Pengaruh Media Anger Tree terhadap Kemampuan Regulasi Emosi Marah pada Anak Usia Sekolah di SD Muhammadiyah 18 Surabaya

Kesulitan mengelola emosi marah pada anak usia sekolah dapat memunculkan perilaku impulsif, konflik dengan teman sebaya, perilaku agresif, dan gangguan proses pembelajaran. Studi pendahuluan di SD Muhammadiyah 18 Surabaya menunjukkan sekitar 2–3 kejadian konflik verbal maupun fisik dalam satu minggu, sedangkan penanganan yang dilakukan masih berupa teguran, nasihat, dan meminta siswa saling meminta maaf. Kondisi tersebut menunjukkan perlunya media edukatif yang konkret dan terstruktur untuk membantu anak mengelola emosi marah. Penelitian ini bertujuan menganalisis pengaruh Media Anger Tree terhadap kemampuan regulasi emosi marah pada anak usia sekolah. Penelitian menggunakan desain kuantitatif pre-experimental one-group pretest-posttest dengan sampel 148 siswa kelas II dan III yang dipilih menggunakan Proportional Stratified Random Sampling. Intervensi diberikan dalam empat sesi selama satu minggu. Data dikumpulkan menggunakan kuesioner 19 item yang dikembangkan peneliti berdasarkan konsep regulasi emosi James J. Gross. Seluruh item sudah di uji validitas dan realibilitas dan dinyatakan valid secara empiris dengan p<0,05 dan nilai Cronbach’s Alpha sebesar 0,732. Sebelum intervensi, 90 responden (60,8%) berada pada kategori kurang, sedangkan setelah intervensi 85 responden (57,4%) berada pada kategori baik. Uji Wilcoxon Signed-Rank Test menunjukkan Z=−10,565 dan p<0,001. Media Anger Tree berpotensi membantu anak mengenali pemicu, tanda marah, intensitas emosi, dan mempraktikkan strategi pengendalian diri secara adaptif.

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Difficulty regulating anger in school-age children may lead to impulsive behaviors, peer conflict, aggression, and disruption of the learning process. A preliminary study at SD Muhammadiyah 18 Surabaya identified approximately 2–3 verbal or physical conflicts per week, while existing management primarily involved reprimands, advice, and asking students to apologize. This condition highlights the need for a structured and concrete educational medium to strengthen children’s anger regulation skills. This study aimed to analyze the effect of Anger Tree Media on anger emotion regulation ability among school- age children. A quantitative pre-experimental one-group pretest-posttest design was used involving 148 second- and third-grade students selected through Proportional Stratified Random Sampling. The intervention was conducted in four sessions over one week. Data were collected using a researcher-developed 19-item questionnaire based on James J. Gross’s emotion regulation concept. All items were empirically valid (p < 0.05), with a Cronbach’s Alpha of 0.732. Before the intervention, 90 students (60.8%) were in the poor category, whereas after the intervention, 85 students (57.4%) were in the good category. The Wilcoxon Signed-Rank Test showed Z = −10.565 and p < 0.001. Anger Tree Media has the potential to support children in recognizing anger triggers, identifying emotional signs, assessing anger intensity, and practicing adaptive self-regulation strategies.