PERAN BUDAYA SEKOLAH POSITIF DALAM MENCEGAH PERUNDUNGAN DI LINGKUNGAN PENDIDIKAN : SCOPING REVIEW
DOI:
https://doi.org/10.51878/paedagogy.v6i1.8339Keywords:
Bullying, Pencegahan Perundungan, Budaya Sekolah Positif, Lingkungan Pendidikan, Intervensi SekolahAbstract
Bullying is a serious problem in educational settings that significantly affects adolescents’ psychological, social, and academic well-being. A preventive approach based on positive school culture is considered more sustainable than reactive interventions that focus solely on case handling. This study aims to map forms of interventions and bullying prevention strategies grounded in positive school culture and to identify factors that support their effectiveness. This study employed a scoping review approach following the PRISMA-ScR guidelines and the PCC (Population, Concept, Context) framework. A literature search was conducted across several scientific databases for articles published between 2020 and 2025 in Indonesian and English. After identification, screening, and full-text review processes, 16 articles met the inclusion criteria and were analysed using a descriptive-thematic approach. The synthesis findings indicate that a positive school culture emphasizing changes in social norms toward aggressive behaviour, strengthening empathy and social responsibility values, active teacher involvement as mediators, consistent anti-bullying policies, and collaboration between schools and parents contributes to reducing bullying prevalence. School-based programs such as KiVa and the Olweus Bullying Prevention Program have proven more effective when implemented comprehensively, supported by teacher training, and accompanied by systematic school supervision. It can be concluded that establishing a positive school culture through the internalization of prosocial values, reinforcement of school policies, enhancement of teacher competence, and transformation of collective student norms represents a systemic and sustainable preventive approach to reducing bullying and fostering a safe and healthy educational environment for all students.
ABSTRAK
Perundungan (bullying) merupakan permasalahan serius di lingkungan pendidikan yang berdampak signifikan terhadap kesejahteraan psikologis, sosial, dan akademik remaja. Pendekatan preventif berbasis budaya sekolah positif dipandang lebih berkelanjutan dibanding intervensi reaktif yang hanya berfokus pada penanganan kasus. Penelitian ini bertujuan untuk memetakan bentuk intervensi dan strategi pencegahan perundungan berbasis budaya sekolah positif serta mengidentifikasi faktor-faktor yang mendukung efektivitasnya. Penelitian ini menggunakan pendekatan scoping review dengan pedoman PRISMA-ScR dan kerangka PCC (Population, Concept, Context). Pencarian literatur dilakukan pada beberapa basis data ilmiah untuk artikel yang diterbitkan pada tahun 2020–2025 dalam bahasa Indonesia dan Inggris. Setelah melalui tahap identifikasi, penyaringan, dan telaah teks penuh, diperoleh 16 artikel yang memenuhi kriteria inklusi dan dianalisis secara deskriptif-tematik. Hasil sintesis menunjukkan bahwa budaya sekolah positif yang menekankan perubahan norma sosial terhadap perilaku agresif, penguatan nilai empati dan tanggung jawab sosial, keterlibatan aktif guru sebagai mediator, kebijakan anti-perundungan yang konsisten, serta kolaborasi antara sekolah dan orang tua berkontribusi dalam menurunkan prevalensi perundungan. Program berbasis sekolah seperti KiVa dan Olweus terbukti lebih efektif ketika diimplementasikan secara menyeluruh, didukung pelatihan guru, dan disertai pengawasan lingkungan sekolah yang sistematis. Dapat disimpulkan bahwa pembentukan budaya sekolah positif melalui internalisasi nilai prososial, penguatan kebijakan sekolah, peningkatan kompetensi guru, dan perubahan norma kolektif siswa merupakan pendekatan preventif yang sistemik dan berkelanjutan dalam mencegah perundungan serta membangun iklim pendidikan yang aman dan sehat bagi seluruh peserta didik.
Downloads
References
Arseneault, L., Bowes, L., & Shakoor, S. (2009). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40(5), 717–726. https://doi.org/10.1017/S0033291709991801
Bauman, S., Rigby, K., & Hoppa, K. (2008). US teachers' and school counsellors' strategies for handling school bullying incidents. Journal of Adolescence, 31(6), 837–856. https://doi.org/10.1080/01443410802379085
Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191–202. https://doi.org/10.1016/j.tate.2015.07.004
De la HozC. (2019). Mediación escolar: un proceso de resolución de conflictos y prevención de bullying en centros educativos [School mediation: a conflict resolution process and bullying prevention in educational centers]. Revista Familia57, 177–186. https://dialnet.unirioja.es/servlet/articulo?codigo=7081088
Equinea, Aulia Mycena Nova and , Setia Asyanti, S.Psi., M.Si., Psikolog (2023) Pengaruh Empati Dan Kontrol Diri Terhadap Kecenderungan Perilaku Perundungan. Skripsi thesis, Universitas Muhammadiyah Surakarta. https://eprints.ums.ac.id/118640/
Erskine, H. E., Maravilla, J. C., Fine, S. L., & Ramaiya, A. (2022). Bullying victimisation and perpetration and the association with mental disorders among adolescents in Kenya, Indonesia, and Vietnam: Findings from the National Adolescent Mental Health Surveys. BMC Public Health, 22(1), 1845. https://doi.org/10.1186/s12889-022-01845-6
Farrell, A.D., Thompson, E.L. & Mehari, K.R. Dimensions of Peer Influences and Their Relationship to Adolescents’ Aggression, Other Problem Behaviors and Prosocial Behavior. J Youth Adolescence 46, 1351–1369 (2017). https://doi.org/10.1007/s10964-016-0601-4
Fauzi, F. A., Zulkefli, N. A. M., & Baharom, A. (2022). Aggressive behavior in adolescents: The importance of biopsychosocial predictors among secondary school students. Asian Journal of Psychiatry, 72, 103095. https://doi.org/10.1016/j.ajp.2022.103095
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Aggression and Violent Behavior, 56, 101515. https://doi.org/10.1016/j.avb.2021.101515
González Domínguez, I. (2015). La mediación en casos de bullying escolar (Tesis de grado, Universidad de Valladolid). http://uvadoc.uva.es/handle/10324/14435
Halliday, S., Gregory, T., Taylor, A., Digenis, C., & Turnbull, D. (2021). The impact of bullying victimization in early adolescence on subsequent psychosocial and academic outcomes across the adolescent period: A systematic review.Adolescent Research Review, 6(1), 75–91. https://doi.org/10.1007/s40894-020-00143-8
Hensums, M., Brummelman, E., Larsen, H., van den Bos, W., & Overbeek, G. (2023). Social goals and gains of adolescent bullying and aggression: A meta-analysis. Aggressive Behavior, 49(1), 45–63. https://doi.org/10.1002/ab.22125
Hazelden Foundation. (2007). Olweus bullying prevention program. Recuperado de http://www.stgilesschool.org/wp-content/uploads/2015/03/Olweus-Parent-Pamphlet-in-Spanish.pdf
Herkama, S., Kontio, M., Sainio, M., Turunen, T., Poskiparta, E., & Salmivalli, C. (2022). Facilitators and barriers to the sustainability of a school-based bullying prevention program. Prevention Science, 23(6), 954–968. https://doi.org/10.1007/s11121-022-01368-2
Hysing, M., Askeland, K. G., & Sivertsen, B. (2019). Bullying involvement in adolescence: Implications for sleep, mental health, and academic outcomes. Journal of Youth and Adolescence, 36(17-18), 1901–1910. https://doi.org/10.1177/0886260519853409
Källmén, H., & Hallgren, M. (2021). Bullying victimization and mental health problems in adolescents. Child and Adolescent Psychiatry and Mental Health, 15, 74. https://doi.org/10.1186/s13034-021-00425-y
Kamilla, R. S. (2025). Dampak bullying terhadap gangguan kesehatan mental siswa. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 3(4), Artikel 662. https://doi.org/10.31004/jerkin.v3i4.662
KiVa Antibullying Program. (2007). Say no to bullying with KiVa! Available at https://espanaes.kivaprogram.net/
Kompas.com. (2024, Januari 31). Kasus perundungan di SMA Internasional Jakarta Selatan: KPAI menyoroti perlunya penanganan bersama. Kompas.com. https://megapolitan.kompas.com/read/2024/01/31/13570101/kpai-menilai-penanganan-bullying-perlu-kerja-sama-sekolah-dan-lembaga
Leleang, A. I. T., Dewi, E. M. P., & Hamid, A. N. (2021). Hubungan empati dengan kecenderungan perilaku perundungan pada siswa sekolah menengah atas di Kota Makassar. Pinisi Journal of Art, Humanity and Social Studies, 1(6), 112–118. https://ojs.unm.ac.id/PJAHSS/article/viewFile/32120/14844
Li, T., Chen, B., Li, Q. et al. Association between bullying victimization and post-traumatic stress disorders among Chinese adolescents: a multiple mediation model. BMC Psychiatry 23, 758 (2023). https://doi.org/10.1186/s12888-023-05212-x
Man, X., Liu, J., & Xue, Z. (2023). Effects of bullying forms on adolescent mental health and protective factors: A global cross-regional research based on 65 countries. Child and Adolescent Psychiatry and Mental Health, 17(2), 45–59. https://doi.org/10.1186/s13034-023-00512-9
Martín. G. (2008). La Mediación como Herramienta de Prevención de la Violencia Escolar [Mediation as a Tool for the Prevention of School Violence]. Revista de Mediación1, 26–31. https://repositorio.comillas.edu/rest/bitstreams/269766/retrieve
Permata, J. T., & Nasution, F. Z. (2023). Perilaku bullying terhadap teman sebaya pada remaja. Jurnal Psikologi Pendidikan dan Perkembangan, 12(3), 211–222. https://doi.org/10.21009/jppp.123.211
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Purnomo, Muh. (2025) Rekonstruksi Regulasi Perlindungan Hukum Profesi Tenaga Kesehatan Di Rumah Sakit Swasta Di Indonesia Berbasis Nilai Keadilan Pancasila. Doctoral thesis, Universitas Islam Sultan Agung Semarang. https://repository.unissula.ac.id/41903/
Rahman, F., Ichsan, M., Moulana, M. R., & Zulfadli. (2025). Dampak bullying terhadap psikologi, fisik, dan sosial pada siswa sekolah dasar. Advances in Education Journal, 1(6). https://journal.al-afif.org/index.php/aej/article/view/104
Rigby, K. (2003). Consequences of bullying in schools. Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904
Riese. J., & Urbanski. J. (2018). Programa Olweus para Prevenir el Acoso Escolar. Biblioteca Jurídica Virtual de la Universidad Nacional Autónoma de México. Available at https://archivos.juridicas.unam.mx/www/bjv/libros/12/5612/5.pdf
Romera, E. M., Ortega-Ruiz, R., Runions, K., & Camacho, A. (2022). Bullying perpetration, moral disengagement and need for popularity: Examining reciprocal associations in adolescence. Journal of Youth and Adolescence, 51(9), 1772–1784. https://doi.org/10.1007/s10964-022-01654-8
Sainz, V., & Martín-Moya, B. (2022). The importance of prevention programs to reduce bullying: A comparative study. International Journal of Educational Development, 95, 102634. https://doi.org/10.1016/ijedudev.2022.102634
Salmivalli, C., Laninga-Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Child Development Perspectives, 15(4), 260–267. https://doi.org/10.1111/cdep.12406
Shiba, D., & Mokwena, K. E. (2022). The profile of bullying perpetrators and victims and associated factors among high school learners in Tshwane District, South Africa. International Journal of Environmental Research and Public Health, 19(3), 1752. https://doi.org/10.3390/ijerph19031752
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K., Colquhoun, H., Kastner, M., Levac, D., Ng, C., Pearson Sharpe, J., Wilson, K., Kenny, M., Warren, R., Wilson, C., Stelfox, H. T., & Straus, S. E. (2016). A scoping review on the conduct and reporting of scoping reviews. BMC Medical Research Methodology, 16, 15. https://doi.org/10.1186/s12874-016-0116-4
van Aalst, D. A. E., Huit[sing, G., & Veenstra, R. (2023). A systematic review on primary school teachers’ characteristics and behaviors in identifying, preventing, and reducing bullying. Journal of School Psychology Research, 48(2), 112–128. https://doi.org/10.1016/jspr.2023.04.015
Volk, A. A., Camilleri, J. A., Dane, A. V., & Marini, Z. A. (2012). Is adolescent bullying an evolutionary adaptation? Aggressive Behavior, 38(3), 222–238. https://doi.org/10.1002/ab.21418
Wiertsema, M., Vrijen, C., van der Ploeg, R., Sentse, M., & Kretschmer, T. (2022). Bullying perpetration and social status in the peer group. Social Development, 31(4), 1076–1094. https://doi.org/10.1111/sode.12564
Yoon, J., Sulkowski, M. L., & Bauman, S. A. (2014). Teachers’ responses to bullying incidents: Effects of teacher characteristics and contexts. Journal of School Violence, 15(1), 91–113. https://doi.org/10.1080/15388220.2014.963592
Zaneva, M., Minnick, E., Nahar, V., Ginting, V., & Aryani, F. (2023). Social norms predict bullying: Evidence from an anti-bullying intervention trial in Indonesia. Frontiers in Psychology, 14, 1125–1138. https://doi.org/10.3389/fpsyg.2023.01125
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Justin Samuel Hutabarat, Stephen Stephen, Elbert Tan, Nathanael Darrel Frans, Frisia Mafaza, Jap Tji Beng
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
