Edukasi Anti Bullying Dengan Metode Partisipatif Pada Siswa Sekolah Dasar Di SDN 1 Trucuk Kabupaten Klaten

Aprina Fitri Candra; Nawang  Zulfani Septiana; Fuad  Hanafi; Cucud  Rahmawati Delfyta S; Daffa  Al Faza; Daniyah  El Fitri; Muhammad  Rifqi Zain; Febriana Alifia Safitri; Diah  Dwi Rahmawati; Octaviana  Putri Ramadhani; Ninda  Dwi Lestari

doi:10.66914/j5a4n126

Authors

Aprina Fitri Candra Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Nawang Zulfani Septiana Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Fuad Hanafi Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Cucud Rahmawati Delfyta S Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Daffa Al Faza Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Daniyah El Fitri Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Muhammad Rifqi Zain Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Febriana Alifia Safitri Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Diah Dwi Rahmawati Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Octaviana Putri Ramadhani Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author
Ninda Dwi Lestari Universitas Islam Negeri Raden Mas Said Surakarta Indonesia Author

DOI:

https://doi.org/10.66914/j5a4n126

Keywords:

Bullying, Edukasi Partisipatif,Pendidikan Dasar,Penelitian Kualitatif.

Abstract

Perundungan (bullying) di jenjang sekolah dasar perlu dilakukan pencegahan kerap tidak dikenali oleh siswa sendiri karena tumpang tindih dengan kategori “candaan”. Penelitian ini bertujuan mendeskripsikan proses rekonstruksi pemahaman dan sikap siswa kelas V terhadap bullying melalui edukasi partisipatif yang diselenggarakan di SDN 1 Trucuk, Kabupaten Klaten, pada 15 Juli 2026. Penelitian menggunakan pendekatan kualitatif studi kasus dengan wawancara mendalam semi-terstruktur terhadap 21 siswa kelas V dan 11 mahasiswa fasilitator, dianalisis secara tematik.Hasil penelitian menunjukkan tiga temuan utama. Pertama, sebelum edukasi, sebagian besar siswa memaknai ejekan, julukan merendahkan, dan pengucilan sebagai “candaan” yang wajar, dan hanya mengenali kekerasan fisik sebagai bullying. Kedua, pergeseran pemahaman terjadi melalui tiga mekanisme partisipatif yang saling melengkapi, yaitu media audio-visual, lagu edukatif, dan sesi diskusi/berbagi pengalaman, yang secara bersama-sama memindahkan pengetahuan dari tataran kognitif menuju penghayatan afektif. Ketiga, pergeseran ini termanifestasi dalam perubahan sikap dari posisi bystander pasif menjadi upstander yang aktif menegur atau melaporkan tindakan bullying kepada guru. Temuan ini memperkuat kerangka teoretis bullying sebagai fenomena relasional kelompok, sekaligus menggarisbawahi bahwa keberlanjutan program menjadi prasyarat penting agar perubahan sikap tidak berhenti pada kesadaran jangka pendek.

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