The effectiveness of assertive training group counselling in improving students interpersonal communication

Abstract

Interpersonal communication is essential for students’ social development and the establishment of positive relationships. This study aimed to examine the effectiveness of group guidance using assertiveness training in improving interpersonal communication among Grade XI students at Madrasah Mu'allimin Yogyakarta. A quasi-experimental method with a nonequivalent control group design was employed, involving 14 students divided into experimental and control groups. The experimental group received seven sessions of assertiveness training, while the control group received no intervention. Data were analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. The results revealed a significant improvement in interpersonal communication in the experimental group, with mean scores increasing from 47.86 to 94.86 (Z = 2.371, p < .05). Meanwhile, the control group showed a nonsignificant increase from 47.85 to 62.28 (Z = 1.725, p > .05). A significant difference in posttest scores was also found between the experimental and control groups (Z = 3.134, p < .05), favoring the experimental group. These findings suggest that group guidance incorporating assertiveness training is an effective approach to improving students’ interpersonal communication and offers practical implications for strengthening school guidance and counseling services.