Sociodrama as One of Learning Methods to Improve Students 'Social

Skills Ability in the Multicultural Environment in Disruption Era

Ariani Tandi

Department of Social Education, University of Pelita Harapan, Tangerang, Indonesia

Keywords: Multicultural, Social Skills, Sociodrama, Social Conflict, Technology

Abstract: Cultural differences and beliefs in multicultural societies should make a country "rich in culture". However,

differences that cannot be managed properly will lead to social conflict. The conflict has already arisen in

our country, even reaching an alarming stage. This condition is exacerbated precisely by rapid technological

progress. News that ignites anger because of differences of opinion, ethnicity, or belief in one place can

provoke an attitude of intolerance in another. The younger generation which is expected to be a bridge to

unite multicultural, instead becomes an agent that aggravates this social conflict. Therefore, one alternative

learning method is needed that can improve students' social skills as a multicultural country color. One of

them is sociodrama. This method requires students to play roles in solving social conflicts. The research

method used in this paper is a literature study. Data collection is done by reviewing books, documents,

journals and other relevant sources. Based on the literature obtained, it can be concluded that sociodrama is

an alternative method of effective learning that can improve students' social skills in solving social conflicts.

1 INTRODUCTION

Indonesia is a multicultural country. Nobody will

deny that Indonesia consists of a variety of people,

ethnic groups, ethnic groups or social groups,

beliefs, religions, and cultures that differ from one

region to another that dominate the cultural treasures

of Indonesia. Data shown from BPS in 2010,

Indonesia has 1331 tribal categories. In a follow-up

study of tribal diversity, in which diversity was

measured with Ethic Fractionalize Index (EFI) of

0.81 and Ethic Polarized Index (EPOI) of 0.5. These

figures illustrate that Indonesia is a country that has

a very high cultural heterogeneity.

Basically, the multiculturalism that was formed

in Indonesia was the result of various and wide

socio-cultural and geographical conditions.

According to geographical conditions, Indonesia has

many islands where each island is inhabited by a

group of people who form a society. From this

society a culture is formed about the community

itself. Of course this has an impact on the existence

of very many and diverse cultures.

Indonesian cultural diversity should be

Indonesia's own cultural wealth. The admiration of

the overseas community for the uniqueness of every

Indonesian culture has also become an attraction for

Indonesian tourism. Not only that, miss grand

International representatives in the past two years

have always won the championship as The Best

National Costume (Indra, 2017). Please note that

The Best National Costume is designed based on

local cultures. This certainly has a positive impact

on the Indonesian economy.

The positive impact of cultural diversity was also

explained very clearly by Parekh (2012) in his book

entitled Rethinking Multiculturalism. According to

him there are four advantages of a country that has

cultural diversity. First, cultural diversity increases

choice and broadens freedom in choosing alternative

cultures. Second, cultural diversity creates a rich

world. Third, diversity encourages a healthy

competition. Fourth, diversity helps adapt to all

changes more quickly.

The wealth of Indonesia's cultural diversity does

not always present a positive impact on Indonesian

life. A high level of heterogeneity can also be a

major threat to the unity of the country because of

the gap between people born and raised with

Tandi, A.

Sociodrama as One of Learning Methods to Improve Students Social Skills Ability in the Multicultural Environment.

DOI: 10.5220/0009497103370341

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 337-341

ISBN: 978-989-758-432-9

337

different cultures. People from different regions with

different backgrounds, social structures, and

different characters, have different views with ways

of thinking in dealing with their own lives and

problems. This difference will potentially create

misunderstandings in communication so that it often

leads to disputes.

The conditions above will be more severe if

Indonesian people do not have social skills in cross-

cultural socialization. Do not rule out the possibility

that it will lead to conflicts and divisions that are

only emotionally based among individual

communities, let alone the condition of the

Indonesian population is very easily influenced by

information without going deeper. This is evident

from the many problems of inter-ethnic, inter-

religious, inter-regional, and other disputes within

this decade.

Inter-tribal disputes and the appearance of

intolerance are also influenced by technological

advances. Information about disputes due to cultural

or belief differences can easily be spread through

technological assistance. This dissemination of

information has caused conflicts in one place to be

transmitted to other places because of a sense of

cultural solidarity or belief. For example, the

Lampung and Bali tribal wars that occurred in

Lampung, the sense of solidarity of Balinese people

who saw their brothers in Lampung as victims gave

them a strong motivation to come to Lampung to

provide assistance. In addition, these conditions also

make Lampung people in Bali to be careful because

it does not rule out the possibility of becoming a

resentment of anger from Balinese citizens. The

same thing was expressed by Harahap (2017, p. 14).

"... chaos and violence in certain areas can be

reciprocated in other areas or residents of other

regions come to areas that are turbulent and take

actions of resistance or retaliation. For example, the

desire of some Indonesians to participate in fighting

in Palestine, Afghanistan and Syria without adequate

procedures, provisions, abilities and knowledge. At

the same time, the desire of a number of Muslims

demanded retaliation from Buddhists in Indonesia

for the persecution of Islam by Buddhists in the

Rohingya in the decade of this century. In other

forms, because there are adherents of certain

religions, it is difficult to get permission in the

establishment of places of worship in an area. Then

the adherents of the religion retaliate by making the

religious house of worship in their area "make a

difference”

Based on this, it is necessary to think of an

alternative of education methods that can improve

students' social skills in a multicultural environment,

especially in an era full of these disruptions. One

alternative is through the application of the

sociodrama method. This method will help students

emotionally understand the position of other

students who are different cultures from themselves

so that it will make it easier for students to live in

cross-cultural communities.

2 THEORICAL FRAMEWORK

2.1 Social Skill

Social skills are often identified with the term social

interaction. whereas these two terminologies are

certainly different. social interaction covers all ways

of communicating both communication that is done

positively or negatively (Tasrif, 2008), while social

skills are the ability to communicate positively. it

shows that the scope of social interaction is greater

than social skills. Similar things are also presented

by Gardner (2007: 106) that social skills refer to

special abilities related to interpersonal intelligence,

such as the ability to organize groups, the ability to

negotiate solutions, abilities establish relationships,

and social analytical skills. Based on the explanation

of the definition of social skills above, the

operational definition of social skills in this study is

the ability to interact with other people in positive

ways that can be accepted or valued socially and

bring benefits to themselves and others.

Figure 1: social skill network (Maryani, 2011, p.19)

The chart above is a chart that describes social

skills. The chart illustrates social skills divided into

four parts. First, basic skills interact. These skills can

be seen from someone who is trying to get to know

others, eye contact, sharing information or material.

Second, communication skills. Communication

skills are manifested in the form of listening and

speaking in turns softening the sound (not snapping);

convincing people to be able to express opinions;

listen until the person completes the conversation.

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

338

Third, team / group building skills, these skills are

manifested in the act of accommodating people's

opinions, cooperating, helping each other, paying

attention to each other. Fourth, skills to solve

problems, self-control, empathy, thinking about

others, obeying agreements, finding a way out by

discussing, respecting different opinions.

Bellack and Hersen (in Gilbert et al. 1991: 67)

describe 5 dimensions of social skills. This

dimension is considered as a unit that can provide an

overview of an individual's ability to express his

feelings both verbally and non-verbally so that

others can respond when social interactions occur.

The 5 dimensions are:

1. Influence Dimension, which is a dimension that

describes an individual's ability to influence or

apply persuasion tactics effectively so that

others are affected by them.

2. Communication Dimension, which is a

dimension to measure an individual's ability to

communicate by listening openly and sending

messages that can convince others.

3. Conflict Management Dimension, which is a

dimension that describes an individual's ability

to manage conflict by negotiating and

identifying potential conflicts to be resolved

openly with the principle of 'all wins'.

4. Leadership Dimension, which is a dimension

that shows an individual's ability to lead by

inspiring, motivating and guiding individuals

toward the right goal.

5. Dimension of Change Catalyst, which is a

dimension that describes an individual's ability

to act as a catalyst for change by initiating and

managing change to make others aware of the

need for change and removal of obstacles.

2.2 Sociodrama

Sociodrama is also often referred to as role playing.

Sagala (2009, p. 213) defines sociodrama as a

method of teaching in which students get the task of

the teacher to dramatize a social citation that

contains a problem so that students can solve

problems that arise from social situations.

Ahmad and Supriyono (2004: 123) state that

sociodrama is a way that provides opportunities for

students to dramatize someone's attitudes, behavior

or appreciation as practiced in everyday social

relationships in society. The definition proposed by

Ahmad and Supriyono is slightly different from the

emphasis from Sagala. Sagala strongly emphasizes

two things, namely the existence of social conflict

and ends with solutions that can be thought of by

students, while Ahmad and Supriyono do not

emphasize these two things. For Ahmad and

Supriyono, sociodrama is only limited to the

realization of the realities of everyday life, both in

joy and sorrow.

The purpose of using sociodrama according to

Abu Ahmad & Widodo Supriyono (2004, p.123) is:

(1) Describing how someone or several people face

social situations; (2) How to describe how to solve a

social problem; (3) Grow and develop a critical

attitude towards behavior that must or should not be

taken in certain social situations; (4) Providing

experience or appreciation of certain situations; (5)

Providing opportunities to review social situations

from various perspectives.

Sudjana (2005: 85) describes the steps of

implementing sociodrama, including: (1)

Determining social problems that attract students'

attention to be discussed; (2) Tell the class about the

contents of the problems in the context of the story;

(3) Establish students who can or who are willing to

play their role in front of the class. Determine social

problems that attract students' attention to be

discussed first. (4) Explain to the audience about

their role when sociodrama is taking place, (5) Give

the perpetrators the opportunity to negotiate a few

minutes before they play a role, (6) End sociodrama

when the situation of the talks reaches tension. (7)

end sociodramas with class discussion to jointly

solve the problems of the sociodrama, (8) Assess the

results of the sociodrama as further consideration.

Not much different, Romlah (cited in Hayuni &

Fluerentine) stated that the steps for implementing

sociodrama are: (1) preparation, (2) making

sociodrama scenarios, (3) determining the group of

players, (4) determining the audience group, (5 )

sociodrama implementation, (6) evaluation and

discussion, (7) game replay if needed.

The difference in the steps in carrying out the

Sudjana and Romlah sociodrama lies in two things.

First, Romlah emphasized the division of groups

between the audience and the player group, while

Sudjana did not see the division of the group as

important because it could work according to class

conditions. For Sudjana, at the initial stage that

needs to be prepared carefully is the selection of

problems that will be played by students. Secondly,

Romlah also added the evaluation and discussion

steps in step 6. This step will evaluate the overall

drama performed, whether it is correct or not, while

Sudjana does not provide this step. Sudjana actually

displays drama only reaching the level of conflict

that occurs and determines the solution is not a

group of players, but discussed together.

Based on the theorical framework above that we

can synthesis the steps of sociodrama

implementation are (1) Determine groups; (2)

Establish social conflicts that attract students'

attention to be discussed; (3) Tell the class about the

content of social conflict in the context of the story;

Sociodrama as One of Learning Methods to Improve Students Social Skills Ability in the Multicultural Environment

339

(4) Providing opportunities for students to discuss

and compile texts; (5) Showing the drama in front of

the class; (6) Reflection.

3 RESEARCH METHOD

The research method used in this study is literature

study. Literature study is used by collecting data

through reading, studying, and reviewing the

literature that is relevant to the resolution of the

problem being studied. Data assessment was taken

from technical and non-technical literature (Straus

and Corbin, 2009: 39). Technical literature comes

from scientific documents, such as journals,

professional or disciplinary papers in the form of

theoretical papers, while non-technical literature

comes from newspapers or magazines. Both are used

as relevant data sources to achieve the objectives of

this study.

4 ANALYSIS AND RESULTS

The following steps are sociodrama that can improve

students' social skills in a multicultural environment,

especially in this disruption era:

a. Determine groups.

In the early stages the teacher should divide

students into several groups. Groups are

arranged heterogeneously. Working together in

groups will help students to improve social

skills because together learning to be able to

accept differences of opinion, accept criticism,

and also indirectly train themselves to solve

social problems that occur in groups.

b. Establish social conflicts that attract student

attention to be discussed.

At this stage the teacher should look for social

problems that are currently controversial issues

that are happening at this time, especially

regarding the diversity of Indonesian culture.

For example: a case of inter-tribal war or a case

of rejection of a child in a community because it

was born as a particular tribe. This problem can

be chosen from several articles, newspapers, or

social media that occur so students can see that

the incident is indeed happening and urgent to

be resolved. The following are examples of

worksheets that can be given to students to help

them map out social conflicts that are happening

in Indonesia.

Tabel 1: Sociodrama worksheet

NO Issue Identification Address Background

of problem

Impacts

1 Tribal War between Balinese

with Lampungnese

http://www.lintasberita.web.id/pera

ng-suku-di-lampung-sebuah-

dendam-lama/

2 Religious war in the Aceh https://www.bbc.com/indonesia/ber

ita_indonesia/2015/10/151014_indo

nesia_acehsingkil_mengungsi

3 Religious war in the Tolikara https://news.detik.com/berita/31961

85/ratusan-penduduk-di-tolikara-

mengungsi-karena-konflik-antar-

warga-dipicu-dana-desa

The table above will help students to map problems

more clearly. Analyzing the background of the

occurrence of social conflict correctly will help

students to think of the right solution. The war of

Lampung and Bali tribes in South Lampung for

example, this war started from a misunderstanding

of 3-4 youth but ended with dozens of victims. This

background makes it easy for students to be able to

think of solutions so students should learn to ask for

and apologize for events that should not happen.

Thus, social conflict is expected not to continue and

can be resolved immediately.

Selection of problems is an important point in

sociodrama because it determines whether children

will be interested in studying it further or not. The

number of problems is also adjusted to the number

of groups that have been formed before. It would be

better if each group got a different case.

c. Tell the class about the content of social conflict

in the context of the story.

The second stage is the teacher presents an

overview of the social issues that will be

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340

discussed. No need to discuss it in detail.

Teachers only need to emphasize social

problems because of cultural differences.

d. Providing opportunities for students to discuss

and compile texts.

At this stage, the teacher supervises and ensures

that students develop drama scripts in which

there are conflicts and end with the right

solutions. This stage is expected to make the

child better understand the position of the

victim so that it raises empathy. Empathy is

what is needed so students have the attitude to

care, want to ask and forgive. Indirectly, this

section has fulfilled aspects of solving problems

in social skills.

e. Showing drama in front of the class.

Showing the drama in front of the class will

provide opportunities for students to portray

characters of characters involved in social

conflicts. This section helps the child to

empathize with feeling the position of the

victim. This sense of empathy is built which

will at least make students realize how

important it is.

f. Reflection

Reflection is an evaluation part that can be used

as a means of conclusion to reinforce the

background, impact, and solution of social

conflicts that occur. The teacher can also ask

the opinions of students to assess whether the

solution that has been played by the group of

players has become the right solution or not.

Thus, it is expected that this stage will bring up

more alternative solutions to the problem of

social conflict.

5 CONCLUSION

Based on the above discussion, the conclusion that

can be taken is that sociodrama can be used as an

alternative to improve student skills, especially in

the multicultural environment and in this disruption

era. The sociodrama steps that can be done are as

follows: (1) Determine groups; (2) Establish social

conflicts that attract students' attention to be

discussed; (3) Tell the class about the content of

social conflict in the context of the story; (4)

Providing opportunities for students to discuss and

compile texts; (5) Showing the drama in front of the

class; (6) Reflection.

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