IMPLEMENTASI PEMBELAJARAN SOSIAL-EMOSIONAL UNTUK MENCEGAH DAN MENGURANGI PERILAKU BULLYING DI SEKOLAH DASAR NEGERI NUNHILA
DOI:
https://doi.org/10.51878/elementary.v5i3.6486Keywords:
pembelajaran sosial-emosional, bullying, interaksi sosial, pendidikan dasarAbstract
Bullying behavior in elementary schools is a serious issue that negatively affects students' social and academic development. This study aims to analyze the implementation of Social-Emotional Learning (SEL) in preventing and reducing bullying, as well as to evaluate its effectiveness in addressing the negative impacts of bullying on students' learning outcomes and social interactions at Nunhila State Elementary School. A descriptive qualitative approach was employed, with data collected through participatory observation, in-depth interviews, and documentation. The results revealed that SEL has been implemented by teachers through strategies such as group discussions, self-reflection, and empathy training, although their conceptual understanding of SEL remains limited. SEL implementation contributes to character development, fostering empathy, and improving students’ ability to resolve conflicts peacefully. Furthermore, students began to exhibit healthier social interactions and a reduction in aggressive behavior. However, the implementation still faces challenges, including limited teacher training, lack of structured resources, and the absence of official teaching modules. The study concludes that SEL is an effective approach to creating a safe, inclusive, and character-driven school environment and offers a sustainable solution for bullying prevention in elementary education.
ABSTRAK
Perilaku bullying di sekolah dasar menjadi permasalahan serius yang berdampak negatif terhadap perkembangan sosial dan akademik siswa. Penelitian ini bertujuan untuk menganalisis implementasi Pembelajaran Sosial-Emosional (PSE) dalam upaya mencegah dan mengurangi perilaku bullying, serta mengevaluasi efektivitasnya dalam mengatasi dampak negatif bullying terhadap hasil belajar dan interaksi sosial siswa di SD Negeri Nunhila. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa PSE telah diimplementasikan oleh guru melalui strategi diskusi kelompok, refleksi diri, dan latihan empati, meskipun belum dilandasi oleh pemahaman konseptual yang kuat. Penerapan PSE terbukti berkontribusi dalam membentuk karakter siswa, menumbuhkan empati, serta meningkatkan kemampuan dalam menyelesaikan konflik secara damai. Selain itu, siswa mulai menunjukkan interaksi sosial yang lebih sehat dan penurunan kecenderungan perilaku agresif. Namun, implementasi PSE masih menghadapi tantangan, seperti minimnya pelatihan guru, keterbatasan sumber daya, dan belum tersedianya modul ajar terstruktur. Penelitian ini menyimpulkan bahwa PSE merupakan pendekatan yang efektif untuk menciptakan lingkungan sekolah yang aman, inklusif, dan mendukung pengembangan karakter siswa secara holistik, serta dapat dijadikan sebagai solusi berkelanjutan dalam pencegahan bullying di sekolah dasar.
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