Liyas Ulandari, Mailin Mailin

The Role of Islamic Counseling Guidance in Preventing and Handling Bullying in College Students

Introduction

The role of islamic counseling guidance in preventing and handling bullying in college students. Discover how Islamic counseling guidance (BPI) helps prevent and handle bullying among college students at UIN Sumatera Utara. This study reveals its spiritual approach fosters mental resilience.

Abstract

This research aims to answer the main question of how the role of Islamic Guidance and Counseling (BPI) is in handling cases of bullying experienced by students at the Faculty of Da'wah and Communication, UIN Sumatera Utara. This study is motivated by the lack of Islamic value-based approaches in addressing psychological violence in higher education settings. The research uses a descriptive qualitative method with in-depth interviews, observation, and documentation techniques. The informants consisted of four people: one supervising lecturer and three students who had previously been victims of bullying and participated in BPI services. The data was analyzed using a thematic approach. The results show that the forms of bullying experienced include verbal, relational, and institutional, with psychological impacts such as stress, anxiety, and social withdrawal. BPI contributes to recovery through a spiritual approach based on the values of patience, trust in God, and self-purification, which is realized through mentoring, religious discussions, and character development. Although not yet supported by a strong institutional system, this service is considered practically beneficial in building students' mental resilience. The limitations of this study lie in the limited number of informants and the narrow scope of the study, so further research with a broader scope and stronger methodological design is recommended to strengthen the validity of the findings.

Review

This paper addresses a highly pertinent and critical issue concerning bullying within higher education, specifically exploring the unique contribution of Islamic Guidance and Counseling (BPI) in prevention and intervention. The study commendably highlights the motivation to integrate Islamic values into psychological support, filling a recognized gap in conventional approaches. Using a qualitative descriptive method, the research effectively captures the lived experiences of bullying victims and the perceived benefits of BPI services. The finding that a spiritual approach, rooted in patience, trust in God, and self-purification, aids in psychological recovery and builds mental resilience is a valuable insight, particularly given the noted lack of strong institutional support for these services. Despite its valuable insights, the study exhibits several limitations that impact the generalizability and robustness of its findings. The sample size of merely four informants, comprising one lecturer and three former victims who had already engaged with BPI services, is critically small for a qualitative study, potentially leading to selection bias and limiting the depth and breadth of experiences captured. While thematic analysis is mentioned, the abstract does not provide sufficient detail on the specific mechanisms or techniques employed by BPI beyond broad categories like "mentoring" and "religious discussions." Furthermore, while the title suggests a role in "preventing and handling" bullying, the abstract's findings predominantly focus on handling and recovery, leaving the preventative aspect largely unexplored. The concept of "institutional bullying" is raised but not sufficiently elaborated upon to understand its specific manifestations or the BPI's role in addressing it. To strengthen future research on this important topic, several recommendations can be made. Primarily, expanding the sample size to include a more diverse group of students, BPI practitioners, and possibly even individuals who did not seek BPI services, would provide a richer and more comprehensive understanding. Future studies should also aim for a broader scope, extending beyond a single faculty or university to enhance the generalizability of findings. Methodologically, a more detailed articulation of the qualitative approach (e.g., case study, phenomenology) and a deeper exploration of the specific therapeutic techniques derived from Islamic values would be beneficial. Investigating the institutional integration of BPI services, including strategies for prevention and proactive support, would also provide valuable insights for developing more robust anti-bullying programs in higher education.

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