Peran Mahasiswa KKN dalam Edukasi Anti Bullying

The phenomenon of bullying in elementary schools remains a serious issue that significantly affects students’ psychological, social, and academic development. This study aims to enhance students awareness of the impacts of bullying through a Community Service Program (Kuliah Kerja Nyata) conducted at SDN 19 Padang Cermin, Durian Village, Pesawaran Regency. A descriptive qualitative approach was employed, utilizing observation, interviews, and documentation to obtain an in-depth understanding of students’ behavioral and attitudinal changes following the program. The findings reveal that the KKN-based socialization effectively increased students’ comprehension of bullying forms and consequences, fostered social empathy, and promoted respectful interactions within the school environment. Students demonstrated high levels of enthusiasm, particularly during discussion and empathy simulation sessions, indicating that participatory methods are effective in cultivating moral values and positive character development from an early age. Moreover, this program reinforced collaboration among university students, teachers, and the local community in creating a safe, inclusive, and violence-free learning environment.

Bullying in elementary schools is a social problem that negatively impacts children’s psychological, social, and academic development. This study aims to examine the various forms of bullying occurring in elementary school settings, the underlying causes, and effective, sustainable prevention strategies. The research employs a qualitative descriptive approach, collecting data through observation, interviews, and document analysis. Findings reveal that bullying in elementary schools includes physical, verbal, social, and cyberbullying forms, which often go undetected due to underreporting. Contributing factors involve family environment, parenting styles, school supervision, and weak character education. Effective bullying prevention requires a comprehensive approach involving character education based on empathy and tolerance, teacher training, parental involvement, and firm yet educative anti-bullying policies. In conclusion, collaboration among all stakeholders in creating a safe and inclusive school environment is crucial to reducing bullying behaviors and supporting children’s optimal development.

This research is motivated by the widespread bullying that occurs in elementary schools. This does not only happen to students but also to teaching staff. Based on surveys and observation results, bullying occurs more often among students. This research was conducted to analyze the role of teachers in preventing and overcoming bullying that occurs in elementary schools from various factors that trigger bullying. The method used in this research is a qualitative method with a case study approach. Participants in this research were teachers from one of the elementary schools in Tanjungpandan, Belitung. This research concludes that the role of teachers in preventing and overcoming bullying in elementary schools is very important. Creating a safe and comfortable school environment, providing outreach regarding bullying at school, working together with parents so that they can provide the best for students while at school and at home. Recommendations for previous researchers can expand research locations where bullying is still widespread in schools so that they can provide improvements for preventing bullying in elementary schools.

Bullying in elementary schools is a serious problem that impacts the physical, emotional, and social well-being of students. This community service activity aims to prevent bullying through the implementation of the Pancasila Student Profile Strengthening Project at SDN 4 Awirarangan with the theme Build Your Soul and Body: Together Create a Comfort Zone, Free from Bullying. The program is designed using the Merdeka flow approach which involves a series of reflective, educational, collaborative, and real action activities such as filling out reflective questionnaires, discussions with resource persons, visual campaigns through posters, and anti-bullying declarations. The results of the activity showed active participation of students in recognizing their roles as perpetrators, victims, or witnesses of bullying as well as increasing awareness and empathy for the importance of creating a safe and inclusive learning environment. This school-based approach has proven effective in building an anti-bullying culture from an early age, as well as strengthening students' commitment as agents of social change in the school environment.

The article discusses various aspects of the study of traumas (bullying) in elementary school. The article uses the materials of individual consultations with parents, children, and teachers. An analysis of the causes of bullying in elementary school is given, and ways to solve this problem are suggested by a psychologist.

The phenomenon of bullying in elementary schools is an important issue that affects students' psychological and social development. This study aims to identify the forms of bullying in elementary schools and explore the role of character education in reducing bullying behaviour. This research uses a qualitative approach with a case study method. Data were collected through in-depth interviews and participatory observation involving six informants, namely three teachers, two students and one parent. The results showed that bullying that occurs in elementary schools is more often in the form of verbal and social bullying, with a significant impact on the victim's self-confidence and academic achievement. Character education that includes the values of empathy, tolerance and mutual respect is implemented in the school curriculum and extracurricular activities as a preventive effort. However, the implementation of character education is still faced with challenges, such as the mismatch between the values taught at school and the application at home. This study suggests that character education should be implemented consistently and involve cooperation between teachers, parents and the community to create a bullying-free environment.

Bullying in elementary schools has become an increasingly serious problem in recent years. Bullying behaviors, such as physical, verbal and psychological abuse, can have a significant negative impact on children's development. This study aims to identify the factors that cause bullying in elementary schools and evaluate effective prevention and treatment strategies. The research method used is library research, which is a research method by collecting data by understanding and studying theories from various literatures related to the research. The results showed that the factors causing bullying in elementary schools include: lack of supervision and intervention from the school, peer influence, and unfavorable family conditions. To overcome the problem of bullying, a comprehensive effort is needed that involves all elements of the school, family and community. Some recommended strategies are: increasing the capacity of teachers in handling bullying cases, developing anti-bullying programs that are integrated in the school curriculum, and empowering parents and communities to play an active role in preventing and dealing with bullying.

Bullying in elementary schools is a common issue that can negatively impact children's psychological, social, and academic development. Therefore, preventive efforts through socialization activities are necessary to raise awareness and understanding among students, teachers, and parents regarding bullying prevention. This community service was carried out at Seumantok Public Elementary School, West Aceh Regency, aiming to provide education on the effects of bullying and strategies for its prevention. The methods used included interactive presentations, group discussions, and bullying scenario simulations to provide participants with a comprehensive understanding. The results showed that this socialization successfully increased students' awareness of the importance of mutual respect and the adverse effects of bullying. Teachers were also trained to recognize signs of bullying and implement strategies to manage classroom conflicts. Additionally, parents were provided with guidance on creating a family environment that supports children's emotional development. Program evaluation through surveys indicated that 85% of participants felt more prepared to prevent and handle bullying cases. This community service concludes that an education-based approach, collaboration, and the involvement of all stakeholders effectively raise awareness and foster an anti-bullying culture in elementary schools. Similar programs are recommended to be implemented in other schools as part of efforts to create a safe and conducive learning environment.

Intention to intervene in weight-related bullying in elementary school: A qualitative study of the perspectives of teachers and school counselors

Previous research has shown a correlation between sports participation and bullying in schools. However, less attention has been paid to the factors influencing children's perpetrated bullying and victimized. Therefore, this study constructed a model of the role of influencing factors between sports participation, children's mental toughness, and school bullying to explore the link between sports participation and mental toughness on children's perpetrated bullying and victimized. A sample of 861 students was randomly selected from five elementary schools in Shandong Province, China. After excluding invalid questionnaires with missing answers or consistent responses, 712 questionnaires were collected. The Physical Activity Rating Scale (PARS-3) was selected to assess sports participation, the Mental Toughness Scale to evaluate mental resilience, and the Chinese-adapted version of the Oweis Bullying Questionnaire (OBQ), which was revised by Chinese scholar Zhang Xinwen, to measure bullying experiences. All participants completed maturation scales on sports participation, mental toughness, and school bullying. Data were analyzed in SPSS 24.0, SPSSprocess 4.1, and AMOS 27. The results of this study are as follows: (1) According to the correlation test results, since p < 0.05 or p < 0.01, there is a correlation between sports participation and psychological resilience, bullying and being bullied. There is a correlation between mental resilience and bullying, being bullied. There is a correlation between bullying and being bullied. (2) Mental toughness plays a mediating role in the influence of sports participation on the perpetrated bullying and in the influence of sports participation on victimized. (3) In the pathways of sports participation, mental toughness, and school bullying, it suggested that mental toughness played a partial mediating role in this pathway. For the pathways of sports participation, mental toughness, and children's exposure to bullying. The mental toughness played a full mediating role in this pathway. It is recommended that early intervention and support be given to promote children's physical mobility and increase their own levels of sports participation and mental toughness, thereby reducing the likelihood of children committing or experiencing bullying in schools and improving their physical and mental health.

This study examines the contradiction between the role of university students as role models in defending freedom of expression and the reality of Indonesia’s higher education system, which remains entrenched in hierarchical structures and a culture of conformity. Using a qualitative research method through literature review and descriptive analysis, this study reveals how Indonesian students face a dilemma: on one hand, they are expected to be agents of social change; on the other, they must operate within a system that restricts their freedom of expression. The findings indicate that this contradiction creates structural tensions that weaken the effectiveness of students as role models for freedom of expression. This study recommends the need for reforms toward a more democratic and participatory higher education system to support the role of students as agents of social change. Background: Historically, university students have played a crucial role as agents of social and political change in Indonesia. From the independence movement to the Reformasi era in 1998, students have consistently been at the forefront of advocating for various social issues, including the right to freedom of expression. This role has positioned them as role models within society in promoting democratic values and human rights. However, the current reality within Indonesian higher education institutions reveals a fundamental contradiction. The system, which still upholds hierarchical authority and emphasizes conformity, often restricts students’ space for expression. The top-down academic structure, strong seniority culture, and institutional control mechanisms create a paradoxical environment for students who are expected to be champions of freedom of expression. Objective: To examine the contradiction between the role of university students as role model s in advocating for freedom of expression and the hierarchical and conformist structure of Indonesia’s higher education system. Methods: This research employs a qualitative method by integrating a conceptual approach, a statute-based (legal) approach, and a case-based approach. Results: Normatively, students are positioned as agents of change and role models in upholding freedom of expression—in their thoughts, attitudes, and actions. However, in practice, Indonesia’s higher education system, dominated by hierarchical values and a culture of conformity, becomes a structural barrier that limits such freedom. This contradiction leads to a range of multidimensional impacts. Conclusion: The contradiction between the ideal role of students as role models of freedom of expression and the hierarchical nature of the higher education system has generated psychological, social, and intellectual consequences that hinder the development of their critical thinking. Therefore, structural and cultural reforms within university environments are essential to creating an inclusive, democratic, and dialogic academic space.

Bullying in elementary school is a serious problem that can negatively impact children's psychological and academic development. The main problem identified was the high rate of bullying in primary schools which negatively impacted students' emotional and academic well-being. The purpose of this educational seminar is to develop and implement anti-bullying strategies that involve the active participation of students and support from teachers, as well as to evaluate their effectiveness in creating a safe school environment. The method used involves designing a collaboration-based anti-bullying education program, training teachers and students, and implementing related activities. Data was collected through surveys, interviews, and observations to measure changes in bullying rates, student attitudes, and school climate. The results of the study showed that the implementation of collaborative strategies was effective in reducing the incidence of bullying and increasing students' awareness of positive behavior. In addition, there is an increase in student involvement in anti-bullying activities and stronger support from teachers. In conclusion, the collaborative strategy of the student-teacher alliance succeeded in creating a bullying-free zone at Sukaraja Elementary School. The program not only reduces bullying but also improves the overall school climate, demonstrating the importance of the involvement of all parties in bullying prevention efforts

Kuliah Kerja Nyata (KKN) or Community Service Program is a student engagement initiative designed to apply academic knowledge and skills in real-world contexts. The KKN program in Lampuyang Village, Teluk Sampit District, Central Kalimantan, conducted from July 15 to August 29, 2024, focused on converting coconut shell waste into charcoal briquettes. Lampuyang Village possesses significant potential in coconut plantation, but the waste from coconut, such as shells and husks, is often underutilized. This KKN aimed to provide a solution by training the village’s youth in making charcoal briquettes, thereby enhancing their skills and creating new, environmentally friendly business opportunities. Through a Participatory Action Research (PAR) approach, the program actively involved the community at every stage, from observation, planning, implementation, to evaluation. As a result, the program raised awareness about the economic potential of coconut waste, reduced environmental impacts from open burning, and encouraged the youth to engage in local economic development. This initiative is expected to offer long-term benefits to Lampuyang Village’s community and strengthen the role of students as agents of social change.

This service aims to increase the awareness and creativity of teachers and students regarding efforts to prevent bullying in elementary schools. The method for implementing this service used workshops and socialization in the form of FGD. This service partner was SD N 02 Nglebak, Karanganyar Regency. The data analysis technique was the stages of data reduction, data presentation, and conclusion or verification. The results of this service showed that there was an increase in awareness and creativity of teachers and students regarding the importance of preventing bullying in elementary schools. This service activity could be an effort to reduce bullying cases through knowledge about bullying prevention and teacher readiness to accompany students if bullying occurs.

Background: The purpose of this study was to reveal the negative impact of bullying and also appropriate strategies to prevent bullying in an elementary school. Method: This study was a descriptive qualitative. The study was conducted at 31 Public Elementary School (31PES), OKU, Battu Winangun Village, Lubuk Raja District, Ogan Komering Ulu Regency, South Sumatra Province, Indonesia. Result: The results showed that the majority of students were active from both affective and cognitive sides in learning with the Jigsaw learning model in preventing bullying. Therefore, it can be understood that in the learning process that is managed by the teacher to students, the teacher plays an important or crucial role. So that a conducive atmosphere needs to be formed by the teacher so that a good relationship with students will be formed. So they can carry out various learning activities effectively. Implications: Jigsaw learning model was effective in bullying prevention. Students can be more active in understanding learning in groups and individually. Novelty: This study revealed the effectiveness of learning by using the Jigsaw learning model as an effort to prevent bullying in elementary school.