Tengku Sheila Noor Faraza, Niko Puri Diyanti, Selvia Vurwatie Novia


The objective of this study is to find out the effect of positive thinking training in an effort to raise self-acceptance in students with disabilities. Students with disabilities who receive positive thinking training are expected to have a higher level of self-acceptance compared to students with disabilities who do not receive the training. The subjects of this research are 13 students with disabilities from various faculties with a low to moderate level of self-acceptance based on the result of a prior interview. This research collects data using a scale of self-acceptance containing statements that indicate behaviors on the object variable that will be measured and given directly to the subjects. Data analysis in this research analyzes the comparison of pre-test, post-test, and follow-up results with the Wilcoxon test to compare pre-post, post-follow, and pre-follow. The result of Friendman test analysis shows the coefficient of chi-square=14.711 with p=0.001 which shows a very significant difference in self-acceptance between pre-test, post-test, and follow-up. The result of Wilcoxon test on pre-post shows Z=-2.845 with p=0.004, post-follow shows Z=-1.187 with p=0.23, and pre-follow shows Z=-3.062 with p=0.002, which shows that there is a different level of self-acceptance during pre-post, post-follow, and pre-follow. The result of the study based on Friedman test and Wilcoxon test analysis shows that there is a significant increase in self-acceptance after the training. This proves that positive thinking training can increase the level of self-acceptance in students with disabilities.

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3370


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