Implementasi Anti Bullying Dalam Membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu
DOI:
https://doi.org/10.22219/jkpp.v8i1.12061Abstract
Abstract: The basis for implementing Child-Friendly Schools is in Article 4 of Law No.23 of 2002 concerning child protection. Schools play a role as implementing agents in the education process which must have a friendly culture in carrying out their functions to achieve the goals of education. The purpose of this study is to (1) analyze the implementation of anti-bullying informing the SRA, the role of stakeholders, (2) the factors that are a problem in the process of implementing anti-bullying informing Child-Friendly Schools in SD and MI Tanah Bumbu Regency. This research uses descriptive qualitative. With data collection techniques in the form of interviews, observation of participation, and study documentation. The results of this study indicate that: 1) the child-friendly school model is to create quality education for every child by considering the rights of children and free from discrimination, friendly school programs namely anti-bullying is one way to tackle and prevent bullying behavior or impact in school. It is very important for educators and parents to be good listeners and to convince and involve them in participating in anti-bullying programs. 2) the problem of bullying can rarely be known if a new bullying case is dealt with quickly. For this program, it is not always run but to be maintained forever. It is needed from the second part of the school to provide more training and workshops both for teachers, parents, and students. Furthermore, for the relevant agencies to add an anti-bullying curriculum so that all things know about the apprenticeship, its impact, there is also a place for or anti-bullying association.
Keyword: Anti-bullying, Child-Friendly Schools, Bullying
Abstrak: Dasar penerapan Sekolah Ramah Anak yaitu terdapat pada Pasal 4 UU No.23 Tahun 2002 tentang perlindungan anak. Sekolah berperan sebagai agen pelaksana dalam proses pendidikan yang harus memiliki budaya ramah dalam menjalankan fungsinya untuk mencapai tujuan Pendidikan. Tujuan penelitian ini untuk (1) menganalisis implementasi anti bullying dalam membentuk SRA, peran serta stakeholder, (2) faktor yang menjadi permasalahan dalam proses implementasi anti bullying dalam membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu. Penelitian ini menggunakan deskriptif kualitatif. Dengan Teknik pengumpulan data berupa wawancara, observasi patisipasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa: 1) sekolah ramah anak model tersebut untuk mewujudkan pendidikan yang berkualitas bagi setiap anak dengan mempertimbangkan hak-hak anak serta terbebas dari diskriminasi, program sekolah ramah yaitu anti bullying salah satu cara untuk menanggulangi dan pencegahan perilaku atau dampak bullying di sekolah. Sangat penting bagi pendidik dan orang tua menjadi pendengar yang baik serta meyakinkan dan melibatkan mereka ikut serta dalam program anti bullying. 2) permasalah bullying jarang dapat diketahui apabila kasus bullying terjadi baru ditangani dengan cepat. Untuk program ini tidak sewaktu saja dijalankan tetapi untuk dipetahankan selamanya. Perlu dari pihak kedua sekolah untuk lebih memberikan pelatihan dan workshop baik itu kepada guru, orang tua, maupun siswanya. Selanjutnya untuk pihak dinas terkait agar menambahkan kurikulum anti bullying agar semua halayak tahu tentang penagangan, dampaknya, juga tersedia tempat untuk atau wadah perkumpulan anti bullying.
Kata Kunci: Anti bullying, Sekolah Ramah Anak, Bullying
Downloads
References
oody, M., Murphy, H., Downes, P., & O’Higgins Norman, J. (2018). Anti-bullying Procedures For Schools in Ireland: Principals’ Responses and Perceptions. Pastoral Care in Education, 36(2), 126–140. https://doi.org/10.1080/02643944.2018.1453859
Hadziq, A. (2018). Pendidikan Anti Kekerasan Berwawasan Lingkungan. At-Tarbawi: Jurnal Kajian Kependidikan Islam, 3(1), 55. https://doi.org/10.22515/attarbawi.v3i1.1309
Hajaroh, M., Rukiyati, Purwastuti, L. A., & Saptono, B. (2017). Analisis Kebijakan Sekolah Ramah Anak di Kawasan Pesisir Wisata (I; Maya, ed.). Yogyakarta: CV ANDI OFFSET.
Joronen, K., Konu, A., Rankin, H. S., & Åstedt-Kurki, P. (2015). An evaluation of a drama program to enhance social relationships and anti-bullying at elementary school: A controlled study. Health Promotion International, 27(1), 5–14. https://doi.org/10.1093/heapro/dar012
Makwarela, M. C., Mammen, K. J., & Adu, E. O. (2017). An Assessment of the Implementation of DoE and UNICEF Guidelines for Creating Safe, Caring and Child-friendly Schools: A South African Case Study. Journal of Social Sciences, 50(1–3), 1–7. https://doi.org/10.1080/09718923.2017.1311720
Miles, M. B., & Huberman, M. A. (2012). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. In Universitas Indonesia_UI Press.
Prasetyo, A. B. E. (2014). Bullying di Sekolah dan Dampaknya bagi Masa Depan Anak. El-Tarbawi. https://doi.org/10.20885/tarbawi.vol4.iss1.art2
Putri, S. O., & Harahapan, H. H. (2018). Gerakan Anti Bullying ( Rundung ). Prosiiding Seminar Nasional Pengambdian 2018 Univeristas Muslim Nusantara Al-Washliyah, 253–255.
Robles, M., Näslund-Hadley, E., Ramos, M. C., Paredes, J. R., & Robles, M. (2015). Module 3 Environmentally Friendly School Infrastructure (S. Kennedy, ed.). A school-centered educational initiative of the Inter-American Development Bank.
Rohmawati, N., & Hangestiningsih, E. (2019). Kajian Program Sekolah Ramah Anak DalamPembentukan Karakter di Sekolah Dasar. Prosiding Seminar Nasional PGSD, (35), 225–229.
Sainio, M., Herkama, S., Turunen, T., Rönkkö, M., Kontio, M., Poskiparta, E., & Salmivalli, C. (2018). Sustainable antibullying program implementation : School profiles and predictors. Scandinavian Journal of Psychology, 1, 1–11. https://doi.org/10.1111/sjop.12487
Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75(3), 465–487. https://doi.org/10.1348/000709905X26011
Sucipto, S. (2016). Bullying dan Upaya Meminimalisasikannya. PSIKOPEDAGOGIA Jurnal Bimbingan Dan Konseling, 1(1). https://doi.org/10.12928/psikopedagogia.v1i1.2566
UNICEF Division of Communication. (2006). The Child Friendly School Manual.
UU, R. (2002). Undang-Undang RI, No.23 Tahun 2002 Tentang Perlindungan Anak. Undang-Undang RI, No.23 Tahun 2002.
Widianti, W. (2019). Mengenal Perilaku Bullying di Sekolah. ISLAMIC COUNSELING: Jurnal Bimbingan Konseling Islam, 3(1), 55. https://doi.org/10.29240/jbk.v3i1.801
Yoon, J., & Bauman, S. (2014). Teachers : A Critical But Overlooked Component of Bullying Prevention and Intervention. (January 2015), 37–41. https://doi.org/10.1080/00405841.2014.947226
Yosada, K. R., & Kurniati, A. (2019). Menciptakan Sekolah Ramah Anak. Jurnal Pendidikan Dasar Perkhasa, 5(September), 145–154. https://doi.org/10.31932/jpdp.v5i2.480
Zakiyah, E. Z., Humaedi, S., & Santoso, M. B. (2017). Faktor Yang Mempengaruhi Remaja Dalam Melakukan Bullying. Jurnal Penelitian & PPM, 4(2), 129–389. https://doi.org/10.24198/jppm.v4i2.14352
Zul Indra. (2015). Indonesia Ranking Kedua Bullying Sedunia - Tribun Pekanbaru.
Published
How to Cite
Issue
Section
License
It is a condition of publication that authors assign copright or license the publication rights in their articles to journal of Kebijakan dan Pengembangan Pendidikan. Authors are themselves responsible for obtaining permission to reproduce copyright material from other source
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
