampilan sosial anak berkebutuhan khusus melalui strategi pembelajaran station rotation berbasis tiered task (studi eksperimen di sekolah inklusif Sumatera Barat). JPK (Jurnal Pendidikan Khusus), 18(1), 31–42.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Bmj, 339.
Norlita, D., Nageta, P. W., Faradhila, S. A., Aryanti, M. P., Fakhriyah, F., & Ismayam, E. A. (2023). Systematic literature review (SLR): Pendidikan karakter di sekolah dasar. Jurnal Jispendiora, 2(1), 209–219.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., & Brennan, S. E. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Bmj, 372.
Raimundo, R., Oliveira, S., Roberto, M. S., & Marques-Pinto, A. (2024). Effects of a social–emotional learning intervention on social–emotional competencies and behavioral problems in elementary students amid covid-19. International Journal of Environmental Research and Public Health, 21(9), 1223.
Saba, P., Qi, H., Saleem, A., Chen, I.-J., Kausar, F. N., & Iqbal, M. F. (2023). Effects of animated movies on the aggression and behavior performance of primary school students and their control using a cognitive behavioral anger-control training (CBACT) program. Behavioral Sciences, 13(8), 659.
Spilt, J. L., Vervoort, E., Koenen, A.-K., Bosmans, G., & Verschueren, K. (2016). The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education. Research in Developmental Disabilities, 56, 71–82.
Tamayo Martinez, N., Tiemeier, H., Luijk, M. P. C. M., Law, J., van der Ende, J., Verhulst, F., & Jansen, P. W. (2021). Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school. Social Psychiatry and Psychiatric Epidemiology, 56(5), 837–846.
Wu, L., & Chen, K. B. (2024). Examining the effects of gender transfer in virtual reality on implicit gender bias. Human Factors, 66(5), 1504–1519.
Zhao, N., Yang, S., Zhang, Q., Wang, J., Xie, W., Tan, Y., & Zhou, T. (2024). School bullying results in poor psychological conditions: evidence from a survey of 95,545 subjects. Frontiers in Psychology, 15, 1279872.
