Sosialisasi Anti-Bullying Sebagai Upaya Meningkatkan Kesadaran Siswa dalam Menciptakan Lingkungan Sekolah Yang Aman dan Nyaman di MI Ma’arif Gintungreja

Slamet Pamuji; Boby Sandityas Prahasto; Nur Zakiyah; Puja Alfiyatus Syifa; Suci Ramadani

doi:10.30640/cakrawala.v5i4.8031

Authors

Slamet Pamuji STKIP Majenang
Boby Sandityas Prahasto STKIP Majenang
Nur Zakiyah STKIP Majenang
Puja Alfiyatus Syifa STKIP Majenang
Suci Ramadani STKIP Majenang

DOI:

https://doi.org/10.30640/cakrawala.v5i4.8031

Keywords:

Anti-Bullying Education, Bullying Prevention, Madrasah Environment, Respectful Social Relationships, Student Awareness

Abstract

This activity aims to enhance the understanding of MI Ma’arif Gintungreja students regarding bullying—including its various forms and impacts—and the importance of fostering respectful social relationships within the *madrasah* (Islamic elementary school) environment. Method: The activity employed an educational-participatory approach involving awareness-raising sessions, material presentation, case studies, discussions, Q&A sessions, and a simple evaluation. The participants were students from MI Ma’arif Gintungreja. Data were gathered through observation, participant responses, discussions, and documentation, and subsequently analyzed using a descriptive-qualitative method. Results: The activity elicited a positive response and demonstrated an improvement in the students' understanding of bullying. Students began to recognize bullying not only in physical forms but also in verbal and social forms. Participants also grasped the importance of respecting peers, avoiding hurtful behavior, and reporting or seeking help when encountering instances of bullying. Conclusion: Anti-bullying awareness sessions serve as a preventive measure to raise student awareness and support the creation of a safe and comfortable *madrasah* environment. Contribution: The activity contributes to strengthening student awareness, supporting the role of teachers in bullying prevention, and fostering a culture of mutual respect within the *madrasah* environment.

References

Badger, Julia R. “School-Based Anti-Bullying Approaches for Children and Young People with Special Educational Needs and Disabilities: A Systematic Review and Synthesis.” Journal of Research in Special Educational Needs 24, no. 3 (2024): 742–757. https://doi.org/10.1111/1471-3802.12665.

Chicote-Beato, Mercedes, Sixto González-Víllora, Ana Rosa Bodoque-Osma, dan Raúl Navarro. “Cyberbullying Intervention and Prevention Programmes in Primary Education (6 to 12 Years): A Systematic Review.” Aggression and Violent Behavior 77 (2024): 101938. https://doi.org/10.1016/j.avb.2024.101938.

Dawes, Molly, Sarah T. Malamut, Hannah Guess, et al. “Teachers’ Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review.” Educational Psychology Review 36 (2024): 122. https://doi.org/10.1007/s10648-024-09951-5.

Fraguas, David, Covadonga M. Díaz-Caneja, Miriam Ayora, et al. “Assessment of School Anti-Bullying Interventions: A Meta-analysis of Randomized Clinical Trials.” JAMA Pediatrics 175, no. 1 (2021): 44–55. https://doi.org/10.1001/jamapediatrics.2020.3541.

Francis, Jacinta, Natalie Strobel, Gina Trapp, et al. “How Does the School Built Environment Impact Students’ Bullying Behaviour? A Scoping Review.” Social Science & Medicine 314 (2022): 115451. https://doi.org/10.1016/j.socscimed.2022.115451.

Gaffney, Hannah, Maria M. Ttofi, dan David P. Farrington. “Effectiveness of School-Based Programs to Reduce Bullying Perpetration and Victimization: An Updated Systematic Review and Meta-Analysis.” Campbell Systematic Reviews 17, no. 2 (2021): e1143. https://doi.org/10.1002/cl2.1143.

George, Preethy, John Cosgrove, Jeffrey Taylor, et al. “Antibullying Interventions in Schools: Assessing the Evidence Base.” Psychiatric Services 75, no. 9 (2024). https://doi.org/10.1176/appi.ps.20230541.

Gonzálvez, Carolina, Victoria Bacon, dan Christopher A. Kearney. “Systematic and Evaluative Review of School Climate Instruments for Students, Teachers, and Parents.” Psychology in the Schools 60, no. 6 (2023): 1781–1836. https://doi.org/10.1002/pits.22838.

Guzman-Holst, Carolina, Mirela Zaneva, Chloe Chessell, dan Cathy Creswell. “Research Review: Do Antibullying Interventions Reduce Internalizing Symptoms? A Systematic Review, Meta-Analysis, and Meta-Regression Exploring Intervention Components, Moderators, and Mechanisms.” Journal of Child Psychology and Psychiatry 63, no. 12 (2022): 1454–1465. https://doi.org/10.1111/jcpp.13620.

Hidayati, Annisa, Dewi Marianty, dan Aisyah Kamila. “Effectiveness of School Interventions in Reducing Bullying Behavior: Systematic Literature Review.” Journal of Psychological Perspective (2025). https://doi.org/10.47679/jopp.7110222025.

Lan, Min, Nancy Law, dan Qianqian Pan. “Effectiveness of Anti-Cyberbullying Educational Programs: A Socio-Ecologically Grounded Systematic Review and Meta-Analysis.” Computers in Human Behavior 130 (2022): 107200. https://doi.org/10.1016/j.chb.2022.107200.

Mandira, Marielly Rodrigues, dan Tania Stoltz. “Bullying Risk and Protective Factors among Elementary School Students over Time: A Systematic Review.” International Journal of Educational Research 114 (2022): 101838. https://doi.org/10.1016/j.ijer.2021.101838.

Puspitasari, Wiwin, Hitta Alfi Muhimmah, Mochammad Nursalim, Nurul Istiq’faroh, dan Budi Purwoko. “Tinjauan Literatur Sistematis tentang Perundungan di Sekolah Dasar: Pola, Penyebab, dan Intervensi Pencegahan.” Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 6, no. 1 (2025). https://doi.org/10.46773/ibtidaiyah.v6i1.1884.

van Aalst, Danelien A. E., Gijs Huitsing, dan René Veenstra. “A Systematic Review on Primary School Teachers’ Characteristics and Behaviors in Identifying, Preventing, and Reducing Bullying.” International Journal of Bullying Prevention 6 (2024): 124–137. https://doi.org/10.1007/s42380-022-00145-7.

World Health Organization Regional Office for Europe. A Focus on Adolescent Peer Violence and Bullying in Europe, Central Asia and Canada: Health Behaviour in School-aged Children International Report from the 2021/2022 Survey. Copenhagen: WHO Regional Office for Europe, 2024.