Sosialisasi Anti Bullying Gambar Tangan Sahabat Peduli Bagi Siswa SDN Gentong Kota Pasuruan

Fitri  Wulandari; Tristan  Rokhmawan; Lailatul Fitriyah; Fatimatuz Zahro  Agustine; Risalatul  Dinda

doi:10.59837/rt4r7x96

Authors

Fitri Wulandari Universitas PGRI Wiranegara, Indonesia Author
Tristan Rokhmawan Universitas PGRI Wiranegara, Indonesia Author
Lailatul Fitriyah Universitas PGRI Wiranegara, Indonesia Author
Fatimatuz Zahro Agustine Universitas PGRI Wiranegara, Indonesia Author
Risalatul Dinda Universitas PGRI Wiranegara, Indonesia Author

DOI:

https://doi.org/10.59837/rt4r7x96

Keywords:

Bullying di SD Gentong, Sosialisasi Anti Bullying, Metode Service Learning (SL).

Abstract

Perundungan di SDN Gentong telah menjadi masalah yang serius dengan semakin meningkatnya kasus perundungan secara fisik, verbal, dan sosial yang berdampak negatif terhadap kesehatan psikologis dan prestasi akademik siswa. Meskipun sekolah berupaya menciptakan lingkungan yang aman, pemahaman siswa tentang intimidasi dan cara mencegahnya masih kurang. Program sosialisasi anti-bullying di SDN Gentong dirancang untuk meningkatkan kesadaran siswa akan dampak bullying dan mendorong terciptanya lingkungan sekolah yang aman dan inklusif. Dengan menggunakan metode Service Learning (SL), program ini melibatkan perencanaan kolaboratif dengan sekolah dan penyampaian materi pendidikan melalui ceramah interaktif, diskusi, serta kegiatan “Menggambar Tangan Sahabat Peduli” untuk membangun empati dan solidaritas. Program ini juga melibatkan Forum Anak Kota Pasuruan dan komunitas lokal, yang memperkaya kegiatan dengan sumber daya dan keahlian tambahan. Pendekatan holistik yang mengintegrasikan teori Pembelajaran Sosial, Teori Pikiran, Konstruktivisme, dan Pendidikan Estetika diharapkan dapat mengurangi kasus bullying dan membentuk budaya sekolah yang lebih peduli dan inklusif. Hasil dari kegiatan ini menunjukkan efektivitas pendekatan tersebut dalam mendidik mahasiswa, mengembangkan empati, dan mempererat hubungan perguruan tinggi dan masyarakat. Disarankan untuk melakukan evaluasi berkala dan mengembangkan program berdasarkan masukan agar tetap relevan dengan kebutuhan masyarakat.

References

Bandura, A. (2018). Toward a Psychology of Human Agency: Pathways and Reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280

Bass, B. M., & Bass Bernard, M. (1985). Leadership and performance beyond expectations.

Brighi, A., Guarini, A., Melotti, G., Galli, S., & Genta, M. L. (2013). Predictors of victimisation across direct bullying, indirect bullying and cyberbullying. In Emotional and Behavioural Difficulties Associated with Bullying and Cyberbullying (hal. 147–160). Routledge.

Bronfenbrenner, U. (1998). The ecology of developmental processes. Handbook of child psychology/Wiley.

Bryk, A. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.

Cairns, A. (1999). O’Connell, Pepler, Craig - 1999 - Peer involvement in bullying insights and challenges for intervention. Journal of Adolescence, 22, 437–452.

Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2010). Early adolescents’ participation in bullying: Is ToM involved? The Journal of Early Adolescence, 30(1), 138–170.

Craig, W. M., & Pepler, D. J. (2007). Understanding bullying: From research to practice. Canadian Psychology/Psychologie Canadienne, 48(2), 86.

Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas, L. (2009). Australian Covert Bullying Prevalence Study. In ECU Publications Pre. 2011 (Nomor 2009). https://ro.ecu.edu.au/ecuworks

Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J. (2014). Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives. The leadership quarterly, 25(1), 36–62.

Farrington, D. P., & Ttofi, M. M. (2009). School‐based programs to reduce bullying and victimization. Campbell systematic reviews, 5(1), i–148.

Fosnot, C. T. (1996). Constructivism: A Psychological Theory of Learning. Constructivism: Theory, Perspectives, and Practice/Teachers College Columbia University.

Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge university press.

Gini, G., Pozzoli, T., Angelini, F., Thornberg, R., & Demaray, M. K. (2022). Longitudinal associations of social-cognitive and moral correlates with defending in bullying. Journal of school psychology, 91, 146–159.

Gredler, G. R. (2003). Olweus, D.(1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell Publishing, 140 pp., $25.00. Psychology in the Schools, 40(6).

Hargreaves, A., & Fullan, M. (2015). Professional capital: Transforming teaching in every school. Teachers College Press.

Hoffman, M. L. (1996). Empathy and moral development. The annual report of educational psychology in Japan, 35, 157–162.

Houghton, T., A. et al. (2018). The Role of Community-Based Organizations in School Improvement: Evidence from a Nationwide Study. American Journal of Community Psychology, 61(1-2), 145-159. https://doi.org/10.1002/ajcp.12241

Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental psychology, 52(8), 1192.

Jourard, S. M. (1971). Self-disclosure: An experimental analysis of the transparent self. Wiley-Interscience.

Kajamaa, A., & Kumpulainen, K. (2020). Students’ multimodal knowledge practices in a makerspace learning environment. International Journal of Computer-Supported Collaborative Learning, 15(4), 411–444.

Kim, J., & Dindia, K. (2011). Online self-disclosure: A review of research. Computer-mediated communication in personal relationships, 156–180.

Kohlberg, L. (1987). The psychology of moral development. Ethics, 97(2).

Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and psychopathology, 2(4), 425–444.

McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. Teachers College Press.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.

Putnam, R. D. (2016). Our Kids: The American Dream in Crisis. Simon and Schuster.

Rafferty, A. E., & Griffin, M. A. (2006). Refining individualized consideration: Distinguishing developmental leadershipand supportive leadership. Journal of occupational and organizational psychology, 79(1), 37–61.

Rigby, K. (2003). Consequences of Bullying in Schools. Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904

Seidel, S., Tishman, S., Winner, E., Hetland, L., & Palmer, P. (2009). The qualities of quality: Understanding excellence in arts education. Project Zero, Harvard Graduate School of Education Cambridge, MA.

Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior, 26(1), 1–9. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1<1::AID-AB1>3.0.CO;2-7

Swearer, S. M., Espelage, D. L., Vaillancourt, T., Hymel, S., Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2014). What Can Be Done About School Research to Educational Practice Bullying ? Linking. 39(1), 38–47. https://doi.org/10.3102/0013189X09357622.What

Woolcock, M., & Narayan, D. (2021). Social Capital: Implications for Development Theory, Research, and Policy. World Bank Research Observer, 36(2), 225-247. https://doi.org/10.1093/wbro/lkab002