INTRODUCTION
Bullying has
become an actual and phenomenal case in the last three years. Even the Indonesian Child Protection Commission (KPAI)
received at least 37,381 reports of bullying in the period 2011 to 2019. Of
these, 2,473 cases allegedly occurred in the world of education. The
same thing was also reported by Comparitech, at least in 2018 there were 82.8%
of bullying occurring in the education area. Based on the division, bullying is
categorized into three: a) physical, b) verbal, c) psychological (Siraj & Wiryosutomo, 2020).
Physical
bullying often occurs in the Special Region of Yogyakarta (DIY), known as
klitih. In Javanese, klitih is a vocabulary which means an activity of someone
who goes out of the house at night without a purpose. The meaning of klitih is
currently attributed as juvenile actions that are identical to violence at
night that is carried out on the street (Jatmiko, 2021). Records from the Criminal and Investigation Unit
of the Yogyakarta Big City Police, show that juvenile delinquency cases have
increased, including Klitih's behavior in Yogyakarta in the last two to three
years (Jatmiko, 2021).
The acts of
bullying carried out by teenagers have not reached the realm of law or what is
known as Children Against the Law (ABH). In 2018, until May 2018, KPAI recorded
that the case of Children Against the Law (ABH) had the highest complaint
rating. Of the 1885 complaints that came in, 504 of them (27% of the total
cases) were cases of children dealing with the law (Setyawan, 2017).
The acts of
bullying carried out by teenagers have not reached the realm of law or what is
known as Children Against the Law (ABH). In 2018, until May 2018, KPAI recorded
that the case of Children Against the Law (ABH) had the highest complaint
rating. Of the 1885 complaints that came in, 504 of them (27% of the total
cases) were cases of children dealing with the law (Setyawan, 2017). On the website of the Bappeda of the Province of
the Special Region of Yogyakarta carried out by teenagers, the details are as
follows:
Figure 1.
Bullying Data in the Special Region of Yogyakarta
Based on data
on the number of bullying in DIY, in 2018 there were 24% of bullying cases, in
2019 it was 74%, in 2020 it was recorded at 41%, in 2021 it was recorded at
79%, and in 2022 with 82% cases (DIY, 2022). Thus, the role of education
stakeholders, especially in the school environment, is urgently needed to
prevent bullying cases, especially Counseling Guidance.
Counseling
Guidance is responsible for providing them with an understanding of the
consequences and impacts of bullying behavior. In addition, teachers and other
stakeholders also have the same obligation to prevent bullying, because any
bullying behavior, regardless of its form, has a negative impact on the victim.
One of them inhibits children from actualizing themselves (Budiman & Asriyadi, 2021). In the context of neuroscience for victims of
bullying, there are changes in the nervous system such as changes in
neurochemical release, nerve structure, and changes in nerve activity (Pieter, 2013).
METHOD
This research
is qualitative research based on literature review. This research is
descriptive analysis, namely regular description of all concepts and then
providing understanding and explanation of the results that become the object
of description. Sugiyono stated that descriptive analysis method is research
that describes a phenomenon, event, symptom, using both quantitative data and
qualitative data Data collection techniques were taken from various
sources related to bullying and then supported by data from international
journal articles. The collected data can be selected in great detail based on
the subject. The data analysis technique is descriptive argumentation. After
reviewing the problem formulation, research objectives, and discussion, it
produces conclusions. The description of the subject serves as the basis for
the conclusion, which is supported by the recommendations and suggestions of
other practitioners.
RESULTS AND DISCUSSION
A.
Portrait of Bullying Behavior
Among Adolescents
During school, students
interact with each other starting from the elementary level and then
progressing to a higher level. During the learning process in the school
environment, the comfort and tranquility of students is absolute, especially
during high school or adolescence. This is the time when they are feeling
solidarity in a friendship, feeling love, exploring something new, and getting
to know who they are. Hurlock states that early adolescence lasts approximately
from thirteen years to sixteen years or seventeen years (Rita, 2008).
The character of teenagers
who tend to be unstable and sensitive encourages them to behave according to
their will without thinking about the risks that may occur. Teenagers often
follow trends and follow what their friends are doing. This is the part where
teenagers try to stand out as individuals and as members of a group. The
formation of youth groups in a community implies the existence of superior
individuals or groups and vice versa. Sometimes the superior group shows their
identity as a group or individually in unfavorable ways such as bullying, both
physically and verbally (Visty, 2021).
This bullying is part of
juvenile delinquency and it is known that this behavior most often occurs in
adolescence, this is because adolescence has a high egocentricity, therefore
psychologists state that bullying is behavior that is not only thought of by
the perpetrator, but the desire to hurt others (Masdin, 2013). There are many factors that
are believed to be the cause of bullying behavior among students. One of the
characteristics of bullying behavior is emotional immaturity, an impulsive need
to control others, and a lack of concern for others (Maryam & Fatmawati, 2018).
In the context of education
in schools, bullying is an aggressive behavior that is intentional, painful and
repeated by a person or group of students who have power over other students or
students who are weaker (Yandri et al., 2013). The Indonesian Child Protection Commission found that a student
was bullied in the school environment by (87.6%). Of this figure (87.6%),
(29.9%) bullying was carried out by teachers, (42.1%) by classmates, and
(28.0%) by other classmates (Putri et al., 2015). Bullying that occurs based on
these data is certainly concerning, in fact, schools which are places to gain
knowledge and shape character are actually a breeding ground for bullying
practices. This matter cannot be separated from the power gap between
victims and perpetrators and is followed by a pattern of reputation.
In general, bullying can be categorized into three, namely: a)
Physical, such as: slapping, hitting, tackling, taking things, pushing,
glaring, spitting b) verbal such as: making fun of, insinuating, yelling,
shouting, shouting harshly, calling with an inappropriate designation, showing
deficiencies or, c) psychological such as, looking full of threats,
humiliating, silencing, isolating, and so on (Siraj & Wiryosutomo, 2020). Social media (internet) is
also part of the cause of bullying behavior. Behavior is like prank messages,
whether by phone, email, or blogging. Children or teenagers who are usually new
to social media are less aware of signs of social media bullying (cyberbullying), and they are
not even aware of being the culprit. Usually actions begin with mutual comment (Farida, 2014).
B.
The Impact
of Bullying on the Victim
Any bullying behavior,
whatever its form, has a bad impact on the victim. The impact of bullying can
prevent children from actualizing themselves (Budiman & Asriyadi, 2021). For victims of bullying, it
has long-term and short-term impacts. The short-term impact experienced by the
victim usually results in a sense of psychological disturbance which includes
various disorders such as low psychological well-being. According to Priatna,
the direct impacts felt by victims are anxiety, depression, social withdrawal,
feeling lonely, can lead to suicide, decreased academic achievement, and the
use of illegal drugs and alcohol (Ety & Mulyani, 2020).
In addition to being directly
felt by the victim, the resulting impact also has a long tail. Long-term
bullying is usually the behavior of the victim himself, such as being alone as
if he feels he is living alone without friends. In addition, victims of
bullying become perpetrators of bullying. He wanted revenge for what had happened
to him. Based on the results of the study, some victims experienced depression,
low self-esteem and difficulties in interpersonal relationships in adulthood.
They are also more prone to suicidal thoughts, attempted suicide, and take
revenge (Sandri, 2015).
British researchers conducted
research on the effects of bullying up to 40 years after it happened. As a
result, several long-term impacts felt by victims, namely: a) The health
condition of victims of bullying who are now 50 years old, tend to be worse in
terms of mental and physical, b) Their cognitive function is lower than their peers who have never been victims of bullying,
c) Quality of life and life satisfaction levels of victims of bullying tend to
be lower than their peers who have never experienced bullying (Putri et al., 2015).
Another evidence of long-term
bullying is based on the results of a study on 1,420 children aged 9-16 years who had been victims of
bullying. Experts examine their mental state for 4-6 times over a period of
several years. As a result, children who have experienced bullying are more
likely to experience various anxiety disorders and panic
disorders. In addition, the trauma caused can also change the structure of the
brain later in life, and will affect the ability to make the right decisions (Putri et al., 2015).
C.
Bullying Prevention Method
with Religious Humanistic Approach
Some people view the main
point of the learning or education process as depending on the material
provided. Many claim that if the material provided is a lot, the educational
process will also be successful. At first glance, this simple argument can be
accepted, but in reality it is not as simple as the above argument. Learning
materials are complex, giving rise to various problems that must be solved
through good education management �(Maesaroh et al., 2021) as well as through Islamic
guidance. Good education management is needed to achieve learning goals or
education itself. The quality of learning in schools can be achieved maximally
through improving the quality of human resources. Teachers as educators have an
important role in shaping the character of students to prevent bullying. His
task is not only about transferring knowledge, but also carrying out the
mandate to form a good personality (Daulay, 2014)..
In the context of personal
education, the teacher plays more of a role as a director, motivator and
mentor. His job is to educate, set an example and role model for his students.
Hurlock stated that the teacher is one of the determining factors for the
personality development of students, both in the way of thinking, behaving, and
behaving (Yusuf, 2018). Guidance is interpreted as a process of providing assistance to
individuals both physically and spiritually towards the formation of the main
personality. In connection with this, the role of Islamic guidance and
counseling in education is to help individuals become human beings who develop
in terms of education and form personalities that are useful in their lives (Rohman, 2016).
According to Faqih, guidance
and counseling is the process of providing assistance to individuals to be able
to live in harmony with God's provisions and instructions so as to achieve
happiness in life in this world and the hereafter (Basri, 2010). Through this counseling,
students are not only guided and advised how to behave and behave, but also how
students are aware of their role as someone who has a need for the presence of
God (Suryani et al., 2022). By incorporating religious
values and teachings, students are expected to understand and
deal with problems more wisely, not easily discouraged in failure and not
arrogant in success or in other words not overdoing everything in their lives. (Ardi, 2019).
Guidance and counseling in
the realm of education, its position is part of education itself, the role of
counselors in conducting counseling guidance is closely related to character
education which is a benchmark for the achievement of student learning outcomes
both directly and indirectly (Tambusai, 2020). The absence of character can
be said as failure in the educational process. Someone who does not reflect
character, has implications for bad behavior not only for himself but also for
others. One such bad behavior is the case of bullying in the school
environment.
This behavior is unavoidable,
especially in the school environment. This phenomenon has long been a part of
school dynamics, this behavior still occurs today. Bullying if left unchecked
will have a negative impact on the victim's psychology. This condition must be
handled immediately otherwise it will cause the victim to feel angry and even
take revenge. Therefore to prevent bullying behavior, it is necessary for
teachers to use strategies with various approaches. One of them with a coping
strategy approach. Coping strategy is an individual's process when trying to
manage the perceived difference between resources and demands that they value
in stress (Juwita & Kustanti,
2018).
The results of research conducted by Bono, et al. found that
increasing good relationships with perpetrators or wrongdoers made the
psychological well-being of victims higher. While Barcaccia et al in their
research found a positive relationship between forgiveness and psychological
well-being in victims. Bullying victims who forgive show low levels of anger
and desire to take revenge against the perpetrator. The forgiveness process
still allows the victim to make the perpetrator responsible for the violation
he committed (Juwita & Kustanti,
2018).
This coping strategy can be done by providing psychological
reinforcement to students by conducting anti-bullying socialization either to
victims or to perpetrators. It aims so that students gain an understanding of
the impact that occurs after bullying (Maslahah & Lestari, 2022). In addition, the solution to
the problem of bullying can be overcome if education is of good quality.
Quality education offers preventive efforts to prevent the moral and character
degradation of a person or society in a sustainable manner (Suyadi, 2021). Bullying can also be
prevented by:
1.
Habituation, prevention of
bullying is done by making positive habits in the school environment.
Habituation activities such as worship, mutual cooperation, praying before and
after learning and so on, will produce a competency for students to continue to
do.
2.
Bullying prevention is also
carried out through guidance to students. Guidance in this context provides
counseling to students, either individually or in groups about the impact of
bullying.
3.
Coordination with parents also
needs to be done. In this case, students who do bullying are given punishment,
one of which is calling parents, so that parents know what their children are
doing at school.
4. The teacher's love for students affects the formation of
character. The nature of the teacher who is friendly and always looks at his
students with affection fosters the motivation of students to improve
themselves. According to Arief Rahman, an educator is very suitable if he has
the ability to empathize (Nurhidayati, 2011). �
5. Examples are very important in the school environment. Students
imitate what the teacher does. On this basis, teachers must have
characteristics that can be imitated by them. According to Abdullah Nasih
Ulwun, teachers must have categories in terms of piety, sincerity, knowledge,
courtesy, and responsibility (Iqbal, 2015).
Table 1
Bullying Prevention Model Humanistic-Religious
Approach
|
No
|
Methods
|
Implementation
of Bullying Prevention
|
|
1
|
Coping
strategy
|
Psychological
strengthening for students by conducting anti-violence socializations to both
victims and perpetrators
|
|
2
|
Habituation
|
Prevention
of violence by children can be done through positive habits, such as mutual
assistance, cooperation, prayer, empathy, and so on.
|
|
3
|
Guidance
|
Guidance
in this context provides counseling to students, either individually or in
groups about the dangers of violent behavior.
|
|
4
|
Coordination
with the Parents
|
Prevention
of violence by students is carried out by coordinating with parents. In this
case, students are given punishment, one of which is by calling their
parents.
|
|
5
|
Affection
|
The
teacher's affection can affect the formation of character. The teacher is
friendly and will always motivate students to improve themselves.
|
|
6
|
Exemplary
|
Examples
are very important, because students imitate what the teacher does. So that
teachers need to have traits that can be imitated.
|
This method of preventing humanistic bullying comes from the Latin
word humanus and has the root word homo which means human.
Humanus means human nature or in accordance with human nature. As for
terminology, humanism means the dignity and value of every human being, and all
efforts to improve his natural abilities both physically and non-physically in
full (Nurjanah, 2018). Humanism is seen as a
positive idea by most people. Humanism reminds us of ideas such as love of
humanity, peace, and brotherhood. However, the philosophical meaning of
humanism is far more significant; humanism is a way of thinking that puts
forward the concept of humanity as the focus and only goal (Arifin,
2014). Meanwhile, from a philosophical perspective, humanism is defined
as an understanding that upholds human values and dignity in such
a way that humans occupy a very high, central, and important position, both in
theoretical-philosophical contemplation and in practical daily life (Zainal,
2001).
In a broad sense, education is a conscious action with the aim of
maintaining and developing human nature and potential towards the formation of
a complete human being. Starting from the importance of education, it is
natural that the essence of education is a process of "humanization" (Mighfar,
2018). According to Malik Fadjar, humanization itself has implications
for the educational process with the orientation of developing human aspects of
human beings, namely physical-biological and spiritual-psychological aspects (Fadjar,
2004). This spiritual-psychological aspect is then tried to be matured
through the educational process as a potentially positive element in the
development of civilized human life.
According to Ki Hadjar Dewantara's concept, humanist education is
education that is able to introduce a high appreciation for humans as creatures
of God who are noble and free within the limits of their essential existence as
khalifatullah (Isnaini, 2020). So it can be said that
humanist education aims to form human beings who have awareness, freedom, and
responsibility as individual human beings, but are still responsible for their
community environment. Ki Hadjar also said that education is a cultural medium
to shape human beings. The relationship between education and humans is very
close, cannot be separated from one another. Education is also a process of
humanization, namely as a medium and process of guiding young people to become
more mature and become more human or called humanities (Kumalasari,
2010).
While the notion of religion or religion comes from the
word relegere in Latin. It means sticking to the norms. While the religion
referred to here is closely related to religious values related
to the relationship with God that humans are His creatures. Religion is also
rooted in divinity which is always associated with charity or human actions to
achieve human goals (Mustakim,
2014).
In the perspective of religious humanist education, religious
education is served to foster a positive attitude towards life, understand
social realities and contradictions that exist in society and stimulate
students to practice faith and piety in all dimensions of life (Iswati,
2017). Humanist-religious education accommodates the idea of
developing all human potential as well as guiding it in
accordance with religious values. In Indonesia, the religious values
in question are all religions adopted by the Indonesian people (Nurjanah,
2018b).
Religious humanism is basically tasked with providing solutions in
the face of intimidation and despotism (Amin,
2013). Thus, it can be said that education that can build good human
morals and build capacity (ability) to realize the goals of life productively
is religious humanist education (Agus,
2019). Religious humanists place great importance on emphasizing human
values in every appreciation and practice of religious life (Jumarudin
et al., 2014; Zainal, 2012).
As stated by Jumarudin et al in his Puspo Nugroho, writing that
this humanist-religious theory is certainly the basic concept of the ideals of
the Indonesian people in the development of education in this country. This can
be seen from the basic formulation of the Republic of Indonesia which contains
an understanding that the educational practice expected by the former founders
of the Indonesian nation was education with a humanist-religious character.
This concept is drawn and abstracted from the text of the Pancasila, especially
the first and second precepts, namely God Almighty and just and civilized
humanity. So it can be concluded that Pancasila is the basis of Indonesian
National education which is based on a religious humanist view (Hibana
et al., 2015; Nugroho, 2017).
CONCLUSION
Based on the
previous description, it is concluded that bullying is a phenomenon that occurs
in society and targets all circles of children, adolescents, adults, and even
the elderly. The abuse carried out by the perpetrator can be physical, verbal,
psychological, even with social media. For victims of bullying, negative
effects are not only felt directly but also in the future.
In an effort to
prevent the occurrence of various acts of bullying, education stakeholders need
to provide guidance and counseling for their students by providing
socialization or a comprehensive understanding of the impact that occurs after
carrying out various acts of bullying. This can be done by guidance and
counseling through humanistic-religious approaches such as coping strategies,
habituation, guidance, coordination with parents, compassion and exemplary In
addition, through Islamic guidance and counseling, students are not only
guided, advised, how to behave and behavior, but also how students realize
their role in humanity.
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