<![CDATA[This study aims to describe teachers’ strategies for addressing bullying and to identify the challenges encountered in implementing those strategies at Madrasah Ibtidaiyah Ma’arif NU 01 Karangkemiri Banyumas. The study employed a qualitative approach with a descriptive design. The informants consisted of the principal, a third-grade teacher, a fourth-grade teacher, two students identified as bullying perpetrators, and two students identified as bullying victims. Data were collected through observation, interviews, and documentation. Data credibility was examined through source triangulation and technique triangulation. Data analysis involved data reduction, data display, and conclusion drawing and verification. The findings show six interconnected strategies: identifying the causes of the problem, providing punishment, giving verbal warnings, providing guidance or services, giving rewards, and conducting monitoring. Teachers identified bullying through direct observation and information from students, peers, other teachers, and parents. Punishment was adjusted to the severity and circumstances of the case, while warnings, guidance, and mediation were used to help students recognize mistakes, apologize, and improve relationships. Rewards were given when students demonstrated positive behavioral changes, and monitoring was conducted during learning activities, play, and break time. The main challenges included limited time due to teachers’ workload, the absence of specific bullying-management training, students’ tendency to regard teasing as joking, less-than-optimal cooperation with parents, and limitations in monitoring students outside school.]]>
