Teacher Strategy to Prevent Bullying for Special-Need Student in Inclusive School at Australian Independent School in Academic Year 2020
Main Article Content
Abstract
Peserta didik anak berkebutuhan khusus dekat dengan bullying bahkan di sekolah. Guru yang menangani anak berkebutuhan khusus harus memiliki suatu strategi untuk mencegah terjadinya bullying. Penelitian ini bertujuan untuk menganalisa dari strategi guru untuk mencegah bullying terhadap anak berkebutuhan khusus di sekolah inklusi di Australian Independent School (AIS) pada tahun akademik 2020. Penelitian ini merupakan penelitian kualitatif studi kasus pada strategi guru dalam mencegah bullying. Data diperoleh dari observasi, rekaman, dokumen, analisa dan wawancara. Data kemudian di analisis secara kualitatif dengan metode analisis dari Miles dan Huberman (1994). Hasil dari penelitian ini menunjukkan bahwa guru memberdayakan para peserta didik dengan pengetahuan dan akibat dari bullying melalui beberapa metode seperti management kelas, keterlibatan moral, promosi Up-stander dan By-stander, penghargaan, dan pelatihan terhadap staff. Penerapan strategi tersebut berkontribusi positif dalam pencegahan bullying di Australian Independent School (AIS).
Article Details
How to Cite
Ayu Juniarti, N. L., & Dedik Susila, I. K. (2021). Teacher Strategy to Prevent Bullying for Special-Need Student in Inclusive School at Australian Independent School in Academic Year 2020. Widya Accarya, 12(2), 195-204. https://doi.org/10.46650/wa.12.2.1113.195-204
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Usman, & Dangara, Y. (2016). Educational Resources: An Integral Component for Effective School Administration in Nigeria. Research on Humanities and Social Sciences, 6(13), 10.
Barnett, J. E. H., Fisher, K. W., O'Connell, N., & Franco, K. (2019). Middle School Journal Promoting Upstander Behavior to Address Bullying in School Research Gate.net, 50(1), 5. doi:https://doi.org/10.1080/00940771.2018.1550377
Beane, A. L., PH.D. (2009). Bullying Prevention for Schools a Step-by Step to Implementing a Successful Anti-Bullying Program. San Francisco: JosseyBass.
Desiningrum, D. R. (2016). Psikologi Anak Berkebutuhan Khusus: Psikosain.
Kamaruddin, S. A. (2012). Character Education and Students Social Behavior Journal of Ecuducation and Learning University of Makassar City, 6(4), 7.
Lestari, S., Yusmansyah, & Mayasari, S. (2018). Bentuk dan Faktor Penyebab Perilaku Bullying. Universitas Lampung.
Mu'izz, M. (2017). Implementasi Pendidikan dan Pelatihan dalam meningkatkan Kompetensi Guru di MTS Negeri 2 Bandar Lampung (Pasca Sarjana), Institut Agama Islam Negeri Raden Intan Lampung, Lampung.
Olwus, D., & Limber, S. P. (2010). The Olweus Bullying Prevention Program Implementation and Evaluation over Two Decades. Research Gate, 27(2010), 377-401.
Padmadewi, N. N., & Artini, L. P. (2017). Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia. International Journal of Instruction, 10(3), 159-176.
Priantini, D.A.M.M.O. (2021). How Effective is Learning Style Material with E-modules During The COVID-19 Pandemic?. Jurnal Ilmiah Sekolah Dasar, 5(2). doi:http://dx.doi.org/10.23887/jisd.v5i2.37687
Putra, N. (2012). Metode Penelitian Kualitatif pendidikan Jakarta: PT. Rajagrafindo Persada
Susila, I. K. (2020). Utilization of Classcraft in Developing Positive Student Behavior. Journal of Education Technology, 510-515.
Usman, & Dangara, Y. (2016). Educational Resources: An Integral Component for Effective School Administration in Nigeria. Research on Humanities and Social Sciences, 6(13), 10.