PERAN TIM PENCEGAHAN DAN PENANGANAN KEKERASAN (TPPK) DALAM TINDAKAN PERUNDUNGAN DI SEKOLAH SMP - Elisabet Indri Papilaya; Herpie Lambiombir; Titus Gaite (Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I), 2026)
Bullying remains a critical issue in the educational environment, thus the formation of the Violence Prevention and Handling Team (TPPK) at SMP Lab School Unpatti is the primary focus of this research. This study aims to evaluate the team's role in mitigating bullying while identifying various operational barriers in the field. Using a descriptive qualitative approach, the research stages included purposive sampling and data collection through observation and documentation. The analysis shows that the TPPK plays an active role through preventive measures such as education during the School Environment Introduction Period and tiered handling procedures. Quantitative data confirms that the team's performance has reached seventy percent effectiveness in controlling aggressive acts, thus creating a relatively safe school environment. However, crucial inhibiting factors were identified, including limited time for coaching due to teachers' heavy teaching workloads and parents' defensive tendencies in defending their children. Furthermore, a lack of supporting facilities and students' reluctance to report cases also impacted program optimization. The main conclusion of the study confirms that while the TPPK (Teacher-Based Team) has a strategic position, its success depends heavily on strengthening collective synergy between schools, parents, and students to comprehensively break the chain of bullying, creating a friendly, dignified educational ecosystem that supports the development of positive character for each individual in the future. ABSTRAK Perundungan tetap menjadi isu kritis di lingkungan pendidikan, sehingga pembentukan Tim Pencegahan dan Penanganan Kekerasan (TPPK) di SMP Lab School Unpatti menjadi fokus utama penelitian ini. Studi ini bertujuan untuk mengevaluasi peran tim tersebut dalam memitigasi perundungan sekaligus mengidentifikasi berbagai hambatan operasional di lapangan. Menggunakan pendekatan kualitatif deskriptif, tahapan penelitian meliputi pengambilan subjek secara purposive sampling serta pengumpulan data melalui observasi dan dokumentasi. Hasil analisis menunjukkan bahwa TPPK berperan aktif melalui langkah preventif seperti edukasi saat Masa Pengenalan Lingkungan Sekolah dan prosedur penanganan berjenjang. Data kuantitatif mengonfirmasi bahwa tingkat efektivitas kinerja tim telah mencapai tujuh puluh persen dalam mengendalikan tindakan agresif, sehingga menciptakan suasana sekolah yang relatif aman. Namun, ditemukan faktor penghambat krusial berupa keterbatasan waktu pembinaan akibat beban tugas mengajar guru yang tinggi serta sikap orang tua yang cenderung defensif dalam membela anak. Selain itu, kurangnya sarana pendukung dan keengganan siswa untuk melaporkan kasus turut memengaruhi optimalisasi program. Simpulan utama penelitian menegaskan bahwa meskipun TPPK memiliki posisi strategis, keberhasilannya sangat bergantung pada penguatan sinergi kolektif antara pihak sekolah, orang tua, dan peserta didik guna memutus rantai perundungan secara menyeluruh demi terwujudnya ekosistem pendidikan yang ramah, bermartabat, serta mampu mendukung pembentukan karakter positif bagi setiap individu di masa depan nanti.