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Bullying in secondary schools is a serious issue that affects students’ psychosocial well-being and academic achievement, and significantly disrupts the learning climate and the quality of social relationships among students. This community service activity aimed to implement the Child-Friendly School Program through anti-bullying socialization at SMA N 1 Kersana in order to enhance the understanding and commitment of all school members in creating a safe, inclusive, and sustainable learning environment. The method employed a participatory approach, including needs assessment, interactive socialization sessions, focus group discussions, case simulations, and structured evaluation using pre-test and post-test instruments. The results indicated a 23% increase in participants’ understanding based on the comparison of scores before and after the intensive implementation of the program. Furthermore, a “Bullying-Free School” declaration was established along with a plan to strengthen the Violence Prevention and Handling Team as a more systematic sustainability strategy. These findings confirm that participatory-based socialization effectively reinforces the implementation of the Child-Friendly School Program and fosters a safe, inclusive, sustainable, and responsive school culture that supports students’ positive character development.

The objective of this study is to investigate several facets of the role that educators play in the verbal abuse and bullying prevention of students at SMP Negeri 1 Tanjung Raja in Tanjung Raja District, Ogan Ilir Regency. The qualitative descriptive method is being used in this study. The researchers conduct observations and interviews as part of their data collection methods. There were seven informants in total for this investigation. This study is being conducted at Tanjung Raja sub-district, Jalan Sultan Mahmud Badaruddin II, in the Ogan Ilir Regency. The study's findings indicate that educators have a positive impact in educating students about bullying and how to protect themselves from various risks. In addition to this, the role of the teacher and the curriculum in the school is crucial in providing a safe and nurturing environment for the development of the students. It is anticipated that the research findings will be able to make a contribution to more effective education reform in SMP Negeri 1 Tanjung Raja and other schools.  

This community service activity aimed to strengthen the capacity of Percik staff and Sobat Anak facilitators through basic sign language training in collaboration with the Sahabat Tuli Salatiga community. Inclusive multicultural education requires educators and facilitators to be able to engage all children, including those with hearing disabilities. The Sobat Anak Program initiated by Percik Salatiga promotes interfaith and multicultural education for children from diverse backgrounds; however communication barriers remain due to facilitators’ limited knowledge of sign language. The community service employed a needs assessment, participatory training sessions, and evaluation using pre-test and post-test analyzed through N-Gain scores. The results show an N-Gain value of 0.79, categorized as high, with an effectiveness level of 78.89%. These findings indicate that basic sign language training is effective in improving participants’ understanding in supporting more inclusive multicultural educational practices. This activity highlights the importance of collaboration between higher educations, civil society organizations and disability communities in advancing the No One Left Behind principle within inclusive education initiatives.

This study examines the role of teachers as Islamic counselors in addressing various psychological problems experienced by students, such as learning anxiety, academic stress, low self-confidence, difficulty controlling emotions, and social problems such as bullying. Teachers serve not only as instructors, but also as murabbi, mursyid, and moral role models in guiding students' spiritual and emotional development. The study used a qualitative method with a library study approach, where data were obtained through relevant literature related to Islamic counseling, Islamic education, and student psychology. The results of the study indicate that the implementation of Islamic counseling through strategies such as mau'izhah hasanah, tazkiyah an-nafs, prayer and dhikr, empathy development, and collaboration with guidance and counseling teachers and parents has been proven to reduce students' anxiety and stress levels, increase learning motivation, strengthen morals and character, and provide spiritual peace. Thus, teachers play a strategic role in creating a holistic educational environment and supporting students' psychological well-being. In addition, the implementation of Islamic counseling also plays a role in building students' mental resilience in facing academic and social pressures. In the long term, this will strengthen the Islamic values ​​applied in students, while creating a more resilient and noble generation.

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.

This research aims to analyze, examine, and identify the forms of legal protection available for child victims of bullying, as well as to assess government measures in providing compensation to these victims based on Indonesia’s ius constituendum framework. In recent years, bullying cases involving minors have significantly increased, leaving victims unable to defend themselves. The primary issues addressed in this study concern the legal protection afforded to child victims of bullying and the manner in which the government provides compensation in accordance with the envisioned future law (ius constituendum) in Indonesia. This study employs a normative legal research method, relying on the examination of legal materials. The approach used is the statute approach, referring to relevant laws and regulations. The findings reveal the types of legal protection accessible to child victims of bullying and the measures that the government may implement to provide compensation in alignment with Indonesia’s aspirational legal framework.

Indonesia, as a multicultural nation, demands that Christian Religious Education (PAK) practices focus not only on doctrinal teaching but also on character development for students, enabling them to live within cultural, ethnic, and religious diversity. Language is a crucial element in realizing inclusive education, as the use of impolite or offensive language can trigger prejudice, intolerance, and even bullying, as seen in the forced hijab case in Bantul. This study uses a literature review method to examine the role of language, politeness, and communication strategies in developing students who value pluralism and multiculturalism. The discussion demonstrates that politeness is the foundation of character development and reflects a person's moral values. Through strategies such as integrating Christian values ​​into the curriculum, inclusive teaching methods, creating a school environment that supports diversity, and a holistic communication approach, Christian Religious Education can be a means of transformation that fosters tolerance and harmony. The results confirm that the use of polite and non-offensive language is a key aspect in developing students with character, who are inclusive, and capable of becoming agents of peace in a pluralistic society.

Latar Belakang: Remaja merupakan masa peralihan dari anak-anak ke masa menuju dewasa dan selama perubahan tersebut akan ada terjadi perubahan baik secara hormonal, fisik, perilaku serta hubungan sosial. Kekerasan verbal dapat terjadi dimana saja, baik di lingkungan kerja, lingkungan rumah, sesama teman, maupun kedua orangtua terhadap anaknya. Kekerasan verbal tentu bukanlah hal yang dapat dinormalisasi dalam kehidupan. Kekerasan verbal merupakan kekerasan yang dilakukan dengan kata-kata kasar, hinaan, umpatan, olok kan, dan perkataan lain yang membuat lawan bicara marah, tersinggung, atau emosi. Studi pendahuluan pada remaja usia 12-15 tahun dari 5 anak (100%) tersebut semuanya sering menggunakan kata tidak baik, seperti anjay, resek, brengsek, kimey. Tujuan: peningkatan pengetahuan dan penerapan komunikasi verbal dan non verbal yang digunakan kelompok remaja usia 12-15 tahun Metode: Pengabdian masayarakt ini menggunakan motode ceramah dengan bentuk penyuluhan kesehatan Hasil: Penyuluhan yang dilakukan pada remaja yang awalnya sekitar 87% mereka kurang faham jenis komunikasi verbal dan non verbal yang baik dan benar untuk komunikasi sehari-hari, selama ini komunikasi yang digunakan dengan teman merupakan kata-kata umum dikalangan remaja sehingga menganggap kata-kata tersebut hal biasa menjadi 95% mengerti, bisa menerapkan komunikasi verbal dan non verbal yang baik, remaja mengerti bahwa kata-kata selama ini yang mereka ucapkan termasuk tindakan bullying. Kesimpulan: Komunikasi merupakan hal yang mempengaruhi tumbuh kembang anak remaja dalam menjalani kehidupan menuju dewasa nanti. Komunikasi yang baik akan memberikan dampak yang baik pula demikian sebaliknya jika komunikasi tidak baik maka akan terbawa hingga dewasa

The issue of inorganic waste such as plastic and used paper in industrial environments remains an important issue that affects the cleanliness and aesthetics of work areas. PT Pertamina Patra Niaga Fuel Terminal Rewulu faces challenges in managing non-hazardous solid waste due to limited sorting systems and waste transportation frequency. This Community Service activity aims to improve workers' understanding and skills through socialization and training in making ecobricks as a solution for utilizing inorganic waste. The methods used include pre-activity stages, socialization and hands-on practice, and evaluation through pre-tests and post-tests. The results of the activity showed a significant increase in participants' knowledge after the training, proving the effectiveness of interactive methods in strengthening understanding of the 3R (Reduce, Reuse, Recycle) concept. In addition to reducing waste volume, this activity also fostered awareness and participation among workers in creating a clean and sustainable work environment. The results of this community service are important as a first step in building a culture of independent waste management in industrial environments and can be replicated in other locations with a similar approach. Keywords: Implementation of Pancasila values, bullying prevention, character education, primary school, SDN 1 Jatisela, school environment, student behaviour.

The absence of a father or fatherlessness in a family is a serious problem that affects children's social, psychological, and educational development. This condition becomes even more complex when experienced by street children who live in limited economic conditions and lack family support. The purpose of this study is to reveal the social life of street children on Jalan Krakatau Ujung, Medan Deli District, find the factors that cause fatherlessness, and study the consequences. This study is a qualitative study conducted through a descriptive approach. Data were collected through documentation and in-depth interviews with street children, parents, and community leaders. The results of the study show that the factors causing fatherlessness include divorce, abandonment, and the death of the father. Fathers may also migrate or engage in deviant behavior, such as drug abuse. Children without parents have visible impacts in the form of psychological vulnerability, such as loneliness, lack of self-control, and lack of self-confidence; social impacts, such as difficulty socializing, vulnerability to bullying and exploitation; and educational impacts, such as lack of desire to learn and limited access to education. The lives of street children at the traffic light intersection on Jalan Krakatau Ujung show weak family functioning, especially the role of the father, which encourages children to earn their own living from an early age.

rogram pengabdian masyarakat ini bertujuan memperkuat peran orang tua dalam mencegah perilaku bullying pada remaja di Kelurahan Jatibarang, Mijen, Kota Semarang melalui edukasi berbasis pendekatan partisipatif. Kegiatan dilakukan dengan model Participatory Action Research (PAR) yang melibatkan para orang tua, kader atau masyarakat dalam proses pemetaan masalah, edukasi, diskusi, serta evaluasi. Intervensi berupa sesi edukasi parenting, role-play, dan diskusi kasus lokal. Hasil menunjukkan peningkatan pengetahuan, kesadaran, dan kemampuan orang tua dalam mendeteksi serta menangani perilaku bullying, disertai terbentuknya jejaring dukungan komunitas untuk keberlanjutan program. Program ini menegaskan pentingnya kolaborasi komunitas dalam membangun lingkungan aman bagi remaja dan mendorong penguatan fungsi keluarga dalam pencegahan bullying.

Bullying behavior in elementary schools, characterized by the intentional harm of others, can manifest as teasing, harsh words, intimidation, and physical actions. It involves aggressive and repeated behavior aimed at demeaning others, which can significantly impact victims. Repeated bullying can lead to psychological issues, hindering students' ability to engage in the learning process, communicate with peers, and interact at home. Bullying in schools can result in mental health problems like anxiety and depression, academic struggles such as poor performance and truancy, and social challenges like difficulty forming relationships. Long-term effects may include trauma, low self-esteem, and even self-harm. To prevent bullying, schools should adopt a holistic approach that includes collaboration with parents and students. Strategies involve character education to promote empathy and respect, establishing clear school policies, and creating a safe, supportive environment. Raising awareness through anti-bullying campaigns and providing psychological support for victims, along with intervention for perpetrators, can further contribute to reducing bullying. Engaging the entire school community in these efforts is crucial to creating a positive, inclusive atmosphere where bullying is actively prevented.

This study aims to explore and evaluate the implementation of the Curriculum of Love as a comprehensive preventive approach to addressing bullying in Senior High Schools. Bullying, defined as repeated negative behaviors intended to harm others through verbal, physical, or social actions, has become a serious problem in schools across Indonesia. Its effects on victims include physical and psychological health issues, reduced self-confidence, and in severe cases, suicidal thoughts. The research uses a literature review method, analyzing various academic sources such as journals and scholarly reports because the topic is closely related to theoretical concepts and theological values. The Curriculum of Love is a humanistic, holistic, and transformative educational model that emphasizes love, empathy, care, and compassion as central to all learning activities. Its core values of love, tolerance, and harmony form the foundation for promoting positive behavior. Findings indicate that this curriculum effectively addresses the complex causes of bullying, including individual, family, and social factors, by systematically instilling these core values. Implementation involves cultivating love for God to strengthen moral responsibility, love for fellow humans to foster respect and empathy, and practical activities such as role play, classroom companion programs, peaceful conflict resolution training, and teacher modeling. The Curriculum of Love creates a safe and supportive school environment and serves as an essential preventive and transformative educational strategy.

This comparative study analyzes the models of character education by comparing the implementation of Social and Emotional Learning (SEL) in Finland and the Akhlak (Moral) Curriculum within Islamic Religious Education (PAI) in Indonesia. Modern education demands not only cognitive intelligence but also emotional and moral maturity, highlighted by rising issues like bullying and mental health problems in adolescents. Finland's success is attributed to the strong integration of SEL, a psychological method focusing on five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) that fosters a positive school climate. In contrast, Indonesia's PAI Akhlak Curriculum aims to form character rooted in theological-spiritual values (piety and obedience). Using a descriptive qualitative comparative method through literature review and content analysis, the study found that despite sharing the core objective of cultivating moral character , their foundations differ: SEL is secular-humanistic for well-being, while Akhlak is theological-spiritual. Furthermore, Finland's system employs a low-pressure, integrated, formative evaluation, supported by teacher autonomy, while Indonesia's PAI implementation faces challenges from a dominant focus on quantitative cognitive assessment. The study recommends that PAI adopt the structured SEL framework as a methodological bridge to translate Akhlak values into concrete student behavior and promote active, affect-focused learning.

This study highlights the importance of understanding the cultural, religious, and social diversity present in every student. Multicultural counseling is viewed as an approach that helps counselors grasp the dynamics of student interactions and identify potential discriminatory behaviors. The discussion covers common forms of discrimination in schools, including stereotypes, identity-based bullying, and social exclusion. The study also emphasizes the strategic role of counselors in providing interventions through individual counseling, group counseling, and preventive programs focused on strengthening empathy and tolerance. The implementation of multicultural counseling programs is presented as a concrete effort to build an inclusive school climate. The findings show that this approach is effective in reducing conflict, increasing cross-cultural awareness, and fostering healthier social relationships among students. This research also highlights the importance of the school counselor's role in creating a safe and inclusive environment. Counselors can conduct needs assessments to identify patterns of discrimination and provide appropriate interventions. In addition, collaboration with teachers, parents, and the school is also needed to create effective prevention programs. This program is expected to have a positive impact on students and create a school culture that is more just and respects differences

Bullying cases among elementary school students have become increasingly alarming because they negatively impact children’s psychological, social, and moral development, making early intervention essential. This community service project was designed to strengthen students’ understanding and character formation as a preventive effort against bullying behavior. The program was carried out at SD Wonolelo, a rural elementary school, involving 18 sixth-grade students and one accompanying teacher who participated actively in each session. The methods used consisted of interactive socialization and role-playing activities implemented through three stages: delivery of material, interactive question-and-answer discussion, and final evaluation. The results show a significant increase in students’ comprehension of bullying, rising from 30% before the activity to 90% afterward, indicating the program’s strong impact on learning. Beyond improved understanding, the initiative successfully cultivated empathy, cooperation, and social awareness among students so that they not only refrain from bullying but also feel responsible for preventing it within their environment. Overall, the program proved effective in promoting anti-bullying awareness, shaping positive character traits, and supporting the development of a safer and more inclusive culture at the elementary school level.

This study examines the role of Guidance and Counseling (BK) teachers in helping students face personal, social, academic, and career problems. Using qualitative descriptive methods through interviews, observations, and documentation, this study found that BK services were carried out routinely through classical guidance, group services, and individual counseling that focused on self-development, career exploration, bullying prevention, and exam readiness. The effectiveness of the service is also supported by a conducive BK environment and collaboration between subject teachers, parents, and external parties such as psychologists or related institutions. However, various obstacles are still found, such as a high ratio of counselors to students, changes in education policies that require rapid adaptation, limited support facilities, and generational differences between counselors and students that affect communication patterns. This research emphasizes the importance of improving the professionalism of BK teachers through continuous training and strengthening synergy between educators to realize effective, responsive, and oriented BK services that are oriented towards the development of students' character in a holistic and sustainable manner.

The rapid development of technology encourages the change in crime patterns from conventional to digital through the use of electronic devices. This phenomenon makes many individuals and groups use technology not only for positive purposes, but also to gain financial gain illegally. Instagram as one of the most popular social media applications has also become a space for digital crime practices, especially through the creation of fake accounts. Fake accounts are used for various harmful acts such as online fraud, the spread of fake news, the use of identities or photos without permission, acts of bullying and negative comments that trigger conflicts, to the spread of pornographic content. This research aims to identify the forms of fake account practices on Instagram, analyze the causative factors, and evaluate the application of applicable laws, especially Law Number 19 of 2016 concerning Information and Electronic Transactions. The research method used is empirical legal research with a qualitative approach. The data was collected through interviews with investigators from the Directorate of Criminal Investigation of the Metro Jaya Police, academics, and civil society organizations (CSO). The results of the study show that the practice of fake accounts still often occurs due to low digital literacy, weak supervision from platforms, and not optimal law enforcement. Although Article 35 jo Article 51 paragraph (1) of the ITE Law has regulated the prohibition of data and identity manipulation, its implementation still faces a number of obstacles from aspects of legal substance, enforcement structure, and community legal culture. This study recommends the need for collaboration between the government and social media platforms in limiting the creation of fake accounts, improving people's digital literacy, and reformulating legal rules that are clearer and more adaptive to the dynamics of digital crime. These efforts are needed so that the protection of social media users is optimal and able to create a safe digital space.

Orang tua memainkan peran penting dalam perkembangan anak, baik dari segi kognitif, afektif, dan psikomotor. Tindakan bullying sering kali dialami oleh anak-anak di lingkungan sekolah, tidak terkecuali dengan peserta didik penghayat yang mengakibatkan kurangnya rasa percaya diri. Maka dari itu, peserta didik penghayat yang mendapatkan bullying sudah pasti membutuhkan dukungan dari orang-orang terdekat, yaitu orang tua. Penelitian ini bertujuan untuk mengidentifikasi peran orang tua dalam meningkatkan kepercayaan diri peserta didik penghayat Kepercayaan Terhadap Tuhan Yang Maha Esa di Kabupaten Tegal melalui pendekatan kognitif. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari empat orang tua dan empat peserta didik penghayat. Hasil penelitian menunjukkan bahwa orang tua memainkan peran penting sebagai pendidik, motivator, fasilitator, dan pembimbing dalam meningkatkan kepercayaan diri anak. Pendekatan kognitif yang diterapkan, seperti komunikasi terbuka, pembentukan pola pikir positif, dan pemberian pujian, terbukti efektif dalam meningkatkan rasa percaya diri anak. Namun, orang tua menghadapi kendala seperti stigma sosial, kurangnya pemahaman tentang pendekatan kognitif, dan keterbatasan pendidikan. Penelitian ini menyimpulkan bahwa dukungan orang tua yang konsisten dan lingkungan yang inklusif sangat penting dalam meningkatkan kepercayaan diri peserta didik penghayat.

This research was conducted at Malahayu 03 Elementary School, Brebes Regency. The objectives of this research are (1) To describe the impact of bullying on students' social interactions (2) To describe the factors that influence students' social interactions after experiencing bullying. This type of research uses Qualitative research using interview and Documentation techniques. Based on the results of research conducted through interviews, observations, and documentation at Malahayu 03 Elementary School, it can be concluded that bullying has a significant impact on students' social interactions, especially for victims. These impacts can be seen in the following aspects: (1) Emotional and psychological: Students who are victims of bullying show symptoms such as feelings of worthlessness, prolonged sadness, fear of expressing opinions, and experiencing pressure to be accepted by the group. (2) Decreased social interaction: Victims tend to be alone, avoid group activities, and withdraw from the social environment of the class. (3) Decrease in academic achievement: It was found that victims of bullying experienced a decline in academic grades and difficulty concentrating while studying, as a result of the mental pressure they experienced. (4) School environment: The existence of a culture of seniority and the lack of serious handling by the school towards perpetrators of bullying causes victims to feel increasingly unsafe.