BULLYING PHENOMENA IN SCHOOL SETTING

Darmawan Darmawan

doi:10.21831/jk.v1i2.9713

BULLYING PHENOMENA IN SCHOOL SETTING

Darmawan Darmawan, Universitas Tadulako, Indonesia

10.21831/jk.v1i2.9713

Abstract

FENOMENA BULLYING (PERISAKAN) DI LINGKUNGAN SEKOLAH

Abstrak

Penelitian ini bertujuan untuk mengetahui kecenderungan perilaku perisakan di kalangan siswa SMP, persepsi guru, dan siswa terhadap perilaku perisakan dan motif yang melatarbelakangi perilaku perisakan. Penelitian ini menggunakan instrumen kuesioner dan wawancara dengan jumlah sampel sebanyak 264 siswa dan 4 guru dari dua sekolah menengah pertama di Kota Palu. Hasil penelitian menunjukkan bahwa pertama, secara umum siswa laki-laki lebih dominan terlibat dalam perisakan dibanding siswa perempuan. Kedua, untuk perisakan dalam bentuk verbal, seperti mengejek dan memanggil nama samaran, siswa perempuan lebih mendominasi dibandingkan dengan siswa laki-laki. Ketiga, perilaku perisakan di kalangan siswa dilatarbelakangi oleh dua motif yaitu pertama, perilaku ini hanya dilakukan dalam rangka candaan dan tidak bemaksud menyakiti korban. Kedua, siswa menunjukkan perilaku perisakan karena merasa lebih senior dan memiliki kekuatan dibanding dengan korban. Berdasarkan hasil penelitian ini, secara umum bentuk perisakan yang terjadi di lingkungan sekolah menengah di Kota Palu belum sampai pada tahap yang membahayakan korban dan tidak memiliki efek negatif terhadap prestasi akademik dan kenyamanan siswa dalam belajar.
Kata kunci: perilaku perisakan, kenyamanan siswa, prestasi akademik

Abstract

This study was aimed at finding out the prevalence of bullying among students at the junior high school, teachers and students’ perceptions towards bullying behaviors, and motives underlying bullying behaviors. The study used questionnaires and interviews to gather data from 264 students and 4 teachers in two secondary schools in Palu. The results indicate that: first, in general, boys were significantly more involved in bullying than girls. Second, girls seemed more often to take part in verbal bullying (e.g. calling names or teasing) than did boys. Third, the motives underlying the behaviors were: first, students who perform bullying behavior consider themselves as doing it for fun and second, students who perform bullying behavior seek for recognition as being seniors and being stronger than their victims. No serious problems were found in relation to students’ academic achievement and students’ well-being.
Keywords: bullying behavior, students’ well-being, academic achievement

Keywords

bullying behavior, students’ well-being, academic achievement

Full Text:

PDF

References

Bandura, A. (1977). Social learning theory. Dalam P. O’Connel, D. Pepler, & Craig, W., (1999), Peer involvement in bullying: Insight and challenges for intervention. Journal of Adolescence, 22, 238-250.
Black, S. A., & Jackson, E. (2007). Using bullying incident density to evaluate the Olweus bullying. School Psychology International, 28(5) 623-638
Cook, C., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic Investigation. School Psychology Quarterly, 25(2) 65-83
Dwiningrum, S. I. A., & Purbani, W. (2012). Manusia berkarakter dalam perspektif guru dan siswa. Jurnal Kependidikan, 42(1). 76-88.
Gruber, J. E., & Fineran, S. (2007). The impact of bullying and sexual harass-ment on middle and high. Violence Against Women, 13(6) 627-643.
Halimah, A., Kumas, A., & Zainuddin, K. (2015). Persepsi pada by standar terhadap intensitas bullying pada siswa SMP. Jurnal Psikologi, 42(2) 129-140.
Lai, S. H., Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian-Pacific regional study. Asian Pacific Education Review, 4, 503-515.
Mishna, F., Wiener, J., & Pepler, D. (2008). Some of my best friends experiences of bullying within friendships. School Psychology International, 29(5) 549-573.
Moon, B., Hwang, H-W., & McLuskey, J. D. (2008). Causes of school bullying: Empirical test of a general theory of crime, differential association theory, and general strain theory. Crime & Delinquencyi, 57(6), 849-877. Diunduh dari http://journals.sagepub.com/doi/pdf/10.1177/ 0011128708315740.
Muhammad, M. (2009). Aspek perlindungan anak dalam tindak kekerasan (bullying) terhadap siswa korban kekerasan di sekolah. Jurnal Dinamika Hukum, 9(3) 20-29.
O’Connel, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insight and challenges for intervention. Journal of Adolescence, 22, 238-250.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell.
Panayiotis, P., Anna, P., Charalambos, T., & Chrysostomos, L. (2010). Prevalence of bullying among cyprus elementary and high school students. International Journal of Violence and School, 11, 114-128.
Parault, S. J., Davis, H. A., & Pellegrini, A. D. (2007). The social context of bullying and victimization. The journal of Early Adolescence, 27, 145-174.
Riauskina, I. I., Djuwita, R., & Soesetio, S. R. (2005). “Gencet-gencetan” di mata siswa/siswi kelas 1 SMA: Naskah kognitif tentang arti, skenario, dan dampak “gencet-gencetan”. Jurnal Psikologi Sosial, 12(1), 1-13.
Rigby, K. (2008). Children and bullying. how parents and educators can reduce bullying at school. California: Blackwell Publishing.
Roland, E., & Idsøe, T. (2001). Aggression and bullying. Aggressive Behavior, 27, 446-462.
Simbolon, M. (2012). Perilaku bullying pada mahasiswa berasrama. Jurnal Psikologi, 39(2), 233-243.
Tumon, M. B. A. (2014). Studi deskriptif bullying pada remaja. Calyptra: Jurnal Ilmiah Mahasiswa Universitas Surabaya, 3(1), 1-17.
Yayasan Semai Jiwa Amini [SEJIWA]. (2008). Mengatasi kekerasan dari sekolah dan lingkungan anak. Jakarta: Grasindo.