Stop Bullying Sejak Dini : Pencegahan Tindakan Bullying di Sekolah Dasar melalui Program Psikoedukasi, Video Edukasi dan Storytelling
DOI:
https://doi.org/10.54065/ipmas.5.3.2025.948Keywords:
Stop Bullying, Pencegahan Bullying, Psikoedukasi, Video Edukasi, StorytellingAbstract
Bullying merupakan permasalahan serius di dunia pendidikan yang berdampak negatif terhadap perkembangan fisik, emosional, sosial, dan akademik siswa. Fenomena ini kerap luput dari perhatian, khususnya di sekolah dasar, karena sering dianggap sebagai perilaku bercanda yang wajar. Rendahnya pemahaman siswa mengenai bentuk dan dampak bullying, kurangnya media pembelajaran yang menarik, serta minimnya penanaman nilai empati menjadi faktor yang memperburuk situasi. Program Stop Bullying Sejak Dini dirancang untuk menjawab permasalahan tersebut melalui tiga kegiatan utama: Psikoedukasi “Sahabat Anti-Bully”, Video Edukasi “Stop Bullying”, dan Storytelling “Cerita Inspiratif Anti-Bullying”. Metode pelaksanaan melibatkan persiapan materi interaktif, pelaksanaan kegiatan tatap muka di SD Negeri 1 Ternadi dan SD Negeri 2 Ternadi, serta monitoring dan evaluasi sebelum dan setelah program. Hasil pelaksanaan menunjukkan peningkatan pemahaman siswa mengenai definisi, bentuk, dan dampak bullying, kemampuan membedakan perilaku bercanda dengan perundungan, serta keterampilan mencegah dan merespon tindakan tersebut. Psikoedukasi berhasil menumbuhkan pemahaman konseptual dan keterampilan sosial melalui diskusi dan role play. Video edukasi memperkuat pesan anti-bullying dengan pendekatan visual-audio yang menarik, sedangkan storytelling efektif membangun empati dan kesadaran emosional siswa. Evaluasi kualitatif menunjukkan lebih dari 85% siswa menyatakan siap membantu korban bullying dan berperilaku lebih ramah terhadap teman sebaya. Program ini terbukti efektif sebagai model intervensi pencegahan bullying di sekolah dasar dengan pendekatan terpadu yang menggabungkan aspek kognitif, afektif, dan keterampilan sosial. Implementasi berkelanjutan dan perluasan ke sekolah lain diharapkan dapat menciptakan lingkungan pendidikan yang aman, ramah anak, dan bebas perundungan.
References
Amananti, W. (2024). Model Edukasi Upaya Pencegahan Bullying Di Sd: Studi Literature Review. 4(02), 7823–7830
Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2017). Overlapping verbal, relational, physical, and electronic forms of bullying in adolescence: Influence of school colya ntext. Journal of Clinical Child & Adolescent Psychology, 44(3), 494–508. https://doi.org/10.1080/15374416.2014.893516
Cross, D., Lester, L., & Barnes, A. (2018). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation. International Journal of Public Health, 60(2), 207–217. https://doi.org/10.1007/s00038-014-0643-8
Damayanti, P. D. S., Handayani, F., Ramahwati, Y., Suhernah, S., Cahyani, A. D., & Tilova, M. H. (2023). Peranan Psikologi Pendidikan untuk Pencegahan Perundungan Siswa Sekolah Dasar. Counselia; Jurnal Bimbingan Konseling Pendidikan Islam, 4(1), 1–9. https://doi.org/10.31943/counselia.v4i1.60
Espelage, D. L., & Hong, J. S. (2022). School-based anti-bullying programs and interventions: A global perspective. Annual Review of Developmental Psychology, 4, 329–353. https://doi.org/10.1146/annurev-devpsych-121318-085825
Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review. Aggression and Violent Behavior, 45, 134–153. https://doi.org/10.1016/j.avb.2018.07.002
Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007
Olweus, D., & Limber, S. P. (2018). Some problems with cyberbullying research. Current Opinion in Psychology, 19, 139–143. https://doi.org/10.1016/j.copsyc.2017.04.012
Park, S., & Kim, S. (2020). Storytelling education’s impact on empathy in children: A meta-analysis. Early Child Development and Care, 190(5), 741–752. https://doi.org/10.1080/03004430.2018.1489387
Ramos-Jiménez, A., Hernández-Torres, R. P., Wall-Medrano, A., & Hernández-Valera, J. M. (2019). Children’s learning processes in health education: A review. Journal of Educational and Psychological Studies, 13(1), 1–18. https://doi.org/10.24200/jeps.vol13iss1pp1-18
Salmivalli, C., Garandeau, C. F., & Veenstra, R. (2021). Peer victimization and social networks. In P. K. Smith & J. O’Higgins Norman (Eds.), The Wiley Blackwell Handbook of Bullying (pp. 65–81). Wiley. https://doi.org/10.1002/9781118482650.ch5
Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior, 45, 33–40. https://doi.org/10.1016/j.avb.2018.04.006
Sullivan, R. A., Johnson, M., Owens, T. L., & Conway, A. (2021). The role of narrative in fostering empathy in children: A systematic review. Educational Psychology Review, 33, 179–208. https://doi.org/10.1007/s10648-019-09506-4
Ttofi, M. M., & Farrington, D. P. (2019). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 17, 453–484. https://doi.org/10.1007/s11292-019-09342-9
UNICEF. (2021). Ending violence in schools: An investment case. UNICEF. https://www.unicef.org
Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2021). Bullying: Definitions, consequences, and prevention strategies. International Journal of Behavioral Development, 45(6), 517–526. https://doi.org/10.1177/0165025421998793
Yasmin, A., Kurniawan, W. R., & Susanto, D. (2022). Pelaksanaan Edukasi Bullying Sebagai Upaya Pencegahan Perilaku Bullying pada Kalangan Siswa Sekolah Dasar. 4(3), 382–386
Zych, I., Baldry, A. C., Farrington, D. P., & Llorent, V. J. (2019). Are children involved in cyberbullying low on empathy? A systematic review and meta-analysis of research on empathy versus different cyberbullying roles. Aggression and Violent Behavior, 45, 83–97. https://doi.org/10.1016/j.avb.2018.03.004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Afif Zulfa Aliyana, Fauzul Muna , Suluh Gusti Deriel Pramudia, Zaenal Afifi
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
