Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Proceeding of International Conference on Social Science and Humanity
Herlambang, Alvian Zidane
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Earth & Planetary Sciences Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Public Health Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
TEACHER-STUDENT COMMUNICATION IN PREVENTING BULLYING BEHAVIOR AMONG STUDENTS AT PLUMBUNGAN ELEMENTARY SCHOOL Herlambang, Alvian Zidane; Rochmaniah, Ainur
Proceeding of International Conference on Social Science and Humanity Vol. 2 No. 2 (2025): Proceeding of International Conference on Social Science and Humanity
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/icossh.v2i2.463

Abstract

Objective: This study examines the forms of communication enacted by teachers and students in the prevention of bullying at SDN Plumbungan. Bullying, as a persistent social issue in primary schools, affects students’ psychological well-being and social development. Communication serves as a central mechanism for fostering supportive relationships and minimizing social conflict. Method: This qualitative case study employed in-depth interviews, participatory observation, and documentation as data collection techniques. Informants were selected purposively, consisting of teachers and upper-grade students (fifth and sixth grades) involved in the school’s anti-bullying initiatives. Results: Findings reveal that bullying prevention is facilitated through two primary communication patterns: interpersonal and group-based. Teacher-student interpersonal communication is characterized by five key indicators, openness, empathy, supportiveness, positivity, and equality. Group communication, meanwhile, is marked by active student participation, clarity of information, responsiveness to reports, collective emotional support, and constructive feedback. These communication strategies help establish a school climate grounded in mutual respect and emotional safety. The results suggest the need for continuous development of teachers’ communication competencies and the integration of anti-violence values into the character education curriculum. Novelty: Further research may explore different educational levels or adopt quantitative approaches to assess the effectiveness of these communication strategies.
Co-Authors Rochmaniah, Ainur