IMPLEMENTING VIRTUAL REALITY AS AN INNOVATIVE APPROACH TO BULLYING PREVENTION IN SCHOOLS - Mualwi Widiatmoko; Fadhila Malasari Ardini; Zaenal Mustofa (Universitas Muhammadiyah Mataram, 2025)
Abstrak: Bullying, baik konvensional maupun digital, masih menjadi ancaman serius bagi kesejahteraan psikologis siswa. Rendahnya empati siswa serta keterbatasan kompetensi guru BK dalam mengintegrasikan teknologi membuat layanan pencegahan bullying belum optimal. Program PKM VIBES (Virtual Reality as a Bullying Prevention Strategy) bertujuan meningkatkan kapasitas guru BK dalam merancang layanan berbasis virtual reality (VR). Kegiatan dilakukan melalui workshop berbentuk blended learning dengan mitra MGBK Kota Surakarta yang melibatkan 33 guru BK SMA/SMK. Metode pelaksanaan mencakup sosialisasi, diskusi kelompok, simulasi VR, penugasan mandiri, serta mentoring. Evaluasi dilakukan melalui pretest, posttest, dan refleksi. Hasil kegitan ini terlihat pada peningkatan kemampuan rata-rata paserta sebesar 69,4% dari sebelum ke sesudah pelatihan, melampaui target minimal 30%. Selain itu, 72,7% guru mencapai indikator kunci berupa kemampuan menjelaskan sekaligus menggunakan VR dalam layanan BK. Program ini tidak hanya meningkatkan keterampilan teknis para peserta, tetapi juga memperkuat soft skill berupa empati, kreativitas, dan kemapuan berkolaborasi para guru BK.Abstract: Bullying, both conventional and digital, remains a serious threat to students’ psychological well-being. Low levels of student empathy and limited competence of school counselors in integrating technology have hindered the optimization of bullying prevention services. The PKM VIBES program (Virtual Reality as a Bullying Prevention Strategy) aims to enhance counselors’ capacity in designing virtual reality (VR)-based services. The program was implemented through a blended-learning workshop in collaboration with the MGBK of Surakarta, involving 33 high school counselors. The methods included socialization, group discussions, VR simulations, independent assignments, and mentoring. Evaluation was conducted using pretests, posttests, and reflections. Results showed an average improvement of 69.4% in participants’ competence from pre- to post-training, exceeding the minimum target of 30%. Furthermore, 72.7% of counselors achieved key indicators, namely the ability to explain and use VR in counseling services. This program not only improved participants’ technical skills but also strengthened their soft skills, including empathy, creativity, and collaboration.