Nissa Putri Yanti, Nola Nofita Sari, Safrizal Safrizal

Analisis Dampak Perundungan Verbal terhadap Konsentrasi dan Prestasi Akademik Siswa di Sekolah Dasar

Introduction

Analisis dampak perundungan verbal terhadap konsentrasi dan prestasi akademik siswa di sekolah dasar. Pelajari dampak perundungan verbal terhadap konsentrasi belajar dan prestasi akademik siswa SD. Temukan efek psikologis & strategi pencegahan efektif di lingkungan sekolah.

Abstract

Verbal bullying is a serious issue in elementary school environments that is often underestimated, despite its significant impact on students’ psychological well-being and academic performance. This study aims to analyze the impact of verbal bullying on students’ learning concentration and academic achievement at Elementary School. The research employed a qualitative approach using a case study design. The participants consisted of six informants selected through snowball sampling, including the principal, teachers, and students. The researcher acted as the main research instrument, supported by interview guidelines, observation sheets, and documentation tools. Data were collected through in-depth interviews, observations, and document analysis. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through technique and source triangulation. The findings indicate that verbal bullying is the most dominant form of bullying occurring at Elementary School, particularly in the form of mocking physical characteristics and mentioning parents’ names. Verbal bullying directly affects students’ learning concentration, leading to decreased focus during classroom activities, reduced learning motivation, and declining academic achievement. In addition, verbal bullying causes psychological impacts such as fear, discomfort, low self-confidence, and emotional distress among students. The study concludes that verbal bullying not only affects students’ social and psychological aspects but also has direct implications for the learning process and academic performance. Therefore, serious preventive and intervention efforts from schools are necessary to create a safe and supportive learning environment.

Review

This study tackles the crucial and often underestimated issue of verbal bullying in elementary schools, specifically examining its impact on students' learning concentration and academic achievement. Utilizing a qualitative case study approach with a diverse set of informants—including students, teachers, and the principal—the research provides valuable insights into this pervasive problem. The methodology, grounded in in-depth interviews, observations, and document analysis, and employing the Miles and Huberman model for data analysis with triangulation for validity, appears robust. The findings compellingly demonstrate that verbal bullying, often manifested through mocking physical characteristics and mentioning parents' names, directly impairs students' concentration, diminishes motivation, and consequently leads to declining academic performance, alongside significant psychological distress. While the study offers important initial insights into the dynamics and consequences of verbal bullying, certain aspects could benefit from further elaboration or consideration. The sample size of six informants, while suitable for a deep qualitative dive within a case study, inherently limits the breadth of perspectives captured even within a single school setting, potentially affecting the richness of nuanced experiences across the student body, teaching staff, and administration. Acknowledging the generalizability constraints inherent to a single case study would strengthen the discussion. Furthermore, while the findings articulate the impacts, the abstract does not convey the depth of the qualitative analysis in terms of *how* these connections were mechanistically explored or illustrated with rich narrative examples from the data, which is often a hallmark of strong qualitative research. Despite these points, the research makes a significant contribution by underscoring the severe and multifaceted consequences of verbal bullying, extending beyond psychological well-being to direct implications for the core learning process and academic outcomes. The study’s urgent call for serious preventive and intervention efforts is highly pertinent and should prompt immediate action from school administrations and policymakers. Future research could expand upon these findings through quantitative studies to assess prevalence and severity across a broader population, or explore the effectiveness of specific intervention programs tailored to address the identified forms and impacts of verbal bullying. This work serves as a vital reminder of the necessity to foster safe and supportive learning environments for all students.

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