Implementasi Pendidikan Karakter untuk Membangun Perilaku Anti-Bullying di Lingkungan Sekolah
DOI:
https://doi.org/10.62238/nagripustaka.v4i1.351Keywords:
anti-bullying, lingkungan sekolah, pendidikan karakter, perilakuAbstract
Perundungan masih menjadi salah satu permasalahan yang menghambat terciptanya lingkungan belajar yang aman dan kondusif bagi perkembangan peserta didik. Penelitian ini bertujuan menganalisis efektivitas implementasi pendidikan karakter dalam membangun perilaku anti-bullying siswa di lingkungan sekolah. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest yang melibatkan 27 siswa kelas VIII sebagai subjek penelitian. Intervensi dilakukan melalui program pendidikan karakter yang berfokus pada penguatan nilai empati, integritas, dan tanggung jawab sosial. Data dikumpulkan menggunakan skala perilaku anti-bullying dan dianalisis dengan uji paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan perilaku anti-bullying setelah intervensi, ditandai dengan kenaikan skor rata-rata dari 62,4 menjadi 84,8 serta perbedaan yang signifikan antara hasil pre-test dan post-test. Peningkatan paling menonjol ditemukan pada aspek tanggung jawab sosial yang mencerminkan tumbuhnya keberanian siswa untuk menolak dan mencegah perundungan. Temuan ini menunjukkan bahwa pendidikan karakter dapat menjadi strategi preventif yang efektif dalam membangun budaya sekolah yang lebih aman, inklusif, dan berorientasi pada penghormatan terhadap sesama.
Bullying remains a persistent challenge in educational settings, undermining students’ well-being and the creation of a safe learning environment. This study examines the effectiveness of character education implementation in fostering anti-bullying behavior among students. A quantitative approach with a one-group pretest-posttest design was employed involving 27 eighth-grade students as research participants. The intervention consisted of a structured character education program emphasizing empathy, integrity, and social responsibility. Data were collected through an anti-bullying behavior scale and analyzed using a paired sample t-test. The findings revealed a substantial improvement in students’ anti-bullying behavior following the intervention, as indicated by an increase in the mean score from 62.4 to 84.8 and a statistically significant difference between the pretest and posttest results. The most notable improvement was observed in the dimension of social responsibility, reflecting students’ increased willingness to intervene and oppose bullying practices. These findings suggest that character education serves as an effective preventive approach for promoting positive social behavior and strengthening a more inclusive, respectful, and supportive school culture.
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Copyright (c) 2026 Lisa Retno Sari, Karsiwan, Dian Permata Sari, Rima Yuni Saputri (Author)
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