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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN MIPA Global Education Journal
Ni Putu Indah Cahya Prihatina
Cendekia Harapan School, Bali
Education Mathematics Social Sciences Other

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Raising Awareness and Creating a Safer School Environment Through Understanding Tween Bullying Tygo Van Hasselt; Ni Putu Indah Cahya Prihatina
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1470

Abstract

Bullying among tweens remains a significant educational and social concern because it affects emotional well-being, peer relationships, and academic engagement during a critical stage of child development. This study examines why bullying occurs among tweens and how safer school environments can be created by interpreting bullying through Michel Foucault’s concept of power. The research uses an exploratory descriptive design that combines Socratic questioning, literature review, and a small classroom survey involving eight students. The analysis shows that participants most frequently associated bullying with physical and cyber forms, while jealousy, insecurity, stress, social conflict, and the perception that bullying is enjoyable emerged as recurring explanations for why students bully others. Interpreted through a Foucauldian lens, these findings suggest that bullying is not only an individual behavioral problem but also a relational and institutional issue shaped by unequal power, peer hierarchies, and limited opportunities for students to exercise voice. The study argues that prevention requires more than punishment. Schools need to strengthen supervision, cultivate fairness and empathy, decentralize opportunities for student participation, and create supportive structures that reduce the rewards of domination. The article contributes to bullying scholarship by showing how a Foucauldian perspective can deepen understanding of tween bullying while remaining closely connected to practical school-based prevention.
Screen Time, Habit Formation, and Self-Regulation in Primary School Children: A Literature-Based Educational Analysis Through Plato Abner, Dwight; Prihatina, Ni Putu Indah Cahya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45301

Abstract

The widespread use of smartphones, tablets, and video games in childhood has intensified concern over their effects on children’s behavior, emotional regulation, attention, and social development. For primary school children, this issue extends beyond health because digital habits also shape learning readiness, self-control, classroom participation, and family routines that support schooling. This study examines how Plato’s account of moral formation in The Republic can help interpret contemporary research on children’s gadget and video game use. Using a qualitative literature-based approach, the study analyzes Plato’s educational thought together with peer-reviewed studies and policy documents on screen time, parenting, self-regulation, sleep, attention, and child development. The analysis draws on purposively selected literature and thematic synthesis. Five major patterns were identified: screen environments can function as habit-forming settings; excessive use is associated with socioemotional and behavioral difficulties; screen use may displace sleep and sustained attention; self-regulation in childhood depends heavily on adult mediation; and balanced guidance is more educationally productive than either permissiveness or punitive prohibition. The study offers an education-centered framework for understanding digital media use in primary school contexts and argues that the central issue lies not in technology itself, but in the quality of guidance, routine, and moral formation surrounding its use.
Understanding Vehicle Air Pollution through Haagen-Smit’s Photochemical Smog Theory: An Integrative Literature Review for Environmental Science Education Vologzhanin Matvei; Ni Putu Indah Cahya Prihatina
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4326

Abstract

Vehicle-related air pollution is widely discussed as an environmental and public health problem, yet its pedagogical potential for environmental science education remains underdeveloped. This article examines how Haagen-Smit’s photochemical smog theory can serve as a conceptual bridge between atmospheric chemistry and socio-scientific issue-based learning. This study employs an integrative literature review approach by synthesizing historical scientific literature, peer-reviewed studies, academic books, and institutional reports on vehicle emissions, nitrogen oxides, volatile organic compounds, ground-level ozone, mitigation strategies, scientific literacy, and environmental science education. The review shows that vehicle-related air pollution originates from fossil fuel combustion and secondary atmospheric reactions in which nitrogen oxides and volatile organic compounds interact under sunlight to form photochemical smog and ground-level ozone. Haagen-Smit’s work remains pedagogically significant because it explains how invisible chemical reactions produce observable environmental problems and inform public policy. The synthesis further indicates that mitigation should be taught as an integrated socio-scientific problem involving clean energy, electric mobility, public transportation, urban planning, regulation, and behavioral change. This article contributes by positioning vehicle-related air pollution as a contextual learning issue that supports environmental chemistry understanding, evidence-based reasoning, policy evaluation, and responsible citizenship.
Co-Authors Abner, Dwight Tygo Van Hasselt Vologzhanin Matvei