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Raharja, Hawwin Fitra
Universitas Hasyim Asy’ari Tebuireng Jombang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Peran Komunikasi Positif Guru Kelas Dalam Penanggulangan Perundungan Di SDN 1 Bandung Jombang Muzhaqi, Fahisya Mauline; Raharja, Hawwin Fitra
IJPSE Indonesian Journal of Primary Science Education Vol 6 No 2 (2026): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v6i2.11664

Abstract

Bullying in elementary schools remains a significant issue that can negatively affect students’ psychological and academic development. Teachers play an important role in preventing and addressing bullying through effective communication with students. This study aims to analyze the role of classroom teachers in implementing positive communication as a strategy to address bullying in elementary schools. This research employed a descriptive qualitative approach conducted at SDN 1 Bandung Jombang. The research participants consisted of one principal, three classroom teachers of grades IV– VI, and one student selected using purposive sampling. Data were collected through observation, in-depth interviews, and documentation. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results show that teachers apply positive communication through polite language, empathetic interaction, appreciation and praise, open discussion, and educational consequences. These strategies contribute to creating a supportive classroom climate and reducing verbal and social bullying behavior. Supporting factors include collaborative school culture and teacher role modeling, while inhibiting factors involve diverse student characteristics and limited awareness about bullying. This study concludes that positive communication plays both preventive and curative roles in addressing bullying in elementary schools.
Korelasi antara gaya mengajar guru dengan self-efficacy siswa sekolah dasar Intan Kamila Zahra; Hawwin Fitra Raharja
IJPSE Indonesian Journal of Primary Science Education Vol 6 No 2 (2026): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v6i2.11671

Abstract

Academic self-efficacy is one of the psychological factors that influences student learning achievement in primary school; however, the factors that shape it remain not fully understood, including the role of teachers' teaching styles. This study aimed to analyze whether there is a correlation between teachers' teaching styles and the self-efficacy of fifth- grade primary school students. A correlational quantitative approach was employed using total sampling of 27 fifth-grade students at SD Negeri Gajah II Ngoro Jombang in the 2025/2026 academic year. Data were collected through closed Likert-scale questionnaires for both variables and analyzed using descriptive statistics and Pearson Product Moment correlation with SPSS version 25.0, following Shapiro-Wilk normality tests (teaching style sig. = .094; self-efficacy sig. = .110) and linearity tests (Deviation from Linearity sig. = .155). Descriptive results showed that both teaching style and student self-efficacy were in the moderate category, each with a dominant percentage of 63.0%. Correlation analysis yielded r = .184 with a significance value of .359 > .05 and t-value = .936 < t-table = 2.060, leading to the acceptance of H0. Therefore, no significant positive correlation was found between teachers' teaching styles and students' self-efficacy. These findings suggest that primary school students' self-efficacy is more strongly influenced by multidimensional factors such as mastery experiences, family support, and intrinsic motivation rather than teaching style variations alone. Future research is recommended to involve larger and more diverse samples while considering mediating variables such as learning motivation and family support.
Co-Authors Adila, Salsabela Nur Aida Arini Aminatus Sholihah Anggara Dwinata Anggara Dwinata Asmarani, Ratih Asriana kibtiyah Asriana Kibtiyah Chofifah, Aprilia Eka Dedy Nurqori Desty Dwi Rochmania Dewi Fadhila, Layla Dewi, Farah Amrillaiy Dian Ratna Sari Dwi Rochmania, Desty Dwinata, Anggara Eko Handoyo Eko Hardinanto Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Evi Rizqi Salamah Evi Rizqi Salamah, Evi Rizqi Fakhiroh, Zakiyatul Hamdan Tri Atmaja Hamdan Tri Atmaja Hardinanto, Eko Herlina, Tika Indrawan, Fani Intan Kamila Zahra Irmawati, Leni Kamidjan Kamidjan Kamidjan Khasanah, Dian Nur Lutfiyah, Adelia M Bambang Edi Siswanto M. Bambang Edi Siswanto Ma'ruf Mustofa Martiman Suazisiwa Sarumaha Marzuki, Dedi Ma’rifatulloh, Sayid Minto Minto, Minto Muhammad Farokhi Muhammad Nuruddin Mukhnazam, Sevilla Sobbiyi Muzhaqi, Fahisya Mauline Nismala Ode Noer Af'idah Noer Af’idah Nugroho, Meriana Wahyu Nur Laila, Umi Nur’aini, Miftahul Nurul Hikmah Permatasari, Mega Indah Puji Hardati PUJI LESTARI Putri Rachmadyanti RACHMADYANTI, PUTRI RiskhaYeni, Refi Rizqi Salamah, Evi Rochmania, Desty Dwi rofifah rofifah Roudhoutul Aulia Rochim Sayid Marifatulloh septiani, erlyna Siswanto, M Bambang Edi Siti Sopiah, Siti Susilo, Claudya Zahrani Tri Marhaeni Pudji Astuti Trisnawaty, Wulan Usthufiyah, Farida Varavita, Gusti Ayu viki latifah Wahyuni, Diah Ayu Sri Widyaningrum, Wahyu Yunianti, Astri Rizke Zulfikar Ali Ahmad Zuni Eka Tiyas Rifayanti, Zuni Eka