Building Character to Combat Bullying: Teachers' Initiatives in Early Childhood Education

Shafira Nurulita Salehuddin; M. Ishaq; Eny Nur Aisyah

doi:10.24036/pedagogi.v25i1.2358

Shafira Nurulita Salehuddin Universitas Negeri Malang
M. Ishaq Universitas Negeri Malang
Eny Nur Aisyah Universitas Negeri Malang

DOI: https://doi.org/10.24036/pedagogi.v25i1.2358

Keywords: Bullying, Character Building, Early Childhood Education, Teacher Efforts

Abstract

This study aims to explore teachers' efforts in building character to overcome bullying behavior in early childhood education. The focus of this study is the strategy for implementing effective character education. This study uses a descriptive qualitative approach. Data collection through observation and interviews. Data analysis is carried out through the stages of data condensation, data presentation, and verification. The results of the study show that teachers' efforts are integrating character education through problem-based learning, projects and direct practice, creating school welfare, identifying bullying, and involving parents in supporting children's character formation. This strategy shows effectiveness in building empathy, concern, and positive behavior in early childhood. The implication of this study is that a holistic approach is needed involving teachers, parents, and the school environment. These findings can be a reference for the development of more inclusive and contextual character education policies for children.

References

Aulia, M. R., Junaidi, E., & Hendrayani, R. (2024). The development of the partnership program and business performance: In terms of communication behavior and social networks of MSMEs. Journal of System and Management Sciences, 14(1), 159–174.
Basic, G., Lokareva, G. V., & Stadnichenko, N. V. (2021). Inclusive educational spaces and social pedagogical recognition: Interaction-and social-pedagogy-inspired analysis of space dynamics in compulsory, upper-secondary and post-secondary education. Education Sciences, 11(11), 754.
Blegur, J., Haq, A. H. B., & Barida, M. (2023). Assertiveness as a new strategy for physical education students to maintain academic performance. The Qualitative Report, 28(3), 865–885.
Blewitt, C., O’connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s embedded in what we do for every child”: a qualitative exploration of early childhood educators’ perspectives on supporting Children’s social and emotional learning. International Journal of Environmental Research and Public Health, 18(4), 1530.
Colvin, G., Tobin, T., Beard, K., Hagan, S., & Sprague, J. (1998). The school bully: Assessing the problem, developing interventions, and future research directions. Journal of Behavioral Education, 8, 293–319.
Danuwara, P., & Maghribi, H. (2024). Penguatan Pendidikan Karakter Sebagai Upaya Pencegahan Fenomena Bullying Pada Siswa Sekolah Dasar. Jurnal Darma Agung, 32(2), 652–664.
Della Longa, L., Valori, I., & Farroni, T. (2022). Interpersonal affective touch in a virtual world: feeling the social presence of others to overcome loneliness. Frontiers in Psychology, 12, 795283.
Elvira, F., Hamid, S., & Burhan, B. (2024). Pendidikan Karakter Bersahabat, Komunikatif Dan Antisipasi Perilaku Perundungan Di Sekolah Dasar. Bosowa Journal of Education, 4(2), 294–303.
Farrington, D. P., & Ttofi, M. M. (2009). School‐based programs to reduce bullying and victimization. Campbell Systematic Reviews, 5(1), i–148.
Fitri, M., & Na’imah, N. (2020). Faktor Yang Mempengaruhi Perkembangan Moral Pada Anak Usia Dini. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 3(1), 1–15. https://doi.org/10.24042/ajipaud.v3i1.6500
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. Campbell Systematic Reviews, 17(2), e1143.
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability, 13(12), 6518.
Gómez-Galán, J., Lázaro-Pérez, C., & Martínez-López, J. Á. (2021). Trajectories of victimization and bullying at university: Prevention for a healthy and sustainable educational environment. Sustainability, 13(6), 3426.
Hoffmann, L., Närhi, V., Savolainen, H., & Schwab, S. (2021). Classroom behavioural climate in inclusive education–a study on secondary students’ perceptions. Journal of Research in Special Educational Needs, 21(4), 312–322.
Kapitanoff, S., & Pandey, C. (2024). The Content of Verbal Bullying and Emotional Reactions Among Middle-School Students. Child & Youth Care Forum, 1–22.
Karimov, U. U. (2021). Scientific and Theoretical Foundations of the Formation of the Social Environment in the Family. Oriental Journal of Social Sciences, 37–40.
Kaur, M., & Saini, M. (2023). Indian government initiatives on cyberbullying: A case study on cyberbullying in Indian higher education institutions. Education and Information Technologies, 28(1), 581–615.
Komariah, N., & Nihayah, I. (2023). Improving the personality character of students through learning Islamic religious education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77.
Kong, S., & Wang, Y. (2021). The influence of parental support and perceived usefulness on students’ learning motivation and flow experience in visual programming: Investigation from a parent perspective. British Journal of Educational Technology, 52(4), 1749–1770.
Morales-Alexander, Y. (2021). “School is the child’s second home”: family engagement from a Latino sociocultural perspective. Journal of Early Childhood Teacher Education, 42(4), 455–473.
Nastiti, D. (2022). Implementasi Karakter Disiplin Pada Anak Usia Dini Guna Mengurangi Perundungan Pada Anak. JURNAL PAJAR (Pendidikan Dan Pengajaran), 6(4), 1083. https://doi.org/10.33578/pjr.v6i4.8629
Noboru, T., Amalia, E., Hernandez, P. M. R., Nurbaiti, L., Affarah, W. S., Nonaka, D., Takeuchi, R., Kadriyan, H., & Kobayashi, J. (2021). School‐based education to prevent bullying in high schools in Indonesia. Pediatrics International, 63(4), 459–468.
Odenbring, Y., & Johansson, T. (2021). Just a joke? The thin line between teasing, harassment and violence among teenage boys in lower secondary school. The Journal of Men’s Studies, 29(2), 177–193.
Paul, S.-A. S., Hart, P., Augustin, L., Clarke, P. J., & Pike, M. (2022). Parents’ perspectives on home-based character education activities. Journal of Family Studies, 28(3), 1158–1180.
Pearce, N., Monks, H., Alderman, N., Hearn, L., Burns, S., Runions, K., Francis, J., & Cross, D. (2024). ‘It’s all about context’: Building school capacity to implement a whole-school approach to bullying. International Journal of Bullying Prevention, 6(1), 53–68.
Salmivalli, C., Laninga‐Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying prevention in adolescence: Solutions and new challenges from the past decade. Journal of Research on Adolescence, 31(4), 1023–1046.
Sarkiah, S. (2023). Education of Bullying Behavior in Adolescents Throungh the" Old School" Program (Do Not Have Bullying Between Us). Riwayat: Educational Journal of History and Humanities, 6(1), 52–59.
Sugiyono. (2022). Metode Penelitian Kuantitatif, Kualitatif dan R&D. CV Alfabeta.
Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271–285.
Ye, B., Lei, X., Yang, J., Byrne, P. J., Jiang, X., Liu, M., & Wang, X. (2021). Family cohesion and social adjustment of chinese university students: the mediating effects of sense of security and personal relationships. Current Psychology, 40, 1872–1883.