iii

INTERNATIONAL CONFERENCE ON EDUCATION ANDTRAINING

(ICET)

PROCEEDINGS

THEME

QUALITY IMPROVEMENT IN

EDUCATION & TRAINING

International Conference In Education & Training (ICET) Faculty of Education, State University of Malang collaborated with

International Journal of Innovation in Education (IJIIE)

MINISTRY OF RESEARCH, TECHNOLOGYAND HIGHER EDUCATIONSTATE UNIVERSITY OF MALANG

FACULTY OF EDUCATION 2015

WORKING PAPER INTERNATIONAL CONTRIBUTION PROCEEDINGS

International Coference in Education and Training (ICET) Faculty of Education, State University of MalangNovember 6th – 8th 2015, Malang

Reviewer Saida Ulfa (Universitas Negeri Malang, Indonesia) Burhanuddin (Universitas Negeri Malang, Indonesia) Kazuhiro Sumi (Saga university, Japan) Makiko Kishi (Meiji University, Japan) Sebastiao Pereira (Instituto Superior Cristal DIli, Timor Leste) Qi Xiao He (Guangxi Normal University, China) Mirjam Anugerahwati (State University of Malang, Indonesia)

Steering Committee Sopingi (Universitas Negeri Malang, Indonesia) Juharyanto (Universitas Negeri Malang, Indonesia) Agustinho dos Santos Goncalves (Instituto Superior Cristal Dili, Timor Leste) Viengdavong Luangsithideth (Ministry of Education and Sports, Laos PDR) Wang Hui (Guangxi Normal University, China)

Secretariat ICET FIP UMUNIVERSITAS NEGERI MALANG, FAKULTAS ILMU PENDIDIKANGedung D2 Lantai 1,Jl Semarang 5 Malang, 65145 IndonesiaPhone. +62341551213, fax +62341566962CP: Sopingi 082231606363

Layout : Agus Dwi Irawan K.Cover Design : Agus Nurkhalimi

Hak cipta yang dilindungi Undang-undang pada : PengarangHak Penerbitan pada : Fakultas Ilmu Pendidikan Universitas Negeri Malang Dicetak oleh : Universitas Negeri Malang

xi, 664 hlm; 29,7 cm

ISBN 978-602-73626-1-1

Dilarang mengutip atau memperbanyak dalam bentuk apapun tanpa izin tertulis dari penerbit

Penerbit Fakultas Ilmu Pendidikan Universitas Negeri Malang Jl Semarang 5 Malang Kode Pos 65145Telp. (0341) 551312

iv

PREFACE

The International Conference on Education and Training (ICET), Faculty of Education, State University of Malang, 2015 took place in Malang, Indonesia, between 6 and 8 November, 2015. ICET is an international conference covering research and development in the field of education and training. The conference aims at creating a forum for further discussion for an education and training field incorporating a series of issues and/or related to quality improvement in education and training. Therefore, the call for papers was addressed to scholars and/or professionals of the field of eduaction and training. Driven by the fast-paced advances in the education field, this change is characterized in term of its impact on the education implementation.

During the conference, 4 keynotes speakers were held in order to advance and contribute to specific research areas in the filed of education.More than 130 pre-registered authors submitted their work in the conference. The ICET 2015 finally accepted and hosted 94 original research papers. All papers submitted to the conference were reviewed using a double-blind peer review process. The conference commite decided about the acceptance or not of the submitted papers, with the contribution of competence and expertised reviewers. Collaborate with International Journal in Innovation in Edition (IJIIE), the selected papers will be published at IJIIE as the Special Issues Edition under theme “Quality Improvement in Education and Training”.

We would like to thank all members that participated in any way in the ICET 2015, especially: (a) the Inderscience Publisher for supporting and receiving the selected papers to be published as the Special Issues Edition of the International Journal of Innovation in Education; (b) the Co-organizing Universities and Institutes for their support and development of a high-quality conference; (c) the members of the scientific committee that honored the conference with their presence and provided a significant contribution to the reviewer of papers as well as for their indications for the improvement of the conference; and (d) all members of the organizing committee for their willing to organize the conferenece as good as possible.

Dean,

Prof. Dr. Bambang Budi Wiyono, M.Pd

v

vi

TABLE OF CONTENT

PREFACE .................................................................................................................................. vTABLE OF CONTENTS.................................................................................................................vii1 The Development of Portuguese Language Teaching Materials to Improve Learning

Quality In Timor LesteAgostinho dos Santos Gonçalves....................................................................................... 1

2 The Effectiveness of Papua Peace Education (PAPEDA) in the Primary SchoolsAgustinus Hermino..................................................................................................................11

3 Strengthening the Role of Family for Reduction Students Problem through School - Based Family TherapyArbin Janu Setiyowati....................................................................................................... 19

4 Quality Culture in Higher EducationToward a Leading UniversityArifin........................................................................................................................................27

5 Exploring of School AssetAsep Sunandar; Djum-djum Noor Benti; R Bambang Sumarsono..........................................35

6 Review of Centralization and Decentralization Approaches to Curriculum Development in IndonesiaDesi Eri Kusumaningrum; Teguh Triwiyanto.........................................................................41

7 Optimalizing Teacher’s “God-Spot” in Promoting the Learning Effectiveness in Elementary SchoolDiah Saptorini................................................................................................................... 53

8 Digital Image-Based Analysis of Cognitive Function and Visual Perception in Learning PhotographyDody Dorjanto.........................................................................................................................63

9 The Development of Thematic Learning Based on Lesson Study with Orientation on Region Diversity for Teachers of Elementary Grade in the City of Malang, Province of East Java, IndonesiaEndang Setyo Winanrni; Sehkabuden; Sri Harmini................................................................77

10 Conservation Values of Local Wisdom Traditional Ceremony Rambu Solo Toraja’s Tribe South Sulawesi as Efforts the Establishment of Character EducationErman Syarif; Hasriyanti.................................................................................................. 83

11 Dream and Fact of Education in the “3T” KupangGalang Surya Gemilang ................................................................................................... 89

12 Training on Peer Review: an Effort to Develop EFL Students’ Writing Skills, Cooperation, and Autonomous LearningJumariati........................................................................................................................... 99

13 The Assessment and Recommendation for the Principal Preparation ProgramMuhammad Ardiansyah..........................................................................................................109

14 Junior High School Students in Remote Area: Learn and Help Parent DilemmaNurul Ulfatin...........................................................................................................................117

vii

15 Women's Reproductive Health Improvement through Understanding Problem Solving Approach in Aisyiah SugioRatna Nurdiana; Yayuk Chayatun Machsunah......................................................................123

16 The Development of Roro Jonggrang Literature Story Books for the Alternative Basic Foundation to Integrate Thematic Instructional for the First Grade of Elemantary StudentsRatna Trieka Agustina............................................................................................................129

17 The Development of Tutorial Methode Based on Web Facilitated in the Lecturing of Dance Art Study of Primary School LevelRetno Tri Wulandari...............................................................................................................137

18 Improving the Quality of Learning Sociology in Timor Leste by Using Teaching Materials Based on the Context of Social EnvironmentSebastiao Periera....................................................................................................................147

19 Implementation of the Supervision of the Principal in Improving Competence Paedagogik Teacher Catholic High School (SMAK) St. Albertus in MalangSri Wening Rahayu.................................................................................................................157

20 Increasing Capacity Market Analysis and Government Intervention Failure Economic Approach through Learning Portfolio PublicSukisno; Hadi Suryanto..........................................................................................................165

21 The Model of Quality Assurance Implementation as a Form of Control for OrganizationsSunarni....................................................................................................................................173

22 A Knowledge Management Model for Primary School ManagementSunaryo...................................................................................................................................189

23 English Adjective Clause Construction: Using Corpus in Structure Analysis ClassTantri Refa Indhiarti; Iis Nur Rodliyah..................................................................................199

24 The Implementation of Educational Management Audit to Measure the Principals’ Managerial Performance in IndonesiaTeguh Triwiyanto; Ahmad Nurabadi......................................................................................217

25 The Development of an Integrated Thematic Model through Scientific Approach Based Value of Inquiry in Blitar East Java IndonesiaWidayati..................................................................................................................................231

26 Orientation Communication Style Students in ClassWildan Zulkarnain..................................................................................................................243

27 Relationship of Self Efficacyand Cognitive Learning Outcomes Improving Radio Receiver Subject for Students of SMK Negeri 2 KupangYetursance Y. Manafe.............................................................................................................251

28 Reducing Negative Effects of Biases, Stereotypes and Prejudices in the Context of Multicultural Society of Indonesia by Experiential LearningYohanes Yupilustanaji Apgrianto...........................................................................................257

29 Uniqueness of Pesantren to Solve the Problem of SantriYuliati Hotifah.........................................................................................................................265

viii

30 Higher Education and High School in Promoting Super Science High School ProjectMurni Ramli;DanarPraseptiangga;Teguh E.Saraswati;Kusumandari;YudiRinanto 273

31 Implementation of Principal’s Transformational Leadership to Build Students’ Character in SMKN 1 MojokertoDiah Puji Nali Brata...............................................................................................................283

32 The Impact of Differences Student’s Independent Base on Learning Approach and Intrapersonal IntelligenceEny Nur Aisyah.......................................................................................................................293

33 SupplySideMapping andAnalysis BasedDimensionalQuantity, Quality, Location, andTime inDenpasarHarti Kartini; Sri Estu Winahyu; Lilik Bintartik....................................................................307

34 Meaning of Yoga Learning Through TravelI Wayan Suyanta.....................................................................................................................313

35 Quality Management for Open Distance LearningArafah Husna.........................................................................................................................323

36 Curriculum Based Blended Learning Model to Improve Student Softskill in HigherEducationNisaul Barokati Selirowangi .............................................................................................

37 StudyImplementation ofNonformal Education Basedon EconomicCommunity in Rural Areas

331

Zulkarnain...............................................................................................................................34138 Learning Social Network: An Inovative System Provides New Learning Experiences

for Students in Higher EducationDeka Dyah Utami...................................................................................................................349

39 Strategic Planning for the Developement of Integrated Early Childhood Education InstitutionSri Wahyuni.............................................................................................................................357

40 The Implementation of Humanist LeadershipIfit Novita Sari........................................................................................................................371

41 The Effectiveness of Creativity Teaching Training for Elementary School Teachers in East JavaMoh. Irtadji; Tutu Chusniyah; Rumidjan...............................................................................377

42 Enhancing Learning Quality Via Innovative TechnologyPunaji Setyosari......................................................................................................................385

43 The Innovation of Complete Class Sustainable System in Improving the Quality of Education in Gowa RegencyAbdul Kadir.............................................................................................................................395

44 Informal Education: What is Taught? What is Problem? What is Solution?Hajjah Rafiah; Nur Aida Endah Pratama; Yudha Adrian.....................................................403

45 Students’ Awareness of Gender Differences in Language Use as Depicted in the MediaMirjam Anugerahwati.............................................................................................................409

46 Teacher-Students Positive RelationshipDurrotunnisa...........................................................................................................................419

ix

47 Insight from Analytical Chemistry in Building Scientific Method in EducationSuryani Wonorahardjo...........................................................................................................425

48 The Effects of Multiple Intelligences Learning Strategies towards Intrapersonal Intelligence of Underachiever StudentsWeni Sri Utami........................................................................................................................433

49 An Understanding of Teachers of Early Childhood Education on EmotionImanuel Hitipeuw....................................................................................................................441

50 The Cultivation of the Religious Values as Forming Character StudentsNur Aisyah; Suratno...............................................................................................................445

51 Designing Saintific Learning Models Application of Primary School Based on 2013 CurriculumM. Zainuddin...........................................................................................................................453

52 Development and Implementation of Temathic Teaching Instrument to Improve Quality of Process and Result of Learning in Elementary SchoolSa’dun Akbar..........................................................................................................................461

53 The Historical Significance Instructional Strategy: A Way to facilitate SMA Students’ Historical ThinkingSusanto Yunus Alfian..............................................................................................................473

54 Education Quality Improvement Efforts in Primary and Madrasah through Parent Student ParticipationR Bambang Sumarsono...........................................................................................................481

55 Improving the Students’ Learning Mastery on Social Subject through Group Investigation Method for the Students’ Creative Character Building of Kardina Massa Islamic Elementary School BlitarHadi Mustofa..........................................................................................................................491

56 On-Line Editing Application for Writing Colaboration in Educator Community with Different CharacteristicsEko Pramono Adi; Henry Praherdiono..................................................................................499

57 The Effectiveness of Simulation Game-Based Counseling to Improve Students’ Emotional IntelligenceM Ramli...................................................................................................................................505

58 Instructional Management Strategy in Thematic Approach in Order to Improve the Quality Instruction in Elementary SchoolAgus Wedi...............................................................................................................................513

59 Strengthening Empathy of Educational Counselor Candidates with Presentation of the Video Fact on Demand in Learning Partnership ModelHenny Indreswari; Henry Praherdhiono................................................................................523

60 Developing an Integrated Model of Physical Activities and Mental Character Building as an Alternative Intervention towards Students with Juvenile DelinquencyMardianto; Kurniati Rahayuni; Febrita Heynoek..................................................................529

x

61 Education and Training Evaluation, CIPP ApproachAch Rasyad ........................................................................................................... ............

62 Facilitative Learning Model Based on Alih BelajarHardika ..............................................................................................................................

63 Psychosocial Factors Affecting Self Regulated Learning for Gifted StudentsNur Eva ..............................................................................................................................

64 Development of Integrated Moral Education Model in Primary SchoolSulthoni..............................................................................................................................

65 Role of Informal, Formal, Non-Formal Education in Forming Adaptive Behavior and Development of Curriculum for Slow Learner Children in SD Inklusif

537

543

551

561

Ruminiati................................................................................................................................56566 Analysis Model of the Indonesian Content as a Haul of Integrated Thematic Based

Learning in Elementary SchoolAlif Mudiono...........................................................................................................................575

67 Innovative Teaching Models for Gifted Children at Inclusive Primary SchoolMoh Effendi;RinaRifqie Mariana.................................................................................... 583

68 Effects of Participative Management on Employees CommitmentBurhanuddin...........................................................................................................................591

69 Indonesian Traditional Game “Gobak Sodor” as a Teaching Model for a Holistic Learning in Primary EducationNur Amalia..............................................................................................................................607

70 Effectiveness of Stress Self- Learning Management Module Due to Work on Special Education TeacherAbdul Huda; Agung Kurniawan; Moh. Efendi.......................................................................615

71 Principal Leadership on Improving Learning QualityAhmad Yusuf Sobri..................................................................................................................621

72 The Development of Honest Behavior through Kantin Kejujuran for Elementary SchoolStudents at SD Sawojajar I MalangImam Nawawi.....................................................................................................................

73 The Roles of Principals in the Implementations of Collegial Supervision

633

Maisyaroh...............................................................................................................................63974 Implementation ofHuman Resources Management in Improving Quality of Primary

AchievementJuharyanto........................................................................................................................ 643

75 Parents’ Participation Towards The Implementation Of Education At SchoolBambang Budi Wiyono...........................................................................................................651

76 Protreptics Stategy: A Learning Model to Encourage the Students’ CreativitiesSopingi....................................................................................................................................657

77 Role Library Management In The Use Of Information Technology In STAHN Gde Pudja Mataram

Siti Zaenab..............................................................................................................................665

xi

78 Culture Huma Betang (Long House) In Central Kalimantan

Sanasintani..............................................................................................................................675

xii

STRENGTHENING THE ROLE OF FAMILY FOR REDUCTION STUDENTS PROBLEM THROUGH

SCHOOL–BASED FAMILY THERAPY

Arbin Janu SetiyowatiState University of Malang

Email: arbinjs_rk@ymail.com

Abstrak: The family is the first educational environment which has an important role in determining a child's development. The family is a system, when the system does not run properly then it will have an impact on family members in the form of deviant behavior. Therefore, it does not rule out the possibility that the problems experienced by students at school are the result or continuation of the environmental situation of the family. School-Based Family Therapy (SBFT) is a new breakthrough for counseling services in schools in Indonesia, given the fact that the root of the problem of students come from families. SBFT working system that is systemic and involves many parties associated with the lives of the students it is possible to see the students' problems as a whole and sharing viewpoint. SBFT goal is to improve the ability of family members to support each other. SBFT work to enable family members to use their resources more efficiently in order to support and to help members of families through difficult times. This is where the strength SBFT making it feasible to implement in an effort to help students solve problems and achieve prosperity.

Keywords: strengthening the role of family, student problem, school based family therapy

The formation of the personality of a child rests with the parents and the child's personality formation begins from family. Children require extra reinforcement personality of the parents, because at the present time most children are still susceptible to mental turmoil. For that children urgently need strong parental figures and the guidance of parents so that they have a good personality and tough. Good personality and tough is the main capital for the child in real life. To instill good personality and strong for children, should start early. The formation of the child's personality is closely related to the role of schools and the community. In a family environment, efforts can be made to the formation of the personality of a child is a parent should create conditions of households/families conducive to the healthy development of children as well as cultivation of religious values and develop communication with their children.

Level adjustment and growth is dependent on the attitude of parents and the psychological and social atmosphere in the family. The attitude of authoritarian parenting, which impose power and authority to the child also will hinder the process of adjustment of the child. Usually the child will try to oppose the power of the parents and the child will tend to be authoritarian turn against his friends and tend to oppose the existing authorities both at school and in the community. Adjustment problems facing children can be derived from the psychological atmosphere of the family. Many studies have shown that adolescents who live in households cracked, have emotional problems, it seemed to him there is a major trend for the angry, aloof, in addition to a lack of sensitivity to social acceptance and less able restraint as well as more anxious than children who live in the house ladder reasonable. It was determined that most of the children were expelled from school because they can not adapt are those who come from households that are not in harmony.

19

20 Proceedings – International Conference on Education and Tarining (ICET) 2015

A child's life will never be separated from the task of socializing with their environment. Family plays an important role in the process of socialization of children within families first because once the child to know and relate to others. This was due to the family environment is an environment of education and guidance. The main task of the family for a child's education is a foundation stone of moral education and character of children, mostly taken from their parents and from other family members. Children who fail to socialize with the environment will tend to experience problems, both with themselves and with their environment.

The family is the first educational environment which has an important role in defining and fostering the process of child development. Therefore, it does not rule out the possibility that the problem experienced by students at school is the result or continuation of the environmental situation of the family. Fights students, academic stress, suicide, low self-esteem, depression, sexual perversion, school failure is a fraction the problems facing children.

Those problems can occur in the absence / lack of good communication within the family, because education in the family is also a feature of the quality of the next child. By performing the communication in families between parents and children will be established a good relationship. Good communication within families is reflected in the treatment of parents towards their children. Which in the family, children are in need of affection from their parents. If in a family can be a relationship with the good, that is between parents and children in the sense of having good communication within the family, a child does not get bored and feel safe in it so that the child will be controlled and have good behavior, because of all the problems and her laments always be solved together in the family. And vice versa, if a family does not have good communication or lack of parental supervision of their children, the child will feel ignored and will seek pleasure outside that could damage his behavior.

Communication within the family can support a child's development because the communication is done within the family parents will be able to know what things are thought to potentially cause problems for the child. If communication can work well, all actions that deviate children will be addressed as soon as possible. Hence communication within the family it is absolutely necessary for the sake of development of the child.

Related communication, lately the communication patterns in the family environment is alarming. Development era characterized by rapid technological advances led to the role of families displaced by the increasingly sophisticated communications equipment. True communication tools designed to make human life more completely, tends to turn into a disaster, especially for the development of the family. Many families are precisely controlled by the gadget and what happens is each family member is busy with gadgets. This resulted in the death of communication among family members. Family roles severely compromised by the development of technology. Conditions such as if persistent, would certainly cause problems for families, especially for children.

From exposure to the above, indicate that the family has an important role in a child's life. When the family is able to function properly, the child will tend to be free of problems and able to adjust to both, yourself and the environment. Conversely, if the family fails to function properly, then certainly many children will experience the turmoil that led to the emergence of problems. It is important to restore the function of the family

Arbin Janus Setiyowati, Strengthening the Role of Family for... 21

that has been crushed by the progress of time and technological developments. The family is the major joints in the child's life, so the role of the family should be strengthened so that the child's personality is well established, which is able to adapt continuously either by themselve or to the environment.

FAMILY THERAPY AND SYSTEMIC PRACTICEFamily therapy addresses the issue of individual present in the context their

relationships with the important people in their lives and the social network. It is an approach to psychotherapy that is recognized, the system is primarily aimed at the family as a social unit. In contrast to other approaches such as psychodynamic psychotherapy or CBT that focuses on the individual. Family therapy and systemic practice is a heterogeneous field; there are different schools and models that share some guiding principles and assumptions. Some of the objectives of family therapy for example: improved family functioning at different levels, increase mutual understanding and emotional support among family members, the development of coping skills and problem solving strategies in a variety of life situations and dilemmas so on.

There are many theories about family therapy. Some theories focus on the role of the family in predisposing individuals to develop problems or precipitate their difficulties. Other theories have focused on the role of the family in care issues. But all family therapist highlights the role of the family in solving problems. There is also considerable variation in the theory of family therapy that privileging the role of family interaction patterns, belief systems of family and historical contextual family and constitutional factors in the etiology and maintenance problems.

Traditionally the main focus on the interaction between family therapy family members, the quality of family relationships, the various functions of the development aspects of the family and so on (Lowe, 2004). Family therapy is the contextual perspective that emphasizes the role of the broader system, such as society and culture as a family-owned culture. Recently, a family therapist therapy has begun to refer to themselves as 'systemic therapists' because they pay more attention to the impact of the wider system and the social context in the life of society. Perspectives most systems supporting family practice, the therapist looked at the problem of the individual in relation to the different contexts in which people live: ie as a partner in a relationship, as family members, people with loyalty culture and/or religion, while also considering the social circumstances -economic and political processes (Carr, 2006). Systemic practice in the context as being of crucial importance for the development of psychological and emotional well-being of individuals.

A family therapy session usually lasts between 60-90 minutes; interval between sessions are from one to several weeks depending on the problem, the needs of family members, the stage of intervention and other variables. A decision on this matter negotiated collaboratively with clients and any other professional involved. Although it is difficult to estimate and different from one case to another case, the average length of family therapy interventions ranged between 6-20 sessions. Family therapy therapists most often work with more than one family member in the room but there are also sessions for individual sessions with parents separated from children. Some models of

22 Proceedings – International Conference on Education and Tarining (ICET) 2015

family therapy include collaboration with co-therapists or teams. There are also times when systemic practitioners will intervene in a network of professional and / or social around families rather than specifically focusing on the core family unit. Both the length of sessions and therapeutic settings is the result of collaboration and mutual agreement between the therapist and the family.

Families can be a source of support for the individual but also can be a source of distress, misunderstanding and pain. Therefore, family therapy and systemic practice is important because the aim is to improve the ability of family members to support each other. Family Therapy works to allow family members to use their resources more efficiently in order to support and to help members manage transitional stages of family development or stressful life such as serious illness or death in the family.

In general, a situation or a problem that affects the relationship between family members, and family functioning is an aspect of the family who will benefit from systemic family therapy. Similarly, issues that affect the lives of individuals in relation to the relationship between the family and the wider context will benefit from a systemic approach. Involve others in the family or an individual in a social network can help to avoid the intervention of individual pathology and also can address the problem more effectively. Family therapy may be useful in times of crisis and also related to old problems. It also serves to prevent problems such as the difficulty of behavior, delinquency or mental health problems (Asmal, 2011). Some of the problems can be helped with a family therapy approach, among others: the mental health of children and adolescents; physical health problems; adult mental health; abuse of alcohol and drugs; phase transition of the problems life events, psychosexual problems; marital problems, psychosomatic problems, and so on (Stratton, 2005).

Family therapy based on systemic perspective is deemed able to provide effective assistance to individuals with various problems and difficulties. It can also be considered as a means of prevention against a wide range of problems that can affect the family or relationships with others later in life. Several studies provide evidence that family therapy is effective for the prevention of the emergence of individual issues and effectively to assist in the resolution of individual problems. Some studies / reviews also said that family therapy is not more expensive, and sometimes even significantly cheaper than other treatments that do not involve the family. Cost effectiveness offered family therapy attractive enough for families, and people who are responsible for publiki ministry or agency responsible for health problems. Some research suggests that family therapy can significantly reduce health care costs and the cost pharmacological therapy (Russell, 2007; Russell, 2008).

There are many studies that show the effectiveness of family therapy, systemic intervention or work with the family in the treatment of eating disorders, behavioral problems, depression, addiction, schizophrenia and other problems problems in childhood or adolescence (Chan: 2003; Carr: 2009). Although the success rate and effectiveness of family therapy interventions differ from one case to another, but in European countries, family therapy recognized as an evidence-based approach by scientific bodies, for example in the UK, Germany, Finland etc.

Arbin Janus Setiyowati, Strengthening the Role of Family for... 23

SCHOOL - BASED FAMILY THERAPY TO REDUCE STUDENT PROBLEMSFamily issues, such as marital strife, divorce, financial difficulties, abuse and neglect

of children, life-threatening disease, the involvement of relatives in gangs, and poor parenting linked to various problems of children, such as delinquency, depression, suicide attempts, and substance abuse. This family problem may have negative effects on learning and behavior of school children. However, many studies have shown that healthy families deal more effectively with problems they can help children succeed in school.

Related to the above phenomenon, it is considered that the family is the key to an individual's life. For that we need a breakthrough in school related efforts to help students with problems. It is important for schools to consider the existence and role of the family in the problems of the students. When found the fact that the family contributed greatly to the emergence of problems of students, the approach used to help the students also must approach rooted in the family. Family therapy is desperate to address the increasingly complex problems of students. Family therapy, which focuses on strengthening family functioning is seen as the appropriate approach to involve the family in solving the problems of students. The problems of students who appear allegedly stems from the failure of the family function, then for solvings problem students should begin with efforts to improve the role and function of the output in itself. When the role and function of the family is running as it should, it is expected that the problems students will be decomposed and students can develop optimally.

Approach to family therapy has been used and effectively to help resolve the problems associated with the growth and development of students such as: bullying and cyber- bullying, depression, marital problems, school violence, grief and loss, trauma, life- threatening illness, crises school, learning disorders, immigrant families, suicide, and school suspension (Carr: 2009; Sexton: 2010). The results showed effective family therapy to address the problems mentioned above so that said the success rate is very high. For that family therapy is suitable to be implemented in schools to help students with problems.

In Indonesia, family therapy approach has not been used in an effort to help the problems of students in the school. This is because this approach has not been familiar in BK practitioners in schools. Besides the Indonesian culture that considers family problems is a taboo for to be revealed to the public, predictable approach to family therapy will be difficult to be accepted in our society. But with the confidence and constant effort from the school counselor, the presence of family therapy is expected to be well received in the community.

School-Based Family Therapy is a breakthrough for BK services in schools Indonesia given the fact that the root of the problem of students come from families. Not solved the problem of students by using a common approach used by school counselors, increased the confidence that gives hope to SBFT have resolved students problem completely. SFBT is systematic work procedurs and involve many parties associated with the lives of the students it is possible to see the students problems as a whole and sharing viewpoints. Therein lies the strength SBFT making it feasible to implement in an effort to help resolve the problems of students.

24 Proceedings – International Conference on Education and Tarining (ICET) 2015

SBFT implementation constraints in the schooling system in Indonesia is not yet familiar to practitioners in schools BK family therapy approach, the impact on the competence of school counselors to organize family therapy in an effort to help students. These conditions led to a school counselor and school psychologist did not control well the family counseling, family counseling when needed to help students who are having problems at home. If school personnel (counselor / school psychologist) advises parents seek counseling from professional organizations to solve family problems related to the condition of the students, perhaps the parents and family will never go because of the negative stigma associated with therapy or cost issues. SBFT reduce the stigma associated with therapy by emphasizing that counseling for family members have educational purpose: helping students to succeed in school. Parents and family members were approached as a partner with professionals SBFT, all work together to promote the success of the school's identity. SBFT is professional therapy to help and protect children, families and schools.

Addressing the obstacles that may be encountered in the implementation of family therapy in helping students, back again needed a counselor's ability to establish a good relationship with the students and all members of his family. Good relations characterized by healthy relationships and positive. Not easy to cultivate healthy relationships and positive with students and family members, but when counselors provide heart really sincerely want to help and willing approached by counselee everything he had and would listen with both the confidence and willingness counselee to open up will increased so that the relationship grows into a therapeutic relationship. This is to be expected in a counseling relationship. Finally, in a counseling situation using any approach, as counselors we can not match with our clients, but instead we were to match themselves with the counselee, in order to develop therapeutic counseling relationship for the counselee.

CONCLUSIONThe family is a system, when the system does not run properly then it will have

an impact on family members in the form of deviant behavior. The uniqueness of family therapy is seen as a problem child symptoms and signs to improve the existing system in the family in order to function properly. Symptoms necessary to maintain the homeostasis of the family. Barriers in therapy can be treated by a therapist with a good relationship with family members. Expected school-based family therapy with the excess can be used as an alternative counseling approach in helping to resolve student problem.

Arbin Janus Setiyowati, Strengthening the Role of Family for... 25

ReferencesAsmal, L. Dkk. 2011. Family Therapy for Schizophrenia: Cultural Challenges And

Implementation Barriers In The South African Context. African Journal Psychiatry 2011;14:367-371

Carr, Alan. 2006. Family Therapy: Concepts, Process and Practice. Second Edition. New York: John Wiley & Son’s Ltd.

Carr, Alan. 2009. The Effectiveness Of Family Therapy And Systemic Intervention For Child- Focused Problems. Journal of Family Therapy

Carr. Alan. 2009. The Effectiveness of Family Therapy And Systemic Intervention For Adult- Focused Problems. Journal of Family Therapy

Carr, Alan. 2014. The Evidence Base for Couple Therapy, Family Therapy and Systemic Interventions For Adult-Focused Problems. Journal of Family Therapy

Chan, G. James. 2003. An Examination of Family-Involved Approaches to Alcoholism Treatment.The Family Journal 11:129

Lowe, Roger. 2004. Family Therapy: A Constructive Framework. London: Sage Publications Patterson, JoEllen. Dkk. 2009. Essential Skills in Family Therapy: From the First Interview to

Termination. Second Edition. New York: The Guilford Press.Russel Crane, D. 2007. Effectiveness Research on the Cost of Family Therapy. Journal of

Psychotherapy, 23: 20-24Russel Crane, D. 2008. The Cost-Effectiveness Of Family Therapy: A Summary And Progress

Report. Journal of Family Therapy: 30:399-410Sexton, Thomas. Turner, W. Charles. 2010. The Effectiveness of Functional Family Therapy for

Youth with Behavioral Problems in a Community Practice Setting. Journal Family Psychology 24(3). 339-348

Stratton, Peter. 2005. Report on the Evidence Base of Systemic Family Therapy. Http://aft.org.uk.Diakses tgl. 4 April 2015.