Analisis Serial Mediasi Faktor yang Memengaruhi Kesiapan Fasilitator Program Buddy Pekerti Menggunakan PLS-SEM

Abstract

Perundungan di lingkungan pendidikan merupakan masalah kesehatan masyarakat global yang membutuhkan program pencegahan terstruktur dengan fasilitator yang siap dan kompeten. Program Buddy Pekerti yang dikembangkan oleh Ruber Innovation Lab merupakan intervensi pelatihan berbasis permainan untuk membekali calon fasilitator dengan kompetensi anti-bullying. Penelitian ini bertujuan menganalisis mekanisme pembentukan kesiapan fasilitator melalui jalur serial mediasi pengetahuan, sikap/empati, dan keterampilan menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Data primer dikumpulkan dari 249 responden yang mengikuti pelatihan Buddy Pekerti di lima kota pada Oktober–November 2025 melalui kuesioner Likert 5 poin. Analisis dilakukan padamodel gabungan dan tiga sub-kelompok (Paragonian, Guru, dan Komunitas). Hasil menunjukkan bahwa pengetahuan tidak berpengaruh langsung terhadap kesiapan, melainkan harus melalui jalur serial sikap dan keterampilan sebagai mediator penuh (indirect-only mediation, efek tidak langsung = 0.415). Analisis sub-kelompok memperlihatkan bahwa Guru menghasilkan complementary mediation, pengetahuan turut berpengaruh langsung yang diduga karena pengalaman edukatif yang dimiliki sebelumnya. Temuan ini membuktikan bahwa kesiapan fasilitator merupakan hasil transformasi psikologis berjenjang, bukan sekadartransfer pengetahuan, sehingga desain pelatihan perlu mencakup pembangunan empati dan latihan teknis secara eksplisit.

Bullying in educational settings is a global public health concern that demands structured prevention programs with competent and ready facilitators. The Buddy Pekerti program, developed by Ruber Innovation Lab, is a game-based training intervention designed to equip facilitator candidates with comprehensive anti-bullying competencies. This study aimed to analyze the mechanism underlying facilitator readiness formation through a serial mediation pathway involving knowledge, attitude, and skill using Partial Least Squares Structural Equation Modeling (PLS-SEM). Primary data were collected from 249 respondents who participated in Buddy Pekerti training across five cities in October–November 2025 using a post-training five-point Likert questionnaire. Analyses were conducted on a pooled model and three sub-groups (Paragonian, Teacher, and Community). Results revealed that knowledge had no significant direct effect on readiness; instead, it operated through a full serial mediation pathway via attitude and skill (indirect-only mediation, indirect effect = 0.415). Sub-group analysis found that Teachers exhibited complementary mediation where knowledge also exerted a direct effect, likely attributable to their existing pedagogical baseline. These findings demonstrate that facilitator readiness is a product of a layered psychological transformation rather than mere knowledge transfer, underscoring the need for training designs that explicitly incorporate empathy development and technical practice.