Changes in Five Dimensions of Interpersonal Communication Following Group Guidance with Assertive Training: A Pre-Experimental Study of Vocational High School Students
DOI:
https://doi.org/10.31851/8srxd866Keywords:
Interpersonal Communication; Group Guidance; Assertive Training; Vocational High School Students; Pre-Experimental Study.Abstract
Interpersonal communication is essential for vocational high school students in developing constructive social relationships and expressing their thoughts and emotions appropriately. This study aimed to examine changes in five aspects of interpersonal communication following group guidance incorporating assertive training at SMK Farmatikom Pekanbaru, Indonesia. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. Ten Grade XI students with low to moderate interpersonal communication scores were selected through purposive sampling. The intervention consisted of eight group guidance sessions involving assertive communication exercises, behavioral modeling, role-playing, and feedback. Data were collected using an interpersonal communication scale covering openness, empathy, supportiveness, positiveness, and equality. Data analysis involved descriptive statistics, the Wilcoxon signed-rank test, and normalized gain (N-Gain). The mean score increased from 65.00 to 87.40, with a reported Wilcoxon significance value of 0.005 and an N-Gain of 0.40, categorized as moderate. Supportiveness showed the largest descriptive increase (28.80 percentage points), followed by equality (28.00 percentage points). These findings indicate positive changes in interpersonal communication scores following the intervention. However, the small sample and absence of a control group limit causal interpretation.
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