Influence Analysis of Counseling Guidance and Social Competence of

Teachers against Control of Aggression Behavior on Mental

Retardation Students

Albinaria Malau

School of Doctor of Religious Education Lecturer at Religious High School Siantar

Keywords: Counseling Guidance, Teacher Social Competency, Aggression Behavior, Mental Retardation.

Abstract: Mental retardation is a condition that requires special attention, cured in a child's mental retardation with

limitations in self-functioning that will interfere with normal adaptation to the environment. Children who

are experiencing mental development, especially less developed symptoms (Maramis, 2005). Aggression is

a physical or verbal behavior that is intended to injure the object of aggression. A behavior can be

categorized as an aggression behavior if there is intention and hope to harm or damage the object of

aggression and the desire of aggression to repel the intended aggression. Aggression is closely related to

anger. When a person is angry, there is usually a feeling of wanting to attack, punching, destroying or

throwing things and usually arises a cruel mind. When things are channeled then there is aggression

behavior. Control of Aggression Behavior in Mental Retardation Students can be done by empowerment of

Counseling Guidance and Teacher Social Competence. The study aims to determine the influence of

Counseling Guidance and Social Competence on the Control of Aggression Behavior on Mental Retardation

Students. The research method is quantitative method. Population and sample are all teachers in private

university foundation with total 37 people. Analysis Result is Counseling Guidance and Social Competence

Teachers able to explain equal to 87,0% variation of dependent variable (Control of Aggression Behavior on

Mental Retardation Student,). Partially Guidance Counseling on Control of Aggression Behavior in Mental

Retardation Students. Partially there is significant influence between Teacher Social Competence (X2) with

Control of Aggression Behavior on Mental Retardation Student (Y). So from this case can be concluded

partially Teacher's Social Competence is against Aggressive Behavior Control on Mental Retardation

Student. There is a Difference Counseling Guidance and Social Competence of Teachers against Control of

Aggression Behavior on Mental Retardation Students. Suggestion for School, counseling guidance

counseling program need to be ensured. Control of Aggression Behavior in Mental Retardation Students.

More perfect For teachers, the competence of teachers should be strived to awake Control of Aggression

Behavior on Mental Retardation Students the better.

1 INTRODUCTION /

BACKGROUND

According to the World Health Organization, mental

retardation is an inadequate mental ability. A person

with mental retardation is a child with a mental or

behavioral disorder, which can be caused by a

congenital defect, or a person who has mental

disorders caused by organobiological or functional

factors that result in a change in the nature of the

mind, the nature of feelings and deeds so as to have

social problems within meet the needs of education,

earn a living, and in social activities (Ministry of

Health, 2010).

Mental retardation is a condition that requires

special attention, because the child's mental

retardation experience limitations in the functioning

of himself so that would interfere with normal

adaptation to the environment. Usually there is a

lack of overall mental development, but the main

symptom of prominence is retarded intelligence

(Maramis, 2005). The normal functioning of a

normal child is to perform physical and sensory

activities, such as general motor (sitting, crawling,

standing, walking alone), language (speaking of

words, two expressions of phrase), personal and

Malau, A.

Inﬂuence Analysis of Counseling Guidance and Social Competence of Teachers against Control.

DOI: 10.5220/0010036600160021

In Proceedings of the 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology (ICEST 2018), pages 16-21

ISBN: 978-989-758-496-1

social (responsive smile , eating independently,

drinking using a cup, using a spoon, controlling

bowel movements, dressing themselves)

(Selikowitz, 2001), but in children with mental

retardation will experience delays compared to

normal children of the same age. This is

demonstrated by the inadequacy of caring and caring

behavior, socializing with peers, communicating and

other adaptive skills (Shea, 2006)

A child with mental retardation is a child who

has substantial limitations in present functioning

characterized by the phenomenon of below-average

intellectual functions that simultaneously relate to 2

or more areas of adaptive ability such as

communication, attention self-care, home life, social

skills, community use, self-help, health and safety,

academic, recreational and work functions.

Aggression is a physical or verbal behavior that is

intended to injure the object of aggression. A

behavior can be categorized as an aggression

behavior if there is intent and hope to harm or

damage the object of aggression and the desire of the

object of aggression to avoid aggression directed to

it. Aggression is often closely related to anger.

When someone is angry, there is usually a feeling of

wanting to attack, punching, destroying or throwing

things and usually arises a cruel thought. When

things are channeled then there is aggression

behavior.

The most visible forms of aggressive behavior

are hitting, fighting, screaming, shouting, refusing to

follow orders or requests, crying or destroying.

Children who show this behavior usually we think of

as a troublemaker or troublemaker. In fact, children

who do not experience emotional or behavioral

problems also display the behaviors as mentioned

above, but not as often or as conclusively as children

who have emotional or behavioral problems.

Children with aggressive behavior usually get

additional problems such as not received by friends

(hostile, shunned, not invited to play) and considered

a problem maker by the teacher. Such aggressive

behavior is usually reinforced by strengthening of

the status environment, considered great by peers, or

obtaining something to be desired, including seeing

a friend cry when hit by him or her. Goleman (1996)

states that from some research results in dealing with

students' aggressive behavior in school, social and

emotional skills learning programs show positive

results. Students who are involved in the program

are getting less aggressive. Goleman (1996: 274)

states: "... and the longer they have been in the

program, the less aggressive they were as

teenagers".

Based on some of the above opinions, students'

aggressive behavior can be reduced through social

and emotional skills learning programs. It is difficult

to compile a comprehensive list of what social skills

a child should have in order to always succeed in his

social interactions, because as social life itself,

opportunities for social success can also change over

time, context, and culture.

The student's aggressive behavior at school has

become a universal problem (Neto, 2005), and lately

has tended to increase. News about the involvement

of students in various forms of riot, fighting,

fighting, and other acts of violence is increasingly

heard. Aggressive behavior of students in schools is

very diverse and complex. The problem of

aggressive behavior of students is increasingly

complex when aggressive behavior recently also

shown by teachers, there are teachers who beat

students, some even to torture / kill their students.

Aggressive behavior that occurs in the educational

environment if not immediately addressed, in

addition to disrupt the learning process, will also

cause students tend to adapt to these bad habits.

Such situations will shape the students to imitate and

behave aggressively too, so that the students'

aggressive behavior in school is considered normal

and will be widespread.

School, it should be a fun place, a safe and

healthy place, where students can develop their full

potentials completely. However, entering into a

school environment for a student is not always fun,

it may actually make them stressful, anxious and

fearful. The shadow of violence when entering the

school environment often haunts students.

According to Todd, Joana, et al. (in Nataliani, 2006),

physical and verbal violence among students has

become a serious problem in many countries around

the world. The students' aggressive behavior has had

a negative impact, both for the students themselves

and for others. Children who experience violence

will experience problems later in life both in terms

of health and life.

One of the factors that can affect the students'

mental retardation is counseling guidance (BK).

Guidance and counseling is a process of providing

assistance to develops itself optimally, so that it can

be self-sufficient and or take decisions are gradually

being answered. So what you want to achieve with

guidance is optimal level of development for each

individual according to his ability. Another factor

that affects the aggressive behavior of students is the

social competence of teachers. According to Buchari

Alma (2008: 142), social competence is the ability

of teachers to communicate and interact effectively

Inﬂuence Analysis of Counseling Guidance and Social Competence of Teachers against Control

with the school environment and outside the school

environment. A teacher should seek to develop

communication with the parents of the learners in

order to establish sustainable two-way

communication. With the two-way communication,

learners can be monitored better and can develop the

character more effectively as well. Suharsimi also

gave his argument about social competence.

According to him, social competence must be owned

by a teacher, which teachers must have the ability to

communicate with students, fellow teachers,

principals, and the surrounding community.

Teachers are in charge of creating a pleasant

learning climate so that students can learn

comfortably and happily. Student creativity can be

developed if the teacher does not dominate the

communication process of learning, but the teacher

teaches more, inspires them to develop their

creativity through various learning activities so that

students get various learning experiences It can give

psychological freshness in receiving information.

This is where the process of individualization and

the process of socialization in educating

2 PROBLEM FORMULATION

Based on the above description, the researcher

formulates the following issues:

a. What is counseling guidance (BK).

partially significant effect on the control of

aggression behavior In students mental

retardation?

b. Does the teacher's social competence

partially significantly influence the control

of aggression behavior In students of

mental retardation?

c. Does counseling guidance (BK) and teacher

competence simultaneously have a

significant effect on controlling aggression

behavior In students of mental retardation?

3 RESEARCH OBJECTIVES

The purpose of this study are:

a. To know whether counseling guidance

(BK). partially significant effect on the

control of aggression behavior In students

mental retardation

b. To determine whether the social

competence of teachers partially significant

effect on the control of aggression behavior

In students mental retardasi

c. To know whether counseling guidance

(BK) and teacher competence

simultaneously have a significant effect on

controlling aggression behavior In students

mental retardation?

4 THEORETICAL STUDIES /

CONCEPTS MENTAL

RETARDATION

According to the International Stastistical

Classification of Diseases and Related Health

Problems (ICD-10), mental retardation is a state of

stalled or incomplete mental development,

characterized mainly by the impairment of skills

(skills, skills) during development, at all levels of

intelligence, cognitive, linguistic, motor and social

skills. Mental retardation can occur with or without

mental disorders or other physical disorders. The

prevalence of other mental disorders is at least three

to four orders in this population compared with the

general population (Lumbantobing, 2006).

According to Wiyani (2014: 102) child mild mental

retardation (mild mental retardation) is a child who

can be educated (debil). They can not attend regular

school programs, but still have the skills that can be

developed through educational activities. Abilities

that can be developed in children with mild mental

retardation include: reading, writing, spelling,

counting, adjusting, being independent of others, and

can have simple skills for future employment.

If there are other disorders - Cerebral palsy;

visual & hearing impairment; epilepsy disorder;

speech impairment and other disorders in language,

behavior and perceptions-hence what needs to be

done to achieve optimal results is required

continuous physical therapy, occupational therapy,

speech-language therapy, adaptive equipment such

as glasses, hearing aids, anti-epileptic drugs and etc.

Need a proper diagnosis to establish the disorder,

beyond just the level of intelligence.

4.1 Counseling Guidance

Counseling is a personal, face-to-face relationship

between two people in which the counselor through

the relationship with his special abilities, provides a

learning situation. In this case the counselee is

assisted to understand himself, his current situation,

and the possibility of future circumstances that he

ICEST 2018 - 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and

Technology

can create by using his potential, for the sake of

personal and community welfare. Furthermore

counselees can learn how to solve problems and find

the needs that will come. (Tolbert, in Prayitno 2004:

101).

Jones (Insano, 2004: 11) mentions that

counseling is a professional relationship between a

trained counselor and client. This relationship is

usually individual or individual, although it

sometimes involves more than two people and is

designed to help the client understand and clarify his

views on the scope of his life, so as to make a

meaningful choice for himself. Guidance and

Counseling is the process of interaction between

konselordengan konseli either directly or indirectly

in order to assist the counselee in order to develop

his potential or even solve the problems he

experienced.

4.2 Master's Social Competencies

According to Buchari Alma (2008: 142), social

competence is the ability of teachers to communicate

and interact effectively with the school environment

and outside the school environment. A teacher

should seek to develop communication with the

parents of the learners in order to establish

sustainable two-way communication. With the two-

way communication, learners can be monitored

better and can develop the character more effectively

as well. Suharsimi also gave his argument about

social competence. According to him, social

competence must be owned by a teacher, which

teachers must have the ability to communicate with

students, fellow teachers, principals, and the

surrounding community. In the National Education

Standards, Article 28 paragraph (3) point d, it is

argued that what is meant by social competence is

the ability of teachers as part of the community to

communicate and get along effectively with learners,

fellow educators, education personnel, parents /

guardians of learners , and surrounding communities

5 METHOD

The method used is quantitative method. The

population of this study is all teachers who beraada

on private university foundation with the number of

37 people at once. became the sample in this study.

The sampling technique is the total sample. Stages

of test instruments, Test Assumptions and

hypothesis testing is done that is to know the

director between Counseling Guidance and Social

Competence Teacher Against Control Aggression

Behavior in Mental Retard ation Students

6 RESULT OF ANALYSIS

From the assumption test results, by looking at the

histogram graphic display, it appears that the

histogram image has bell-shaped and does not lean

to the left indicating that the data is normally

distributed. With a normal probability plot there is

spreading of dots around the diagonal line and its

distribution follows the direction of the diagonal

line, which means the distributed data is normally

distributed.

From the table it can be seen that the VIF value

of Counseling Guidance (X1) and Teacher Social

Competence (X2) has each VIF value less than 10

(VIF <10). For Tolerance values each Tolerance

value variable <1. Thus, it can be concluded that

there are no symptoms of multicollinearity.

For heterocedasticity test of the image it is seen

that the points spread randomly, either at the top of

zeros or at the bottom of the number 0 of the vertical

axis or Y axis. Thus, it can be concluded that there is

no heterokedatisitas in this regression model.

The multiple linear regression equation

as follows:

Y '= a + b1X1 + b2X2 +

Y = 0.825 + 0. .070 X1 + 0. 098 X2

Information:

Y = Control of Aggression Behavior in Mental

Retardation Students

a = constants

b1, b2, = regression coefficients

X1 = Counseling Guidance

X2 = Teacher Social Competency

The above regression equation can be

explained as follows:

a. Constant of 0.825; meaning that if Counseling

Guidance (X1), and Teacher Social Competence

(X2) value is 0, then Control of Aggression

Behavior on Student Mental Retardation (Y) its

value is 0.825.

b. Coefficient of variable regression Counseling

Guidance (X1), equal to 0.070; meaning that if

other independent variables are fixed and

Counseling Guidance (X1) increases 1%, the

Control of Aggression Behavior on Mental

Retardation Student (Y) will increase by 0.070.

Coefficient of positive value means a positive

relationship between Counseling Guidance (X1)

with Aggression Behavior Control on Mental

Retardation Students, the Better Counseling

Inﬂuence Analysis of Counseling Guidance and Social Competence of Teachers against Control

Guidance (X1) then the better Control of

Aggression Behavior in Mental Retardation

Students (Y)

c. Regression Coefficient of Teacher Social

Competence variable (X2), amounted to 0. 098;

meaning that if other independent variables are

fixed value and Teacher Social Competence

(X2), increase 1%, then Control of Aggression

Behavior on Mental Retardation Student (Y)

will increase by 0. 098. Coefficient of positive

value means a positive relationship between

Master's Social Competence (X2) with

Aggression Behavior Control on Mental

Retardation Students, the Better Teacher's

Social Competence (X2), then the Increasing

Control of Aggression Behavior on Mental

Retardation Students

From the result of regression analysis,

based on the above table, the number of R2 (R

Square) is 0,870 or (87,0%). This shows that the

percentage of contribution of independent variables

(Counseling Guidance and Teacher Social

Competence) to the dependent variable (Control of

Aggression Behavior on Mental Retardation

Students,) amounted to 87.0%. Or variations of

independent variables used in the model (Counseling

Guidance and Teacher Social Competence) are able

to explain by 87.0% variation of dependent variables

(Control of Aggression Behavior in Mental

Retardation Students,). While the remaining 13% is

influenced or explained by other variables not

included in this research model.

Based on the table obtained F arithmetic of

111.139. Using a 95% confidence level,  = 5%,

obtained for F table of 2.79. F value count> F table

(111.139> 2.79), then Ho is rejected. Because F

arithmetic> F table (111.139> 2.79), then Ho is

rejected, meaning there is a significant influence

between (Counseling Guidance and Teacher Social

Competence) together against the dependent variable

(Control of Aggression Behavior in Mental

Retardation Students). So from this case it can be

concluded that (Counseling Guidance and Social

Competence Teachers) together against variables of

Aggression Behavior Control on Mental Retardation

Students . Based on the table obtained t count equal

to 2658. The distribution table t is sought at  = 5%

obtained for t table of 0.67933. Value t arithmetic> t

table (2.658> 0.67933) then Ho rejected. Therefore,

the value of t arithmetic> t table (2.658> 0.67933)

then Ho is rejected, meaning that there is partially

significant influence between Counseling Guidance

and Control of Aggression Behavior in Mental

Retardation Student (Y). So from this case can be

concluded that partially Guidance Counseling

influence on Control of Aggression Behavior in

Mental Retardation Students. Based on the table

obtained t arithmetic amounted to 2.006. The

distribution table t is sought at  = 5% obtained for t

table of 0.67933. Value t arithmetic> t table (2.006>

10.67933). Therefore, the value of t arithmetic> t

table (9.716> 1.66105) then Ho is rejected, it means

partially there is significant influence between

Teacher Social Competence (X2) with Control of

Aggression Behavior on Mental Retardation Student

(Y). So from this case can be concluded that

partially Social Teacher Competence influence on

Control of Aggression Behavior on Mental

Retardation Student.

7 DISCUSSION

Aggression is a physical or verbal behavior that is

intended to hurt the object of aggression. Aggression

is caused by biological factors, generation gaps,

environment, errors in the disciplinary process,

instinct, frustration, the role of learning models of

violence, cognitive appraisal, and social

competition. This aggression behavior can be

controlled and reduced through punishment,

catharsis, the introduction of non-aggressive models,

and social skills training, as well as the

empowerment of counseling guidance and the

improvement of teacher social competence.

Measuring intelligence and adaptive behavior

can help to classify the tendency of backwardness

and to predict whether the individual can live

independently. Individuals with moderate mental

retardation are more often found to achieve seilf-

sufficiency and gain a happy life. To achieve their

goals, they need an appropriate and supportive

environment such as education, community, social

environment, family and consistent skills. The

expectation is smaller for individuals who suffer

from severe retardation (profound retardation).

Individuals with profound retardation need great

support and usually can not live independently or at

home in groups.

The study found that they had a smaller life

expectancy. The tendency of invuluary retardation

tends to persist for life. Suppose a child is diagnosed

with severe mental retardation (severe) at the age of

5 years, then he will have the same diagnosis at 21

years of age. This may not be too visible to their

families, where children with underdevelopment

have a similar ability to their peers, but it will appear

that they will be left behind as they age.

ICEST 2018 - 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and

Technology

Treatment in children with mental retardation is

based on an assessment of the social, educational,

environmental, psychiatric and neurologic needs that

accompany it. The ultimate goal of this handling is

to create a safe place and enable the child to function

and develop his potential optimally. Need to be

established early diagnosis, education for families

and extraordinary education for children tunagrahita.

8 CONCLUSIONS AND

SUGGESTIONS

8.1 Conclusion

The results of the analysis concluded that the

Counseling Guidance and Social Competence

Teachers are able to explain by 87.0% variation of

the dependent variable (Control of Aggression

Behavior in Mental Retardation Students,). Partially

Guidance Counseling on Aggression Behavior

Control on Mental Retardation Students.

Partially there is significant influence between

Teacher Social Competence (X2) with Control of

Aggression Behavior on Mental Retardation Student

(Y). So from this case can be concluded that

partially Social Teacher Competence influence on

Control of Aggression Behavior on Mental

Retardation Student.

8.2 Suggestion

For the School, counseling guidance counseling

program needs to be maintained in order to handle

the Control of Aggression Behavior on Mental

Retardation Students. The more perfect. For

teachers, teacher's social competence needs to be

improved so that the handling of Aggression

Behavior Control on Mental Retardation Students is

better

REFERENCES

Hanurawan, F. 2016. Alternative Perspectives in

Educational Psychology. Malang: State University of

Malang.

Alwisol. 2006. Personality Psychology. Poor. UMM Press.

Chaplin, J.P. 2005. Complete Dictionary of Psychology.

Jakarta. Rajawali Pres.

E. Mulyasa, Competency Standards and Teacher

Certification, (Bandung: PT Remaja Rosdakarya,

2007), page 173.

Hanurawan, Dr. Fattah. 2004. Introduction to Social

Psychology. Poor. Triumvirat Independent Edition.

Kampert, A. L., & Goreczny, A. (2007). Community

involvement and socialization among individuals with

mental retardation. Research in Developmental

Disabilities, 278-286.

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012).

Exceptional Learners. Upper Saddle River: Paerson.

Maslim, R. (2001). Pocket Diagnosis Handbook of Mental

Disorders. Jakarta: PT Nuh Jaya.

Shea, S. E. (2006). Mental Retardation in Children Ages 6

to 16. Seminar in Pediatric Neurology, 1-9.

Syaiful Sagala, Professional Ability of Teachers and

Education Personnel, (Bandung: Alfabeta, 2009) p. 38

Inﬂuence Analysis of Counseling Guidance and Social Competence of Teachers against Control