GAMBARAN RESPON GURU TERHADAP BULLYING DARI PERNYATAAN SISWA DAN GURU DI SMP NEGERI KECAMATAN CIRACAS

BELLA ANNISA PUTRI, . (2026) GAMBARAN RESPON GURU TERHADAP BULLYING DARI PERNYATAAN SISWA DAN GURU DI SMP NEGERI KECAMATAN CIRACAS. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan mendeskripsikan respons guru terhadap perilaku Bullying di Sekolah Menengah Pertama Negeri se-Kecamatan Ciracas berdasarkan laporan guru dan Peserta Didik. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan sampel 129 guru dan 384 Peserta Didik, menggunakan instrumen Teachers' Responses to Bullying Questionnaire (TRBQ) yang dianalisis dengan statistik deskriptif dan uji-t sampel independen. Hasil penelitian menunjukkan bahwa Bullying verbal (34,11%) dan fisik (33,07%) merupakan jenis Bullying yang paling banyak dialami peserta didik. Pada empat dimensi TRBQ yang dapat diperbandingkan (Mediation, Group Discussion, Victim Support, dan Disciplinary Support), guru menilai keseluruhan responsnya berada pada kategori sangat tinggi dengan (rentang 83,10%–86,51% dari skor ideal), sedangkan peserta didik menilai pada kategori tinggi hingga sangat tinggi, namun konsisten lebih rendah dari semua skor dimensi guru dengan (rentang 76,27%–81,68%), dengan Group Discussion sebagai dimensi dengan capaian terendah dan Mediation sebagai dimensi dengan capaian tertinggi menurut kedua kelompok. Hasil uji-t menunjukkan perbedaan yang signifikan secara statistik antara penilaian guru dan peserta didik pada tiga dimensi, yaitu Mediation (p=0,007), Group Discussion (p=0,001), dan Victim Support (p=0,004), yang mengindikasikan adanya kesenjangan persepsi diri-orang lain (self-other perception gap), sementara pada dimensi Disciplinary Support (p=0,086) tidak ditemukan perbedaan yang signifikan. Temuan ini menegaskan bahwa evaluasi efektivitas respon guru terhadap Bullying tidak dapat hanya bersandar pada laporan diri guru, melainkan perlu melibatkan perspektif peserta didik, khususnya dalam memperkuat strategi diskusi kelompok sebagai pendekatan restoratif yang paling jarang diterapkan, agar penanganan Bullying di sekolah menjadi lebih komprehensif dan efektif. ***** This study aims to describe teachers' responses to Bullying behavior in Public Junior High Schools throughout Ciracas District based on reports from both teachers and students. The study employed a descriptive quantitative approach with a sample of 129 teachers and 384 students, using the Teachers' Responses to Bullying Questionnaire (TRBQ) instrument, which was analyzed using descriptive statistics and independent sample t-tests. The results show that verbal Bullying (34.11%) and physical Bullying (33.07%) were the types of Bullying most frequently experienced by students. Across the four comparable TRBQ dimensions (Mediation, Group Discussion, Victim Support, and Disciplinary Support), teachers rated their overall responses as falling into the very high category (ranging from 83.10%–86.51% of the ideal score), while students rated them as falling into the high to very high category, though consistently lower than all teacher dimension scores (ranging from 76.27%–81.68%), with Group Discussion as the dimension with the lowest achievement and Mediation as the dimension with the highest achievement according to both groups. The t-test results revealed statistically significant differences between teacher and student ratings on three dimensions—Mediation (p=0.007), Group Discussion (p=0.001), and Victim Support (p=0.004)—indicating a self-other perception gap, while no significant difference was found for the Disciplinary Support dimension (p=0.086). These findings confirm that evaluating the effectiveness of teachers' responses to Bullying cannot rely solely on teachers' self-reports, but must also incorporate students' perspectives, particularly in strengthening Group Discussion strategies as the restorative approach least frequently implemented, in order to make the handling of Bullying in schools more comprehensive and effective.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Hilma Fitriyani ; 2). Prof. Dr. Awaluddin Tjala, M.Pd.
Subjects:	Pendidikan > Bimbingan dan Konseling
Divisions:	FIP > S1 Bimbingan Dan Konseling
Depositing User:	Bella Annisa Putri .
Date Deposited:	24 Aug 2026 00:43
Last Modified:	24 Aug 2026 00:48
URI:	http://repository.unj.ac.id/id/eprint/72482

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