KnE Social Sciences

Published date: Oct 13 2025

Journal Title: KnE Social Sciences

Issue title: The International Conference of Psychology 2025 (IcoPsy 2025)

Pages: 429 - 440

DOI: 10.18502/kss.v10i25.19918

Jemi Rahmawatijemi.rahmawati.2208116@students.um.ac.idFaculty of Psychology, State University of Malang, Malang

Widi FebriantiFaculty of Psychology, State University of Malang, Malang

Jati FatmawiyatiFaculty of Psychology, State University of Malang, Malang

Data from Programme for International Student Assessment (PISA) research in 2018 revealed that Indonesia ranks fifth highest in the world, with the number of students experiencing bullying at 41.1%. This shows that bullying, especially verbal bullying, still occurs and has a big impact on each of those involved, both perpetrators and victims. So, breaking the chain of verbal bullying at the elementary school level is necessary. One way to do this is through sociodrama techniques. The research was conducted through a literature review of relevant articles. The literature search was conducted on databases such as Garuda, Springer, Sage, Scholars, and Scopus. The criteria for the articles selected in this study were articles that discuss bullying cases in schools and the way they were handled, with specific explanations related to the effectiveness of using sociodrama techniques in overcoming bullying. From the search results, eight journal articles were obtained that met the criteria, with a publication range from 2018 to 2024. Based on the literature review, the research results showed that the sociodrama technique is relevant to be applied in education to overcome the problem of verbal bullying because it can develop language skills, creativity, and imagination, through a fun and interesting method that easily attracts students’ attention. This is very suitable for the development of concrete operational children who are developing the ability to interact with their environment.

Keywords: verbal bullying, sociodrama method, elementary school

[1] Bandura A. Social learning theory. Englewood Cliffs (NJ): Prentice Hall; 1977.

[2] Centers for Disease Control and Prevention. Preventing Bullying [Internet]. 2018 [cited 2025 Jun 30]. Available from: https://escambia.floridahealth.gov/programsand- services/wellness-programs/school-health/_documents/cdc-bullyingfactsheet. pdf

[3] Cherry K. Social learning theory: Definition and examples. Verywell Mind [Internet]. 2022 Oct 24 [cited 2025 Jun 30]. Available from: https://www.verywellmind.com/social-learning-theory-2795074

[4] Dewantara Sembiring AP, Hasibuan AD. The Effectiveness Of Sociodrama Techniques As An Effort To Overcome Bullying Behavior. 2020.

[5] Federasi Serikat Guru Indonesia (FSGI). Catatan akhir tahun pendidikan 2023: kasus bullying meningkat. Detik.com [Internet]. Available from: https://www.detik.com/edu/sekolah/d-7117942/catatan-akhir-tahun-pendidikan- 2023-fsgi-kasus-bullying-meningkat

[6] Haryanto. The Effectiveness of Group Counseling with Self Talk and Sociodrama Techniques to Reduce Communication Apprehension. Jurnal Bimbingan Konseling 12(1), 60-66. 2023.

[7] Hopeman TA. The Impact of Bullying on the Social Attitudes of Elementary School Children. PENDASI: Jurnal Pendidikan Dasar Indonesia, 4(1), 52-63. 2020.

[8] Kellerman B. Followership: How followers are creating change and changing leaders. Boston: Harvard Business School Press; 2007. p. 17.

[9] Khoirunnisa, C., Jamilah, V., Nissa, M. S., Silvia, N., & Wahyu, A. Studi Komparatif: Karakteristik Korban Bullying Pada Laki-Laki dan Perempuan. JURNAL ILMIAH NUSANTARA, 2(2), 590-597. 2025.

[10] Kurniawan DE, Pranowo TA. Pengembangan Model Bimbingan Kelompok Dengan Teknik sosiodrama Untuk Mengatasi perilaku bullying. J Fokus Konseling. 2018;4(1):126. https://doi.org/10.26638/jfk.499.2099

[11] Kurniawan H, Astuti K. Perception of school climate and masculinity on bullying behavior. Psycho Holistic. 2021;3(2):45–50. https://doi.org/10.35747/ph.v3i2.129

[12] Dahlia, B., salsabilah Azzahra, D., Azzahra, A. R., Dewi, S. P., Gunawan, F. A., & Abdillah, R. Luka batin tak terlihat: Dampak bullying pada kesehatan psikologis siswa. Vitalitas Medis: Jurnal Kesehatan dan Kedokteran, 2(1), 185-198. 2025.

[13] Ndasi CR. Study Effectivity of Drama Therapy Toward Students Consciousness Bullying. In 2nd Annual International Conference: Reimagining Guidance and Counselling in the VUCA Era (AICGC 2023) (pp. 172-181). Atlantis Press. 2024.

[14] Nopriyanti H, Khasanah L, Sholeha M, Saputra RA, Meisya S. Dampak perilaku bullying terhadap Peserta Didik Pada jenjang sekolah dasar. J Pendidikan Guru Sekolah Dasar. 2023;1(2):10. https://doi.org/10.47134/pgsd.v1i2.226

[15] Oktaviani D, et al. Faktor dominasi dan intimidasi dalam perilaku bullying pada remaja. Jurnal Psikologi Pendidikan. 2023;5(2):123-130.

[16] Pisa 2018 results (volume II). PISA. 2019 Dec 3; https://doi.org/10.1787/fb6da32e-en

[17] Putri ED. Kasus Bullying di Lingkungan Sekolah Dampak Serta Penanganannya. 2022.

[18] Wahyusi A, Jepri S. Layanan Bimbingan Kelompok Sosiodrama untuk Meningkatkan Resiliensi Diri Siswa Korban Bullying. 2022.

[19] Wiyani. Studi kasus bullying di kota Surabaya dan Jakarta. 2012.

[20] Yuliani N. Fenomena Kasus Bullying Di Sekolah. 2019.

[21] Yuniati RT. Mengurangi perilaku bullying melalui metode role-playing di mts negeri 2 purbalingga. Paedagogy: J Ilmu Pendidikan dan Psikologi. 2022;2(1):80–85. https://doi.org/10.51878/paedagogy.v2i1.1054

[22] Yunita E. Penerapan Bimbingan Kelompok dengan Teknik Sosiodrama untuk Meningkatkan Motivasi Berprestasi Siswa. 2021.

[23] Zuqurnain MA, Thoha M. Analisis kepercayaan diri pada korban bullying. Edu Consilium: Jurnal Bimbingan dan Konseling Pendidikan Islam [Internet]. 2022;3(2):69-82. Available from: http://ejournal.iainmadura.ac.id/index.php/educons/article/view/6737