Optimalisasi Program Anti Bullying Terhadap Iklim Belajar Inklusif Di SDIT At-Taqwa Surabaya

Hitta  Alfi Muhimmah; Wahyu Sukartiningsih; Vicky Dwi Wicaksono; Syariffanor binti Hisman; Nurhayati Mawaddah

doi:10.26740/eds.v9n1.p66-80

Authors

Hitta Alfi Muhimmah Department of Elementary School Teacher Education, Faculty of Education, Universitas Negeri Surabaya
Wahyu Sukartiningsih Department of Multimedia Technology, Universiti Teknikal Malaysia Melaka
Vicky Dwi Wicaksono Department of Elementary School Teacher Education, Faculty of Education, Universitas Negeri Surabaya
Syariffanor binti Hisman Department of Multimedia Technology, Universiti Teknikal Malaysia Melaka
Nurhayati Mawaddah Department of Elementary School Teacher Education, Faculty of Education, Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/eds.v9n1.p66-80

Keywords:

Anti-Bullying, nclusive Learning, Islamic Elementary School

Abstract

This study aims to examine the implementation of the anti-bullying program at the Integrated Islamic Elementary School (SDIT) At-Taqwa Surabaya in creating an inclusive learning atmosphere. This research employed a descriptive qualitative method with a case study design, using data collection techniques such as in-depth interviews, field observations, and document analysis. The findings show that a combination of preventive, collaborative, and supportive strategies is effective in building a safe, inclusive school environment and fostering students' holistic character development. This effectiveness is supported by systematic approaches such as daily pledges, early-year assessments, a house system, and the integration of religious values into the learning process, which help establish a positive school culture and strengthen peer relationships. Mandatory extracurricular programs and active parental involvement through parenting activities and the E-Bukpeng application further enhance bullying prevention efforts. Bullying cases are addressed in stages using a restorative approach, supported by sharing sessions and home visits to aid students' emotional recovery. The study concludes that optimizing anti-bullying programs based on religious values and family participation has proven effective in fostering a more positive and inclusive learning climate in Islamic elementary schools.

References

Alwi, S., Iqbal, M., & Manas, N. H. N. (2023). Preventing Bullying in Integrated Islamic Boarding Schools of Lhokseumawe City: A Strategic Management Approach. Idarah (Jurnal Pendidikan dan Kependidikan), 7(1), 17–34. https://doi.org/10.47766/idarah.v7i1.138

Arifin, Z., & Humaedah, H. (2021). Application of Theory Operant Conditioning BF Skinner’s in PAI Learning: Penerapan Teori Operant Conditioning BF Skinner Dalam Pembelajaran PAI. Journal of Contemporary Islamic Education, 1(2), 101–110.

Elyunusi, M. J., Rusijono, R., & Izzati, U. A. (2022). Character Education of Students in Pondok Modern Darussalam (PMD) Gontor in Thomas Lickona Theory Perspective. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 4(2). https://doi.org/10.37680/scaffolding.v4i2.1622

Febriyanti, D., & Giantara, F. (2025). Integrasi Nilai-Nilai Pendidikan Agama Islam dalam Pencapaian Tujuan Pembangunan Berkelanjutan (SDGs) dengan Pendekatan Multidisiplin. Proceedings Diniyyah Pekanbaru, 1(1), 53–61.

Gordon, T. (2010). Teacher effectiveness training: The program proven to help teachers bring out the best in students of all ages. Crown Archetype.

Hirose, M., & Creswell, J. W. (2023). Applying core quality criteria of mixed methods research to an empirical study. Journal of Mixed Methods Research, 17(1), 12–28.

Joseph, H. L., & Kuperminc, G. P. (2020). Bridging the siloed fields to address shared risk for violence: building an integrated intervention model to prevent bullying and teen dating violence. Aggression and violent behavior, 55, 101506.

Long, S. (2023). Enhancing Student Engagement in Online Learning Through Strategy Gradient Reinforcement Learning. International Conference on Educational Technology and Administration, 288–298.

Lubis, B. K. B., & Dafit, F. (2024). Peran guru dalam mewujudkan lingkungan sekolah zero bullying terhadap kesehatan mental siswa sekolah dasar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(1), 620–629.

Mahendika, D., & Sijabat, S. G. (2023). Pengaruh Dukungan Sosial, Strategi Coping, Resiliensi, dan Harga Diri Terhadap Kesejahteraan Psikologis Siswa SMA di Kota Sukabumi. Jurnal Psikologi dan Konseling West Science, 1(02), 76–89. https://doi.org/10.58812/jpkws.v1i02.261

Pearce, N., Monks, H., Alderman, N., Hearn, L., Burns, S., Runions, K., Francis, J., & Cross, D. (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.

Putri, K. H., Mubaraq, Z., & Yaqin, M. Z. N. (2025). Problematika Verbal Bullying di Sekolah Dasar (Studi Kasus Sekolah Dasar Islam Terpadu Al-Huda Pulau Bawean). Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 9(2), 907–919.

Rogers, C. R. (1995). A way of being. Houghton Mifflin Harcourt.

Saenen, L., Hermans, K., Do Nascimento Rocha, M., Struyven, K., & Emmers, E. (2024). Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model. Humanities and Social Sciences Communications, 11(1), 1–12.

Søndergaard, M., Takita, F., & Van Rompay-Bartels, I. (2023). International students’ perceptions towards their learning experience in an international network seminar in Japan: During and post the COVID-19 pandemic. Sustainability, 15(11), 8641.

Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2022). Social and emotional learning in primary schools: A review of the current state of evidence. British Journal of Educational Psychology, 92(3), 898–924. https://doi.org/10.1111/bjep.12480

Zhong, B., Yan, J., Sun, H., Chen, H., Tao, B., Jiang, Y., Chen, H., Lu, T., & Ding, Z. (2024). Relationship between personality portraits of university students and interpersonal conflict resolution strategies: a latent profile analysis. Scientific Reports, 14(1), 31967.