Suci Ramadhani, Ahmad Buchori Muslim

Peran Pendidikan Agama Islam dalam Penanganan Bullying di SMA 1926 Pamulang Tangerang Selatan

Introduction

Peran pendidikan agama islam dalam penanganan bullying di sma 1926 pamulang tangerang selatan. Penelitian ini menganalisis peran Pendidikan Agama Islam (PAI) dalam mencegah dan menangani kasus bullying ringan di SMA 1926 Pamulang, Tangerang Selatan, dengan edukasi dan program keagamaan.

Abstract

The purpose of this study is to analyze and describe the implementation of Islam, describe bullying cases, and the role of Islamic religious education in preventing and handling bullying cases at SMA 1926 Pamulang South Tangerang. This research uses qualitative methods. The research was conducted at SMA 1926 Pamulang South Tangerang. The data sources in this study were the principal, PAI subject teacher, BK subject teacher and XI students. Data collection techniques are interviews, observation, documentation. Data analysis uses data collection, data reduction, data presentation, and conclusion drawing. Data validation uses credibility techniques including observation gap and triangulation. The results of the study show that the implementation of Islamic religious education in SMA 1926 was carried out in accordance with the independent curriculum that had been implemented. On the other hand, the bullying case that occurred at SMA 1926 Pamulang was relatively light. This means that bullying occurs in verbal forms such as slapping, calling friends by bad names, and other verbal forms. The role of PAI schools and teachers in preventing and overcoming bullying at SMA 1926 Pamulang is by providing anti-bullying education and socialisation, providing advice, holding religious programmes and providing punishment to the perpetrators of bullying.  

Review

This study, titled "Peran Pendidikan Agama Islam dalam Penanganan Bullying di SMA 1926 Pamulang Tangerang Selatan," addresses a critical and highly relevant issue: the pervasive problem of bullying in educational settings and the potential role of religious education in its mitigation. The research aims to comprehensively analyze the implementation of Islamic religious education (PAI), characterize bullying incidents, and delineate the specific contributions of PAI in preventing and handling such cases within a specific school context. Employing a qualitative methodology, the study design appears appropriate for gaining in-depth insights into the lived experiences and perceptions of key stakeholders, including school leadership, teachers, and students. The findings indicate that the implementation of Islamic religious education at SMA 1926 aligns with the independent curriculum. Interestingly, the study characterizes the bullying cases observed as "relatively light," predominantly manifesting in verbal forms such as name-calling, although it also mentions "slapping," which is a physical rather than verbal act. This nuance in the description of bullying forms, while minor, highlights the complexity of categorizing incidents. Crucially, the research identifies a multi-faceted role for PAI schools and teachers, encompassing anti-bullying education and socialization, personal advice, religious programming, and the implementation of disciplinary measures against perpetrators. These descriptive results effectively address the study's stated objectives, offering a clear snapshot of the situation at the investigated institution. Overall, this study provides a valuable preliminary understanding of how Islamic religious education can be leveraged as a resource in addressing bullying within an Indonesian school context. The focus on practical interventions implemented by PAI teachers offers actionable insights for other schools facing similar challenges. While the abstract provides a solid overview, a more detailed discussion in the full paper regarding the perceived effectiveness of each PAI intervention, along with a clearer distinction between types of bullying observed, would further strengthen its contribution. This research sets a strong foundation for exploring the intricate relationship between religious values, educational practices, and student well-being, and serves as a commendable effort to bring attention to a vital area of social concern.

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