




































Humanitas: Indonesian Psychological Journal  

Vol. 20 (1), February 2023, 11-20 
ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id             http://journal1.uad.ac.id/index.php/Humanitas        https://doi.org/10.26555/humantias.v20i1.208     

Resipatisme: A psychoeducation to reduce the tendency of klithih 

behavior in adolescents 

Detty Putri Pratiwi Oktavia1, Nur Azmi Zulhida1, Laila Rachim1, Ahmad Affan2, Wulan 

Suci Fitrianingsih1, Sri Kushartati1 

1Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia 
2Faculty of Literature, Culture, and Communication, Universitas Ahmad Dahlan, Indonesia 
Corresponding author: sri.kushartati@psy.uad.ac.id  
 

 

Introduction 

The Special Region of Yogyakarta is one of the regions in Indonesia famous for its diverse 
culture and the friendliness of its citizens. Many local and foreign tourists make Yogyakarta 
the primary destination for their visit during the holidays. In addition, Yogyakarta is dubbed 
the city of students because many prestigious schools and universities are the leading 
destinations for young people in the archipelago to study. Even so, Yogyakarta is not an area 
that is free from cases of violence. One of the cases that became viral and disturbed the public 
was the klithih case. Klithih behavior itself is a form of aggressive behavior. 

In Javanese, klithih is a vocabulary that means a form of ordinary walking activities at 
night without a clear purpose (Jatmiko, 2021). If taken literally, the term klithih is not a 
criminal act. Still, klithih behavior can be an act of violating the law if it is accompanied by 
aggressive or violent behavior. However, the term klithih in Yogyakarta is a group of 
teenagers who go around using vehicles to look for teenagers or other school students who 
are considered enemies (Fuadi et al., 2019). Klithih perpetrators usually consist of junior high 
school and senior high school students, including vocational high schools, or even teenagers 
who dropped out of school (Septiani & Zuhdy, 2020). 

An increasing statistical data on klithih cases in Yogyakarta from 2020 to November 
2021 was found based on the Regional Police record, with 25 reports and 65 perpetrators in 

ART ICLE  INFO  

 

AB ST R ACT  

 

Article history 

Received September 9,2022 

Revised January 5, 2023 

Accepted January 18, 2023 

 Klithih, a Javanese term, was originally an ordinary night stroll 
without a clear purpose. Klithih becomes an act of violating the law if 
it is accompanied by aggressive or violent behavior. In recent years, 
klithih cases in Yogyakarta have increased and become public 
attention, with almost the average perpetrators being students. This 
study aimed to reduce aggressive behavior in adolescents with a 
tendency to klithih behavior by developing Resipatisme, a 
psychoeducation intervention consisting of emotion regulation, 
empathy, assertiveness, and altruism. A quasi-experimental 
quantitative method, with one group pretest-posttest design, was 
applied in this study. An aggressive behavior scale was used to collect 
the data. The Wilcoxon Signed Rank Test was applied to compare the 
data before (pretest) and after (posttest) intervention. The results show 
a significant difference between pretest scores and posttest scores. 
This finding implies that Resipatisme psychoeducation can reduce 
aggressive behavior in adolescents. Therefore this psychoeducation 
may be applied to prevent the tendency of klithih behavior. 

 

    

 

Keywords 

altruism; 

assertiveness; 

emotion regulation; 

empathy; 

klitih.  

 

 

mailto:humanitas@psy.uad.ac.id
http://journal1.uad.ac.id/index.php/Humanitas
https://doi.org/10.26555/humantias.v20i1.208
mailto:sri.kushartati@psy.uad.ac.id


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2020 to 55 reports and 95 cases in 2021. From these data, it is known that klithih perpetrators 
consist of 80 students and nine unemployed people with 28 cases of abuse, 23 cases of using 
sharp weapons, and 1 case of destruction of public facilities. Moreover, Jogja Police Watch 
(JPW) recorded 12 street crimes known as klithih throughout 2022.  

 The negative impacts of klithih behavior carried out by groups of adolescents include 
(Septiani & Zuhdy, 2020): (1) Death and serious injuries suffered by perpetrators, victims, 
and victims public; (2) Damage to public facilities in the vicinity of the incident location; (3) 
Victims and the community will experience fear and trauma; (4) The mental breakdown of 
students as the next generation of the nation's youth in Indonesia; (5) The quality of education 
in Indonesia is declining because it cannot be a place for youth to develop positively. 

 From a social psychology perspective, aggression is physical or verbal behavior 
intended to hurt someone. Dehue reveals that it includes both physical aggression (hurting 
someone’s body) and social aggression (such as bullying, cyberbullying, insults, harmful 
gossip, or social exclusion that hurts feelings (Myers & Twenge, 2018). Berkowitz 
distinguishes between hostile and instrumental aggression (Aronson et al., 2016). Hostile 
aggression is an act of aggression stemming from feelings of anger and is aimed at inflicting 
pain or injury. There is an intention to hurt the other person in instrumental aggression, but 
the hurting takes place as a means to some goal other than causing pain. Buss and Perry (1992) 
state aggressive behavior as behavior or behavioral tendencies intended to harm others 
physically and psychologically. This theory explains that aggressive behavior has four main 
aspects: physical, verbal, anger, and hatred. This aggressive behavior is a problem that often 
occurs in adolescents (Yunalia & Etika, 2020). 

 Factors influencing klithih behavior are poor parent-child relationships, commitment 
to deviant peer groups, and low academic motivation (Febriani, 2018). At the same time, the 
factor determining klithih behavior is conformity with friends (Fuadi et al., 2019). This study 
develops psychoeducation to reduce the tendency of klithih behavior in adolescents titled 
Resipatisme. This psychoeducation combines emotion regulation, empathy, assertiveness, 
and altruism, along with discovering the causes. Resipatisme was chosen as a form of 
intervention because every aspect may reduce aggressive behavior in adolescents. 

 A previous study conducted an emotional regulation training program with 17 
participants aged 15 to 17 years old, resulting in the level of aggressiveness of the participants 
decreased after being given emotional regulation training (Putra et al., 2019). The results of 
this study indicate that the emotion regulation given effectively reduces aggressive behavior 
and increases positive emotions in adolescents. Emotional regulation is a process of 
recognizing, maintaining, and regulating positive and negative emotions, automatic or 
controlled, visible or hidden, and conscious or unconscious (Gross, 2014). Emotion 
regulation involves changes in the dynamics of emotions from the time they arise to the 
magnitude, duration, and offsets of behavioral, experiential, and physiological responses. 
Emotion regulation can influence, strengthen, and maintain emotions, depending on the 
individual's goals. 

Research on empathy training found that empathy training was effective in reducing 
the tendency of aggressive behavior in junior high school students (Lika, 2019). Students 
become more aware of their own emotions and learn to be sensitive to the feelings of others 
around them. In addition, they also become motivated to pay attention to their friends because 
a high ability to empathize makes individuals behave prosocially. Empathy is the ability to 
feel the emotional state of others, feel sympathetic, try to solve problems, and take the 
perspective of others (Baron & Byrne, 2002). 

Research on assertive training found that assertive training can reduce aggressive 
behavior in 29 teenage boys (Sari et al., 2015). Assertiveness is a positive self-statement by 
always respecting others to add satisfaction to individual life and the quality of relationships 
with others (Alberti & Emmons, 2002). Previous research among high school students in Iran 



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found an increase in assertiveness, resulting in a decrease in aggression (Mofrad & Mehrabi, 
2015). 

Altruism is a voluntary action taken by a person or group to help others without 
expecting anything in return (Myers, 2012). A previous study found a negative relationship 
between altruism and aggression; the higher the altruism, the lower the aggression, and vice 
versa (Rushton et al., 1986). Moreover, a study among African American adolescents found 
altruistic behavior in boys is critical in moderating antisocial behavior among adolescents 
who face community violence (Rious & Cunningham, 2018).  

 Previous studies have not found an intervention that simultaneously covers all aspects 
of adolescent emotion regulation, empathy, assertiveness, and altruism. Some studies only 
focus on one aspect, even though the results obtained effectively reduce the tendency of 
aggressive behavior. Therefore, this study develops psychoeducation to reduce the tendency 
of klithih behavior in adolescents by combining emotion regulation, empathy, assertiveness, 
and altruism. This study aimed to determine changes in aggressive behavior in adolescents 
before and after being given the Resipatisme psychoeducation intervention. The hypothesis 
proposed in this study is that Resipatisme psychoeducation may reduce aggressive behavior 
in adolescents. Resipatisme psychoeducation is expected to benefit the community, including 
the school to provide appropriate treatment early as a preventive effort against increasing 
cases of klithih in students. And in particular, adolescents to be able to manage their emotions 
and psyche so that they do not fall into aggressive behavior, especially being perpetrators of 
klithih. 

Method 

Research Design 

This study used a quasi-experimental quantitative research method. A quasi-experimental 
design is an experiment that does not place the participant into the experimental or control 
group randomly (Hastjarjo, 2019). This study has no control group as a comparison due to 
the limited number of research participants. This study used a one-group pretest-posttest 
design with Resipatisme psychoeducation as an intervention for a group of research 
participants. The dependent variable score data was taken first before the intervention as a 
pretest score. The pretest score will be compared with the posttest score to determine the 
changes that occur after treatment (Azwar, 2017). Table 1 describes the research design of 
one group pretest-posttest design (Hastjarjo, 2019). 
 

Table 1 

Experimental Design 

Pretest Intervention Posttest 

T1 X T2 

 

T1 : test before intervention  

T2 : test after intervention 

X : intervention carried out to the participants by conducting Resipatisme 

psychoeducation 

Participants 

Twenty students of a senior high school in the city of Yogyakarta who were selected using 

screening with the aggressive behavior scale participated in this study. The screening was 

administered to all grade XI students, and the scale score was also used as a pretest data. 



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Only students with a high tendency of klithih behavior or aggressive behavior based on the 

scale score are invited to participate in this study. 

Instruments 

The aggression behavior scale was used to collect the pretest and posttest data. The 

aggression behavior scale is modified from an instrument used in a previous study that 

contained aspects of physical, verbal, anger, and hatred (Saputra & Handaka, 2017). Based 

on the instrument try-out, 12 items on the aggressive behavior scale has an item 

discrimination index ranging from .361 to .646. The reliability index of the scale is .870. The 

scale is a summated rating method with four options: always, often, sometimes, and never. 

In addition, focus group discussions were carried out with participants to gather data on the 

causes of adolescents' aggressive behavior and to find out what they felt before and after 

participating in Resipatisme psychoeducation. 

The Resipatisme Psychoeducation 

The Resipatisme psychoeducation combines four psychological aspects, emotion regulation, 

empathy, assertiveness, and altruism. Table 2 shows the structure of the Resipatisme 

psychoeducation intervention plan. 

 

Table 2 

Intervention Plan 

Meeting Session Activity Time Target  

1 I Conducting rapport building, forming 

group norms, and administering pretest 

sheets 

30 minutes Participants 

II Emotion regulation psychoeducation  60 minutes Participants 

III Assertiveness psychoeducation  90 minutes Participants 

2 IV Empathy psychoeducation  180 minutes Participants 

3 V Altruism psychoeducation  180 minutes Participants 

4 VI Forming focus group discussions and 

administering posttest sheets 

120 minutes Participants 

 

 This study consists of several stages, as follows: 

1. Interviews with guidance and counseling teachers and distributing aggression behavior 

scales to research participants were conducted in the first stage. The interviews were 

conducted to determine the participant's characteristics and record students’ aggression 

behavior who will be the research participants. The scale score was used as an initial 

screening for research participants and a pretest score. 

2. The second stage was conducting Resipatisme psychoeducation for four meetings within 

three weeks.  

a. The first meeting held two psychoeducation, emotional regulation psychoeducation, 

and assertiveness psychoeducation. Emotional regulation psychoeducation contained 

material about emotions, the introduction of emotion sheets, and the practice of 

breathing and muscle relaxation techniques. Participants were directed to recognize 

and understand their own emotions, then were trained to regulate the emotions being 

felt through relaxation by psychologists as facilitators. Assertive psychoeducation 

uses the role-play method. Participants were divided into small groups and did mini-

dramas according to the case studies that had been prepared. Afterward, the 

participants were asked to discuss their experiences during the role-playing session. 



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b. Empathy psychoeducation was conducted in the second meeting. Participants were 

invited to watch a bullying-themed film and an interactive discussion while being 

given an empathy sheet. The purpose of the empathy sheet was to find out what the 

participants felt and did when they became a victim or perpetrators of bullying. 

c. Altruism psychoeducation was implemented in the third meeting at the Indonesian 

Cancer Child Care Foundation Yogyakarta. Participants were directed to play and 

learn through science experiments with children having cancer. Gas balloon 

experiments, miniature volcanoes, and water ink experiments were carried out. In 

addition, the participants wrote down good wishes for children having cancer in a 

special place called the wishing tree. This altruism psychoeducation aimed to foster 

a sense of mutual help among participants. 

3. The last stage was giving the participants a posttest within one week after the last 

psychoeducation. The posttest aimed to determine Resipatisme psychoeducation to 

reduce aggressive behavior among participants after being given the intervention. 

Data Analysis 

Wilcoxon test was applied to determine the difference between pretest and posttest data. 

Data analysis was conducted with SPSS 19.0 program. 

Results 

Table 3 shows the results of the Wilcoxon test analysis of pretest and posttest data on 
aggression behavior among adolescents. The finding shows a significant difference in 
aggressive behavior between the pretest and posttest scores (Z= -3.824; p< .001). It can be 
concluded that Resipatisme psychoeducation reduce aggressive behavior in adolescents. The 
hypothesis is accepted. 
 

Table 3 
Wilcoxon Signed Rank Test 

Test Statistics 

 Pretest Posttest 

Z -3.824 

Asymp. Sig (2-tailed) .000 

 
Before the intervention, the aggressive behavior of all participants was in the high 

category (X > 24). Meanwhile, after the intervention, the participants experienced a decrease 
in their scores. Figure 1 shows the detailed changes in each participant's scores. By observing 
the decrease in the score, there are three categories of participants:  
(1) Four participants experienced a decrease in the score of aggressive behavior but were still 
in the high category,  
(2) 14 participants experienced a decrease in the score and turned into a moderate category, 
(3) A participant experienced a decrease in the score and changed into a low category. 
However, one participant has the same score between the pretest and posttest. 

 
 
 
 
 
 
 



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Figure 1  
Pretest and Posttest of Each Participant 

 

 
 

Table 4 shows the pretest and posttest scores using the aggression behavior scale. It can 
be seen that nearly all participants have a decrease in the score of aggressive behavior and 
also a change in the category. 
 

Table 4 
Pretest and Posttest Scores 

Name  Pretest 

score 

Category  Posttest 

score 

Category 

A 35 High  14 Medium 

B 33 High 15 Medium 

C 32 High 17 Medium 

D 31 High 21 Medium 

E 31 High 26 High 

F 29 High 26 High 

G 28 High 21 Medium 

H 28 High 15 Medium 

I 28 High 24 Medium 

J 28 High 16 Medium 

K 28 High 18 Medium 

L 27 High 19 Medium 

M 27 High 18 Medium 

N 27 High 16 Medium 

O 27 High 21 Medium 

P 26 High 25 High 

Q 26 High 26 High 

R 26 High 20 Medium 

S 25 High 13 Medium 

T 25 High 3 Low 

 
 

The results of the interviews obtained from the focus group discussion at the last session 
illustrated that the participants previously behaved aggressively both verbally and physically. 
They bully others, involved in student brawls, hitting, kicking, fighting, and joining 
motorcycle gangs. Internal family problems, being a victim of bullying in the past, defending 

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Pretest 35 33 32 31 31 29 28 28 28 28 28 27 27 27 27 26 26 26 25 25

Posttest 14 15 17 21 26 26 21 15 24 16 18 19 18 16 21 25 26 20 13 3

0

5

10

15

20

25

30

35

40

Pretest Posttest



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friends who are bullied by others, considering verbal bullying such as ridicule or cursing as 
joking material, and feeling satisfaction after doing violence are several main causes for the 
emergence of aggressive behavior. In addition, the participants admitted having difficulty 
recognizing and controlling their emotions during unpleasant conditions. However, after 
being given Resipatisme psychoeducation, the participants can recognize the emotions that 
were felt consciously, control the negative emotions that were being felt, dare to express what 
they felt when invited to negative things, and be able to empathize with the surrounding 
environment. 

Discussion 

The study results imply that Resipatisme psychoeducation reduces aggressive behavior 
among adolescents, known as klithih. Resipatisme psychoeducation involves four aspects, 
emotion regulation, empathy, assertiveness, and altruism. Several previous studies examined 
the role of each aspect to aggressive behavior. This study's results align with a previous study 
that found emotional regulation can reduce aggressive behavior in school-age children 
(Syahadat, 2013). Data from the focus group discussion implies before participating in 
emotion regulation psychoeducation, the participants have difficulty recognizing and 
controlling their emotions during unpleasant conditions. However, after being given emotion 
regulation psychoeducation, they could recognize their emotions and control the negative 
emotions. Based on the emotion regulation sheet results, the participants gave a high rating 
to the trigger of their emotions. However, the emotional rating decreased after performing 
breathing and muscle relaxation techniques. 

The results of this study are also in line with a study on children that group plays therapy 
increased empathy and then reduced aggressive behavior (Iswinarti & Hidayah, 2020). Other 
research also found empathy training based on specific deficits can help in the intervention 
and prevention of certain aggressive behaviors (Yeo et al., 2011). In empathy 
psychoeducation, participants watched the entire film with the theme of bullying and being 
active during the discussion session. Based on the results of the empathy sheet filled in by the 
participants, after watching the film, they also felt empathy for the victim because they could 
feel the events experienced, the pain of being a victim of bullying, feeling sorry, sad, and 
wanting to help the victim. In addition, the focus group discussion results found that a sense 
of empathy emerged when they saw the victim of bullying. The participants did not want to 
be a bully like in the film because they understood that these were negative actions that hurt 
others. 

A study among adolescents found a relationship between assertive communication 
skills and aggressive behavior (Yunalia & Haryuni, 2020). In the assertive psychoeducation 
of this study, participants were trained to dare to express their feelings and opinions to others 
with mini-drama role play. Each participant was tasked with playing a character in a given 
case study. Based on the focus group discussion session, participants could not be assertive 
by saying "no" when faced with situations that were not in accordance with what they wanted. 
However, after playing a role using a role-playing technique, the participants admitted that 
they were more daring to express their feelings when invited to negative things. As a result, 
if they agree, the participants will say agree. If not, they will refuse in the right ways. 

This study result is also in accordance with research, which found that prosocial 
altruistic behavior was negatively related to aggression, particularly proactive aversive 
aggression (Persson, 2005). Based on the reflection sheet in altruism psychoeducation, the 
participants feel happy, satisfied, and grateful after participating in the activity. In the focus 
group discussion session, the participants admitted that they were more grateful for their life 
and became more concerned with fellow human beings without distinction. 



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Based on the results of group interviews after participating in Resipatisme 
psychoeducation, the participants admitted to being more sensitive and aware of every 
emotion that was felt consciously. They know how to control negative emotions that are being 
felt, say no and act decisively if invited to negative things, feel empathy with people who 
have less good conditions than themselves, and are more grateful for life and the surrounding 
environment. However, one participant did not experience a change in the scores. This 
participant was identified as unable to communicate his feelings and opinions. Therefore, he 
was less involved in the psychoeducation process. 

Based on this study's findings, Resipatisme psychoeducation may be adapted to the 
conditions of the research participants and the area where the intervention is carried out. 
However, this study has limitations. First, not being thorough in ensuring that the school will 
be used as the place for the intervention because when approaching implementation, there 
must be permission from other parties so that schools can grant psychoeducation permits. 
Second, the psychoeducation schedule that has been prepared beforehand does not match the 
implementation, causing delays in carrying out Resipatisme psychoeducation.  

Conclusion 

Resipatisme psychoeducation is an effective intervention to reduce aggressive behavior in 
adolescents, known as klithih. A significant difference in aggressive behavior between before 
and after being given Resipatisme psychoeducation has been found. Participating in student 
brawls, bullying others, hitting, kicking, and fighting, and being members of motorcycle 
gangs are the type of aggressive behavior found in this study. These aggressive behaviors are 
caused by internal family problems, having been a victim of bullying in the past, defending a 
friend who is bullied by others, considering verbal bullying such as ridicule or cursing as a 
joke, and feeling satisfaction after doing the behavior aggression. Therefore, it is essential to 
understand the risk factors and forms of aggressive behavior, and Resipatisme 
psychoeducation may be applied to prevent klithih among adolescents. 

Acknowledgment 

The research team would like to thank the Ministry of Research, Technology and Higher 

Education (Ristekdikti) of the Republic of Indonesia, Simbelmawa and Ahmad Dahlan 

University [2022] for providing support in the form of funds and opportunities to carry out 

research.  

Declarations  

Author contribution. All authors develop the research topics. DPPO, NAZ, LR, AA, and 
WSF develop research proposals and become experiment co-facilitators. DPPO, NAZ, LR, 
WSF, and SR develop the Resipatisme psychoeducation module. NAZ and LR prepare 
research instruments. AA designed all research materials. SR assists and guides research 
preparation and supervises research implementation.   
Funding statement. The Ministry of Research, Technology, and Education has funded the 
research of the Humanities Social Research Student Creativity Program (PKM-RSH) with 
the program's implementation for four months, starting from June - August 2022. 
Conflict of interest. The authors declare no conflict of interest. 
Additional information. No additional information is available for this paper. 
 
 
 
 
 



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https://doi.org/10.1037/0022-3514.50.6.1192
http://seminar.uad.ac.id/index.php/snbkuad/article/view/82
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https://doi.org/10.33366/jc.v8i2.1362

