Islamic Literacy Education as An Effort to Prevent Bullying at Muhammadiyah Junior High School Suradadi Tegal

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

School is a place that should allow a child to learn and feel comfortable. But until now the school has not been able to be a friendly place for children. Although referred to as an educational institution, but violence actually often occurs in schools. Child Friendly Schools are educational units that are able to guarantee, fulfill, respect the rights of children, and protect children from violence, discrimination, and other mistreatment and support children's participation, especially in planning, policy, learning, and complaints mechanisms. Child Friendly Schools aim to protect and provide services that guarantee and protect children from physical and non-physical abuse. This study aims to determine whether schools have implemented Child Friendly Schools as a whole or are still not optimal. Know the school culture that is the result of Child Friendly Schools. The method used in this research is descriptive qualitative which will describe how the implementation of Child Friendly Schools in SDN 3 Pasirtamiang. Data collection techniques through observation, documentation, interviews and questionnaires. Data analysis method uses descriptive method. The results of research at SDN 3 Pasirtamiang have referred to the classification standards for child-friendly schools that have been declared by the ministry of education and culture based on the facts contained in the field. With the formation of character as a child-friendly school culture equips students to be able to actualize themselves towards Islamic character. To develop and create child-friendly schools, it is better to be able to integrate existing programs & activities and be able to adjust the situation, conditions, and abilities of the school by optimizing all school resources.

Polite culture is an important aspect in shaping the character and positive behavior of students in elementary schools. The introduction of polite cultural values ​​at an early age has a significant long-term impact in forming a harmonious and dignified society. In an effort to strengthen the polite culture among elementary school students at SD Negeri Tondo, students from the Islamic Elementary School Teacher Education (PGMI) from Datokarama State Islamic University Palu have initiated a community service program.
 This study aims to increase understanding and awareness about the importance of polite culture for elementary school students at SD Negeri Tondo. Community service methods used include counseling, training, and interactive activities involving students, teachers, and the surrounding community. This service program lasted for two months involving two classes at the elementary school level. The results of this service program show an increase in students' understanding of polite cultural values. Students identify the importance of being polite, appreciative, and respecting others as an integral part of their lives. In addition, through active participation in interactive activities, students can also apply polite culture in various situations of daily life, both inside and outside the school environment. Not only students, this program also influences teachers' awareness of their important role in forming a polite culture in the school environment. Teachers realize that their actions and behavior set a direct example for students, and because of that, they are committed to being more exemplary in implementing a polite culture in the classroom and outside the classroom.
 In addition, through collaboration with the surrounding community, this service program has also succeeded in creating a polite, safe and comfortable school environment for students and all members of the education community. Shared commitment in forming a polite culture creates a positive learning environment and supports the holistic development of students. Overall, this community service program succeeded in raising awareness about the importance of a polite culture for elementary school students at SD Negeri Tondo. By involving students, teachers and the community, messages about polite culture become more accepted and absorbed as an integral part of their lives. It is hoped that this program can become a starting point for further development of a polite culture in elementary schools and the wider community

Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.

This chapter discusses the philosophy and key features of a whole-school approach as a framework for developing and implementing comprehensive bullying prevention and intervention strategies. It describes several empirically supported bullying prevention programs that are based on a whole-school approach and strategies for integrating bullying prevention strategies into Schoolwide Positive Behavior Support (SWPBS). It discusses antibullying laws across the United States, issues related to state bullying policies, and combating bullying as a human rights issue.

Most bullying prevention strategies are school-based. Many bullying prevention programs available to schools and communities are not evidence-based. In the past 6 years, several meta-analyses have been conducted, and data indicate that the efficacy of school-based bullying prevention programs have varied across countries and contexts. School-based violence prevention programs that facilitate social and emotional learning skills, address interpersonal conflict, and teach emotion management have shown promise in reducing youth violence, bullying, and disruptive behaviors in classrooms. Programs that have been well-studied include the Olweus Bully Prevention Program (OBPP), Peaceful Schools Project, KiVa National Anti-bullying Program in Finland, Steps to Respect: A Bullying Prevention Program, Second Step: Student Success Through Prevention program, the Promoting Alternative Thinking Strategies (PATHS) program, and the Recognizing, Understanding, Labeling, Expressing, and Regulating (RULER) Approach.

Purpose The purpose of this paper is to present a Serious Game with the main purpose of inducing attitude changes as a way to prevent bullying, in a target audience of young people between 10 and 12 years old. Design/methodology/approach The rationale for prevention is: first, to help victims of these aggressive episodes to acquire or improve competencies in avoiding or dealing with future real bullying situations; and second, to promote empathy toward the victims in bystanders. A back office application complements the game, providing substantial assistance to psychologists while using the game with patients in therapy or in research work. Findings Both components, the game and the back office, were evaluated with volunteers. The user study leads the authors to the conclusion that the current version of the game holds good potential in bullying prevention: the young people that played the game in a continuous time span, at the end of this testing process, have expressed improvements in their bullying prevention strategies. The back office application, a distinctive feature of the solution when compared to other similar bullying prevention solutions, was positively assessed by the psychologists who tested it. Originality/value The game deals with strong social features, such as number of friends and invitations to social events (e.g. a birthday party), to which young people give much importance. Additionally, it offers a variability of scenarios and consequences of actions, taking into account the user’s performance in the game. The main factors that makes the presented solution stand out in comparison with other similar bullying prevention solutions are mainly the following: It includes a back office application to assist therapists with data management features; the role of the player in the game can be chosen according to his own profile; it is possible to play even outside a therapy session (e.g. at home); and it is a portable solution.

Peer bullying in youth sports presents significant challenges to athletes' psychological well-being and overall performance. Addressing this issue requires a systematic understanding of how coaches implement strategies to prevent bullying and create a positive team culture. This study employs Q methodology, integrating both qualitative and quantitative analyses to explore coaches' perspectives on bullying prevention. Data were collected from 30 coaches working with athletes aged 6-14 using snowball sampling. Principal component analysis and Z-score calculations were applied to identify key viewpoints, while qualitative interviews provided additional depth to the findings. The analysis revealed five key themes in bullying prevention strategies: education and awareness, disciplinary measures, team cohesion, leadership development, and active monitoring with positive reinforcement. Coaches emphasize training programs to instill respect, sportsmanship, and sensitivity, while implementing behavioral boundaries to reinforce team norms. Parental involvement and fostering positive peer relationships contribute to team cohesion, whereas empowering athletes as leaders strengthens accountability. Finally, rewarding constructive behavior through active monitoring helps mitigate bullying incidents. This study provides valuable insights into how coaches address peer bullying in youth sports. By identifying and categorizing diverse intervention strategies, it contributes to broader discussions on athlete protection and well-being. Future research should evaluate the long-term effectiveness of these approaches across various age groups, genders, and sports disciplines to establish comprehensive anti-bullying frameworks.

By having a positive character, a person will feel his presence in the family, work, and community environment. Students who are the next generation of the nation are formed through the learning process from their families and the surrounding environment, including schools and educators with all their facilities. As educators, teachers are individuals who are sued and imitated, and they play an essential role in building the positive character of students. Child-friendly schools are the government's efforts to support the overall development of children to facilitate the achievement of educational goals and emphasize the importance of a conducive and supportive learning environment to build students' character values so that they have a positive character because they have a positive character is an advantage that is reflected in good nature and attitude, the ability to interact well with anyone, having strong morals, empathy, honesty, kindness, discipline, optimism, resilience, and good self-control. In supporting the government's efforts to create child-friendly schools, the Medan Catholic Education Council-Keusukan Agung has equipped teachers at the kindergarten, elementary, and junior high school levels, participated in child-friendly school seminars, with the theme "building a generation with the positive character through teachers with character", so that teachers realize that they must have a positive character. They can build their students with positive character Because a person's character will be formed through the learning process throughout his life, including in the school environment.

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

This research is titled Implementation of child friendly schools in realizing school culture in SDN Geger Tegalrejo which aims to find out whether the school has implemented child friendly schools in whole or in part and to find out the school culture which is the result of the implementation of child friendly schools. The method used in this research is descriptive qualitative which will describe how the implementation of child friendly schools in SDN Geger Tegalrejo. Data collection techniques through observation, documentation, interviews and questionnaires. Data analysis method uses descriptive method. The implementation of child friendly schools in SDN Geger Tegalrejo is in accordance with the indicators of child friendly schools and refers to the classification standards of child friendly schools that have been declared by the ministry of education and culture based on the facts contained in the field. even though SDN Geger Tegalrejo has not implemented the child friendly school as a whole, it has carried out most of the child friendly school implementation for its students. Some of the school culture in SDN Geger Tegalrejo has reflected the culture of a child-friendly school, to support and realize child friendly schools.

To promote Child-Friendly Schools through the Independent Curriculum in Magelang Regency, this research reveals several challenges and opportunities. The study used a sequential mixed methods approach to surveying 47 teachers and 100 students, in-depth interviews with 20 school principals and 20 key informants, and participant observation in 10 schools. The findings show that implementing a child-friendly school is still early, facing various obstacles such as limited understanding of teachers and school staff about the concept of a child-friendly school, limited resources, and a school culture that still needs to be fully supportive. Nonetheless, the Merdeka Curriculum offers significant opportunities to strengthen child-friendly schools by emphasizing child-centred learning, collaboration, and character development. Integrating child-friendly school principles into the Independent Curriculum and developing the capacity of teachers and school staff are crucial steps needed to create genuinely child-friendly schools. This research provides important insights for education stakeholders to improve and holistically increase the holistic implementation of child-friendly schools in Magelang Regency.

This article aims to describe and explain the management of child-friendly schools which is a real implementation of ukhuwah wathoniyah in several schools assisted by the Branch Board of Ma'arif Nahdlatul Ulama Education Institution Sidoarjo, namely: MI NU KH Mukmin, MI NU Pucang, and MI Darun Najah Sukodono, Madrasah Tsanawiyah NU Sidoarjo, and Taruna Tarik Vocational High School. This management process includes planning, organizing, implementing, monitoring, and the role of various parties such as principals, teachers, parents, and external parties in supporting child-friendly school programs. In planning, indicators of child-friendly school implementation are created by the eight national education standards. This research uses a descriptive qualitative approach by collecting data through observation, interviews, and documentation. The results reflect the school's seriousness in implementing the concept of child-friendly schools as an integral part of ukhuwah wathoniyah. The program not only involves the internal school but also involves active participation from parents and external parties. Thus, child-friendly school management in schools assisted by the Branch Manager of the Ma'arif Nahdlatul Ulama Educational Institution in Sidoarjo can be considered an inspiring model and has a positive impact on the education of children in the neighborhood.

Introduction Bullying is a common occurrence in the school environment. Cases of bullying are still a culture, especially bullying by seniors against their juniors, therefore parents need to be more active in getting information about the dangers of bullying or bullying in today's .al world. Another consequence of bullying behavior is that it can lead someone to commit suicide. Methods: The design is a quasi-experimental, non-randomized, pretest-posttest, one-group design. The intervention was conducted to determine the effect of interpersonal communication with persuasive techniques on parents about the prevention of bullying in children at TK Aisyiyah Baitul Athfal PCA Bangsalsari Kabupaten Jember. The number of parents involved in the community service was 33 parents. The assessment used an IEQ (Intelligence Emotional Quotient) questionnaire sheet to determine the prevention of bullying behavior. The assessment was conducted twice before and after the intervention (non-randomized pretest-posttest one-group design). The intervention was conducted for 4 sessions in TK Aisyiyah Baitul Athfal PCA Bangsalsari Kabupaten Jember. The results of the analysis, which employed the Wilcoxon test with a significance level of α < 0.05, yielded a p-value of 0.016. This indicates a significant difference between the pre- and post-intervention measurements. The intervention, which employed a communication technique known as "communication-based persuasion" , focused on the prevention of bullying in the context of a learning environment at the TK Aisyiyah Baitul Athfal PCA Bangsalsari. Kabupateng Jember The present study aims to examine the role of interpersonal communication in the context of .al persuasive techniques, with a focus on bullying prevention strategies targeting children..

Digital literacy is the skill which highly important to effectively use digital technology and to survive in the digital-rich environment. The study examines two in-service teachers’ epistemic beliefs about the integration of digital literacy in the English Foreign Language classroom. The participants of the study are two English teachers in senior high school in Indonesia. The case study research design was used in the study, and qualitative content analysis was used to analyze the data obtained from the participants. The finding of the study revealed that digital literacy was perceived as a basic skill for learning with digital technology, a skill for collaboration and communication, a skill for evaluating information, and skill for reproduction. The study provided more insight to enhance the understanding of in-service teachers’ belief about the integration of digital literacy.