Penguatan Pendidikan Karakter Sebagai Upaya Mencegah Terjadinya Bullying di SMA Negeri 1 Narmada
DOI:
https://doi.org/10.29303/goescienceed.v7i2.1990Keywords:
Character Education, Bullying, Strengthening Character Education, SMAN 1 Narmada, Bullying PreventionAbstract
This study aims to analyze the forms of Bullying behavior in the school environment, examine the implementation of the Strengthening Character Education (PPK) program as a prevention strategy, and identify internal and external factors influencing the success of PPK at SMAN 1 Narmada, West Lombok, West Nusa Tenggara. The problem of Bullying in high schools is increasingly complex with the increasing influence of social media and uncontrolled peer group dynamics. This study is a response to the urgency of addressing Bullying holistically through a structured and sustainable character education approach. The method used is a qualitative case study approach, which allows researchers to gain an in-depth understanding of the Bullying phenomenon in a specific school context. Data were collected through semi-structured interviews with 12 purposively selected informants, participant observation of learning and habituation activities, and documentation in the form of school regulations, BK case files, and lesson plan documents. Data analysis used the Miles & Huberman interactive model, including data reduction. data presentation, and conclusion drawing. Data validity was verified through triangulation of sources and techniques. The research results show that the most dominant form of Bullying is verbal Bullying, which includes physical teasing, economic harassment, and negative nicknames, followed by social Bullying, which involves exclusion and the formation of exclusive groups, and mild physical Bullying, often seen as joking. The implementation of PPK (Community Empowerment and Child Protection) is carried out through the integration of character values into learning, the instilling of school culture through the 5S program and Saturday Culture, the exemplary behavior of teachers and principals, and active collaboration with parents. Supporting factors include discipline and the role of guidance and counseling teachers, while inhibiting factors include a non-conducive family environment, peer influence, and the negative impact of social media. This study concludes that the consistent, collaborative, and value-based implementation of PPK is effective in reducing Bullying behavior, although challenges from external factors still require ongoing attention from all educational stakeholders.
References
Arditha, A. A., dkk. (2025). Identifikasi faktor internal dan eksternal yang mempengaruhi perilaku Bullying pada peserta didik sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 464–473.
Deo, A., Kempa, R., & Sahalessy, A. (2024). Pengaruh pola asuh orang tua dan lingkungan pendidikan terhadap motivasi belajar siswa SMP. Learning: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 4(3), 564–576.
Efianingrum, A. (2020). Bullying sebagai bentuk kekerasan spesifik di sekolah. Jurnal Sosiologi Pendidikan, 8(1), 1–10.
Fajriani, A. N., Mustari, M., Hadi, M. S., & Haslan, M. M. (2025). Upaya guru dalam meminimalisir perilaku Bullying di SMA Negeri 1 Kota Bima. Pendas, 10(2), 301–313.
Haslan, M. M., Dahlan, D., & Yuliatin, Y. (2021). Perilaku perundungan (Bullying) dan dampaknya bagi anak usia sekolah. Jurnal Pendidikan Sosial Keberagaman, 7(2), 160–174.
Haslan, M. M., Fauzan, A., & Tripayana, I. N. A. (2021). Pola penanganan korban perilaku perundungan pada siswa SMPN Kecamatan Kediri. Jurnal Teori dan Praksis Pembelajaran IPS, 6(1), 33–44.
Mujiburrahman, Najwa, L., Endriani, A., Kartiani, B. S., & Musrifin. (2024). Penguatan kapasitas berbasis characterapy pada kasus Bullying di SMAN 7 Mataram. Jurnal Pengabdian Kepada Masyarakat Nusantara, 6(1), 2497–2503.
Mulyasa, H. E. (2022). Implementasi pendidikan karakter dalam Kurikulum Merdeka. Remaja Rosdakarya.
Silkyanti, F. (2019). Analisis peran budaya sekolah yang religius dalam pembentukan karakter siswa. Indonesian Values and Character Education Journal, 2(1), 36–42.
Suyoto, F. H., & Ngazizah, N. (2023). Upaya peningkatan keaktifan dan kemampuan mengemukakan pendapat siswa melalui model pembelajaran kooperatif tipe Time Token. Jurnal Pendidikan Dasar, 4(1), 124–134.
Suryana, E., Aprina, M. P., & Harto, K. (2022). Teori konstruktivistik dan implikasinya dalam pembelajaran. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7),2070–2080.
Trianto. (2010). Model pembelajaran terpadu: Konsep, strategi, dan implementasinya dalam Kurikulum KTSP. Bumi Aksara.
Tsalis. (2016). Efektivitas model pembelajaran debat untuk meningkatkan kemampuan siswa dalam mengemukakan pendapat. Jurnal Pendidikan dan Pembelajaran Ekonomi Akuntansi, 2(1).
Wahyu, I., Yuliatin, Y., Sawaludin, S., & Alqadri, B. (2023). Implementasi pendidikan karakter dalam pembelajaran PPKn di SMP Negeri 1 Batulayar. Jurnal Ilmiah Profesi Pendidikan, 8(4), 2093–2103.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications. Teori Konstruktivistik dan Implikasinya dalam Pembelajaran. 5, 2070–2080
Trianto. (2010). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum KTSP. Bumi Aksara.
Tsalis. (2016). Efektivitas Model Pembelajaran Debat untuk meningkatkan Kemampuan Siswa dalam Mengemukakan Pendapat. Jurnal Pendidikan dan Pembelajaran Ekonomi Akuntasnsi, Vol. 2
