<![CDATA[Perundungan (bullying) merupakan persoalan sosial yang sering kali diabaikan di lingkungan sekolah, meskipun berdampak signifikan terhadap kondisi psikologis dan sosial peserta didik. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis bentuk-bentuk perilaku bullying yang dialami oleh siswa SMP Negeri Se-Kecamatan Kediri, Kabupaten Lombok Barat. Dengan pendekatan studi kasus kualitatif, data diperoleh melalui wawancara mendalam, observasi lapangan, dan analisis dokumen yang melibatkan guru, siswa, dan pihak sekolah. Hasil penelitian menunjukkan bahwa dua bentuk utama bullying yang terjadi adalah bullying fisik dan bullying verbal. Bullying fisik mencakup pemukulan, cakaran, dan pemalakan oleh teman sebaya, sedangkan bullying verbal meliputi ejekan terhadap nama orang tua, olok-olok berbasis bahasa daerah, serta penghinaan secara berulang. Perilaku ini tidak bersifat insidental, melainkan sistematis dan diperkuat oleh norma sosial di kalangan siswa serta minimnya intervensi institusional dari pihak sekolah. Penelitian ini memberikan kontribusi penting terhadap literatur tentang kekerasan di sekolah, khususnya dalam konteks Indonesia, dengan menekankan pentingnya pendekatan berbasis budaya lokal dalam menangani bullying. Temuan ini mendorong perlunya strategi preventif berbasis komunitas dan intervensi kebijakan yang lebih inklusif dan berkeadilan.Bullying is a pervasive social problem in school environments, often overlooked despite its long-term psychological and social consequences for students. This study aims to identify and analyze the forms of bullying behavior experienced by junior high school students in Kediri District, West Lombok Regency. Using a qualitative case study approach, data were collected through in-depth interviews, field observations, and document analysis involving teachers, students, and school administrators. Findings show that two primary forms of bullying were prevalent: physical and verbal. Physical bullying included hitting, kicking, and coercive extortion, while verbal bullying involved name-calling, mockery based on parents' names, and linguistic or cultural derogation. These behaviors were not isolated incidents but systematic actions reinforced by peer support and weak institutional responses. The discussion highlights how bullying operates within asymmetric power relations and is culturally normalized within student interactions. The study contributes to existing literature by contextualizing bullying within Indonesian school settings and revealing its socio-cultural dimensions. These findings suggest the need for school-wide, culturally sensitive interventions to promote safer and more inclusive learning environments. Future research should explore broader sociological patterns and evaluate intervention outcomes.]]>
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