Corresponding Author: Isnania
Shofi Luthfiani
Email: email [email protected]
INTRODUCTION
Education has a very important role in shaping the character of each individual,
especially students, to make them ethical individuals. Teachers as educators
also play an important role in supervising students at school in this character
formation process aimed at producing quality human resources (Salsabilah et al., 2021). In the learning process, teachers and
students are very determining factors. Teachers
are important in providing education (Maryana et al., 2021). The role of the teacher is very important in determining the
success of learning objectives because it can directly develop, influence, and
increase students' intelligence and skills (Andriani et al., 2020). Students will notice the teacher's personality and imitate the
teacher's behaviour. Students will imitate what they see in their environment,
so teachers and school principals must show examples of good disciplinary
attitudes (Novitasari & Abduh, 2022).
The Minister of National Education Regulation Number 23 of 2006
states that basic education aims to lay the foundations of intelligence,
knowledge, personality, noble morals and skills for living independently and
following further education. With education, a person can develop the potential
to solve a problem in the future by bringing the knowledge obtained through the
educational process (Sujana, 2019).
Education is a process of character formation
so that each individual can overcome changes and problems. However, in the
world of education, according to Nurhidayah (2023), there have been many deviations in student
behaviour with frequent violence, which is usually called bullying, namely
events that can bring down a person's good name. With this, according to Warist Al Wasi (2023), schools should be a place or forum for
students to receive proper education and opportunities to learn. However, on
the other hand, a student gets unpleasant treatment, which can cause damage to
mental health or even loss of life. Therefore, schools must provide a
comfortable and safe place for students in the teaching and learning process (Minsih & Galih, 2018).
According to Wahyani
(Yuwono et al., 2022), developments that can
influence character development in elementary school children are a very
important period. At
elementary school age, children experience rapid development of thought
patterns. Character
education is an approach to improving students' moral character (Sukitman et al., 2016).
Character education only happens slowly
but requires example and adjustment. The adjustments are tolerance,
deliberation, good behaviour, independence, etc. Students will naturally do good things during this adjustment
process.
Bullying is an important problem and can even
be dangerous and disruptive in the world of education across the globe (Amalia et al., 2015). This problem needs special attention from
teachers and parents. The behaviour carried out by a bully will have a physical
and mental impact on the victim, both verbal and non-verbal bullying (Professional et
al., 2023). Apart from that, children in elementary
school are very easily offended and misunderstood by their peers when it comes
to words (Ramadhanti & Hidayat,
2022).
According to Mei Wiji Amelia (2023), bullying can influence the value of academic
and non-academic results. During the learning process, according to Novitasari and Padila
(2023), victims of bullying behaviour tend to be
passive and reluctant to socialize with others and prefer to be alone. Two
factors influence bullying, namely internal and external factors. These
internal factors arise within oneself; for example, someone prefers to be alone
and lacks confidence in their appearance. Meanwhile, external factors influence
bullying, namely factors that arise from outside a person, for example,
influence from the environment, family, friends, social media, etc. So the
perpetrator can carry out bullying as he pleases.
According to Kartika ( Setiowati et al. (2020) states that with bullying behaviour,
perpetrators do not hesitate to bully or discriminate against their friends by
insulting their parents' names and doing things that should not be done to
victims or friends. Classmate. Therefore, this behaviour is considered a joke,
and they can easily embarrass each other in front of the general public without
thinking about someone's feelings and mental state. Nurlia and Suardiman (2020)
explain the impact of bullying behaviour on victims, resulting in a
lack of concentration, studying at school, anxiety, and fear, which can disrupt
their mental health. However, the impact of bullying is that the school needs
clear intervention and punishment and appropriate rules in dealing with
bullying. The impact of this bullying is that schools can implement programs,
namely guidance services and counselling, to reduce or overcome bullying
behaviour so that it does not affect physically or mentally (Arum et al.).
According to Pratiwi et al. (2021), data
collected by UNICEF (2015) shows that 40% of children experience bullying at
school, 32% experience physical violence, and 72% of children become witnesses
or victims of violence. According to KPAI data
(2022), it is clear that there
were 5,953 cases of violence against children that occurred in Indonesia in
2021. Among these
cases, there were 1,138 cases of children being victims of physical and
psychological violence. This means that there are still many children who are
victims of violence or bullying, whether from their parents, friends or their
environment.
Based on many facts presented in previous research, it is evident
that many children are involved in bullying cases, especially verbal bullying.
This occurs due to a lack of supervision by teachers and parents in social
situations. Therefore, the research aims to identify and analyze the factors
causing children to become victims of bullying and its impacts, as well as to
understand and analyze teachers' efforts in addressing verbal bullying
behavior. Thus, the benefit of this research is to raise awareness among the
public, especially teachers and parents, about the importance of supervising
children in social situations. By understanding the factors causing children to
become victims of bullying, they can pay more attention and understand the need
for appropriate interventions. The findings of this research can serve as a
basis for the development of more effective policies in preventing and
addressing bullying cases in schools. Teachers and school authorities can
utilize the research findings to design more effective anti-bullying programs.
METHOD
In this
research, researchers used a qualitative approach. Qualitative research is
research carried out with events that occur (naturally) by understanding
phenomena (Fadli, 2021). This research approach is a case study. According to Abduh (2023), a case study is collecting data by providing an in-depth
description of a case so that you can obtain rich information on specific
aspects to identify the case or phenomenon being studied. Research focuses on the causes and impacts of
verbal bullying on children's mental health. The subjects in this research were high-grade I students and the fourth-grade homeroom teacher.
Data
collection and retrieval methods include observation, questionnaires, interviews, and documentation. Interview process: This research was
conducted at SD Muhammadiyah 1 Sragen, a driving school implementing an
independent curriculum. The interview involves researchers asking questions
about the factors that cause bullying, the impact on mental health, and efforts
to overcome bullying behaviour. Regarding this research, the interviews were
open-ended. Observations were carried out by observing the activities of class
IV students during break times and learning activities. Documentation is
carried out when students fill out questionnaires in class to ensure data
accuracy, and triangulation is used to validate further the information
collected from informants.
The data analysis technique in
this research uses data collection, data reduction, and conclusion (Rofiah, 2022).
1.
Data
collection
The initial
research stage involves searching for data through questionnaires,
observations, and direct interviews with the parties to be researched and
reinforced with documentation.
2.
Data
reduction
Data
reduction is selecting, focusing on simplifying, abstracting and transforming
data that emerges from written notes in the field.
3.
Data
presentation
The data
obtained is compiled and then presented in text form, which allows conclusions
to be drawn.
4.
Drawing
conclusions
In the final
stage, data analysis verifies the data to draw recommended interactive
conclusions.
RESULTS AND DISCUSSION
The research process researcher observed the class IV room of SD
Muhammadiyah 1 Sragen. After the researchers made observations, they used
questionnaires and interviews with respondents (bullying victims, bullying
perpetrators, and fourth-grade classroom teachers) and documented the results.
So, data was obtained regarding verbal bullying in fourth-grade students at SD
Muhammadiyah 1 Sragen. Bullying behaviour often occurs among
schoolchildren. Bullying is an action that is carried out repeatedly by someone
or a group of people who are stronger physically or mentally to hurt and harm
other people without considering someone's feelings (Oktaviani & Ramadan, 2023). This bullying has a very bad impact, both now and in the future.
Considering the negative impact of bullying, schools need to carry out outreach
programs to prevent bullying for teachers and parents.
If viewed from the observation and interview process that has been
carried out, students who carry out bullying in class IV are quite high, which
illustrates that the forms of verbal bullying that occur at SD Muhammadiyah 1
Sragen include:
1)
In bullying,
usually, the victims are weak students, or you could say quiet students;
sometimes, the perpetrators make physical contact when carrying out the
bullying. For example, touching shoulders, pinching or pulling clothes,
kicking, pushing, borrowing other people's belongings by force, and destroying
other people's belongings.
2)
In bullying,
usually, the victims are students who can be said to have differences with
other friends, such as having a body that is less than perfect, skin colour
that gives rise to ridicule, including giving nicknames after parents' names,
cheering and shouting, calling friends' names ugly names so that they become
the laughing stock of their classmates.
3)
Bullying is
carried out to systematically weaken the victim's self-esteem through
exclusion, intimidation and discrimination (Ismail, 2019).
The research results outline
several studies: 1) the causes of children being bullied, 2) the impact of
bullying on victims, and 3) Teachers' efforts to overcome verbal bullying
behaviour.
Causes of
Children Being Bullied
Based on
interviews with fourth-grade students, the results obtained:
a)
Results of
interviews with victims who were bullied:
|
Student
A
|
:
|
�Because
her child often cries, sis, that is why she is being bullied.�
|
|
Student B
|
:
|
"Because
her child has small hands on the other side."
|
|
Student C
|
:
|
"I do
not know, sis; suddenly, he said I was using the name my parents called me,
sis."
|
|
Student D
|
:
|
"That
is what it is, Miss E, suddenly likes to damage my things
|
|
Student E
|
:
|
"When
taking a break, Sis suddenly pushed me, even though I did not do anything to
her.
|
b)
Results of
interviews with perpetrators of bullying victims :
|
Student
A
|
:
|
"Wong e nganyelke yo sis, cry and cry."
|
|
Student B
|
:
|
"Usually Kui Wes does not work, sis, but kid, Gapopo."
|
|
Student B
|
:
|
"Grandma,
do not nudge me, I will tell you, sis."
|
|
Student C
|
:
|
"Your body odour isn't good, sis."
|
Using the interview results from various answers, it can be concluded
that the perpetrators of bullying are those who cry, have disabled body parts,
make fun of their parents by name, damage other people's things, and push their
bodies with force.
Based on the findings of interviews with fourth-grade students at
SD Muhammadiyah 1, which were conducted using interview techniques, starting
from the causes of bullying. Thus, it can be concluded that the results of
interviews with victims of bullying and perpetrators of bullying show a lack of
supervision from the class IV homeroom teacher because bullying behaviour is
carried out during break times in class, while teachers return to the office
during breaks. In the classroom, during break time without supervision from the
teacher, classroom conditions will produce a lot of danger because students
will engage in bad behaviour. One of the things that is deviant is student
delinquency, for example, bullying, and many factors influence it, including
internal factors and external factors from within the student (Amalia et al., 2015). In line with Fauzi's research (2018) said that apart from, it can be seen from the causes of bullying
carried out by perpetrators against victims are several factors, including a)
Family factors, which can influence bullying where low family function children
often witness violence in the family, lack of attention from parents, then
parents who pamper their children too much so that children have the power to
bully and children get used to experiencing violence at home, b) Environmental
factors, this factor can be caused by peers including children playing with
friends who commit violence, especially bullying and Children are used to
seeing violence in their surroundings. c) School factors, namely, lack of
supervision from teachers. d) Social media factor: this factor if we look at
social media, non-educational programs nowadays are less educational shows with
violent scenes in soap operas, but instead, children imitate them. Anullying is
high, both verbal and non-verbal, and in this scene, both verbal
(Alfiah, 2019).
The
impact of bullying behaviour
Based on
interviews regarding the impact of bullying behaviour on victims of class IV
students, the following results were obtained:
c)
Results of
interviews with victims of bullying
|
Student
A
|
:
|
"It
hurts when I get kicked; sometimes I am scared about going to class.�
|
|
Student B
|
:
|
"I
would be stupid, sis, if they bullied me."
|
|
Student C
|
:
|
"I want to lock myself away, sis. I don't want to be
friends with anyone."
|
|
Student D
|
:
|
"I do
not dare tell my parents I am being bullied."
|
|
Student E
|
:
|
"My
grades have dropped, sis, because after being bullied, my self-confidence has
decreased."
|
Using the results of interviews from various answers, it can be
concluded that victims of bullying behaviour, on average, do not want to share
their stories with their parents for reasons of fear, and each of the victims
experiences the impact of bullying, which can disrupt children's development,
emotional intelligence and can affect the mental health experienced by children
(Nasution, 2021). As confirmed by the following table from a victim interview,
there are several indicators from a series of instruments that detect children
affected by bullying as follows:
Table
1. Indicators of the Impact of Bullying on Elementary School Children
|
Scope of Development
|
Indicator
|
The Visible
|
|
Yes
|
No
|
|
Social-Emotional
|
Not confident
|
P
|
|
|
Feeling excluded in class
|
P
|
|
|
The child becomes gloomy.
|
P
|
|
|
Crying when bullied
|
P
|
|
|
Likes to rebel
|
P
|
|
|
Stubborn
|
P
|
|
|
Feeling indifferent when being bullied
|
P
|
|
|
Afraid to interact with friends
|
P
|
|
|
Damaging surrounding objects
|
P
|
|
Based on the indicator table above regarding the impact of
bullying on fourth-grade students at SD Muhammadiyah 1 Sragen. These results
indicate that victims of bullying experience the impact of changes in student
behaviour from inside and outside school. The results of the table above show that
students who are victims experience significant changes that can be seen from
within the child, which can hinder their social-emotional development. The
indicators in the table above, such as the impact of bullying, are used as
research instruments to determine its impact on bullying behaviour. This
research is also supported by relevant research such as research conducted by Wahyuni, Vitri
and Pransiska (2019) explaining that there are indicators of
bullying that occurs in children at an early age in the form of verbal and
non-verbal, such as beating or destroying things around you, crying and being
afraid, and also uncontrolled emotional changes.
From the explanation above, this, apart from
behaviour, occurs due to physical contact. Discrimination or bullying can also
take the form of verbal. This can have a negative effect that causes poor
emotional development in children, especially for fourth-grade students at SD
Muhammadiyah 1 Sragen. Therefore, it can be proven by research results from Solikhin
(2021) that bullying behaviour can have a negative
effect on the victim; not only that, the victim will also become quieter,
slower, and cry easily. Meanwhile, a bully's behaviour shows an unruly,
stubborn attitude, and he often damages objects around him.
Children who are victims of bullying
behaviour at school often receive treatment that is considered normal for their
age. Initially, the teacher thought that the behaviour carried out by the
perpetrator towards the victim was just ordinary joking behaviour carried out
by fellow friends. Therefore, there is a need for guidance in the form of
outreach regarding the effects of bullying on children. This is in line with
the results of research conducted by Santoso
(2018), explaining that the impact of bullying
requires outreach to teachers, parents and the surrounding community to
understand that bullying is very dangerous in every school. With this
socialization, bullying behaviour can be prevented and avoided (Firmansyah, 2021).
Teachers' Efforts in Handling Bullying
Behavior
Based on interviews regarding teachers' efforts to
deal with bullying behaviour among teachers, the following results were
obtained:
d) Results of interviews with class IV
homeroom teachers:
|
Teacher
|
:
|
"Usually in my class bullying takes the form of hurting you
verbally and physically, for example, calling your friends bad names, calling
your parents names, you often get reprimanded every day, but you keep
repeating it, sometimes fighting, likes to push so, can hurt verbally and
physically."
|
|
Teacher
|
:
|
"Actually, it has been a long time since I submitted a letter to
the police station specifically to handle bullying cases, but there has been
no follow-up from the police, and there is no socialization program for
parents here either. This was just planned, Miss, regarding socialization for
parents of students, but not yet. Know the date."
|
|
Teacher
|
:
|
"If there is verbal bullying at any time, inform, advise, give
warnings from the respective class teachers, and this bullying case has not
yet reached the Principal."
|
|
Teacher
|
:
|
"The problem is that if you tell them, it will come out again,
but it won't sink into their minds and there are no services here, sis, so
it's a bit difficult if the children want to tell stories."
|
Using the results of interviews with homeroom
teachers, it can be concluded that the teacher's efforts to overcome bullying
behaviour are by advising, informing, and giving warnings, but the school has
not provided sanctions related to cases of bullying behaviour (Fitria Rosmi et al.,
2023).
One of the efforts teachers can make to overcome
bullying behaviour is to supervise students. This is done by giving warnings to
students who behave badly, coaching students who are perpetrators of bullying,
teaching and giving examples of what good friends look like, and carrying out
interventions by telling the students' parents how their children are
developing. At school, meetings are held with the student's parents (Nurhaedah et al., 2020).
CONCLUSION
Based on the results of the data analysis
obtained, it was concluded that there were students in the high class at SD
Muhammadiyah 1 Sragen who had carried out verbal bullying. The bullying is
carried out repeatedly every day by the bullies, starting from recess or during
class hours. As educators in schools, teachers have yet to provide full
socialization to students in terms of counselling. Many victims complain to
teachers about this bullying behaviour, and teachers have tried to resolve it.
However, the school has not taken any follow-up action, such as punishment for
the perpetrators of bullying. The school still needs to hold a parent meeting
program to discuss students' school actions and academic development. The
implications of this research highlight the urgent need for schools to
implement comprehensive anti-bullying policies and procedures, including
providing adequate counseling and support for both victims and perpetrators of
bullying. Additionally, it underscores the importance of parental involvement
and oversight in addressing and preventing bullying behaviors among children.
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