PERAN GURU DALAM PEMBENTUKAN KARAKTER DAN PENCEGAHAN BULLYING DI SEKOLAH DASAR: PENDEKATAN KUALITATIF DESKRIPTIF MELALUI WAWANCARA DAN EDUKASI
Keywords:
pendidikan karakter, guru sekolah dasar, bullying, Social Emotional Learning, kualitatif deskriptif
Abstract
2.
Classroom Action Research (CAR) focuses on solving classroom problems directly, while traditional research focuses on developing general educational theories. CAR is practical, flexible, and conducted by teachers through planning, action, observation, and reflection. Traditional research is more formal and uses larger samples.
CAR is suitable for classroom problems because teachers can immediately apply and improve teaching strategies.
3.
Reflection after Cycle I is done by evaluating the results of the action, including student participation and learning outcomes. The teacher identifies weaknesses and improves the strategy for Cycle II.
For example, if students are still shy to speak English, the teacher can add vocabulary practice or group activities in Cycle II.
4.
Observation helps teachers collect information about student learning. Reflection helps evaluate teaching effectiveness, while collaboration allows teachers to share ideas and feedback.
These elements help improve teaching quality and student achievement.
5.
One classroom problem that can be researched through CAR is students’ low confidence in speaking English. The teacher can use role play or group discussions to increase participation.
CAR helps improve student learning outcomes and also develops the teacher’s professional skills.
References
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Pranowo, T. A. (2026). Social-emotional learning for bullying prevention and adolescent mental well-being: A systematic review. The Open Psychology Journal. https://doi.org/10.2174/0118743501427835251205065937
Rahmawati, F. W., & Zainuddin, A. (2023). The teacher’s role in handling bullying behavior in fourth grade elementary school students. Jurnal Cakrawala Pendas, 9(3), 510–521. https://doi.org/10.31949/jcp.v9i3.5678
Ramadhanti, R., & Hidayat, M. T. (2022). Strategi guru dalam mengatasi perilaku bullying siswa di sekolah dasar. Jurnal Basicedu, 6(3), 4566–4573. https://doi.org/10.31004/basicedu.v6i3.2892
Sari, C. P., Musri’ah, J., Putri, P. N., Safitri, R., Putra, R. C., & Fatmawati, R. (2024). Peran guru SD dalam mencegah perilaku bullying. Journal of Elementary School Education (JOUESE), 4(1), 313–323. https://doi.org/10.52657/jouese.v4i1.2230
Setiowati, A., & Dwiningrum, S. I. A. (2020). Strategi layanan bimbingan dan konseling di sekolah dasar untuk mengatasi perilaku bullying. Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an, 7(2), 188–196.
Suranti, P., Haniah, A. T., Darsinah, & Wulandari, M. D. (2025). Strategi guru dalam membangun keterampilan sosial dan pencegahan perundungan (bullying) di lingkungan sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10. https://doi.org/10.23969/jp.v10i1.2345
Wulandari, H., & Ningsih, S. A. (2023). Penguatan pendidikan karakter sejak dini untuk melawan aksi bullying era revolusi 5.0. Innovative: Journal of Social Science Research, 3(2), 14773–14787. https://doi.org/10.31004/innovative.v3i2.1631
Aswat, H., Onde, M. K. L. O., & Ayda, B. (2022). Eksistensi peranan penguatan pendidikan karakter terhadap bentuk perilaku bullying di lingkungan sekolah dasar. Jurnal Basicedu, 6(5), 9105–9117. https://doi.org/10.31004/basicedu.v6i5.3389
Castro, C., Barata, M. C., & Alexandre, J. (2025). Does school climate affect students’ social and emotional skills? The importance of relationships. European Journal of Psychology of Education, 40(4). https://doi.org/10.1007/s10212-025-01007-8
Dewi, P. Y. A. (2020). Perilaku school bullying pada siswa sekolah dasar. Edukasi: Jurnal Pendidikan Dasar, 1(1), 39–48. https://doi.org/10.55115/edukasi.v1i1.526
Filiansi, M., Lapasere, S., & Wahyuni, S. (2024). Peran guru dalam penguatan pendidikan karakter di sekolah dasar. Jurnal Basicedu, 8(3), 1781–1792. https://doi.org/10.31004/basicedu.v8i3.1234
Firmansyah, F. A. (2022). Peran guru dalam penanganan dan pencegahan bullying di tingkat sekolah dasar. Jurnal Al-Husna, 2(3), 205–216. https://doi.org/10.18592/jah.v2i3.5590
Fischer, S. M., John, N., & Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196–212. https://doi.org/10.1007/s42380-020-00079-0
Gustiwan, J., Karneli, Y., Miaz, Y., & Firman, F. (2021). Pembinaan karakter hormat dan tanggung jawab anak untuk pencegahan bullying di sekolah dasar. Jurnal Basicedu, 5(5), 3216–3223. https://doi.org/10.31004/basicedu.v5i5.1330
Julismawati, N. E. (2024). Peran guru dalam membentuk karakter peserta didik. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan dan Hasil Penelitian, 3(10). https://doi.org/10.26740/jrpd.v3n10
Junindra, A., Fitri, H., & Murni, I. (2022). Peran guru terhadap perilaku bullying di sekolah dasar. Jurnal Pendidikan Tambusai, 6(2), 11133–11138. https://jptam.org/index.php/jptam/article/view/4204
Karim, A., Aunurrahman, A., Halida, H., & Ratnawati, R. E. (2023). Implementasi landasan pendidikan dalam mengoptimalkan peran guru dan manajemen sekolah dalam mencegah perilaku bullying. Academy of Education Journal, 14(2), 1515–1534. https://doi.org/10.47200/aoej.v14i2.2130
Nurjana, N. (2024). Peran guru dalam mengintegrasikan pendidikan karakter di sekolah dasar. Jurnal Pendidikan Tematik, 6(2), 280–285.
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
Pearce, N., Monks, H., Alderman, N., Hearn, L., Burns, S., Runions, K., Francis, J., Cross, D., & Pearce, N. (2024). ‘It’s all about context’: Building school capacity to implement a whole-school approach to bullying. International Journal of Bullying Prevention, 6(1), 53–68. https://doi.org/10.1007/s42380-022-00138-6
Pranowo, T. A. (2026). Social-emotional learning for bullying prevention and adolescent mental well-being: A systematic review. The Open Psychology Journal. https://doi.org/10.2174/0118743501427835251205065937
Rahmawati, F. W., & Zainuddin, A. (2023). The teacher’s role in handling bullying behavior in fourth grade elementary school students. Jurnal Cakrawala Pendas, 9(3), 510–521. https://doi.org/10.31949/jcp.v9i3.5678
Ramadhanti, R., & Hidayat, M. T. (2022). Strategi guru dalam mengatasi perilaku bullying siswa di sekolah dasar. Jurnal Basicedu, 6(3), 4566–4573. https://doi.org/10.31004/basicedu.v6i3.2892
Sari, C. P., Musri’ah, J., Putri, P. N., Safitri, R., Putra, R. C., & Fatmawati, R. (2024). Peran guru SD dalam mencegah perilaku bullying. Journal of Elementary School Education (JOUESE), 4(1), 313–323. https://doi.org/10.52657/jouese.v4i1.2230
Setiowati, A., & Dwiningrum, S. I. A. (2020). Strategi layanan bimbingan dan konseling di sekolah dasar untuk mengatasi perilaku bullying. Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an, 7(2), 188–196.
Suranti, P., Haniah, A. T., Darsinah, & Wulandari, M. D. (2025). Strategi guru dalam membangun keterampilan sosial dan pencegahan perundungan (bullying) di lingkungan sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10. https://doi.org/10.23969/jp.v10i1.2345
Wulandari, H., & Ningsih, S. A. (2023). Penguatan pendidikan karakter sejak dini untuk melawan aksi bullying era revolusi 5.0. Innovative: Journal of Social Science Research, 3(2), 14773–14787. https://doi.org/10.31004/innovative.v3i2.1631
Published
2026-07-18
How to Cite
Restiana, Neng Sri Mirnawati, Siska Febrianti, Arti Agustin, Paridah, Rijal, Dede Irwan Darmawan, & Asep Sahrul Gunawan. (2026). PERAN GURU DALAM PEMBENTUKAN KARAKTER DAN PENCEGAHAN BULLYING DI SEKOLAH DASAR: PENDEKATAN KUALITATIF DESKRIPTIF MELALUI WAWANCARA DAN EDUKASI. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(03), 298 - 310. https://doi.org/10.36989/didaktik.v12i03.17006
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