Penerapan Filsafat Pendidikan untuk Mengurangi Perilaku Bullying di Sekolah Dasar
DOI:
https://doi.org/10.24090/jnr.v4i3.15561Keywords:
Bullying, Filsafat, Humanisme, Konstruktivisme, PragmatismeAbstract
Perilaku bullying di sekolah dasar terus menjadi persoalan krusial yang mengganggu proses tumbuh kembang sosial-emosional anak dan menghambat terciptanya iklim pembelajaran yang sehat. Fenomena ini menunjukkan bahwa pendekatan disipliner konvensional belum memadai untuk menangani akar persoalan yang bersifat relasional dan kultural. Penelitian ini bertujuan menganalisis bagaimana penerapan filsafat pendidikan khususnya humanisme, konstruktivisme, dan pragmatism dapat digunakan sebagai kerangka konseptual dan praksis untuk mengurangi perilaku bullying di sekolah dasar. Penelitian menggunakan jenis penelitian kualitatif dengan pendekatan studi kasus di beberapa sekolah dasar negeri dan swasta di Jawa Tengah. Data dikumpulkan melalui wawancara mendalam dengan guru dan siswa, observasi proses pembelajaran, serta analisis dokumen kebijakan sekolah. Teknik analisis data dilakukan melalui reduksi data, kategorisasi tematik, dan penarikan kesimpulan secara induktif. Hasil penelitian menunjukkan bahwa integrasi prinsip humanism melalui penguatan empati dan relasi guru dan siswa mampu menurunkan eskalasi perilaku agresif. Pendekatan konstruktivisme terbukti efektif membangun kesadaran sosial siswa melalui pembelajaran kolaboratif, sedangkan pragmatisme mendorong penerapan aturan sekolah yang adaptif dan berbasis pengalaman nyata siswa. Temuan ini menegaskan bahwa penerapan filsafat pendidikan secara konsisten dapat mengubah kultur sekolah menjadi lebih inklusif, dialogis, dan responsif terhadap perbedaan. Implikasi penelitian menekankan pentingnya pelatihan guru berbasis filsafat pendidikan, desain kurikulum yang menumbuhkan kepekaan moral, serta penguatan kebijakan sekolah yang mendukung pencegahan bullying secara berkelanjutan.References
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