<![CDATA[ABSTRAK Bullying di sekolah dasar masih menjadi permasalahan yang berdampak pada kondisi psikologis, perkembangan sosial, dan prestasi belajar siswa. Keterbatasan media pembelajaran yang menarik menyebabkan pemahaman siswa terhadap konsep anti-bullying belum optimal, sehingga diperlukan pendekatan edukatif yang lebih interaktif. Penelitian ini bertujuan untuk mengetahui efektivitas media “PENTING” Puzzle Anti-Bullying dalam meningkatkan pemahaman dan kesadaran siswa terhadap jenis, dampak, serta pencegahan bullying. Kegiatan dilakukan melalui tiga tahap, yaitu sosialisasi dan edukasi kepada guru dan siswa, pelatihan penggunaan media puzzle kepada guru dan perwakilan siswa, serta penerapan media di kelas dengan pendampingan tim pelaksana. Evaluasi dilakukan menggunakan observasi, dokumentasi, serta pre-test dan post-test untuk mengukur perubahan tingkat pengetahuan siswa. Hasil kegiatan menunjukkan adanya peningkatan pemahaman siswa mengenai pengertian bullying, bentuk-bentuk bullying (verbal, fisik, sosial, dan daring), serta cara pencegahannya. Guru mampu menerapkan media pembelajaran secara mandiri setelah pelatihan, dan siswa menunjukkan antusiasme tinggi serta kemampuan yang lebih baik dalam mengidentifikasi perilaku bullying. Dengan demikian, media “PENTING” Puzzle Anti-Bullying efektif sebagai alat edukasi interaktif yang dapat digunakan secara berkelanjutan dalam pembelajaran karakter dan upaya perlindungan anak di sekolah dasar. Kata Kunci: Bullying, Edukasi Anti-Bullying, Puzzle Edukatif, Sekolah Dasar, Pembelajaran Karakter. ABSTRACT Bullying in elementary schools remains a serious issue that affects students’ psychological well-being, social development, and academic achievement. The lack of interactive learning media has contributed to students’ limited understanding of anti-bullying concepts, highlighting the need for more engaging educational approaches. This study aimed to determine the effectiveness of the “PENTING” Anti-Bullying Puzzle as an educational tool to improve students’ understanding and awareness of the types, impacts, and prevention of bullying. The program was implemented in three stages: (1) anti-bullying socialization and education for teachers and students, (2) training on the use of the educational puzzle for teachers and selected students, and (3) classroom implementation under the supervision of the implementation team. Evaluation was conducted through observation, documentation, and pre-test and post-test to assess changes in students’ knowledge levels. The results showed an improvement in students’ understanding of bullying definitions, forms of bullying (verbal, physical, social, and cyber), and preventive measures. Teachers were able to apply the learning media independently after training, and students demonstrated high enthusiasm and an increased ability to identify bullying behaviors. Therefore, the “PENTING” Anti-Bullying Puzzle is effective as an interactive educational medium that can be used sustainably in character education and child protection efforts in elementary schools. Keywords: Bullying, Anti-Bullying Education, Educational Puzzle, Elementary School, Character Education.]]>
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