IDENTIFICATION OF ANTI-BULLYING SAFE SCHOOL NEEDS Triana Rejekiningsih, Sri Sumaryati, Yudi Ariana
Sebelas Maret University
Abstract
Education in Indonesia is currently facing challenges due to the rise in cases of violence in schools, one of which is bullying. In fact, as a country that supports sustainable development or Sustainable Development Goals (SDGs), one of the pillars of which is quality education, Indonesia should be able to guarantee the quality of education by providing a conducive, safe and comfortable educational environment (school climate). To realize quality education, schools must guarantee the fulfillment of children^s rights to a school environment that is safe from violence, especially bullying behavior. The high level of bullying causes relations between school members to become bad, and there is even repeated bullying. It is very important that every school begins to formulate the need to carry out anti-hulling movements by all school members. This research was conducted using a qualitative descriptive approach, because it attempted to explore data on the need to create a safe school environment anti-bullying. The research was conducted at 10 junior high schools in Surakarta City which were divided into 5 sub-district areas in Surakarta City. Data collection was carried out by interviews with PPKn and Guidance Counseling (BK) teachers during Focus Group Discussion activities. After the data is collected, an interactive analysis is carried out, then the validity of the data is checked by triangulating the data, so that the data is truly valid and finally conclusions can be drawn. Research conclusions regarding the need to create safe, anti-bullying schools include: (1) Schools implement the principles of children^s rights, especially opportunities to develop children^s potential according to their talents and interests. (2) The school has a program that supports the development of student potential. (3) Establishing harmonious social relations between school members and especially parents. (4) The school has a policy of preventing violence in the school environment including bullying, disseminating knowledge about violence in schools including bullying, and has a TPPK task force (Preventive Actions for Handling Violence/bullying). (5) Integrating violence prevention in PPKn learning and counseling guidance. (6) The school identifies potential insecurity and prepares an assessment and evaluation of the dangers that cause school insecurity. (7) Schools also identify potential insecurities by providing risk assessment and evaluation tools for the dangers of violence that may occur.
