<![CDATA[Bullying remains a serious issue in education because it affects students’ psychological safety, social relationships, and character development. This study is urgent in understanding internal and external school factors that may support the formation of students’ anti-bullying attitudes, particularly in the context of an Islamic integrated school. This study aimed to examine whether moral education and teacher supervision influence the formation of anti-bullying attitudes among students at SMA Integral Hidayatullah Tanjung Selor, both partially and simultaneously. A quantitative approach with an explanatory survey design was employed. Data were collected using a Likert-scale questionnaire administered to 63 students and analyzed using multiple linear regression. The findings show that moral education had a positive and significant effect on students’ anti-bullying attitudes (β = 0.962; t = 25.436; p < 0.001), while teacher supervision did not have a significant partial effect (β = 0.015; t = 0.407; p = 0.686). Simultaneously, moral education and teacher supervision significantly influenced students’ anti-bullying attitudes (F = 500.475; p < 0.001), with a coefficient of determination of 0.943. These findings indicate that moral education is the dominant factor in shaping students’ anti-bullying attitudes, while teacher supervision needs to be strengthened through more educative, empathetic, and character-integrated approaches. This study contributes to the development of character education studies focused on school violence prevention. Future research is recommended to involve broader samples and include additional variables, such as school climate, peer influence, parenting patterns, and social media use. Keywords: anti-bullying attitudes; bullying prevention; moral education; teacher supervision; character education ABSTRAK Bullying masih menjadi persoalan serius dalam dunia pendidikan karena berdampak pada keamanan psikologis, hubungan sosial, dan perkembangan karakter siswa. Penelitian ini penting dilakukan untuk memahami faktor internal dan eksternal sekolah yang dapat mendukung pembentukan sikap anti-bullying siswa, khususnya pada konteks sekolah integral berbasis Islam. Penelitian ini bertujuan untuk mengetahui apakah pendidikan akhlak dan pengawasan guru berpengaruh terhadap pembentukan sikap anti-bullying siswa SMA Integral Hidayatullah Tanjung Selor, baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan desain survei eksplanatori. Data dikumpulkan melalui angket skala Likert kepada 63 siswa dan dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa pendidikan akhlak berpengaruh positif dan signifikan terhadap sikap anti-bullying siswa (β = 0,962; t = 25,436; p < 0,001), sedangkan pengawasan guru tidak berpengaruh signifikan secara parsial (β = 0,015; t = 0,407; p = 0,686). Secara simultan, pendidikan akhlak dan pengawasan guru berpengaruh signifikan terhadap sikap anti-bullying siswa (F = 500,475; p < 0,001) dengan nilai koefisien determinasi sebesar 0,943. Temuan ini menunjukkan bahwa pendidikan akhlak menjadi faktor dominan dalam membentuk sikap anti-bullying siswa, sementara pengawasan guru perlu diperkuat melalui pendekatan yang lebih edukatif, empatik, dan terintegrasi dengan pembinaan karakter. Penelitian ini berkontribusi pada pengembangan kajian pendidikan karakter berbasis pencegahan kekerasan di sekolah. Penelitian selanjutnya disarankan untuk melibatkan sampel yang lebih luas dan menambahkan variabel lain, seperti iklim sekolah, teman sebaya, pola asuh orang tua, dan penggunaan media sosial. Kata kunci: sikap anti-bullying; pencegahan bullying; pendidikan akhlak; pengawasan guru; pendidikan karakter]]>
