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ABSTRACT: This study aims to evaluate the effectiveness of the TEMAN (Teknik Emosi Aman) intervention program in enhancing emotional understanding and reducing aggressiveness among elementary school students. The study employed a pre-experimental design with a one-group pretest-posttest approach. The intervention involved 44 fifth-grade students through psychoeducation, group discussions, and role-play activities. Data analysis using the Paired Sample t-test. The pretest and posttest analysis showed a significant increase in emotion regulation ability, from a mean score of 9,50 to 14,70 (p = 0,000). In addition, aggression levels measured using the Buss–Perry Aggression Questionnaire (BPAQ) significantly decreased from 67,64 to 63,86 (p = 0,004). These findings indicate that the TEMAN intervention program is effective in helping students understand emotions, manage conflicts in a healthy manner, and reduce aggressive behavior. Implicitly, this study suggests that structured emotional regulation skills interventions can serve as practical tools for schools to foster a more positive and safe learning environment. The significance of these results lies in the empirical evidence that a brief, skills-based intervention can function as a strong preventive strategy, enabling schools to proactively disrupt early patterns of aggressive behavior and support students’ overall social–emotional well-being.
Keywords: Aggressiveness, TEMAN Intervention, emotion regulation, elementary school
ABSTRAK: Penelitian ini bertujuan mengevaluasi efektivitas program intervensi TEMAN (Teknik Emosi Aman) dalam meningkatkan pemahaman dan pengelolaan emosi serta menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan desain pra-eksperimental dengan rancangan one-group pre-posttest. Partisipan melibatkan 44 siswa kelas 5 melalui pemberian psikoedukasi, diskusi kelompok, dan roleplay. Analisis data menggunakan Paired Sample t-test. Hasil menunjukkan peningkatan signifikan pada kemampuan pemahaman pengelolaan emosi, dari skor rata-rata 9,50 menjadi 14,70 (p = 0,000). Selain itu, tingkat agresivitas yang diukur menggunakan Buss–Perry Aggression Questionnaire (BPAQ) mengalami penurunan signifikan dari 67,64 menjadi 63,86 (p = 0,004). Temuan ini menunjukkan bahwa program intervensi TEMAN efektif membantu siswa memahami emosi, mengelola konflik secara sehat, dan mengurangi perilaku agresif. Secara implisit, studi ini mengindikasikan bahwa intervensi keterampilan regulasi emosi yang terstruktur dapat menjadi alat praktis bagi sekolah untuk menciptakan lingkungan belajar yang lebih positif dan aman. Signifikansi hasil ini terletak pada bukti empiris bahwa intervensi singkat berbasis keterampilan dapat menjadi strategi preventif yang kuat, memungkinkan sekolah untuk proaktif memutus siklus perilaku agresif sejak dini dan mendukung kesejahteraan sosial-emosional siswa secara menyeluruh.
Kata kunci: Agresivitas, intervensi TEMAN, pengelolaan emosi, sekolah dasar
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