<![CDATA[This study aims to describe bullying behavior among elementary school students and analyze it based on Albert Bandura’s Social Learning Theory. This research employed a qualitative approach with a case study design conducted at an elementary school involving 6 students from grades IV–VI consisting of 3 victims, 1 perpetrator, 1 victim-perpetrator, and 2 bystanders selected through purposive sampling. Data were collected through semi-structured interviews and documentation. Data validity was ensured through source triangulation, technique triangulation, and member checking. The data were analyzed using thematic analysis through the stages of coding, data sorting, and data grouping. The results showed that bullying behavior was dominated by verbal and social bullying, such as mocking parents’ names, physical ridicule, and social exclusion. Victims experienced sadness, anger, disappointment, and decreased comfort at school, while bystanders demonstrated empathy and attempted to help victims. Teachers had provided interventions such as advice, warnings, and punishment, but bullying behavior still recurred in several cases. The findings also indicate that bullying behavior emerged through observational learning, imitation of peer behavior, and social reinforcement from classmates who considered bullying as a joke. Based on Albert Bandura’s Social Learning Theory, bullying behavior is learned through observation, modeling, and reinforcement within the social environment. Therefore, schools need comprehensive prevention strategies through positive modeling, social-emotional learning, strengthening counseling services, and collaboration with parents._____________________________________________________________Penelitian ini bertujuan untuk mendeskripsikan perilaku bullying pada siswa sekolah dasar serta menganalisis perilaku tersebut berdasarkan Teori Belajar Sosial Albert Bandura. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilakukan di salah satu sekolah dasar dengan melibatkan 6 siswa kelas IV–VI yang terdiri atas 3 korban, 1 pelaku, 1 korban sekaligus pelaku, dan 2 saksi bullying yang dipilih secara purposive. Pengumpulan data dilakukan melalui wawancara semi terstruktur dan dokumentasi. Keabsahan data dilakukan melalui triangulasi sumber, triangulasi teknik, dan member checking. Analisis data dilakukan menggunakan teknik analisis tematik melalui tahap coding, pemilahan data, dan pengelompokan data. Hasil penelitian menunjukkan bahwa bentuk bullying yang dominan adalah bullying verbal dan sosial, seperti ejekan nama orang tua, ejekan fisik, dan pengucilan sosial. Korban menunjukkan respon emosional negatif berupa sedih, marah, kecewa, dan tidak nyaman berada di sekolah, sedangkan saksi menunjukkan empati dan upaya menolong korban. Guru telah melakukan intervensi berupa nasihat, teguran, dan hukuman, namun pada beberapa kasus perilaku bullying masih berulang. Temuan penelitian juga menunjukkan bahwa perilaku bullying terbentuk melalui observational learning, peniruan perilaku teman sebaya, dan reinforcement sosial dari lingkungan yang menganggap bullying sebagai candaan. Berdasarkan Teori Belajar Sosial Albert Bandura, perilaku bullying dipelajari melalui proses observasi, modeling, dan penguatan dari lingkungan sosial. Oleh karena itu, sekolah memerlukan strategi pencegahan yang komprehensif melalui modeling positif, pendidikan sosial-emosional, penguatan layanan bimbingan dan konseling, serta kolaborasi dengan orang tua.]]>
