Publication Search

This study aims to describe the perspectives of Akidah Akhlak teachers on the implementation of moral education through the teaching of the Ta’lim al-Muta’allim book as a strategy to prevent bullying at MTs Islamiyah Syafiiyah Sedan. The background of the study is the growing prevalence of bullying in schools, including verbal, physical, and social forms, which demands an approach to moral education that not only transfers knowledge but also internalizes values essential for shaping students’ character and self-control. This research employs a descriptive qualitative method using interviews, observations, and documentation. The research subjects are Akidah Akhlak teachers who directly teach Ta’lim al-Muta’allim. The data were analyzed through reduction, display, and conclusion drawing. The findings show that teachers view the book as strategically valuable for developing students’ moral character because it provides guidance on proper conduct toward teachers, peers, knowledge, and the learning environment. According to the teachers, applying the values presented in the text helps foster respect, empathy, and social responsibility, which contributes to preventing bullying behaviors. In classroom practice, teachers integrate these values through exemplary behavior, contextual advice, and reflective discussions following reading activities. Thus, the teaching of Ta’lim al-Muta’allim serves not only as academic material but also as a medium for instilling moral values that support the creation of a school culture grounded in good morals and free from bullying. These efforts strengthen students’ awareness and encourage positive daily interactions within the school.

Bullying is one of the most common forms of violence still occurring in schools, causing serious impacts on students’ psychological conditions and social development. Various efforts have been made to reduce bullying cases, yet communicative campaign media that match the characteristics of the digital generation remain limited. This study aims to develop educational media based on interactive motion graphics designed with Visual Communication Design principles to support anti-bullying digital campaigns in schools. The research stages include designing the main characters using Adobe Illustrator and Adobe Photoshop, separating body parts in vector format for easier animation, importing the files into Adobe Character Animator, and synchronizing movements, facial expressions, and voices through dubbing processes. The final product is an interactive animation entitled “Berani Bicara, Berani Membela” (Dare to Speak, Dare to Defend), which features three main scenes: bullying in a school corridor, peer support in the classroom, and reporting the case to the guidance counselor. The findings indicate that this media provides a more engaging and interactive learning experience while effectively delivering moral messages. The animation not only emphasizes the importance of victims’ courage to report bullying but also highlights peer support and the school’s role in providing protection. Therefore, interactive motion graphics can serve as an alternative digital campaign strategy that is relevant, easily accepted by young generations, and has the potential to foster safe, inclusive, and friendly school environments for all students.

Bullying is very common in the school environment because it can disrupt students' learning at school. Schools, especially guidance and counseling teachers, have an important role in ensuring that students or students avoid bullying so that they are able to learn effectively and efficiently. Students who have an understanding of the dangers of bullying will have a greater opportunity to avoid levels of bullying and understand the dangers of bullying. This research also aims to ensure that students can find out that there is an increase in understanding of the dangers of bullying through classical guidance for class VIII students at SMPN 1 Sungai Pua for the 2023/2024 academic year. This research shows that after being given classical guidance services, more than half of the students can understand the dangers of being in the very high category. In the high category with a frequency of 6 it was 18.75%, in the medium category the frequency of 3 was 9.375%, in the low category the number of 0 was 0%, in the very low category with a frequency of 0 it was 0%. Thus, it can be concluded that classical guidance is an effective and innovative strategy to increase the understanding of class VIII students at SMPN 1 Sungai Pua regarding the dangers of bullying. The results of this research can be used as reference material for guidance and counseling teachers to increase understanding of the dangers of bullying in students through classical guidance services.