Penerapan Rational Emotive Behavioral Therapy (REBT) dan Psikoedukasi Keluarga pada Remaja dengan Borderline Intellectual Functioning: Studi Kasus di Sekolah Menengah Atas
DOI:
https://doi.org/10.62710/snbap321Keywords:
borderline intellectual functioning, keterlibatan akademik, psikoedukasi orang tua, rational emotive behavioral therapy, regulasi emosiAbstract
Remaja dengan borderline intellectual functioning (BIF) memiliki kapasitas kognitif yang berada pada kisaran bawah rata-rata, tetapi sering dihadapkan pada tuntutan akademik dan sosial yang setara dengan teman sebaya, sehingga rentan mengalami kegagalan belajar, konsep diri negatif, dan konflik dengan lingkungan terdekat. Penelitian ini bertujuan mendeskripsikan proses dan hasil intervensi psikoedukasi kepada orang tua dan Rational Emotive Behavioral Therapy (REBT) pada seorang remaja perempuan (KS) berusia 16 tahun dengan BIF yang menunjukkan keterlibatan belajar rendah, regulasi emosi yang lemah, dan hubungan keluarga yang disfungsional. Penelitian menggunakan desain studi kasus kualitatif dengan subjek siswi kelas X IPA di sebuah SMA swasta di Medan. Data dikumpulkan melalui wawancara dengan subjek, orang tua, guru BK, wali kelas, dan teman sebaya; observasi di kelas dan rumah; serta tes psikologi (WBIS, tes grafis, EPPS, dan RMIB). Intervensi meliputi dua sesi psikoedukasi orang tua mengenai profil psikologis anak dan pola asuh, serta tiga sesi REBT yang disesuaikan dengan profil intelektual subjek menggunakan model ABCDE. Hasil menunjukkan bahwa skor FSIQ 81 dengan VIQ 79 dan PIQ 87 konsisten dengan BIF, disertai konsep diri negatif, perasaan tidak berharga, dan pola pikir irasional mengenai diri, orang tua, dan sekolah. Setelah psikoedukasi, orang tua mulai memahami keterbatasan anak, mengurangi penggunaan kekerasan verbal/fisik, dan mulai mengembangkan strategi komunikasi yang lebih suportif. Pasca-REBT, subjek menunjukkan perubahan ke arah keyakinan yang lebih rasional, peningkatan regulasi emosi, penurunan perilaku bolos, peningkatan keterlibatan akademik, serta perumusan tujuan masa depan yang lebih realistis. Temuan ini mengindikasikan bahwa kombinasi psikoedukasi keluarga dan REBT yang diadaptasi untuk BIF berpotensi efektif dalam penanganan kasus serupa di setting sekolah.
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