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Jurnal Ilmiah Guru Madrasah (JIGM)
Published by Lembaga Kajian Sosial Politik Aceh
ISSN : -     EISSN : 28297792     DOI : https://doi.org/10.69548/jigm.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Jurnal Ilmiah Guru Madrasah (JIGM) is an academic journal published by LaKaspia (Lembaga Kajian Sosial Politik Aceh/Aceh Institute for Social and Political Studies), a well-established institution with a long-standing history in socio-political research, conflict resolution, peacebuilding, and educational studies. Founded on December 10, 1999, LaKaspia underwent a structural reorganization on October 4, 2022 (Registration No. AHU-0010506.AH.01.07.YEAR 2022). Under LaKaspia’s stewardship, JIGM serves as an open platform for disseminating scholarly ideas, research findings, and innovative practices from all disciplines taught in educational institutions. The journal publishes original research articles, classroom action research, comprehensive literature reviews, and practical reflections that contribute to the development of education in various settings—including madrasahs, general schools, pesantren, and non-formal institutions. JIGM welcomes submissions from teachers, educators, academics, practitioners, and experts from Indonesia and around the world. Upholding rigorous academic standards, the journal is published biannually, with issues released in January–June and July–December.
Arjuna Subject : Umum - Umum
Articles 101 Documents
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Student-Reported Bullying and Interpersonal Experiences in Madrasah Tsanawiyah in Pidie Regency: Implications for Child-Friendly Schools Armia Armia
Jurnal Ilmiah Guru Madrasah Vol 5 No 2 (2026): July-December
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i2.132

Abstract

Understanding students’ experiences of bullying and negative interpersonal interactions is essential for strengthening child-friendly educational environments. General victim self-identification and behavior-specific reports offer complementary perspectives on these experiences. This study examined self-identified bullying victimization, reported perpetrator categories, negative interpersonal experiences, and behavioral responses among survey respondents in madrasah tsanawiyah in Pidie Regency, Indonesia, with particular attention to the correspondence between victim self-identification and experience reports. A descriptive quantitative analysis was conducted using 221 digital survey records collected October 22–25, 2022. Frequencies, percentages, and cross-tabulation were used to examine general victim self-identification, 12 negative interpersonal experience items, and 12 behavioral and social-response items. Of 221 respondents, 101 (45.7%) self-identified as bullying victims, with classmates being the most frequently reported perpetrator category (54.5%). Mockery or teasing was reported by 89 respondents (40.3%), while 57 (25.8%) endorsed at least one physical experience. Frequent use of derogatory nicknames for friends was reported by 113 respondents (51.1%). Overall, 146 respondents (66.1%) endorsed at least one negative interpersonal experience. Among respondents who did not identify themselves as bullying victims, 56 nevertheless reported at least one such experience, while 11 self-identified victims endorsed none of the listed experiences. General victim self-identification and behavior-specific reports captured partially different patterns of student experiences. These findings demonstrate the value of examining multiple forms of student reporting and provide empirical insights for strengthening confidential reporting, counseling support, adult-led student protection, and respectful communication within child-friendly madrasah practices.

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