Abstract:
Self-confidence is a critical determinant of elementary students’
learning success, particularly within culture-based contexts such as
Sundrang in Bugis communities. However, many students exhibit
low confidence in expressing opinions, participating in discussions,
and engaging in classroom interactions. Although assertive training
is known to enhance communication and confidence, its integration
into local cultural learning remains underexplored. This study
employed a quantitative quasi-experimental pretest–posttest control
group design. Sixty fifth-grade students from Bugis elementary
schools were assigned to an experimental group (n = 30) and a control
group (n = 30). The experimental group received assertive training
integrated into Sundrang learning, while the control group followed
conventional instruction. Data were collected using a validated and
reliable Likert-scale self-confidence questionnaire and analyzed
through normality, homogeneity, and independent-samples t-tests.
The findings revealed a statistically significant improvement in self
confidence among students in the experimental group compared to
the control group. Students exposed to assertive training
demonstrated greater gains in public speaking, social interaction, and
the ability to express opinions during Sundrang learning activities.
The results indicate that integrating assertive training into culture
based learning effectively enhances students’ self-confidence. This
approach supports not only communication skills but also active
participation in culturally relevant educational settings. Accordingly,
incorporating assertive training into elementary curricula,
particularly in local cultural learning contexts, is recommended to
foster students’ social competence and overall confidence.
