Published date: Feb 07 2022

Journal Title: KnE Life Sciences

Issue title: 5th International Conference in Nursing (IVCN)

Pages: 520–531

DOI: 10.18502/kls.v7i2.10350

Masdum Ibrahimmasdumibrahim@gmail.comMental Health Nursing Departement STIKEP PPNI Jawa Barat, Bandung – West Java, Indonesia

Lucky Putra PamungkasSTIKEP PPNI Jawa Barat, Bandung – West Java, Indonesia

Heni PurnamaMental Health Nursing Departement STIKEP PPNI Jawa Barat, Bandung – West Java, Indonesia

Bullying can be terrifying, especially among students and teenagers. Bullying is sometimes carried out by fellow students at school. This study aimed to determine the effectiveness of peer group facilitators in changing teenagers’ attitudes on bullying at SMKN 1 Cidaun. This was quantitative research, which applied a quasi-experimental two-group pretest-posttest design, using convenience sampling to recruit 40 respondents. The data collection was through a questionnaire of attitudes on bullying. Data were analysed using univariate analysis including frequency distribution, and bivariate analysis through ANCOVA. The results showed that most of the respondents were aged 16 (55 respondents, 68.8%), 50 were female (62.5%), and all respondents were Muslim. Based on bivariate analysis, there was a significant influence of peer group facilitators on teenagers’ attitudes towards bullying (p < 0.001). It is recommended that teachers at SMKN 1 Cidaun implement peer group facilitators as an attempt to prevent bullying.

Keywords: peer group, facilitator, attitudes, bullying, teenagers

[1] Athanasiou K, Melegkovits E, Andrie EK, et al. Cross-national aspects of cyberbullying victimization among 14–17-year-old adolescents across seven European countries. BMC Public Health. 2018;18(1):1-15.

[2] Sobron A.N, Bayu, Rani, Meidawati. Persepsi siswa dalam studi pengaruhdaring learning terhadap minat belajar ipa. Scaffolding: Jurnal pendidikan Islam Dan Multikulturalismevol. 2019;1(2):30–38.

[3] Coloroso B. Penindas, tertindas, dan penonton. resep memutus rantai kekerasan anak dari prasekolah hingga SMU. Jakarta: Serambi; 2006.

[4] Damsar. Pengantar sosiologi politik. Jakarta: Prenadamedia Group; 2015.

[5] Ehan E. Bullying dalam pendidikan. 2016.

[6] Guo Q, Liu Z, Tian Q. Religiosity and prosocial behavior at national level. Psychology of Religion and Spirituality. 2020;12(1):55.

[7] Hamidah M. Religiusitas dan perilaku bullying pada santri di pondok pesantren. Jurnal Psycho Holistic. 2020;2(1):141-151.

[8] Handayani S, Emilia O, Wahyuni B. Efektivitas metode diskusi kelompok dengan dan tanpa fasilitator pada peningkatan pengetahuan, sikap dan motivasi remaja tentang perilaku seks pranikah. Berita Kedokteran Masyarakat. 2009;25(3):133.

[9] Herawati N, Deharnita D. Gambaran faktor-faktor penyebab terjadinya perilaku bullying pada anak. NERS Jurnal Keperawatan. 2019;15(1):60-66.

[10] Hurlock EB. Psikologi perkembangan suatu pendekatan sepanjang rentang kehidupan. Jakarta: Erlangga; 1997.

[11] Kurniawati F. Pengaruh pendidikan HIV Dan AIDS menggunakan metode diskusi kelompok kecil dengan fasilitator terhadap tingkat pengetahuan dan sikap ibu rumah tangga di rusun begalon surakarta [Doctoral Dissertation]. Universitas Muhammadiyah Surakarta; Surakarta;2015.

[12] Mubarak W. Promosi kesehatan sebuah pengantar proses belajar mengajar dalam pendidikan. Yogyakarta: Graha Ilmu; 2007.

[13] Notoatmodjo S. Pendidikan dan perilaku kesehatan. Jakarta: Rineka Cipta; 2010.

[14] Pandie MM, Weismann ITJ. Pengaruh cyberbullying di media sosial terhadap perilaku reaktif sebagai pelaku maupun sebagai korban cyberbullying pada siswa kristen smp nasional makassar. Jurnal Jaffray. 2016;14(1):43-62.

[15] Putri ATK. Hubungan pola asuh orang tua dan penggunaan media sosial dengan perilaku bullying di sekolah pada remaja [Doctoral Dissertation]. Universitas Airlangga;Surabaya; 2018.

[16] Purnaningrum AW, Purwanto E, Ja’far M. Konseling kelompok dengan teknik role playing untuk membentuk sikap negatif siswa terhadap perilaku bullying. Jurnal Bimbingan Konseling. 2017;6(2):101-105.

[17] Rahmah H. Pengaruh peer group terhadap intensitas perilaku bullying pada usia anak. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah. 2018;Vol.3(1):17-26.

[18] Rahmatia P. Pengaruh fasilitator sebaya terhadap penurunan intensi bullying siswa Sma [Doctoral Dissertation]. Universitas Gadjah Mada; 2015.

[19] Santrock JW. Life-span development (perkembangan masa-hidup). Jakarta: Erlangga; 2012.

[20] Sarwono S. Psikologi remaja. Jakarta: Pt. Rajagrafindo Persada; 2011.

[21] Sejiwa T. Bullying: Panduan bagi orang tua dan guru mengatasi kekerasan di sekolah dan lingkungan. Jakarta: Grasindo; 2008.

[22] Septiyuni DA, Budimansyah D, Wilodati W. Pengaruh kelompok teman sebaya (peer group) terhadap perilaku bullying siswa di sekolah. Sosietas. 2015;5(1):13-16.

[23] Suhud K. Efektivitas layanan informasi dalam meningkatkan sikap anti bullying di smp baitussalam surabaya [Doctoral Dissertation]. Uin Sunan Ampel Surabaya; Surabaya;2017.

[24] Syahputri WH, Kumara A. Validasi modul “sharing” untuk fasilitator program antiperundungan. Gadjah Mada Journal Of Professional Psychology (Gamajpp). 2015;1(2):108-119.

[25] Thomas G. Facilitator, teacher, or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education. 2010;32(3):239-254.

[26] Tsiantis ACJ, Beratis IN, Syngelaki EM, et al. The effects of a clinical prevention program on bullying, victimization, and attitudes toward school of elementary school students. Behavioral Disorders. 2013;38(4):243-257.

[27] Widiastuti W, Ani Y, Munthe A. Penyuluhan orang tua dalam mendukung pendidikan anak sebagai fasilitator belajar. Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat Dan Corporate Social Responsibility (Pkm-Csr). 2020;3:712-719.

[28] Yuniliza Y. Hubungan pengetahuan dan sikap remaja terhadap bullying di sman 3 kota bukittinggi. Maternal Child Health Care. 2020;2(3):219-225.