Peran Sekolah dalam Mencegah Bullying melalui Pendekatan Lingkungan yang Inklusif di MTs Roudlotut Tholibin

Moch. Birrul Akil; Milati Nuril Azka; Amalia Soleha; M. Jadid Khadavi

doi:10.36312/educatoria.v6i4.1769

Authors

Moch. Birrul Akil Program Studi Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Institut Ahmad Dahlan, Jalan Mahakam Nomor 1, Probolinggo, Jawa Timur 67239, Indonesia
Milati Nuril Azka Program Studi Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Institut Ahmad Dahlan, Jalan Mahakam Nomor 1, Probolinggo, Jawa Timur 67239, Indonesia
Amalia Soleha Program Studi Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Institut Ahmad Dahlan, Jalan Mahakam Nomor 1, Probolinggo, Jawa Timur 67239, Indonesia
M. Jadid Khadavi Program Studi Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Institut Ahmad Dahlan, Jalan Mahakam Nomor 1, Probolinggo, Jawa Timur 67239, Indonesia

DOI:

https://doi.org/10.36312/educatoria.v6i4.1769

Keywords:

Inclusive Environment, Madrasah, Bullying Prevention, Character Education, Role of the School

Abstract

Bullying is a serious problem in educational settings because it can hinder students’ psychological, social, and academic development. This study aims to analyze the role of the school in preventing bullying through an inclusive environmental approach at MTs Roudlotut Tholibin. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the vice principal for student affairs, teachers, homeroom teachers, and students, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that bullying prevention is carried out through student guidance and supervision, the strengthening of school regulations, guidance and counseling services, mediation, parental involvement, anti-bullying socialization, and collaboration with external institutions. The inclusive environmental approach is implemented through positive character habituation, the strengthening of religious values, the 5S program, and the development of patterns of interaction that respect all students. The findings also reveal that successful prevention is supported by the involvement of the school community and external institutions; however, its implementation continues to face challenges, including differences in the status of boarding and non-boarding students, limited school authority over boarding students, and the dependence of some teachers on the student affairs division in handling cases. This study demonstrates that an inclusive environmental approach can strengthen bullying prevention efforts because it focuses not only on case management but also on fostering a safe, equitable, and respectful school climate.

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