Mohamad Dai, Taufik Azhary

Membangun Solidaritas dan Karakter Positif Pada Remaja Melalui Pendidikan Jasmani Anti-Bullying

Introduction

Membangun solidaritas dan karakter positif pada remaja melalui pendidikan jasmani anti-bullying. Program pendidikan jasmani anti-bullying membangun solidaritas & karakter positif pada remaja di SMPN 2 Kedungadem. Tingkatkan kerjasama, empati, dan kontrol emosi siswa melalui olahraga kooperatif.

Abstract

Bullying merupakan masalah sosial yang berdampak negatif pada perkembangan remaja. Kegiatan pengabdian ini bertujuan membangun solidaritas dan karakter positif melalui program pendidikan jasmani berbasis anti-bullying di SMP Negeri 2 Kedungadem, dengan melibatkan 47 siswa kelas VII. Metode yang digunakan adalah olahraga kooperatif yang menekankan kerja sama, empati, dan komunikasi. Temuan utama kegiatan menunjukkan peningkatan signifikan pada tiga aspek karakter siswa, yaitu pemahaman mengenai solidaritas, kemampuan bekerja sama, dan pengendalian emosi yang tampak selama aktivitas fisik terpandu. Hasil kegiatan menunjukkan 90% siswa memahami solidaritas, 82% menunjukkan peningkatan kerja sama, dan 75% melaporkan peningkatan pengendalian emosi. Kelebihan kegiatan ini adalah tingginya partisipasi siswa dan peningkatan keterampilan sosial, namun keterbatasan waktu menjadi kelemahan. Kegiatan ini juga memperlihatkan bahwa strategi pembelajaran kooperatif mampu mengurangi potensi perilaku bullying melalui interaksi positif yang terstruktur. Saran untuk kegiatan selanjutnya adalah memperpanjang durasi dan melibatkan pihak sekolah untuk mendukung keberlanjutan program.

Review

This paper presents a timely and relevant intervention addressing the pervasive issue of bullying among adolescents through an innovative anti-bullying physical education program. The study, conducted at SMP Negeri 2 Kedungadem, effectively demonstrates the potential of cooperative sports to foster solidarity and cultivate positive character traits in junior high school students. A significant strength highlighted is the high student participation and the observed enhancement of general social skills, indicating the program's engaging and practical nature in promoting positive youth development. The methodology employed, centered on cooperative sports activities, effectively operationalized the program's objectives by emphasizing teamwork, empathy, and communication among the 47 participating students. The findings are compelling, reporting a significant increase across three critical character aspects: 90% of students demonstrated an improved understanding of solidarity, 82% showed enhanced cooperation abilities, and 75% reported better emotional control during guided physical activities. These statistics strongly support the assertion that cooperative learning strategies can effectively mitigate the potential for bullying behaviors by promoting structured positive interactions. While the study offers valuable insights, the abstract acknowledges a notable limitation regarding the duration of the program, which may have constrained the depth and long-term sustainability of the observed changes. The recommendations to extend the program's length and secure further involvement from school stakeholders are thus crucial for solidifying the intervention's impact and ensuring its institutionalization. Overall, this paper makes a meritorious contribution to understanding how physical education can be strategically utilized as a powerful tool for character development and anti-bullying efforts, laying a strong foundation for future, more extensive implementations.

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