The Influence of Sociodrama Techniques on Students' Self-Confidence at State Middle School 2 Tarakan

Abstract

Self-confidence is one of the essential psychological factors that supports students' academic achievement and social adjustment. This study aimed to determine the effect of sociodrama techniques on the self-confidence of seventh-grade students at State Middle School 2 Tarakan. The study employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest design. The participants consisted of ten students selected through purposive sampling based on indicators of low self-confidence. Data were collected using a self-confidence scale and analyzed through descriptive and inferential statistics with the assistance of SPSS version 25. The intervention was conducted through six sessions of group guidance employing sociodrama techniques focusing on personal competence, social interaction, and self-concept. Descriptive findings indicated that before the intervention, 70% of students were categorized as having moderate self-confidence, 20% were in the high category, and 10% were in the low category. After the intervention, all participants (100%) achieved the high category of self-confidence. The mean score increased from 107.20 in the pretest to 134.50 in the posttest. Inferential analysis using the paired-samples t-test revealed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings demonstrate that sociodrama techniques effectively enhance students' self-confidence by improving personal competence, social interaction, and self-concept. Therefore, sociodrama can be considered an effective strategy within guidance and counseling services to foster students' psychological and social development.