Yogi Nugraha, Tridays Repelita

PENCEGAHAN BULLYING PADA SISWA SMP IT BAITURRAHMAN

Introduction

Pencegahan bullying pada siswa smp it baiturrahman. Program pencegahan bullying komprehensif di SMP IT Baiturrahman Karawang. Melibatkan siswa, guru, orang tua untuk menciptakan lingkungan belajar yang aman dan bebas bullying.

Abstract

Pengabdian Kepada Masyarakat ini bertujuan untuk menerapkan program pencegahan bullying di SMP IT Baiturrahman Desa Sarijaya, Kecamatan Majalaya, Kabupaten Karawang dengan pendekatan yang holistik dan berkelanjutan. Program ini akan melibatkan berbagai pihak, termasuk siswa, guru, orang tua, dan staf sekolah. Langkah-langkah program akan mencakup penyuluhan tentang dampak bullying, pelatihan keterampilan sosial, pembentukan komite anti- bullying, serta pengembangan kebijakan sekolah yang jelas terkait dengan tindakan pencegahan dan penanganan kasus bullying. Evaluasi berkala akan dilakukan untuk mengukur efektivitas program ini dalam menciptakan lingkungan belajar yang aman dan mendukung bagi semua siswa di SMP IT Baiturrahman.

Review

This abstract outlines a highly relevant and commendable community service program aimed at preventing bullying among students at SMP IT Baiturrahman. The chosen topic addresses a critical issue affecting student well-being and academic performance, making the initiative inherently valuable. The program's objective to implement a holistic and sustainable prevention strategy is clearly articulated, setting a strong foundation for a comprehensive intervention. The commitment to involving all key stakeholders—students, teachers, parents, and school staff—is particularly impressive, signaling an understanding that effective bullying prevention requires a concerted, community-wide effort. The proposed methodology demonstrates a well-thought-out and multi-pronged approach. Key components such as awareness campaigns on the impact of bullying, social skills training, the establishment of an anti-bullying committee, and the development of clear school policies are all recognized best practices in the field. These steps collectively aim to foster a supportive school environment, equip students with coping mechanisms, and ensure institutional backing for addressing and preventing bullying incidents. The inclusion of regular evaluations to measure the program's effectiveness is crucial for accountability and for informing future iterations, underscoring a commitment to evidence-based practice. While the abstract provides an excellent overview of the planned intervention, for a journal publication reporting on the outcomes of such a program, further detail would enhance its academic rigor. It would be beneficial to elaborate on the theoretical framework guiding the "holistic and sustainable" approach, perhaps drawing on specific models of social-emotional learning or ecological systems theory. Additionally, providing specifics regarding the metrics and instruments to be used for the "evaluasi berkala" (e.g., types of data collected, survey instruments, reporting mechanisms) would strengthen the methodological clarity. Discussing anticipated challenges and strategies for ensuring the program's long-term sustainability beyond the initial implementation phase would also add significant value to a scholarly discourse on community-based interventions.

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