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Rahmat Alimin
Universitas Ubudiyah Indonesia
Education Mathematics Other

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REVITALISASI PENANGANAN BULLYING DI SEKOLAH: MODEL SITARA (SCHOOL INTEGRATED ANTI-BULLING RESPONE APPROACH) Rahmat Alimin; Herawati Herawati; Sulasmi Sulasmi; Siti Suraida
JOURNAL OF EDUCATION SCIENCE Vol. 11 No. 2 (2025): OKTOBER 2025
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v11i2.5586

Abstract

Bullying di sekolah-sekolah Aceh terus menjadi persoalan serius dan berdampak langsung terhadap kesehatan mental, motivasi belajar, dan relasi sosial siswa. Berbagai penelitian dalam lima tahun terakhir menunjukkan bahwa praktik perundungan, baik verbal maupun fisik, masih marak dan memerlukan penanganan sistematis. Artikel ini menawarkan model konseptual SITARA (School Integrated Anti-Bullying Response Approach) sebagai pendekatan komprehensif untuk pencegahan dan intervensi bullying di sekolah Aceh. Model ini disusun melalui telaah kritis terhadap penelitian empiris terkait bullying di Aceh dan Indonesia dalam rentang 2020–2025. SITARA terdiri dari lima pilar: Screening and Mapping, Intervention and Support, Teacher Capacity Building, Awareness and Culture Building, serta Reporting and Accountability System. Model ini diharapkan menjadi rujukan bagi sekolah dalam menciptakan lingkungan belajar aman, inklusif, dan bebas kekerasan. Kata Kunci: bullying, Aceh, sekolah dasar, model intervensi, literatur review. . REVITALIZING BULLYING INTERVENTION IN ACEH SCHOOL: THE SITARA MODEL (SCHOOL INTEGRATED ANTI-BULLYING RESPONSE APPROACH) Abstract Bullying in Aceh’s schools continues to be a serious and persistent issue, directly affecting students’ mental health, learning motivation, and social relationships. Recent studies within the last five years indicate that various forms of verbal and physical bullying remain prevalent and require a systematic and culturally responsive approach. This article proposes the SITARA Model (School Integrated Anti-Bullying Response Approach) as a comprehensive conceptual framework for bullying prevention and intervention in Aceh’s educational context. Developed through a critical review of empirical studies on bullying in Aceh and Indonesia from 2020 to 2025, the model comprises five key pillars: Screening and Mapping, Intervention and Support, Teacher Capacity Building, Awareness and Culture Building, and Reporting and Accountability System. The SITARA model aims to serve as a practical reference for schools in establishing safe, inclusive, and violence-free learning environments. Keywords: bullying, Aceh, elementary schools, intervention model, literature review.
MANAJEMEN KONFLIK DI SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW TERHADAP PEMETAAN MASALAH DAN KERANGKA TEORITIK SCHOOL-BASED MEDIATION Abdul Mukti; Herawati Herawati; Rahmat Alimin; Pardi Pardi; Sulasmi Sulasmi; Nurul Adillah; Heri Aprian Harahap; Muhammad Aqil
JOURNAL OF EDUCATION SCIENCE Vol. 12 No. 1 (2026): APRIL 2026
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v12i1.5850

Abstract

Penelitian ini bertujuan untuk memetakan permasalahan konflik sosial di sekolah dasar serta mengkaji kerangka teoritik school-based mediation (SBM) melalui pendekatan systematic literature review (SLR). Penelitian menggunakan metode PRISMA dengan sumber data dari Scopus, Web of Science, dan Google Scholar pada rentang tahun 2015–2025. Sebanyak 30 artikel yang memenuhi kriteria inklusi dianalisis secara tematik. Hasil penelitian menunjukkan bahwa konflik di sekolah dasar didominasi oleh konflik interpersonal, bullying, dan kesalahpahaman komunikasi yang berdampak pada kesehatan mental siswa. Pendekatan manajemen konflik yang berkembang meliputi pendekatan disipliner, restoratif, dan mediasi. School-based mediation terbukti efektif dalam meningkatkan keterampilan sosial-emosional, empati, dan resolusi konflik secara damai. Namun, sebagian besar penelitian masih berfokus pada konteks Barat dan belum terintegrasi dengan nilai sosial budaya lokal. Penelitian ini memberikan kontribusi berupa pemetaan isu konflik sekolah dasar dan sintesis kerangka teoritik SBM sebagai dasar pengembangan model manajemen konflik berbasis konteks. Kata kunci: Manajemen Konflik, Sekolah Dasar, School-Based Mediation, Kesehatan Mental, Systematic Literature Review. CONFLICT MANAGEMENT IN PRIMARY SCHOOLS: A SYSTEMATIC LITERATURE REVIEW ON PROBLEM MAPPING AND THEORETICAL FRAMEWORK OF SCHOOL-BASED MEDIATION Abstract This study aims to map social conflict issues in primary schools and examine the theoretical framework of school-based mediation (SBM) through a systematic literature review (SLR). The study employs the PRISMA method using data sources from Scopus, Web of Science, and Google Scholar within the 2015–2025 period. A total of 30 articles that met the inclusion criteria were analyzed thematically. The findings indicate that conflicts in primary schools are predominantly characterized by interpersonal conflicts, bullying, and communication misunderstandings, which impact students’ mental health. Conflict management approaches identified in the literature include disciplinary, restorative, and mediation-based approaches. School-based mediation has been shown to be effective in enhancing social-emotional skills, empathy, and peaceful conflict resolution. However, most existing studies are still focused on Western contexts and lack integration with local socio-cultural values. This study contributes by providing a comprehensive mapping of conflict issues in primary schools and a synthesis of the theoretical framework of SBM as a foundation for developing context-based conflict management models. Keywords: Conflict Management, Primary School, School-Based Mediation, Mental Health, Systematic Literature Review.
MODEL LITERASI ANTI-BULLYING BERBASIS BAHASA DAN KEARIFAN LOKAL DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI SISWA SEKOLAH DASAR Rahmat Alimin; Herawati Herawati; Abdul Mukti; Pardi Pardi; Muhammad Ihsan; Jahara Putri; Muhammad Rizky
JOURNAL OF EDUCATION SCIENCE Vol. 12 No. 1 (2026): APRIL 2026
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v12i1.5851

Abstract

Penelitian ini bertujuan untuk mengkaji dan merumuskan model literasi anti-bullying berbasis bahasa dan kearifan lokal dalam meningkatkan keterampilan komunikasi siswa sekolah dasar. Permasalahan bullying yang masih marak terjadi di lingkungan sekolah dasar tidak hanya berdampak pada kondisi psikologis siswa, tetapi juga menghambat perkembangan kemampuan komunikasi dan interaksi sosial. Pendekatan yang selama ini digunakan cenderung bersifat parsial dan belum terintegrasi dengan pembelajaran Bahasa Indonesia serta nilai-nilai budaya lokal. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur sistematis terhadap berbagai artikel ilmiah bereputasi yang relevan dengan topik bullying, literasi bahasa, dan pendidikan berbasis kearifan lokal. Data dikumpulkan dari database Scopus, Web of Science, Google Scholar, dan SINTA dengan rentang tahun 2015–2025. Analisis data dilakukan melalui teknik thematic synthesis untuk mengidentifikasi pola, konsep, dan kesenjangan penelitian. Hasil penelitian menunjukkan bahwa pencegahan bullying yang efektif memerlukan integrasi antara penguatan literasi bahasa, internalisasi nilai-nilai kearifan lokal, dan pendekatan sistem berbasis sekolah. Model literasi anti-bullying yang dihasilkan menekankan pada penggunaan bahasa yang santun, empatik, serta penguatan interaksi sosial melalui media budaya lokal seperti permainan tradisional. Model ini berpotensi meningkatkan keterampilan komunikasi siswa sekaligus menciptakan lingkungan belajar yang aman dan inklusif. Kata kunci: Literasi Bahasa, Bullying, Kearifan Lokal, Komunikasi, Sekolah Dasar. A LANGUAGE- AND LOCAL WISDOM-BASED ANTI-BULLYING LITERACY MODEL IN IMPROVING ELEMENTARY SCHOOL STUDENTS’ COMMUNICATION SKILLS Abstract This study aims to examine and formulate a language-based anti-bullying literacy model integrated with local wisdom to improve elementary school students’ communication skills. Bullying remains a significant issue in primary education, affecting not only students’ psychological well-being but also hindering their communication and social interaction development. Existing approaches tend to be partial and lack integration with language learning and local cultural values. This research employed a qualitative approach using a systematic literature review method on relevant scholarly articles related to bullying, language literacy, and local wisdom-based education. Data were collected from Scopus, Web of Science, Google Scholar, and SINTA databases within the 2015–2025 range. The data were analyzed using thematic synthesis to identify patterns, concepts, and research gaps. The findings indicate that effective bullying prevention requires the integration of language literacy, local wisdom values, and a school-based systemic approach. The proposed anti-bullying literacy model emphasizes polite and empathetic language use, as well as strengthening social interaction through local cultural media such as traditional games. This model has the potential to enhance students’ communication skills while fostering a safe and inclusive learning environment. Keywords: Language Literacy, Bullying, Local Wisdom, Communication, Elementry School.
Co-Authors Abdul Mukti Abdul Mukti Dina Keumala Sari Br Ginting Herawati Herawati Herawati Herawati Heri Aprian Harahap Jahara Putri Kurnia Rahmayanti Lisda Yanti Muhammad Aqil Muhammad Ihsan Muhammad Rizky Nurul Adillah Pardi Pardi Pardi Pardi Rafni Fajriati Rahmat Fajri Rizki Julia Utama Siti Suraida Suci Rahmi Amjusfa Sulasmi Sulasmi Tibyan Asyukri Yawma Wulida Zahra Kesuma