essay bullying indonesia

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The Fight against Bullying in Indonesia

Another survey conducted by UNICEF Indonesia in 2015 revealed that as many as 50 percent of local students, aged 13 to 15, have been bullied in their schools.

I guess it is best to once again remind students, teachers and parents, who are active participants in the education system, that no matter the extent of bullying, it should never be tolerated.

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Understanding Bullying Cases in Indonesia

• First Online: 30 July 2022

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• Ihsana Sabriani Borualogo 12 &
• Ferran Casas 13 , 14  

Part of the book series: International Handbooks of Quality-of-Life ((IHQL))

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Bullying cases are increasing over time in Indonesia and there are a growing number of serious and fatal cases. Both school and sibling bullying happen in Indonesia. Although children reported being physically bullied more frequently by siblings than by other children at school, however studies in sibling bullying in Indonesia are still very limited. School bullying cases in Indonesia increase the numbers over years. This chapter aims to review scientific studies on bullying cases in Indonesia, including the Indonesian context of parenting style and cultural context, in order to present an overall panorama of the knowledge available and the situation that emphasises the need of improving political and social action to overcome the diverse negative effects of bullying on Indonesian boys and girls.

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Acknowledgments

Children’s Worlds Survey in Indonesia was supported by UNISBA (Universitas Islam Bandung), UNICEF Indonesia, and Statistics Indonesia (BPS). This survey was funded by UNICEF Indonesia and supported by BAPPENAS (Indonesian Ministry of National Development Planning). Thanks to all enumerators who helped with data collection and to all participating schools and children.

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Borualogo, I.S., Casas, F. (2022). Understanding Bullying Cases in Indonesia. In: Tiliouine, H., Benatuil, D., Lau, M.K.W. (eds) Handbook of Children’s Risk, Vulnerability and Quality of Life. International Handbooks of Quality-of-Life. Springer, Cham. https://doi.org/10.1007/978-3-031-01783-4_12

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Bullying in Indonesia

In this file photo Indonesian celebrities hold a peace protest in Jakarta to encourage people to stop bullying against children. (Adek Berry / AFP Photo)

Recently, The ASEAN Post published an article on cyberbullying in Cambodia which pointed to results from the United Nations International Children’s Emergency Fund (UNICEF) five-week poll involving one million young people as well as suggestions from its series of student-led #ENDviolence Youth Talks. Following its findings, UNICEF called on Cambodia to put in place a new policy that would help protect the nation’s children from cyberbullying.

It seems, however, that Cambodia isn’t the only country in the region that is facing an issue with policies to combat cyberbullying.

Towards the end of 2018, Indonesian actress Ussy Sulistiawati filed reports against several Instagram users for having posted insults aimed at her children’s physical appearances. What was worth noting about the case was that Ussy had filed reports against the perpetrators under the 2008 Electronic Information and Transactions Law which covers violations including electronic information or documents that contain insults or defamation.

Later, on 29 January, an article published on an online media outlet cited the case and pointed out that the problem with the current law was that it did not include specific provisions for the term “cyberbullying”.

“This makes law enforcers assume that online insults and cyberbullying are the same thing when, in fact, they are different. Cyberbullying does not always take the form of insults. It can also often come in the form of threats and intimidation. Therefore, the law is ineffective at combatting cyberbullying in Indonesia,” the article read.

This matter is pertinent due to several factors which include the high internet penetration in Indonesia, the looming Fourth Industrial Revolution, and most importantly; the statistics related to bullying in Indonesia.

Cyberbullying concerns

In 2015, Indonesia’s Social Minister Khofifah Indar Parawansa said that 40 percent of children in Indonesia who commit suicide do so as a result of bullying. She added that she even knew of instances where student had cut their own wrists after being taunted to do so through text messages from bullies.

Three years earlier, in a 2012 survey released by Indonesia’s National Child Protection Commission (KPAI), 87.6 percent of 1,026 participants polled reported they had been bullied either physically or verbally in school. Many schools, the organisation found, are indifferent to bullying, considering it a natural part of their culture.

The more recent 2018 statistics from the KPAI are also gloomy. It reveals that out of the 161 cases of child abuse it received up until 30 May 2018, 22.4 percent of them involved bullying. Bullying was also the fourth highest cause of crime against children in the country in 2018 after law violations, abusive parents, and cybercrime.

Statistics from an anti-bullying movement in Indonesia, called Sudah Dong (translated to English as “Enough”) states that 10 percent of Indonesian students leave school because of bullying, 71 percent of Indonesian students regard bullying as a problem in their schools, while 90 percent of students from Standard 4 all the way to Year 2 in Middle School have reported being bullied in school.

Cyberbullying, on the other hand, is just a more technologically advanced version of what numerous children in schools all over Indonesia are already facing. And since Indonesia is advancing technologically, cyberbullying should be a worry .

According to We Are Social’s 2018 report, Indonesia has a 50 percent (132.7 million) penetration rate of Internet users, 49 percent (130.0 million) penetration rate of active social media users, 67 percent (177.9 million) penetration rate of unique mobile users, and 45 percent (120 million) penetration rate of active mobile social users. Visiting a social network (which is naturally where most cyberbullying occurs) was placed as the highest weekly online activity with 37 percent of said activity occurring via mobile phones, and six percent by computer.

The most connected demographic in Indonesia according to Indonesia’s Internet Service Provider Association are children aged between 10 to 14 years where penetration has already reached 100 percent.

ASEAN continues down the path of technological achievement and advancement. The bloc does not want to be left behind and certainly wants to remain relevant in an increasingly technologically advanced world. These aspirations are no different for Indonesia but while technology does present many advantages and opportunities, it is not without its dark areas. In order to truly usher in the future, ASEAN must also look at (and address) the challenges that come with it. Cyberbullying is one of those immediate challenges.

Related articles:

Cambodia’s cyberbullied children

Children and social media

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Menilik Fenomena "Bullying" Pelajar Indonesia

Kompas.com Tren

Saat ini, aktivitas mendengarkan siniar ( podcast ) menjadi aktivitas ke-4 terfavorit dengan dominasi pendengar usia 18-35 tahun. Topik spesifik serta kontrol waktu dan tempat di tangan pendengar, memungkinkan pendengar untuk melakukan beberapa aktivitas sekaligus, menjadi nilai tambah dibanding medium lain.

Medio yang merupakan jaringan KG Media, hadir memberikan nilai tambah bagi ranah edukasi melalui konten audio yang berkualitas, yang dapat didengarkan kapan pun dan di mana pun. Kami akan membahas lebih mendalam setiap episode dari channel siniar yang belum terbahas pada episode tersebut.

Info dan kolaborasi: [email protected]

Menilik Fenomena "Bullying" Pelajar Indonesia

Oleh: Alifia Putri Yudanti dan Rizky Nauvalif

KOMPAS.com - Aksi perundungan atau bullying bisa terjadi di mana saja dan oleh siapa saja. Mulai dari lingkungan sekolah, pertemanan, hingga pekerjaan yang berdampak langsung terhadap kesehatan mental korban.

Sering kali, korban yang dirundung merasa trauma dan dibayang-bayangi perilaku perundungan yang menimpanya. Hal ini karena aksi tersebut dilakukan saat korban berada di bangku sekolah yang seharusnya menjadi masa bersenang-senang dan mengeksplorasi banyak hal.

Di sisi lain, banyak pelaku yang tak sadar dan tetap hidup bebas padahal mereka telah menorehkan luka ke para korban. Isu ini juga dibahas oleh Kukuh dan Dwik dalam siniar Balada +62 episode “Jadi Pelaku Bully Bisa Hidup Enak?” dengan tautan s.id/Balada62Bully .

Sayangnya, meskipun banyak kasus yang diangkat ke media, namun aksi perundungan terus terjadi di sekitar kita. Lantas, mengapa hal ini bisa terjadi?

Fenomena Bullying di Kalangan Pelajar Indonesia

Perundungan di lingkungan akademik yang seharusnya menjadi ruang aman untuk menuntut ilmu menambah bukti mirisnya pendidikan Indonesia.

Dalam laporan UNICEF (2020) tercatat setidaknya ada 41 persen pelajar di Indonesia berusia 15 tahun pernah mengalami perundungan. Sementara itu, 22 persen perundungan yang mereka terima berupa ejekan dan penghancuran barang secara paksa.

Selain itu, masih banyak sekolah dan tenaga pendidik yang kurang peduli terhadap hal ini. Beberapa dari mereka bahkan menganggap perundungan sebagai candaan biasa antarteman. Bahkan, ada pula tenaga pendidik yang turut memberikan candaan berlebihan kepada siswanya.

Menurut Anggin Nuzula Rahmah , Asisten Deputi Pemenuhan Hak Anak atas Kesehatan dan Pendidikan, tidak pula sedikit guru yang melakukan kekerasan dengan tujuan pendisiplinan. Mereka mendisiplinkan anak-anak dengan cara-cara kekerasan yang juga termasuk ke dalam aksi perundungan.

Baca juga: Ajarkan Anak Keberagaman dan Inklusivitas

Padahal, kasus perundungan yang kurang mendapat perhatian, bisa menyebabkan jatuhnya korban. Hal yang sangat disayangkan, kasus perundungan yang dianggap sepele terjadi karena efek yang belum tampak secara langsung.

Selain itu, banyak pula korban yang enggan melapor karena takut, malu, atau takut diancam oleh pelaku. Bisa pula korban sudah melapor namun tidak mendapat tanggapan serius oleh pihak sekolah.

Itulah mengapa, pembentukan budaya dan lingkungan sekolah yang sadar akan kasus perundungan sangat dibutuhkan. Sekolah harus memiliki program pencegahan, intervensi, dan sosialisasi yang memadai sekaligus penanganan yang sungguh-sungguh.

Dampak Bullying bagi Anak yang Masih Pelajar

Seorang pelajar yang menjadi korban perundungan tentu akan berdampak terhadap kesehatan mental. Mereka akan menjadi pribadi yang tertutup dan enggan bergabung dengan teman-teman yang lain.

Hal ini terjadi karena mereka memiliki ketakutan untuk mulai berinteraksi dengan orang baru karena khawatir akan mengalami aksi yang serupa. Perasaan takut ini pun bisa bertumbuh hingga mereka dewasa dan menjadi perasaan trauma.

Bahkan, perasaan traumatis ini pun kini tak menunggu mereka dewasa. Sebab, ada beberapa kasus yang merenggut nyawa korbannya.

Melansir Kompas.com, pada Juli 2023…

Tag bullying perundungan medio by kg media balada 62 bullying pelajar indonesia.

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Cari UNICEF

Cyberbullying: apa itu dan bagaimana menghentikannya, 10 hal yang remaja ingin tahu dari cyberbullying..

• Tersedia dalam:

“Apa yang ingin kamu ketahui dari cyberbullying?”

Kami mengajukan pertanyaan ini kepada orang muda dan menerima ribuan tanggapan dari mereka di seluruh dunia!

Kami mengumpulkan spesialis dari UNICEF, pakar cyberbullying dan perlindungan anak, pegiat pencegahan cyberbullying, serta bekerja sama dengan Facebook, Instagram, dan Twitter untuk menjawab pertanyaan-pertanyaan dan memberikan saran tentang cara untuk menghadapi cyberbullying .

Apa itu cyberbullying ?

Cyberbullying (perundungan dunia maya) ialah b ullying /perundungan dengan menggunakan teknologi digital. Hal ini dapat terjadi di media sosial, platform chatting , platform bermain game , dan ponsel. Adapun menurut Think Before Text, cyberbullying adalah perilaku agresif dan bertujuan yang dilakukan suatu kelompok atau individu, menggunakan media elektronik, secara berulang-ulang dari waktu ke waktu, terhadap seseorang yang dianggap tidak mudah melakukan perlawanan atas tindakan tersebut. Jadi, terdapat perbedaan kekuatan antara pelaku dan korban. Perbedaan kekuatan dalam hal ini merujuk pada sebuah persepsi kapasitas fisik dan mental.

Cyberbullying merupakan perilaku berulang yang ditujukan untuk menakuti, membuat marah, atau mempermalukan mereka yang menjadi sasaran. Contohnya termasuk:

• Menyebarkan kebohongan tentang seseorang atau memposting foto memalukan tentang seseorang di media sosial
• Mengirim pesan atau ancaman yang menyakitkan melalui platform chatting , menuliskan kata-kata menyakitkan pada kolom komentar media sosial, atau memposting sesuatu yang memalukan/menyakitkan
• Meniru atau mengatasnamakan seseorang (misalnya dengan akun palsu atau masuk melalui akun seseorang) dan mengirim pesan jahat kepada orang lain atas nama mereka.
• Trolling - pengiriman pesan yang mengancam atau menjengkelkan di jejaring sosial, ruang obrolan, atau game online
• Mengucilkan, mengecualikan, anak-anak dari game online, aktivitas, atau grup pertemanan
• Menyiapkan/membuat situs atau grup (group chat, room chat) yang berisi kebencian tentang seseorang atau dengan tujuan untuk menebar kebencian terhadap seseorang
• Menghasut anak-anak atau remaja lainnya untuk mempermalukan seseorang
• Memberikan suara untuk atau menentang seseorang dalam jajak pendapat yang melecehkan
• Membuat akun palsu, membajak, atau mencuri identitas online untuk mempermalukan seseorang atau menyebabkan masalah dalam menggunakan nama mereka
• Memaksa anak-anak agar mengirimkan gambar sensual atau terlibat dalam percakapan seksual.

Bullying secara langsung atau tatap muka dan cyberbullying seringkali dapat terjadi secara bersamaan. Namun cyberbullying meninggalkan jejak digital – sebuah rekaman atau catatan yang dapat berguna dan memberikan bukti ketika membantu menghentikan perilaku salah ini.

10 pertanyaan teratas tentang cyberbullying

• Apakah saya sedang di- bully secara online ? Bagaimana kita membedakan antara lelucon/candaan dengan bullying ?
• Apa dampak dari cyberbullying ?
• Kepada siapa saya harus berbicara jika seseorang mem- bully saya secara online ? Mengapa melapor itu penting?
• Saya mengalami cyberbullying , tapi saya takut untuk berbicara dengan orang tua saya tentang hal itu. Bagaimana saya bisa mendekati mereka?
• Bagaimana saya bisa membantu teman saya untuk melaporkan kasus cyberbullying terutama jika mereka tidak mau melaporkannya?
• Menjelajah secara online memberi saya akses ke banyak informasi; tetapi itu juga berarti saya terbuka terhadap berbagai kemungkinan penyalahgunaan atau perilaku salah. Bagaimana kita menghentikan cyberbullying tanpa bermain internet? Apakah kita perlu berhenti saja mengakses internet atau media sosial?
• Bagaimana cara mencegah informasi pribadi saya disalahgunakan untuk dipermalukan atau dimanipulasi di media sosial? 
• Apakah ada hukuman untuk cyberbullying ?
• Perusahaan internet/media sosial tampaknya tidak peduli dengan cyberbullying dan pelecehan. Apakah mereka sebenarnya bertanggung jawab?
• Apakah ada pedoman/sarana/perangkat mengenai anti- cyberbullying untuk anak-anak atau orang muda?

1. Apakah saya sedang di-bully secara online? Bagaimana kita membedakan antara lelucon/candaan dengan bullying?

UNICEF: Semua teman suka bercanda dengan satu sama lain, tetapi kadang-kadang sulit untuk mengatakan apakah seseorang hanya sedang bersenang-senang atau mencoba menyakitimu, terutama saat di internet. Kadang-kadang mereka akan menertawakannya dengan mengatakan “cuma bercanda kok,” atau “jangan dianggap serius dong.”

Tetapi kalau kamu merasa terluka atau berpikir sepertinya mereka ‘menertawakanmu’ bukan ‘tertawa bersamamu’, maka lelucon atau candaannya mungkin sudah terlalu jauh. Kalau itu terus berlanjut bahkan setelah kamu meminta orang itu untuk berhenti dan kamu masih saja merasa kesal tentang hal itu, maka ini bisa jadi adalah bullying .

Dan ketika bullying terjadi secara online , ini dapat menarik perhatian yang tidak diinginkan dari berbagai orang termasuk orang asing yang tidak kamu kenal. Di mana pun itu terjadi, jika kamu tidak nyaman dengan hal itu, kamu perlu melakukan pembelaan.

Katakan apa yang kamu inginkan – jika kamu merasa tidak senang dan tetap saja tidak berhenti, maka ada baiknya kamu mencari bantuan. Menghentikan cyberbullying bukan hanya tentang mengungkapkan siapa saja para pelaku bully , namun juga tentang menekankan bahwa semua orang berhak untuk dihormati – baik di dunia maya maupun di dunia nyata.

>> Kembali ke atas

2. Apa dampak dari cyberbullying?

UNICEF :  Bullying terjadi secara online, kamu bisa merasa seperti diserang dari mana-mana, bahkan di dalam rumahmu sendiri. Sepertinya tidak ada jalan untuk keluar. Dampaknya dapat bertahan lama dan memengaruhi seseorang dalam banyak cara:

Secara Mental — merasa kesal, malu, bodoh, bahkan marah

Secara Emosional — merasa malu atau kehilangan minat pada hal-hal yang kamu sukai

Secara Fisik — lelah (kurang tidur), atau mengalami gejala seperti sakit perut dan sakit kepala

Perasaan ditertawakan atau dilecehkan oleh orang lain dapat membuat seseorang tidak ingin membicarakan atau mengatasi masalah tersebut. Dalam kasus ekstrim, cyberbullying bahkan dapat menyebabkan seseorang mengakhiri nyawanya sendiri.

Cyberbullying dapat mempengaruhi kita dengan berbagai cara, tetapi tentunya masalah ini dapat diatasi dan orang-orang yang terdampak juga dapat memperoleh kembali kepercayaan diri dan kesehatan mental mereka.

Bully.id:  Semua anak yang terpapar oleh cyberbullying dapat menderita: baik itu korban, pelaku dan orang menyaksikan cyberbullying.

Anak-anak yang mengalami cyberbullying, umumnya:

• Menunjukkan ciri-ciri depresi 
• Memiliki masalah kepercayaan dengan orang lain
• Tidak diterima oleh rekan-rekan mereka
• Selalu waspada dan curiga terhadap orang lain (kekhawatiran berlebih)
• Memiliki masalah menyesuaikan diri dengan sekolah
• Kurang motivasi sehingga sulit fokus dalam mengikuti pembelajaran

Think Before Text

Dampak bagi korban:

• Dampak psikologis: mudah depresi, marah, timbul perasaan gelisah, cemas, menyakiti diri sendiri, dan perfobaan bunuh diri
• Dampak sosial: menarik diri, kehilangan kepercayaan diri, lebih agresif kepada teman dan keluarga 
• Dampak pada kehidupan sekolah: penurunan prestasi akademik, rendahnya tingkat kehadiran, perilaku bermasalah di sekolah. 

Dampak bagi Pelaku: Cenderung bersifat agresif, berwatak keras, mudah marah, impulsif, lebih ingin mendominasi orang lain, kurang berempati, dan dapat dijauhi oleh orang lain.

Dampak bagi yang menyaksikan ( bystander ): Jika cyberbullying dibiarkan tanpa tindak lanjut, maka orang yan menyaksikan dapat berasumsi bahwa cyberbullying adalah perilaku yang diterima secara sosial. Dalam kondisi ini, beberapa orang mungkin akan bergabung dengan penindas karena takut menjadi sasaran berikutnya dan beberapa lainnya mungkin hanya akan diam saja tanpa melakukan apapun dan yang paling parah mereka merasa tidak perlu menghentikannya.

3. Kepada siapa saya harus berbicara jika seseorang mem-bully saya secara online? Mengapa melapor itu penting?  

UNICEF: Jika kamu merasa sedang di- bully , langkah pertama yang perlu dilakukan adalah mencari bantuan dari seseorang yang kamu percaya seperti orang tua, anggota keluarga terdekat atau orang dewasa terpercaya lainnya.

Di sekolah, kamu bisa menghubungi guru yang kamu percaya seperti guru BK, guru olahraga, atau guru mata pelajaran.

Dan jika kamu merasa tidak nyaman berbicara dengan seseorang yang kamu kenal, hubungi Telepon Pelayanan Sosial Anak (TePSA) di nomor telepon 1500 771, atau nomor handphone / Whatsapp 081238888002 dan kamu bisa ngobrol dengan konselor profesional yang ramah!

Jika bullying terjadi di media sosial, kamu bisa memblokir akun pelaku dan melaporkan perilaku mereka di media sosial itu sendiri. Media sosial berkewajiban menjaga keamanan penggunanya, loh.

Mengumpulkan dan menyimpan bukti-bukti bisa membantumu nanti untuk menunjukkan apa yang telah terjadi – misalnya seperti pesan dalam chatting dan screenshot postingan di media sosial.

Agar bullying berhenti, kuncinya ialah perlu diidentifikasi dan dilaporkan lebih lanjut. Hal ini juga dapat menunjukkan kepada pelaku bully bahwa tindakan mereka tidak dapat diterima.

Jika kamu berada dalam keadaan bahaya saat itu juga, maka kamu harus menghubungi polisi atau layanan darurat, seperti berikut:

• Ambulan: 118 atau 119
• Polisi: 110
• Pemadam Kebakaran: 113 atau 1131
• Badan Search and Rescue Nasional (BASARNAS): 115

Facebook/Instagram: Jika kamu di- bully secara online , kami mendorongmu untuk membicarakannya dengan orang tua, guru, atau seseorang yang kamu percaya – kamu punya hak untuk merasa aman. Melaporkan tindakan bullying secara langsung sangat dimudahkan di Facebook maupun Instagram.

Kamu selalu dapat mengirim laporan (secara anonim) mengenai postingan, komentar, atau story yang tidak menyenangkan di Facebook maupun Instagram.

Facebook maupun Instagram memiliki tim yang selalu melihat laporan-laporan ini selama 24 jam di seluruh dunia dalam lebih dari 50 bahasa, dan postingan apa pun yang bersikap kasar, mengganggu, atau membully akan segera dihapus. Laporan-laporan ini selalu anonim (atau tidak diperlihatkan siapa yang melapor).

Kami punya panduan di Facebook yang dapat mengarahkanmu untuk melalui proses penanganan bullying – atau apa yang harus dilakukan jika kamu melihat seseorang dibully. Di Instagram, kita juga punya Panduan untuk Orang Tua yang memberikan rekomendasi untuk orang tua, wali, dan orang dewasa terpercaya tentang cara menyikapi cyberbullying , dan sebuah central hub  dimana kamu bisa mempelajari tentang perangkat keamanan Instagram.

Twitter: Jika kamu pikir bahwa kamu sedang dibully, hal terpenting adalah memastikan dirimu aman. Sangat penting untuk memiliki seseorang untuk diajak bicara tentang apa yang sedang kamu alami. Bisa saja seorang guru, orang dewasa terpercaya lainnya, atau orang tua. Bicaralah dengan orang tua dan temanmu tentang apa yang harus dilakukan jika kamu (atau seorang teman) sedang mengalami cyberbullying .

Kami mendorong setiap orang untuk melaporkan akun yang melanggar aturan. Kamu bisa melakukan ini melalui halaman Pusat Bantuan atau mengklik pilihan “Laporkan Tweet” pada Tweet seseorang. 

Bully.id:  Kamu juga dapat menghubungi konselor Bully.id Indonesia secara online, dimana konselor, psikolog dan pengacara (lawyer) berlisensi dapat mendengarkan dan memberikan dukungan yang dibutuhkan, baik via live chat, audio maupun video call. Jika kamu masih berusia di awah 18 tahun, silakan minta bantuan orang dewasa untuk mengakses webnya ya.

4. Saya mengalami cyberbullying, tapi saya takut untuk berbicara dengan orang tua saya tentang hal itu. Bagaimana saya bisa mendekati mereka?

UNICEF : Kalau kamu mengalami cyberbullying , berbicara dengan orang dewasa terpercaya – seseorang yang membuatmu merasa aman untuk diajak bicara – adalah salah satu langkah pertama yang paling penting yang dapat kamu lakukan.  

Berbicara kepada orang tua tidak mudah bagi semua orang. Tetapi ada beberapa hal yang dapat kamu lakukan untuk membantu memulai percakapan. Pilih waktu bicara ketika kamu rasa mereka bisa memberikan perhatian penuh. Jelaskan seberapa serius masalahnya bagi kamu. Ingatlah, mereka mungkin tidak terbiasa dengan teknologi seperti kamu, jadi mungkin kamu perlu membantu mereka untuk memahami apa yang terjadi.

Mereka mungkin tidak memiliki jawaban instan untuk kamu, tetapi mereka cenderung ingin membantu dan bersama-sama denganmu menemukan solusi. Dua kepala selalu lebih baik daripada satu! Jika kamu masih tidak yakin tentang apa yang harus dilakukan, pertimbangkan untuk menghubungi orang-orang terpercaya lainnya. Seringkali ada lebih banyak orang yang peduli padamu dan bersedia membantu daripada yang mungkin sedang kamu pikirkan!

Berikut beberapa ide untuk membuka percakapan:

“Ibu/Ayah, saya ingin berbicara tentang sesuatu yang terjadi pada saya di media sosial tempo hari. Agak sulit bagi saya untuk membicarakannya… dan jika saya memberi tahu apa yang terjadi, saya tidak ingin Ibu/Ayah  mengambil hak saya untuk menggunakan Internet … jadi, ya, bagaimanapun, inilah yang terjadi… ”

“Ibu / Ayah, aku mendapat direct message ini beberapa hari yang lalu, dan itu membuatku takut…”

“Ibu / Ayah, aku butuh bantuanmu untuk mencari tahu bagaimana menangani sesuatu yang terjadi secara online…”

5. Bagaimana saya bisa membantu teman saya untuk melaporkan kasus cyberbullying terutama jika mereka tidak mau melaporkannya?

UNICEF: Siapapun bisa menjadi korban cyberbullying . Jika kamu melihat ini terjadi pada seseorang yang kamu tahu, cobalah menawarkan dukungan atau bantuan.

Penting untuk mendengarkan temanmu. Mengapa dia tidak mau melaporkan kasus cyberbullying itu? Bagaimana perasaan dia? Beritahu dia bahwa tidak perlu melaporkan secara formal kepada pihak tertentu, tetapi penting untuk berbicara dengan seseorang yang mungkin bisa membantu.

Ingat, teman kamu mungkin sedang merasa rapuh. Berbaik hatilah kepadanya. Bantu dia memikirkan apa yang harus dikatakan dan kepada siapa. Tawarkan untuk pergi bersama jika mereka memutuskan untuk melapor. Yang paling penting, ingatkan dia bahwa kamu ada untuknya dan ingin membantu.

Jika teman kamu masih tidak ingin melaporkan kejadian itu, maka dukung dia dalam menemukan orang dewasa terpercaya yang dapat membantu mengatasi situasi tersebut. Ingatlah bahwa dalam situasi tertentu dampak dari cyberbullying dapat mengancam nyawa.

Jika kamu hanya diam dan tidak melakukan apa pun, maka temanmu akan merasa semakin tidak dipedulikan. Kata-kata darimu dapat membuat perbedaan pada perasaannya.

Facebook/Instagram: Kami tahu sulit untuk melaporkan seseorang. Tapi, membully seseorang juga bukanlah sesuatu yang bisa diterima.

Facebook dan Instagram memiliki tombol “Report” atau “Laporkan”. Melaporkan konten ke Facebook atau Instagram dapat membantu agar kamu tetap aman di media sosial tersebut. Bullying dan pelecehan pada dasarnya bersifat sangat pribadi, jadi dalam banyak kasus, dibutuhkan seseorang untuk melaporkan perilaku ini kepada Facebook atau Instagram sebelum dapat dilihat dan dihapus oleh Facebook atau Instagram. 

Melaporkan kasus cyberbullying selalu bersifat anonim (identitas dirahasiakan) di Instagram dan Facebook, dan tidak ada yang akan tahu bahwa kamu lah pelapornya. 

Kamu dapat melaporkan sesuatu yang kamu alami sendiri, tetapi juga mudah untuk melaporkan sesuatu untuk temanmu menggunakan fitur yang tersedia di aplikasi. Informasi lebih lanjut tentang cara melaporkan sesuatu terdapat di Pusat Bantuan Instagram dan di Pusat Bantuan Facebook .

Kamu juga bisa memberi tahu temanmu tentang fitur di Instagram yang disebut Restrict atau Batasi , dimana kamu bisa secara diam-diam melindungi akunmu tanpa harus memblokir seseorang – yang mungkin kalau memblokir rasanya terlalu keras bagi beberapa orang.

Twitter: Ada panduan untuk melaporkan perilaku yang bersifat menghina yang artinya kamu bisa melaporkan orang lain untuk membela temanmu. Sekarang ini dapat dilakukan untuk melaporkan pencemaran informasi pribadi dan akun palsu juga.

Think Before Text:

• Tenangkan teman yang menjadi korban cyberbullying agar mereka tidak merasa sendirian, mencoba menghibur mereka, memberikan saran praktis 
• Dukung teman yang menjadi korban cyberbullying  namun hindari untuk memperburuk keadaan dengan bertengkar,  merencanakan balas dendam, bersikap kejam, atau melakukan kekerasan.
• Bantu mereka untuk mem-blokir atau memprivasi akun agar terhindar dari ancaman atau pesan berbahaya
• Lapor kepada orang tua atau guru di sekolah tentang apa yang terjadi. 

6. Menjelajah secara online memberi saya akses ke banyak informasi; tetapi itu juga berarti saya terbuka terhadap berbagai kemungkinan penyalahgunaan atau perilaku salah. Bagaimana kita menghentikan cyberbullying tanpa bermain internet? Apakah kita perlu berhenti saja mengakses internet atau media sosial?

UNICEF: Menjelajah secara online memberimu banyak manfaat. Namun, seperti banyak hal dalam hidup, ada juga risiko yang perlu kita hindari.

Jika kamu mengalami cyberbullying , kamu mungkin ingin menghapus aplikasi tertentu atau mencoba offline selama beberapa lama agar kamu merasa pulih. Namun, berhenti mengakses internet bukanlah solusi jangka panjang. Kamu tidak salah, jadi kenapa kamu yang harus dirugikan? Bahkan mungkin ini dapat mengirim sinyal yang salah kepada pelaku bully, yaitu menerima perilaku mereka yang tidak pantas.

Kita semua ingin cyberbullying dihentikan, yang merupakan salah satu alasan pelaporan cyberbullying menjadi sangat penting. Tetapi menciptakan internet menjadi aman seperti yang kita inginkan tidak hanya sekedar mengungkap para pelaku bully tersebut satu per satu. Kita perlu berpikir apakah yang akan kita bagikan atau katakan dapat menyakiti orang lain. Kita harus baik terhadap satu sama lain secara online dan dalam kehidupan nyata. Semua terserah kita! Ayo saring sebelum sharing !

Facebook/Instagram: Menjaga Instagram dan Facebook menjadi tempat yang aman dan positif untuk mengekspresikan diri adalah penting – orang hanya akan merasa nyaman berbagi jika mereka merasa aman. Tapi, kita tahu bahwa cyberbullying bisa muncul dan menciptakan pengalaman negatif. Itulah sebabnya di Instagram dan Facebook, kita perlu melawan dan mencegah cyberbullying . 

Kita bisa melakukan ini dengan dua cara. Pertama, dengan menggunakan teknologi untuk mencegah orang mengalami dan melihat bullying . Misalnya, orang dapat mengaktifkan pengaturan saring komentar yang menggunakan teknologi kecerdasan buatan untuk otomatis menyaring dan menyembunyikan komentar bullying yang bertujuan untuk melecehkan atau membuat marah orang. 

Kedua, kita bisa berupaya mendorong perilaku dan interaksi positif dengan memberitahukan fitur untuk dapat digunakan di Facebook dan Instagram. Restrict atau Batasi adalah salah satu cara untuk membantumu secara diam-diam melindungi akun sambil tetap mengawasi pelaku bully.

Twitter: Karena ratusan juta orang berbagi ide di Twitter, tidak mengherankan kalau kita semua sering menghadapi perbedaan pendapat. Itulah salah satu manfaatnya karena kita semua bisa belajar dari perbedaan pendapat dan diskusi yang saling menghormati.

Tetapi kadang-kadang, setelah kamu mendengarkan seseorang untuk beberapa lama, kamu mungkin tidak mau mendengarnya lagi. Hak mereka untuk mengekspresikan pendapat bukan berarti kamu harus selalu mendengarkannya setiap saat.

Setting social media akun dengan private account. Pikirkan baik-baik tentang apa yang kamu pos secara online, follow akun-akun yang bermanfaat dan bernilai positif dan jangan izinkan akun anonim mengikuti kamu di social media akun kamu. Upayakan semua follower kamu adalah orang-orang yang kamu kenal, baik teman maupun keluarga.

Ingat apa pun yang kamu posting dapat dibagikan. Bahkan dengan pengaturan privasi yang kuat, penting bagi kamu untuk memahami fakta bahwa apa yang kamu posting secara online tidak pernah benar-benar pribadi dan selalu dapat dibagikan. Oleh karena itu, penting bagi kamu untuk selalu berpikir sebelum memposting. Hindari memposting hal-hal yang sifatnya pribadi, seperti alamat rumah, debit card dan usahakan untuk tidak over-sharing di social media.

Kenali akun palsu. Tidak semua orang di media sosial akan menjadi seperti yang mereka katakan. Mungkin ada orang muda dan dewasa yang berpura-pura menjadi orang lain dan dapat menyakiti kamu. Misalnya, mereka mungkin ingin menipu kamu agar memberikan informasi pribadi atau pribadi yang dapat mereka gunakan untuk melawan Anda. Penting bagi kamu untuk tidak bertemu dengan seseorang yang tidak kamu kenal, apalagi yang hanya berkenalan via social media. Pastikan kamu selalu memberi tahu orang dewasa kemana kamu akan pergi dan siapa yang kamu temui. Ada saat-saat di mana kamu bisa jadi tertipu untuk bertemu orang dewasa yang kemudian menyakiti kamu.

Bersihkan kontak pertemanan kamu di social media. Setelah kamu mendapatkan teman di social media, bukan berarti kamu harus selamanya berteman dengan mereka di social media platform.Tinjau dan bersihkan kontak kamu secara teratur - terutama siapa pun yang menyebarkan konten negatif atau tidak membuat kamu merasa nyaman dengan diri sendiri.

Blokir siapa saja yang mengganggu kamu. Semua situs media sosial memungkinkan kamu memblokir orang yang tidak kamu inginkan mengakses akun kamu. Kamu bisa seterusnya memblokir akun tersebut dan juga bisa meng-unblock nya di kemudian hari, ketika kamu memblokir akun orang tersebut, tidak akan notifikasi yang terkirim ke pesan atau email orang tersebut, mereka tidak akan diberi tahu oleh pihak social media platform dan yang terjadi adalah mereka tidak dapat lagi menemukan akun atau profil kamu di social media.

Lindungi identitas kamu. Nomor telepon, alamat, detail bank, dan informasi apa pun yang mungkin mengisyaratkan kata sandi pribadi kamu tidak boleh dibagikan secara online. Peretas sandi atau situs phishing berpengalaman dapat mengumpulkan informasi kamu untuk mendapatkan akses ke akun Anda, atau menggunakan identitas kamu untuk membuat yang baru. Pastikan kata sandi kuat, ubah secara teratur dan selalu jaga kerahasiaannya.  

Untuk menghindarkan diri dari perilaku cyberbullying, kamu bisa meningkatkan : 

• Empati (memahami perasaan orang lain)
• Hati Nurani (mendengar suara hati yang membantu untuk melakukan hal yang benar )
• Kontrol diri (berpikir sebelum bertindak)
• Menghormati Orang lain (memperlakukan orang lain dengan baik sebagaimana ia ingin orang lain memperlakukan dirinya)
• Kebaikan Hati (menunjukkan kepedulian terhadap kesejahteraan dan perasaan orang lain)
• Toleransi (menghargai perbedaan, pandangan dan keyakinan baru, serta menghargai orang lain tanpa membedakan suku, gender, penampilan, budaya, dan kepercayaan,)
• Keadilan (memperlakukan orang lain dengan baik, tidak memihak, dan adil). 

Untuk menghindarkan diri dari pelaku cyberbullying hal yang dapat kamu lakukan:

• Kumpulkan bukti

7. Bagaimana cara mencegah informasi pribadi saya disalahgunakan untuk dipermalukan atau dimanipulasi di media sosial?  

UNICEF: Berpikirlah dua kali sebelum memposting atau membagikan sesuatu secara online – karena postingan itu dapat tetap berada di internet selamanya dan dapat digunakan untuk membahayakan dirimu nanti. Jangan memberikan detail pribadi seperti alamat, nomor telepon, atau nama sekolahmu.

Pelajari tentang pengaturan privasi aplikasi media sosial favoritmu. Berikut adalah beberapa tindakan yang dapat kamu lakukan:

• Kamu dapat memutuskan siapa saja yang dapat melihat profilmu, mengirimi pesan langsung atau mengomentari postinganmu dengan menyesuaikan pengaturan privasi akun kamu.
• Kamu dapat melaporkan komentar, pesan, dan foto yang menyakitkan dan meminta media sosial tersebut untuk menghapusnya.
• Selain ‘un-friend’ atau ‘un-follow’, kamu dapat memblokir seseorang untuk menghentikan mereka melihat profilmu atau menghubungimu.
• Kamu juga dapat mengatur untuk dapat dikomentari oleh orang-orang tertentu saja tanpa harus benar-benar memblokir.
• Kamu dapat menghapus postingan di profilmu atau menyembunyikannya dari orang-orang tertentu.

Di sebagian besar media sosial favoritmu, biasanya orang-orang tidak akan diberitahu saat kamu memblokir, membatasi komentar, atau melaporkan mereka.

Hindari mengirimkan gambar, video ataupun informasi private di social media dengan orang lain. Berpikirlah sebelum membagikan sesuatu yang bersifat pribadi atau pribadi karena tidak ada jaminan bahwa ini tidak akan jatuh ke tangan yang salah. Jika seseorang benar-benar peduli dengan kamu, mereka akan menghormati pilihan kamu untuk tidak memberikan informasi pribadi, foto, atau video.

Beri tahu teman dan keluarga kamu tentang pilihan online kamu. Orang lain tidak akan pernah menghormati privasi kamu, sebagaimana kamu menjaga privasi kamu sendiri. Pastikan teman dan keluarga kamu mengetahui preferensi kamu tentang mengunggah gambar, menandai lokasi, atau berbagi informasi yang kamu harapkan akan dirahasiakan. Ini berfungsi dua arah, jadi pastikan kamu menghormati privasi orang lain dengan cara yang sama.

Waspadai pesan yang mencurigakan Pesan dengan URL singkat di samping pernyataan seperti 'Wah, lihat foto kamu disini…' atau 'Pernahkah kamu melihat apa yang mereka katakan tentang kamu…' tidak+E16 bisa dipercaya.

Email phishing juga menjadi masalah. Ini adalah komunikasi palsu yang berpura-pura menjadi organisasi tepercaya seperti Facebook/Instagram/Twitter yang akan mencoba dan membuat kamu masuk. Mereka dapat terlihat sangat meyakinkan, dan bahkan memiliki info profil pribadi kamu, jadi masuklah ke situs hanya melalui halaman atau aplikasi resmi mereka. Jika ada sesuatu yang mencurigakan, periksa alamat email dan masukkan melalui mesin pencari. Pengirim jahat biasanya diberi nama dan dipermalukan secara online!

• Memiliki password tersendiri di akun yang tidak diketahui oleh orang lain 
• Ketika bermain sosial media perlu memahami beberapa etika seperti bagaimana membuat postingan yang baik dalam hal ini tidak menyinggung dan menganggu orang lain
• Tidak menulis atau menyebarluaskan data-data pribadi seperti alamat rumah, nomor telepon, alamat kantor, alamat email, dsb kecuali dalam hal-hal profesional yang telah dilindungi oleh pihak tertentu atau pihak hukum - Tidak memposting atau menyebarluaskan dokumen, foto, rekaman, atau hal-hal lainya yang bersifat pribadi atau perusahaan sehingga segala privasi Anda terjaga
• Tidak menyebarkan informasi yang tidak benar (hoax) yang belum dipastikan kebenarannya kepada khalayak publik
• Tidak memicu keributan, perdebatan, atau mencoba menghina orang lain melalui sosial media yang akan memicu tindak cyberbullying 
• Sebisa mungkin memiliki recovery account yang terhubung di nomor HP aktif, alamat email, atau kontak dari keluarga sehingga jika sewaktu-waktu terjadi peretasan akun, Anda bisa segera melakukan recovery
• Hindari berkomunikasi dan bertatap muka dengan orang yang tidak Anda kenal. Selalu meminta pendapat orang tua berkaitan dengan hal ini. 
• Saat mendownload suatu file, berupaya untuk memperhatikan hak cipta dari materi, film, jurnal, buku, musi, dan sebagainya sebagai bentuk penghargaan terhadap yang memiliki karya 
• Tidak memanggil nama orang lain dengan tujuan mengatakan kata-kata kasar, berbohong tentang mereka atau melakukan perbuatan yang dapat ditafsirkan mencoba untuk menyakiti atau mengintimidasi mereka.

8. Apakah ada hukuman untuk cyberbullying?  

UNICEF: Kebanyakan sekolah menanggapi bullying secara serius dan akan mengambil tindakan untuk melawannya. Jika kamu mengalami cyberbullying oleh siswa lain, laporkan ke pihak sekolahmu.

Orang-orang yang menjadi korban segala bentuk kekerasan, termasuk bullying dan cyberbullying , memiliki hak atas keadilan dan meminta pertanggungjawaban pelaku.

Hukum mengenai bullying , khususnya tentang cyberbullying , masih cukup baru dan masih belum ada dimana-mana.

Inilah sebabnya banyak negara masih bergantung pada Undang-Undang lain yang relevan, seperti hukum tentang pelecehan, untuk menghukum pelaku cyberbullying . Di Indonesia, belum ada aturan spesifik yang mengatur tentang cyberbullying, namun ada UU ITE dan juga mengatur ujaran kebencian.

Di negara-negara yang memiliki Undang-Undang khusus tentang cyberbullying , perilaku di dunia maya yang dengan sengaja menyebabkan tekanan secara emosional dipandang sebagai perilaku kriminal. Di beberapa negara ini, korban cyberbullying dapat mencari perlindungan, memutuskan komunikasi dari orang tertentu dan membatasi penggunaan alat elektronik yang digunakan oleh orang tersebut untuk melakukan cyberbullying , secara sementara atau secara permanen.

Namun, penting untuk diingat bahwa hukuman tidak selalu menjadi cara paling efektif untuk mengubah perilaku pembully. Akan lebih baik untuk fokus memperbaiki kerusakan yang ditimbulkan dan mengubah hubungan menjadi lebih positif.

Facebook/Instagram: Di Facebook, ada Standar Komunitas , dan di Instagram, ada Panduan Komunitas yang dapat diikuti oleh penggunanya. Jika ditemukan konten yang melanggar kebijakan ini, seperti kasus bullying atau pelecehan, maka akan dihapus. 

Jika menurutmu ada kesalahan dalam penghapusan konten, kamu juga bisa mengajukan banding atau protes. Di Instagram, pengajuan protes atas penghapusan konten atau akun dapat dilakukan melalui Pusat Bantuan . Di Facebook, kamu juga bisa mengajukan proses yang sama melalui Pusat Bantuan .

Cyberbullying dalam konteks penghinaan yang dilakukan di media sosial diatur pada pada Undang-Undang Nomor 11 Tahun 2008 tentang Informasi dan Transaksi Elektronik (“UU ITE”) sebagaimana telah diubah dengan Undang-Undang Nomor 19 Tahun 2016 tentang Perubahan atas Undang-Undang Nomor 11 Tahun 2008 tentang Informasi dan Transaksi Elektronik (“UU 19/2016”). Pada prinsipnya, tindakan menunjukkan penghinaan terhadap orang lain tercermin dalam Pasal 27 ayat (3) UU ITE yang berbunyi: “Setiap Orang dengan sengaja dan tanpa hak mendistribusikan dan/atau mentransmisikan dan/atau membuat dapat diaksesnya Informasi Elektronik dan/atau Dokumen Elektronik yang memiliki muatan penghinaan dan/atau pencemaran nama baik”. Adapun ancaman pidana bagi mereka yang memenuhi unsur dalam Pasal 27 ayat (3) UU 19/2016 adalah dipidana dengan pidana penjara paling lama 4 (empat) tahun dan/atau denda paling banyak Rp 750 juta. Apabila perbuatan penghinaan di media sosial dilakukan bersama-sama (lebih dari 1 orang) maka orang-orang itu dipidana atas perbuatan “turut melakukan” tindak pidana (medepleger). “Turut melakukan” di sini dalam arti kata “bersama-sama melakukan”. Sedikit-dikitnya harus ada dua orang, orang yang melakukan (pleger) dan orang yang turut melakukan (medepleger) peristiwa pidana. 

Di samping itu, secara hukum, seseorang yang merasa nama baiknya dicemarkan dapat melakukan upaya pengaduan kepada aparat penegak hukum setempat, yakni kepolisian. Terkait ini, Pasal 108 ayat (1) dan ayat (6) Undang-Undang Nomor 8 Tahun 1981 tentang Hukum Acara Pidana (“KUHAP”) mengatur: Setiap orang yang mengalami, melihat, menyaksikan dan atau menjadi korban peristiwa yang merupakan tindak pidana berhak untuk mengajukan laporan atau pengaduan kepada penyelidik dan atau penyidik baik lisan maupun tulisan; Setelah menerima laporan atau pengaduan, penyelidik atau penyidik harus memberikan surat tanda penerimaan laporan atau pengaduan kepada yang bersangkutan.

Selain itu, terdapat juga Undang-Undang Nomor 23 Tahun 2002 tentang Perlindungan Anak pasal 80 yang berbunyi, "Setiap orang yang melakukan kekejaman, kekerasan atau ancaman kekerasan, atau penganiayaan terhadap anak, dipidana dengan pidana penjara paling lama 3 (tiga) tahun 6 (enam) bulan dan/atau denda paling banyak Rp 72.000.000,00 (tujuh puluh dua juta rupiah)."

9. Perusahaan internet/media sosial tampaknya tidak peduli dengan cyberbullying dan pelecehan. Apakah mereka sebenarnya bertanggung jawab?

UNICEF : Perusahaan internet semakin memperhatikan masalah bullying di dunia maya.

Banyak dari mereka memperkenalkan cara untuk mengatasinya dan melindungi pengguna mereka dengan lebih baik menggunakan fitur baru, panduan, dan cara untuk melaporkan penyalahgunaan secara online .

Tetapi memang benar bahwa dibutuhkan lebih banyak upaya dan cara. Banyak anak, remaja, dan orang muda mengalami cyberbullying setiap hari. Beberapa mengalami berbagai bentuk penyalahgunaan secara online. Beberapa bahkan telah mengakhiri hidup mereka sendiri sebagai jalan keluar.

Perusahaan teknologi memiliki tanggung jawab untuk melindungi penggunanya terutama anak-anak dan remaja.

Kita semua perlu menuntut pertanggungjawaban jika mereka tidak memenuhi tanggung jawab ini.  

Facebook, Instagram, dan Twitter adalah tiga platform media sosial terpopuler. Platform ini menggunakan beberapa metode pencegahan untuk mencegah cyberbullying. Mereka juga menawarkan opsi ketika cyberbullying terjadi, seperti memblokir dan melaporkan pengguna tertentu atau menandai postingan tertentu sebagai agresif. Baik korban maupun saksi bullying dapat melaporkan postingan tersebut.

Namun, platform ini berupaya melindungi kebebasan berbicara. Karena itu, mereka sering ragu untuk menghukum pengguna kecuali jika pelecehannya seperti pornografi anak. 

Menurut Statistika, di tahun ini Facebook user sudah mencapai angka lebih dari 2,7 milyar aktif users dan hanya memiliki 15 ribu konten moderator. Konten moderator ini sifatnya terpisah dari sisi pribadi penggunanya, sehingga mengakibatkan situs-situs ini kesulitan menilai maksud jahat dari postingan yang akan mengkategorikannya sebagai cyberbullying. 

Cyberbullying bukanlah hal yang dapat diperangi, namun yang bisa dilakukan adalah memberikan dukungan terhadap korban, apabila hal ini terjadi. Perlunya pendidikan dan pemahaman bersocial media yang baik dan benar sangat lah penting dimulai sejak dini dan diajarkan di sekolah, bukan hanya bagaimana cara menggunakan device tecknologi atau menggunakan platform sosial media semata, namun juga etika dan cara berkomunikasi dalam bersosial media itu sendiri.  

10. Apakah ada pedoman/sarana/fitur mengenai anti-cyberbullying untuk anak-anak atau orang muda?

UNICEF: Setiap media sosial menawarkan fitur yang berbeda-beda (lihat apa saja yang tersedia di bawah ini) yang memungkinkan kamu untuk membatasi siapa saja yang dapat mengomentari atau melihat postinganmu, atau siapa saja yang dapat terhubung secara otomatis sebagai teman, dan juga untuk melaporkan kasus-kasus bullying . Banyak dari fitur memiliki langkah-langkah sederhana untuk memblokir, mematikan ( mute ), atau melaporkan cyberbullying . Kami menyarankanmu untuk menjelajahinya dan melihatnya satu per satu.

Perusahaan media sosial juga menyediakan fitur dan panduan edukasi untuk anak-anak, orang tua, dan guru untuk belajar mengenai risiko dan cara-cara agar tetap aman saat online .

Juga, garis pertahanan pertama melawan cyberbullying adalah dirimu sendiri. Coba pikirkan tentang dimana cyberbullying dapat terjadi di sekitarmu dan cara apa yang bisa kamu lakukan untuk membantu – dengan menyuarakan pentingnya isu ini, melaporkan bullying , membicarakannya dengan orang dewasa yang terpercaya atau dengan meningkatkan kesadaran akan masalah ini. Bahkan tindakan baik yang sederhana bisa sangat bermanfaat!

Jika kamu khawatir tentang keselamatanmu atau karena sesuatu yang telah terjadi padamu saat bermain internet, segera bicarakan dengan orang dewasa yang kamu percaya. Atau  hubungi Telepon Pelayanan Sosial Anak (TePSA) di nomor telepon 1500 771, atau nomor handphone / Whatsapp 081238888002 dan kamu bisa ngobrol dengan konselor profesional yang ramah! Kamu bisa berbicara secara bebas, dan identitasmu bisa dirahasiakan ataupun diungkapkan agar dapat menerima pertolongan.

Facebook/Instagram: Ada sejumlah fitur atau cara untuk membantu menjaga keamanan anak dan remaja:

• Kamu dapat mengabaikan semua pesan dari pembully atau gunakan fitur Restrict atau Batasi , dimana kamu bisa secara diam-diam melindungi akunmu tanpa diketahui oleh orang tersebut.
• Kamu dapat mengaktifkan pengaturan saring komentar untuk postinganmu.
• Kamu dapat mengubah pengaturan sehingga hanya orang yang kamu follow saja yang bisa mengirimkanmu pesan langsung.
• Dan di Instagram, kamu akan diberikan peringatan jika memposting sesuatu yang mungkin melanggar batas, mendorongmu untuk mempertimbangkan kembali.

Untuk tips lebih lanjut tentang cara melindungi diri sendiri dan orang lain dari cyberbullying , lihat berbagai sumber bacaan di Facebook atau Instagram .       

Twitter: Jika orang-orang di Twitter menjengkelkan atau negatif, ada fitur yang dapat membantumu, dan daftar berikut memiliki link dengan instruksi cara menggunakannya. Panduan “ Menggunakan Twitter ” memiliki instruksi-instruksi di bawah ini dan masih banyak lagi. 

• Mute atau Membisukan – menghapus Tweet sebuah akun dari timeline kamu tanpa unfollowing atau memblokir akun itu
• Memblokir – membatasi akun tertentu agar tidak bisa menghubungi kamu, melihat Tweet kamu, dan juga tidak bisa mem- follow kamu
• Melaporkan – mengajukan laporan terhadap perilaku yang kasar atau menghina

Cari tahu cara aman berinternet di sini

Kontribusi para pakar dari: Sonia Livingstone, OBE, Professor Social Psychology, Department of Media and Communications, London School of Economics; Professor Amanda Third, Professorial Research Fellow, Institute for Culture and Society, Western Sydney University, Bully.id, Think Before Type

Terima kasih secara khusus kepada: Facebook, Instagram, dan Twitter.

Kontribusi UNICEF: Mercy Agbai, Stephen Blight, Anjan Bose, Alix Cabral, Rocio Aznar Daban, Siobhan Devine, Emma Ferguson, Nicole Foster, Nelson Leoni, Supreet Mahanti, Clarice Da Silva e Paula, Michael Sidwell, Daniel Kardefelt Winther.

Terjemahan dan adaptasi ke Bahasa Indonesia: Derry Ulum

Sumber referensi

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• v.12(1); 2019

The development and pilot testing of an adolescent bullying intervention in Indonesia – the ROOTS Indonesia program

a Department of Experimental Psychology, University of Oxford, Oxford, UK

Farida Aryani

b Department of Research, Yayasan Indonesia Mengabdi, Jakarta, Indonesia

Faridah Ohan

Rina herlina haryanti.

c Department of Public Administration, Sebelas Maret University, Surakarta, Indonesia

Sri Winarna

d Deputy for Child Rights and Protection, Office of Women Empowerment and Child Protection Central Java, Central Java, Indonesia

Yuli Arsianto

Hening budiyawati.

e Deputy for Programme Section, Yayasan Setara, Semarang, Indonesia

Evi Widowati

f Department of Public Health, State University of Semarang, Semarang, Indonesia

Rika Saraswati

g Department of Environmental and Urban Studies, Soegijapranata Catholic University, Semarang, Indonesia

Yuliana Kristianto

h Department of Public Administration, Diponegoro University, Semarang, Indonesia

Yulinda Erma Suryani

i Department of Psychology, Klaten Widya Dharma University, Klaten, Indonesia

Derry Fahrizal Ulum

j Child Protection Section, UNICEF Indonesia, Jakarta, Indonesia

Emilie Minnick

Associated data.

• Bank TW. World bank and education in Indonesia 2014 . Available from: http://www.worldbank.org/en/country/indonesia/brief/world-bank-and-education-in-indonesia

Bullying has been described as one of the most tractable risk factors for poor mental health and educational outcomes, yet there is a lack of evidence-based interventions for use in low and middle-income settings. We aimed to develop and assess the feasibility of an adolescent-led school intervention for reducing bullying among adolescents in Indonesian secondary schools. The intervention was developed in iterative stages: identifying promising interventions for the local context; formative participatory action research to contextualize proposed content and delivery; and finally two pilot studies to assess feasibility and acceptability in South Sulawesi and Central Java. The resulting intervention combines two key elements: 1) a student-driven design to influence students pro-social norms and behavior, and 2) a teacher-training component designed to enhance teacher’s knowledge and self-efficacy for using positive discipline practices. In the first pilot study, we collected data from 2,075 students in a waitlist-controlled trial in four schools in South Sulawesi. The pilot study demonstrated good feasibility and acceptability of the intervention. We found reductions in bullying victimization and perpetration when using the Forms of Bullying Scale. In the second pilot study, we conducted a randomised waitlist controlled trial in eight schools in Central Java, involving a total of 5,517 students. The feasibility and acceptability were good. The quantitative findings were more mixed, with bullying perpetration and victimization increasing in both control and intervention schools. We have designed an intervention that is acceptable to various stakeholders, feasible to deliver, is designed to be scalable, and has a clear theory of change in which targeting adolescent social norms drives behavioral change. We observed mixed findings across different sites, indicating that further adaptation to context may be needed. A full-randomized controlled trial is required to examine effectiveness and cost-effectiveness of the program.

Aggressive behaviors among youth, including violence and bullying, are associated with increased risk of psychiatric disorders across the life-course, poor social functioning and educational outcomes [ 1 , 2 ]. The high worldwide prevalence rates and potential for harm makes addressing such behaviors a public health priority – yet one that is too often neglected. The World Health Organization considers bullying to be a major adolescent health problem, defining such acts as the intentional use of physical or psychological force against others [ 3 ]. Research predominately originates from high-income settings, yet peer violence has been found to increase risk for poor mental health and risk taking behaviors, and is associated with earlier school drop out in multiple low and middle-income settings [ 4 ].

Schools play a central role in young people’s lives that go far beyond education, and help shape social, emotional and behavioral development. Educational engagement and academic attainment are closely connected with behavioral risk factors that influence major adolescent health problems, including bullying and peer violence [ 5 ]. Prevention and health promotion activities in secondary schools have great potential for promoting engagement and student wellbeing through fostering positive and healthy school climates that reduce aggressive behaviors among youth. Systematic reviews suggest that complex, whole-school interventions are effective at reducing victimization and bullying in high-income settings [ 6 – 8 ]. Whole-school multi-method approaches include combinations of school-wide rules and sanctions, teacher training, classroom rules, conflict resolution training and individual counseling [ 8 ]. Whole-school approaches have been shown to be most successful at reducing bullying compared to interventions targeting only one level of the problem (e.g. compared to interventions targeting only classroom-level rules against bullying, or individual-level training such as social skills groups [ 8 ]. Whole-school interventions take a socio-ecological approach to bullying by involving bullies, victims, peers, adults, and parents and by making substantial changes to the wider school environment. In a recent meta-analysis of school-based anti-bullying programs [ 6 ], the most important components that were associated with a decrease in bullying included parent training, school conferences, videos, information for parents, improved playground supervision, disciplinary methods, work with peers, classroom rules and classroom management. In addition, the total number of components and the duration and intensity of the program for children and teachers were significantly associated with a decrease in bullying. This is in keeping with the finding of a dose-response relationship between the number of components implemented in school-based interventions and the effect on bullying [ 9 ]. More recently, anti-bullying programs such as the Kiva project have highlighted the importance of including ‘bystanders’ – children who witness bullying behaviors but who are not actively involved – into anti-bullying initiatives [ 10 , 11 ].

Whole-school interventions are often expensive to implement, involve substantial staff training, and have only been trialed in high-income settings, where student-staff ratios are relatively low and school resources are relatively high. A recent low-cost and simple randomized intervention, ‘Roots’ [ 12 ], implemented in 56 schools (24,191 students) in the United States used a student-driven design to influence anti-conflict social norms and behavior, reducing overall levels of school conflict by 25%. Such interventions are based upon theories that individuals observe the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. Adolescent ‘social referents’ who have an enhanced influence over school climate or the social norms and behavioral patterns in their schools are identified, and encouraged to take a public stance against peer violence and bullying. Critically, this type of intervention is low-cost, simple to implement, and utilizes existing social network structures to maximize intervention efficacy and impact rather than involving changes to school curricula or school management time. Such an approach has a high potential for settings that lack sufficient resources to implement current anti-bullying interventions.

The Indonesian context

The Indonesian school system is both diverse and vast. With over 50 million students and 2.6 million teachers in more than 250,000 schools, it is the third largest education system in the Asia region and the fourth largest in the world (behind only China, India and the United States) [ 13 ]. Net enrollment rates for secondary education have increased steadily in recent years, with average junior-secondary enrolment currently standing at over 80%, and gender parity has also been achieved at this level, although disparities persist across regions and socio-economic groups [ 14 ].

Indonesia continues to perform poorly relative to other countries in the region in terms of standardized international tests as indicated by the OECD Program for International Student Assessments or PISA 2015 report, where Indonesia ranked 62 out of 72 included countries [ 15 ]. Improving educational outcomes remains a huge challenge for the Government. Pupil to Teacher ratios have risen sharply at the secondary level since 2010–2011, and there are considerable variations in pupil to teacher ratios across Indonesia’s districts and regions.

Nationally representative data on bullying from the Global School Health Survey (GSHS) in 2015 suggests that over 20% of Indonesian children in grades 7–9 reported experiencing bullying in the last month [ 16 ]. Despite this, no evidence-based anti-bullying interventions have been evaluated in Indonesia. There is a strong national commitment to eliminate all forms of violence, including bullying, in schools in Indonesia, as highlighted by the Child Friendly Schools initiative, the Prevention and Elimination on Violence in Schools National Strategy, and the Elimination of Violence against Children 2016–2020 [ 17 ]. These strategies include a focus on changing the current social norms that accept, tolerate, and ignore violence, including at school settings.

We aimed to use community participatory action research methods to develop and test the feasibility and acceptability of an intervention designed to reduce bullying in secondary schools in Indonesia. We conducted two pilot studies; a non-randomised  waitlist control trial in four schools across two sites in South Sulawesi, and a randomized controlled trial across eight schools in Central Java.

We were guided by the 2008 MRC framework for this complex intervention, and included a development phase and a feasibility and piloting phase. We began with a needs assessment, and identified the evidence base for anti-bullying interventions in Indonesia and internationally. We identified promising intervention components and tailored these to the local context using participatory action research methods. We then piloted the resulting intervention in an exploratory trial involving a total of four schools across two sites in South Sulawesi to test the feasibility of key intervention components. We then further refined the intervention based on the first pilot study, and conducted a second pilot study to test feasibility and acceptability of the modified intervention across eight schools from two sites in Central Java.

Development phase

Needs assessment.

Adolescents were involved in designing an online ‘U-Report’ poll with UNICEF Indonesia during a participatory workshop. UNICEF launched U-Report in Indonesia in 2015 as an, ‘innovative new platform that gives young people the chance to speak up on issues that affect their lives’. This Whatsapp, Facebook and SMS based polling mechanism enables young people aged 14–24 to share their opinions on a wide-range of topics including education, violence, health and governance. More than 2,360 adolescents responded to the poll, slightly more girls (53 per cent) than boys (47 per cent). Of the respondents, 30% said their biggest problem is bullying (F = 27% M = 32%). Of the students who reported that they had experienced bullying, 55% said that they had told no one about their experience; with reasons for not telling others including being ashamed, and considering bullying to be ‘normal’. Young people were asked what Government should do to address problems with bullying, with 64% endorsing that the Government should ‘create awareness.’

Interviews, focus group discussions and workshops, described below, were held in order to determine stakeholder’s perceptions of the need for the intervention, the current context in schools and approaches for dealing with bullying.

Meetings with teachers, school staff and students

Guided discussions were held with school teachers, school counsellors and students from eight schools using a pre-prepared list of questions in order to gain a better understanding of the school context (including student to teacher ratio, number of counselling teachers, extra curriculum activities and current budget for these, topics covered during student orientation, parent involvement with school, whether the school was involved in the Indonesian Government’s ‘Child Friendly Schools Initiative’, school discipline practices and current practices in relation to bullying).

School head teachers, teachers, counselors and students were in agreement that there was an important need to address bullying in their schools. U-Report polls conducted in the target schools with response rates ranging from 40–80% of eligible pupils found that on average 90% of pupils who completed the surveys felt that bullying was a problem in their school. Nearly all teachers who took part in qualitative interviews reported that they had seen bullying in their school. Many stakeholders emphasized the social norms that underlined the use of violence amongst school students. Students described mocking and name-calling as normative, and often reported that they did not consider such actions to be classed as bullying, considering this to include only physical actions. Teachers also reported that actions including name-calling, shouting and hitting was a ‘normal’ thing that was part of the students’ life at school. Teachers emphasised that such behaviours were ‘natural’ since they related to broader family and social norms, and as such often expressed the view that they would be very difficult to change: ‘Calling with bad names, yelling, its just part of the culture, children were educated that way in the family, so it is normal for them’.

Students also suggested that teachers were largely unaware or did not take action in cases of verbal aggression, only becoming involved if such actions escalated to physical violence. Teachers reported that they dealt with instances of physical bullying by giving threats or sanctions, or by giving additional academic tasks to the perceived perpetrators, or giving them physical punishments, such as push-ups or being forced to clear up garbage. Teacher responses to verbal bullying included telling students who had been ‘teased’ that their friend was ‘just kidding’ and that his or her comments should not be taken seriously. No programs had been implemented that dealt specifically with bullying prior to our intervention.

Intervention development workshop

A four-day intervention development workshop took place with various stakeholders, including students, researchers, teachers, and practice-based charities. Small group work, role-plays and guided discussions were used to discuss the topic of bullying in Indonesia, and the secondary school context more broadly. An important starting point was to discuss bullying in Indonesia, including hearing concerns about bullying from students themselves as well as examining recent national-level evidence on prevalence rates and types of bullying experiences commonly encountered. Current practice with regard to bullying in Indonesian schools was discussed, as well as identifying local resources. All stakeholders emphasised the need to involve parents in anti-bullying activities where possible, with the acknowledgement that social norms relating to violence at home were closely connected with bullying involvement at school. It was recognised that parents are typically not very engaged with schools in Indonesia, and that involving parents in the intervention would need to be ‘light touch’. The need for schools to develop an anti-bullying agreement was recognised, with the suggestion that student-input on this should be essential. The stakeholders discussed the lack of evidence on how teachers currently handled bullying, the common use of corporal punishment in schools, and the role of the school counsellor in disciplining students.

Intervention design was discussed, and the use of a waitlist design whereby all schools would eventually receive the intervention was agreed as the most appropriate for this context.

Identifying the evidence base

Recent systematic reviews of school-based interventions targeting bullying have not identified a single successful RCT conducted in either a lower or a middle-income country [ 6 , 8 , 18 ]. There are several well-evidenced anti-bullying programs that have been found to reduce the prevalence of bulling among adolescents in high-income settings. Three notable programs with strong evidence-base of randomized controlled trials are Olweus Program, Positive Action, and KiVa, although findings among adolescents compared to children are variable, all involve core taught curriculum components, and cost upwards of £1000 to implement per school [ 19 , 20 ]. The context in Indonesia is one in which substantial taught components that focus on topics viewed as outside of the core academic curriculum are unlikely to be implemented – despite evidence in the West that improving social and emotional skills is associated with improved academic outcomes [ 5 ]. There is also limited teacher capacity relative to the contexts in which these interventions have been trialed, and limited financial capacity to support anti-bullying programs that require a fee to implement.

Intervention selection

A promising low-cost anti-bullying intervention was discussed. The ROOTs intervention is a low-cost anti-bullying intervention developed and implemented in 56 schools (24,191 students) in the United States. The evaluation indicated a 25% reduction in administrative reports of conflict. The intervention uses a student-led design that is well suited to adolescents, with students supported in choosing their own anti-bullying activities to spread pro-social norms throughout the peer group. The working group discussed how activities could be easily adapted to local context. Other benefits of the intervention included the fact that is was open access with no fees attached, and that the lack of a taught curriculum fits well with the current context in Indonesia, where a great emphasis is placed on improving academic outcomes. A logic model was developed, outlining goals and objectives, the expected theory of change, and identifying key indicators of acceptability and feasibility.

The potential for scaling the intervention was discussed at all stages of intervention development and piloting.

Overview of the intervention

The guiding principles of the ROOTS intervention are: 1) to select and work with students who are influential among their peers; 2) Students select the issues; 3) Students generate possible solutions; 4) Student initiatives are made visible to others in the student body; 5) Students use online platforms and techniques to collaborate and reach others. Approximately three weeks before the intervention, highly socially connected students are identified via student nominations. A school network survey is conducted in which students are asked to nominate up to ten students in their year whom they spent the most time with (either in person or online) in the previous few weeks. This is accompanied by a full student register for the year group in order to facilitate student responses and match nominated students. During the intervention, a trained research assistant meets with a group of highly connected students every week in order to help them identify common conflict behaviours at their school. The idea is that the intervention can then be adapted to address school-specific conflicts. Students are encouraged to become the public face of opposition to identified conflicts. For example, in the original study, connected students at each school compiled a list of conflict behaviours they could address, created hash tag slogans about those behaviours, and turned the slogans into online and physical posters. The connected students’ photos were posted next to the slogan to create an association between the ant conflict statement and each student’s identity. In another activity, connected students gave an orange wristband with the intervention logo (a tree) as a reward to students who were observed engaging in friendly or conflict-mitigating behaviours. Thus the intervention model takes the form of a ‘grassroots campaign’ in which selected students take the lead and customize the intervention to address the problems they note at their school. Notably, it lacks an educational or persuasive unit regarding adult- defined problems at their school. To maintain standardized procedures, trained facilitators follow semi-structured scripts and activity guides, which are freely available online ( http://www.betsylevypaluck.com/roots-curriculum/# ).

Adapting the ROOTS intervention for use in Indonesia

ROOTS-Indonesia: Adaption process, part 1:

Key adaptations were made to the ROOTS program following the intervention development workshop:

• Student ‘Agents of Change’ (i.e. highly connected students) were nominated by peers through a closed questionnaire that simply asks them to choose ten peers from their year group that they spend the most amount of time with inside and outside of school, face-to-face or online. This change was made due to the practicalities of large school years – it would have been impractical to give every student a copy of the full school registry, and findings from the stakeholder discussions and meetings with students suggested that the majority of students spend time with peers within their own year group.
• Rather than implementing social network analysis, a simple tally was used to identify the most highly connected students, balancing for gender and year group, and including 10% of randomly selected students. This protocol was easier to implement and did not require sophisticated statistical skills or computer programs.
• Stakeholders had emphasized the need to include parents within program activities, whilst recognizing that parents are typically less engaged with schools in Indonesia. A greater emphasis was therefore placed on sharing anti-bullying material with parents, including information leaflets to be given to new students and their families at orientation. Student Agents of Change were also encouraged to share their activities with their parents.
• The original ROOTS program as trialed in the USA did not incorporate any teacher engagement. Research has indicated that school bullying is closely related both to the behavior and attitudes of school staff. Whilst corporal punishment in school settings is illegal in Indonesia, the use of harsh punishment is not uncommon, with teachers reporting in qualitative interviews that they considered physical discipline an effective tool when dealing with students involved in bullying. Furthermore, teacher attitudes towards students’ behavior often lack insight; for example our qualitative findings suggested that teachers viewed bullying as normative, and something that could not be changed. Teacher training in Indonesia is tied to the core curriculum and learning. Teachers reported that they had never received training that focused on how to identify and handle bullying.
• We therefore combined the ROOTS program with an existing teacher-training program in ‘positive discipline’ that had already been developed and piloted in Papua, Indonesia, to build capacity of primary school teachers to avoid corporal punishment through giving them skills to implement positive discipline. Teachers received a two-day training and follow-up coaching on classroom management methods, including positive discipline, and handling students with challenging behavior and addressing bullying. The program also shares information for parents on recognizing signs of bullying through new student orientation and with the School Committee.

Outcome measures

During the stakeholder meetings and logic model development, indicators of success were identified. These included quantitative measures of bullying, indicators of school social norms, school connectedness, and a measure of how teachers handled bullying (the Teacher Handling Bullying Questionnaire). Where possible, measures that had already been validated in Indonesia were used (e.g. the Global School Based Health Questionnaire to give prevalence estimates of bullying at baseline and follow-up). However several key measures used to evaluate our program had not been validated for use in Indonesia, including the Forms of Bullying Scale, chosen to give a better overview of the types and frequency of bullying experiences encountered, the Prescriptive and Descriptive Norms Scale used in the original ROOTS trial to measure descriptive and prescriptive social norms, and the Handling Bullying Questionnaire, chosen to measure teacher’s practices with regard to bullying. We therefore adapted and validated these questionnaires through an iterative process of researcher discussion and face validation, testing the questionnaires and discussing them item by item with an independent group of school students in South Sulawesi. Questionnaires were presented in an adolescent-friendly format, with pictures of Indonesian adolescents.

Primary outcome measures :

• The Global School Based Health measure of bullying This is a single-item measure of bullying victimization prevalence, taken from the Global School Based health Survey, a self-administered, school-based survey developed by WHO in collaboration with the United Nations Children’s Fund, the United Nations Educational, Scientific and Cultural Organization, and the Joint United Nations Programme on HIV/AIDS, and with technical and financial assistance from the United States Centres for Disease Control and Prevention in Atlanta, GA. Further details of the GSHS can be obtained at http://www.who.int/chp/gshs and http://www.cdc.gov/gshs
• The Forms of Bullying Scale. This is a 10-item scale that measures different types of bullying victimization and perpetration, including verbal, social, and physical bullying [ 21 ].

Secondary outcome measures :

• Prescriptive and descriptive social norms This is a 10-item scale that measures different types of bullying victimization and perpetration, including verbal, social, and physical bullying, developed as part of the original ROOTS study [ 12 ].
• The Beyond Blue School Climate Scale. This gives a measure of student’s perceptions of the school climate, including supportive teacher relationships, sense of belonging, participative school environment and student commitment to academic values [ 22 ].
• Teacher Handling Bullying Questionnaire. This gives a measure of student’s perceptions of the school climate, including supportive teacher relationships, sense of belonging, participative school environment and student commitment to academic values [ 23 ].

Qualitative data collection

Qualitative data collection informed our process evaluation. Eight participants (four boys and four girls) were selected by the research team for focus group discussions, including two members of ‘OSIS (Intra-School Students Organization)’, student representatives. Students were selected randomly from the school registrar, rather than chosen by teachers (a more common practice in Indonesia). Focus group discussions were guided by a set of pre-defined questions that included issues on school climate regarding bullying in school. Semi-structured interviews with a further six students were conducted individually. Data were analyzed to capture the school policies and regulations in relation to bullying.

Facilitator training

A 4-day workshop was held to train facilitators in delivering the ROOTS intervention to schools in Indonesia. This included presentations on the intervention and logic model, the practicalities of holding student meetings (including consent and assent, timings and locations), discussion and practice in the use of facilitator skills, facilitator checklists and recording activities, and safeguarding issues. Facilitators were given a guided ‘walk through’ of two ROOTS sessions, and then took turns delivering the other sessions to the group, with feedback sessions after each delivery.

Pilot testing of ROOTS-Indonesia in South Sulawesi: fidelity monitoring and documentation of adaptation

Four secondary-high schools were selected in South Sulawesi; two in Makassar, and two in Gowa. School locations were selected with consultation of the Local Education Office to include both rural and urban contexts as well as to ensure availability of referral services in the case that serious cases were identified. Although the intention had been to randomize schools, this was not done due to school scheduling difficulties. Quantitative measures were taken at baseline and at 5-month follow-up. The total number of students included in the intervention across South Sulawesi was 2,075 (see Table 1 for sociodemographic characteristics of students at baseline).

Attendance rates for the 12 facilitated students meetings varied, ranging from just 8 to 40 with an average of 29 students (73% of total group). Girls were typically more likely to attend than boys.

Process evaluation

A facilitator checklist was developed to aid organization and implementation of Agents of Change meetings. In addition, a diary was developed prior to program commencement to record key details regarding the Agents of Change meetings including number of pupils attended, gender balance, comments on the program, changes needed to be made etc. Facilitators filled in the diary after each session at each site.

Feasibility of the intervention

The research team set clear targets for intervention activities in our log frame. We aimed for each intervention school to have a Agents of Change group of 40 students with at least 60% of high social referents included. Each intervention school identified highly socially connected students through a student blind voting system and included over 60% of these students in the Agents of Change group. It was clear that this was an unusual method of selecting students, and some teachers initially expressed dissatisfaction that they could not select suitable students themselves. It was noted that selected students included gang members and individuals who themselves typically engaged in bullying. However, teachers reported seeing a change in the behavior of such students:

“I was surprised to see that our students became more confident after the training. They tried to act in ways that were friendly towards others, and remind others to also act in this way”

Several teachers reported that though initially skeptical, they felt that the inclusion of students who would not typically be selected by teachers was beneficial.

The average number of students per session was 27 – or 67.5% of the eligible Agents of Change group. Agents of Change students took part in a range of activities, including creating anti-bullying hash tags and organizing a ‘ROOTS day’ for all students in the school to attend. They also helped to set up online U-Report surveys, which were completed by approximately half of the total student body at each school, highlighting the reach of the program.

The positive discipline and bullying prevention training reached an average 91% of teachers at each school (range 75–100%).

Quantitative data collection in South Sulawesi

We measured bullying in two ways: A simple, single-item measure from the Global School Based Health Surveys in order to be able to report the total prevalence rates of bullying as a percentage, and the more detailed Forms of Bullying Scale. The latter has greater reliability and validity, and allows us to examine rates of different types of bullying, as well as enhanced statistical power for analyses.

Prevalence rates of bullying at baseline

At baseline, 57.5% of the students in South Sulawesi reported being bullied at least once or twice in the last 30 days. The most prevalent types of bullying were verbal (e.g. nasty teasing and name calling) and social (stories told about them, false rumors spread to damage social standing). In common with many other studies, girls were slightly more likely to report social and relational victimization, whilst boys were more likely to report threats and physical violence.

Students’ perceptions of student behavior at baseline

Students also reported that they often saw other students engaged in aggressive behavior – 19% of students in South Sulawesi reported that they saw students threatening, hitting, or punching others on a daily basis. Students reported rarely seeing other students defending someone if people were trying to hurt them, with 27% of students reporting that they ‘never’ saw this type of prosocial behaviour, and 25% also reporting that they never saw other students reporting conflicts to a teacher or parent.

Effects of the pilot intervention on bullying prevalence in South Sulawesi

In South Sulawesi, reports of bullying victimization increased in the intervention group when using the single item Global School Based Health (GSHS) measure (Intervention schools: 55.4% to 57.9%, at follow-up, control schools 59.7% baseline; 52.0% follow-up, Table 2 ). However, when we used the more detailed Forms of Bullying Scale, we found that reports of bullying victimization reduced significantly more in intervention schools compared to control schools. Specifically, there was an 11% reduction in mean victimization scores in intervention schools, giving a Cohen’s D effect size of 0.39, a small-medium effect size. Reports of bullying perpetration also decreased from M 4.00 (SD 4.61) at baseline to M 2.86 (SD 4.01) at outcome in the intervention group (a 17% reduction in mean rates) compared to M 4.12 (SD 4.52) to M 2.96 (SD 3.86) in the control group.

Sociodemographic characteristics of students at baseline (N = 1,901).

Student-reported bullying prevalence in South Sulawesi at baseline and follow-up, according to intervention group.

Qualitative analysis supported a drop in bullying perpetration at the South Sulawesi site. One teacher noted that including students who were actively engaged in bullying perpetration in the Agent of Change group had a positive impact:

“Initially, I thought this behavior could not be changed. But then I saw one of the agents of change was the “trouble maker” in our school. After the training, he seemed to be able to control himself. He even told his fellows to stop annoying others”

There was no significant change in adolescent’s perception of student behaviours and norms. There was also no overall change in positive school climate as measured by the Beyond Blue School Climate Scale.

We measured teachers’ awareness and attitudes in response to bullying using the Handling Bullying Questionnaire administered to teachers at baseline, midline and follow up. We found that teachers reported that they were less likely to ignore the bullying at follow-up than at baseline, and were more likely to report working with the bully and the victim.

Stage 3: pilot testing of ROOTS-Indonesia in Central Java

Eight secondary-high schools were selected in Central Java; four in Klaten, and four in Semarang. Once again, school locations were selected with consultation of the Local Education Office to include both rural and urban contexts as well as to ensure availability of referral services in the case that serious cases were identified. Quantitative measures were taken at baseline and at 7-month follow-up. Schools were randomized to intervention or wait list control within each of the two sites. The intervention delivered involved both the student-led component and the teacher-training component. The total number of students included in the intervention across Central Java was 5,517 (see Table 3 for sociodemographic characteristics of students at baseline). Teacher training was delivered to 89–100% of teachers per school.

Quantitative data collection in Central Java

At baseline, 65.4% of the students in Central Java reported being bullied at least once or twice in the last 30 days. Whilst the prevalence of bullying victimization varied per school (from 49.4% to 79.0%), the overall rates of bullying were relatively high. The most prevalent types of bullying were verbal (e.g. nasty teasing and name calling) and social (stories told about them, false rumors spread to damage social standing). In common with many other studies, girls were slightly more likely to report social and relational victimization, whilst boys were more likely to report threats and physical violence.

Students also reported that they often saw other students engaged in aggressive behavior – for example, 47% of students in Central Java reported that they saw students threatening, hitting, or punching others on a daily basis.

Effects of the pilot intervention on bullying prevalence in Central Java

In Central Java, self-reported rates of victimization as measured by the single-item GSHS measure were higher at baseline in the intervention groups (68.0%) compared to the control group (63.2%). Rates of bullying increased in both the intervention and control group, by 10.8% and 6.8% respectively (See Table 4 ). Similarly, an increase in bullying victimization across both intervention and control groups was seen when using the FBS. Reports of bullying perpetration also increased for both the intervention and the control groups (a 7% increase in mean in the intervention group compared to 4% increase in mean in the control group).

Sociodemographic characteristics of students at baseline (N = 5,308).

Student-reported bullying prevalence in Central Java at baseline and follow-up, according to intervention group.

There was a small increase in positive school climate in the intervention condition as measured by the Beyond Blue School Climate Scale. In intervention schools, fewer teachers endorsed the view that physical discipline was needed to discipline children (17% in intervention schools versus 23% in control schools), and were slightly more likely to say that rather than hitting the child, it was better to explain his or her mistakes (95% versus 92%) when examining results from the Handling Bullying Questionnaire.

Facilitators to intervention delivery

Building a strong relationship with school staff clearly facilitated intervention delivery. Teacher support for Agents of Change selection and activities is essential to ensuring that the intervention is both feasible and acceptable. Key factors in schools where the intervention appeared most acceptable were the engagement and support of the headmaster, understanding and support from other teachers, and regular communication between the facilitators and school staff. Engaging and fun facilitators were also crucial; whilst we included lengthy facilitator training as part of the intervention, it was noted that most interactions between adults and adolescents were hierarchical and involved teaching rather than facilitation. Using experienced facilitators who are able to build good rapport with young people appeared to be a crucial element of intervention success.

Students had the opportunity to take part in anonymous U-Report polls during the intervention. Over 90% of students polled reported that they had experienced bullying, with the vast majority reporting that they did not tell a teacher about the bullying. Providing students with an anonymous platform to share experiences in this way may encourage more student disclosure and help school staff better understand the issue of bullying in their schools. For schools with limited internet access, ‘change’ boxes where students can post anonymous notes may serve a similar purpose.

Barriers to intervention activities

No school opted out of the intervention. Timings of student exams in the second semester presented a challenge to 3 rd year students being included as Agents of Change at one of the sites. This barrier was addressed by beginning the intervention in the first semester instead of the second.

Facilitators noted in their diaries that transport was one issue for reduced attendance at Agents of Change meetings:

‘One of the reasons why we couldn't have meetings after the school schedule was that many students go home together since they lived far from the school. Their friends couldn't wait, and there wasn't any vehicle or public transportation to the students' homes.''

Identifying a time for the Agents of Change student meetings remains a challenge; teachers typically did not want students to miss classes in order to take part in the intervention. Holding meetings outside of core school hours however increased the likelihood of student transportation issues. Identifying time during school extracurricular sessions proved helpful in this context, but it is likely that meeting timings need to remain flexible, with adaptations made for individual school contexts. Increased awareness of the impact of bullying on educational attainment and student wellbeing may also help to convince teachers that such activities should play a more central role on school curriculums.

Scheduling conflicts presented a strong barrier to student attendance, increasing the likelihood of student drop out from the Agents of Change group. Hesitance to participate in mixed-gender and mixed-age group activities was noted, particularly in initial meetings, and irregular attendance to meetings was also observed. These barriers were addressed by highlighting the important role of the Agent of Change students during meetings, encouraging ‘icebreaking’ activities, and where timings of meetings were an issue, altering the times where possible. The attendance of group members typically increased gradually as students became more comfortable with each other, resulting in enhanced diversity over time. In particular, the schoolwide ROOTS day was well-attended by students. Building a strong relationship with teachers and giving clear information to parents about the benefits of being involved in intervention activities would facilitate attendance.

A lack of teacher knowledge and awareness on child development and the causes and consequences of bullying remains a challenge. Teachers typically only actively intervened when bullying escalated to physical violence, and considered many aspects of bullying to be normative. To overcome this barrier, we included a 4-day training workshop for teachers on positive discipline. It was noted however that prior to this, teachers had received almost no training on child wellbeing, and that a 4-day training programme may not be enough to tackle widespread and entrenched views concerning bullying and violence. UNICEF has developed a comprehensive programme for teachers on positive discipline and classroom management, which includes training as well as ongoing coaching support to change entrenched norms around the acceptability of violence as well as norms around how children are viewed in Indonesian culture.

Negligible participation of parents in school governance and day-to-day proceedings remains a challenge. A ‘light touch’ approach was taken, whereby Agent of Change students were encouraged to discuss their activities with their parents. Information about bullying was also included in material given out to parents at school orientation.

The evidence base for the design and sustainable delivery of anti-bullying interventions in low and middle-income countries is poor. We have described the development and piloting stages of the ROOTS-Indonesia program across four sites in Indonesia, home to the fourth largest education system in the world. Our aim was to develop a scalable program that targeted adolescent social norms that sustain and promote bullying and aggression. Our methodology was informed by the approach recommended by the MRC framework for the design and evaluation of complex interventions [ 24 ], involving evidence synthesis, formative research, and two pilot studies.

Evidence from high-income settings suggests that bullying is tractable, and that whole-school multicomponent interventions can successfully reduce the prevalence rates of bullying. We add to this literature in several ways. First, we use participatory delivery methods, including facilitating selected students in developing their own anti-bullying messages, and in sharing them with others through their media of choice, and through whole school activities such as U-report polls that offer a platform to enable students to share their views in an anonymous way. Second, we highlight the importance of including teacher training within an adolescent-led program in order to strengthen teachers understanding of the causes and consequences of bullying. Third, we highlight the importance of adolescent social norms with regard to bullying and violence. Whilst these must be viewed in the context of broader social norms with relation to the use of violence and aggression, we provide evidence that adolescent social norms are malleable, and that by targeting such norms, we may change students interactions. We emphasize that engagement and support of headmasters, and involvement of teachers in supporting intervention activities are key requirements for acceptability and feasibility. Our study fits with other evidence that indicates that the participation of teachers, family, community members and students in the design and implementation of the program, and the use of participatory, active learning techniques where young people have the opportunity to develop skills, identify their own issues, and have an active voice in combatting them, are key drivers of the acceptability and feasibility of a school-based intervention [ 25 , 26 ].

Our study was underpowered to detect significant effects. Nevertheless, we found that reports of bullying perpetration and victimization decreased in South Sulawesi when assessed using the detailed Forms of Bullying Scale. Qualitative findings supported the feasibility and acceptability of the intervention in South Sulawesi. In Central Java however, our findings were more mixed, with reports of victimization and perpetration increasing in both control and intervention conditions. Qualitative analyses were largely more positive, with facilitators and some teachers noting very positive effects in the behavior of the student Agents of Change. There are several factors that may explain the discrepancy in findings. It is possible that awareness of bullying increased during the program, leading to more pupils identifying that they had experienced bullying. Simply asking students about bullying can lead to an increased awareness, which may explain the finding that bullying increased for the control group as well. Alternatively, it is possible that local events outside of the intervention may have led to a real increase in bullying prevalence during this time for both intervention and control groups. We also cannot rule out that our program may have led to increases in bullying in one site. Given our mixed findings, and to ensure that our program does not lead to increases in bullying, further adaptation and evaluation is warranted. We suggest that future adaptations seek to screen out students with high levels of antisocial behavior from the selected Agents of Change students to minimize the risk of any peer deviancy effects the intervention could inadvertently lead to. Other psychosocial trials have indicated that whilst peer-led intervention programs can be very effective [ 27 ], they can also lead to increases in antisocial behavior where children with high levels of conduct problems are brought together as one of the program components [ 28 ].

Cost of the program

Key costs are for the program are: payment of facilitators, snacks provided to Agents of Change, promotional material for activities of Agents of Change (including banners for Roots Day, pins etc.); teacher training costs. The cost effectiveness of the intervention and potential cost savings if scaled up will be assessed in detail in the next phase through a costing study supported by UNICEF.

Sustainability of the program

The sustainability of the program is dependent on having good facilitators who can communicate effectively both with students and with school staff and parents. Program effectiveness, like other whole-school programs focused on systemic behavior change, is likely to take more than one year to ‘bed in’ (typically 2–3 school academic years), so it will be important for schools involved to have a sustainable method both of selecting student agents of change, and in terms of access to facilitators. UNICEF is currently working with district and province government to ensure that these components are included in the government scale up plans. In South Sulawesi, government and schools have opted to embed the program with an existing extracurricular program called OSIS (Organisasi Siswa Intra Sekolah), while in both provinces facilitators will continue to be recruited from the existing program of the government called Forum Anak or Child Forum.

Bullying is a major risk factor for poor educational, health and social outcomes. Despite evidence from high-income countries that whole-school interventions are effective at reducing prevalence rates of bullying, there is a lack of evidence-based, sustainable programs for low-resource settings. Our study addressed the feasibility and acceptability of delivering a novel peer-led intervention, ROOTS-Indonesia, for reducing peer violence and bullying among adolescents in a lower-middle income setting. We have designed an intervention that is acceptable to various stakeholders, feasible to deliver, is designed to be scalable, and has a clear theory of change in which targeting adolescent social norms drives behavioral change. Our anti-bullying program was aimed at underlying social norms that promote bullying and violence among high school students. Our program is unique in that these social norms are being targeted through participatory methods. Aside from teacher training, there are no formative lessons on bullying, but rather key, socially-connected students are developing and delivering their own anti-bullying messages throughout their school networks. We pilot tested the intervention across two diverse states in Indonesia, in order to examine the potential generalizability of the program to the varying socio-cultural settings of schools in Indonesia. We found important differences across sites in the effectiveness of our intervention, emphasizing the need to understand and adapt to differences in local context. In the next phase of the program, UNICEF will support the government through the process of replication to other schools using their own budget, with technical support and capacity building from UNICEF. Future government-led implementation will be evaluated through UNICEF support.

Our program is unique in several ways. First, we use participatory delivery methods, including facilitating selected students in developing their own anti-bullying messages, and in sharing them with others through their media of choice, and through whole school activities such as U-report polls that offer a platform to enable students to share their views in an anonymous way. Second, we highlight the importance of including teacher training within an adolescent-led program in order to strengthen teachers understanding of the causes and consequences of bullying. Third, we highlight the importance of adolescent social norms with regard to bullying and violence. Whilst these must be viewed in the context of broader social norms with relation to the use of violence and aggression, we provide evidence that adolescent social norms are malleable, and that by targeting such norms, we may change students interactions. We emphasize that engagement and support of headmasters, and involvement of teachers in supporting intervention activities are key requirements for acceptability and feasibility. Our study fits with other evidence that indicates that the participation of teachers, family, community members and students in the design and implementation of the program, and the use of participatory, active learning techniques where young people have the opportunity to develop skills, identify their own issues, and have an active voice in combatting them, are key drivers of the acceptability and feasibility of a school-based intervention.

LB and EM designed the article, and LB drafted the article. FA, RHH, SW, YA, HB, EW, RS, YK, YES were involved in data collection and running the project, as well as providing guidance to the design of the program. DFU helped organise the program and helped translate materials. All co-authors provided feedback for drafting the manuscript.

Funding Statement

The ROOTS-Indonesia project is supported by the Swiss National Committee for UNICEF, UNICEF Indonesia, and the Government of Indonesia. Lucy Bowes received funds from Unicef Indonesia as a consultant on this project.

Responsible Editor Jennifer Stewart Williams, Umeå University, Sweden

Acknowledgments

We would like to thank all the teachers and school children who took part, our Government Partners from The Ministry of Women Empowerment and Child Protection Protection (MoWECP), the Indonesian Ministry of National Development Planning (BAPPENAS), Ministry of Education and Culture (MoEC), Ministry of Religious Affairs (MoRA), Provincial Office of Bappeda at South Sulawesi, Provincial Office of Women Empowerment and Child Protection at South Sulawesi and Central Java City/District, Office of Bappeda at Makassar and Gowa City/District, Office of Women Empowerment and Child Protection at Makassar, Gowa, Semarang, and Klaten City/District Education Office at Makassar, Gowa, Semarang, and Klaten, Eka Simanjuntak and the team at Yayasan Nusantara Sejati for training in positive discipline; Child Protection specialists from UNICEF Indonesia, student facilitators from Yayasan Indonesia Mengabdi, the Child Forum of South Sulawesi and the Child Forum from Gowa, Yayasan Setara, Child Forum of Central Java and Semarang, Child Forum of Klaten and LPA Klaten; our teacher facilitators from Semarang City Education Office, Semarang City Office of Women Empowerment and Child Protection, Yayasan Setara, the Klaten District Education Office and LPA Klaten, and finally the technical teams from Yayasan Indonesia Mengabdi, Central Java Provincial Office of Women Empowerment and Child Protection, Klaten District Office of Women Empowerment and Child Protection, Yayasan Setara and LPA Klaten.

Disclosure statement

LB acted as a consultant for the study, providing conceptual input, training staff, and was responsible for writing the manuscript.

Ethics and consent

The study received ethical clearance from the Medical and Health Research Ethics Committee (MHREC), Faculty of Medicine Gadjah Mada University in South Sulawesi: KE/FK/0255/EC/2017, and from the Health Research Ethic Committee, Universitas Negeri Semarang in Central Java. All adolescents gave informed, written assent. Written informed consent was obtained from teachers, with an opt-out consent process for parents for questionnaire data. All 21 parents of adolescents in the Agents of Change group gave full written consent.

Paper context

Bullying is a risk factor for poor mental health and educational outcomes. In Indonesia, over 20% of children in grades 7–9 reported experiencing bullying in the last month. We developed an adolescent-led school intervention for reducing bullying in Indonesia. It included two key elements: 1) a student-driven design to influence anti-conflict social norms and behavior among students; 2) a teacher-training component to enhance teacher’s knowledge and self-efficacy for using positive discipline practices.

• Vol 9, No 1 (2023)

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Fauzan Heru Santhoso https://scholar.google.co.id/citations?user=jUW5if8AAAAJ&hl=en Faculty of Psychology, Universitas Gadjah Mada Indonesia

Budi Purwanto Faculty of Psychology Universitas Gadjah Mada Indonesia

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Bullying Tanpa Henti

Fenomena Bullying di Sekolah: Seberapa Buruk Dampak Perilaku Bullying bagi Diri Korban?

Resahku: Ayo Hentikan Bullying!

Membangun Sekolah Aman, Nyaman, dan Toleran SMP N 8 Tegal Mengadakan Deklarasi Stop Bullying

STOP: Aktivitas Setelah Sahur

Hentikan Kekerasan Pada Anak, Stop Bullying!

Selanjutnya

Stop Bullying di Indonesia

Stop Bullying

                         DiIndonesia, sudah tidak asing lagi yang namanya bullying. Bullying ini bisa juga disebut dengan perundungan. Bullying ini biasanya dilakukan secara langsung dan bisa juga dengan cyberbullying atau melalui sosial media. Dilihat dari segi pendidikan terutama di sekolah, banyak anak yang menjadi pelaku bullying atau bahkan ada yang menjadi korban bullying tersebut. Hal ini sangat merugikan bagi para anak-anak yang sedang dalam masa pertumbuhannya.

                        Menurut data dari beberapa ahli sosiologi, bullying ini biasa dilakukan oleh orang dengan orang melalui verbal maupun non verbal. Hal ini dapat dibuktikan dari berbagai contoh. Sesuai dari pengalaman yang saya lihat, anak tersebut diperlakukan dengan cara diejek lalu anak tersebut dibuat mainan oleh teman-temannya. Akibat dari hal ini, anak tersebut kurang berani ketika mendapatkan lingkungan yang baru dan mengalami trauma.

                        Orang tua anak itu pun ikut merasakan apa yang dirasakan oleh anaknya. Sehingga orang tua anak tersebut tidak terima dan mengadu kepada guru di sekolah tersebut. Namun alhasil, pembulian kepada anak tersebut makin parah. Karena dia dianggap pengecut yang mengadu kepada orang tuanya.

                        Jika kita lihat data dari Organisation of Economic Coperation and Development (OECD) tahun 2018 pada Progamme for International Student Assesment (PISA) mengungkapkan bahwa sebanyak 41% anak Indonesia mengaku pernah mengalami pembulian atau perundungan. Bahkan Indonesia berada diangka 5 dari 80 negara dengan siswa yang mengalami pembulian paling banyak. Hal ini dapat merugikan mental dan fisik anak bangsa kita.

                        Permasalahan seperti ini harus segera diatasi. Karena Indonesia memiliki angka kasus perundungan yang tinggi, pencegahan harus cepat dilakukan. Sebelum para anak-anak mengalami hal yang sama, sudah kewajiban kita sebagai para pemuda untuk memberikan wawasan hal-hal positif agar terciptanya perdamaian.

stopbullying

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Kasus "Bully" di Indonesia Mengkhawatirkan, Ada yang Mengakibatkan Kematian

Kompas.com Regional

Kasus "bully" di indonesia mengkhawatirkan, ada yang mengakibatkan kematian.

KOMPAS.com - Kasus perundungan atau bullying yang terjadi di beberapa sekolah di Indonesia disebut "sudah mengkhawatirkan lantaran sampai mengakibatkan kematian," menurut Ketua Dewan Pakar Federasi Serikat Guru Indonesia (FSGI), Retno Listyarti.

Sebab meskipun sudah ada Permendikbud 82 tahun 2015 tentang pencegahan dan penanggulangan tindak kekerasan di satuan pendidikan, tapi banyak sekolah belum memiliki sistem pengaduan dan pelaporan yang melindungi korban perundungan.

Seperti yang baru-baru ini terjadi pada seorang siswa SMP di Temanggung, Jawa Tengah, nekat membakar sekolahnya sendiri karena sakit hati sering dirundung kawan-kawannya.

Atas perbuatannya itu, siswa tersebut berstatus anak yang berhadapan dengan hukum meski belakangan dilakukan restorative justice, kata Gubernur Jawa Tengah Ganjar Pranowo.

Ketua Dewan Pakar Federasi Serikat Guru Indonesia (FSGI), Retno Listyarti, mengatakan sepanjang Januari hingga Mei 2023 pihaknya menemukan setidaknya ada 12 kasus tindak perundungan di sekolah-sekolah di Indonesia.

Baca juga: Polisi Dalami Pengakuan Keluarga Siswa SD di Sukabumi yang Tewas Setelah Dirundung

Dari belasan kasus itu, sebanyak empat kasus terjadi di tingkat Sekolah Dasar (SD), lima kasus di tingkat Sekolah Menengah Pertama (SMP), dan sisanya di jenjang Sekolah Menengah Atas/Kejuruan.

Menurut Retno, bullying atau perundungan yang terjadi saat ini kondisinya sudah mengkhawatirkan dan berat karena sudah mengakibatkan kematian.

"Dan perundungan ini sudah mulai dari jenjang SD. Kalau begitu dia kan punya potensi jadi pelaku sampai SMA. Orang yang berkali-kali melakukan kekerasan akan terus pengen melakukan," ujar Retno Listyarti kepada BBC News Indonesia , Minggu (02/07).

Beberapa kasus perundungan yang sampai menimbulkan kematian terjadi di Medan, Sumatera Utara.

Siswa SD kelas 1 di Kota Medan, Ibrahim Hamdi, meninggal usai menjadi korban perundungan lima kakak kelasnya.

Baca juga: Dispendik Banyuwangi Bantah Siswa SD yang Tewas Bunuh Diri Sering Dirundung Teman Sekolah

Yusraini bercerita ia membawa anaknya ke rumah sakit karena tubuh anaknya kesakitan dan mengalami demam tinggi. Namun tak disangka nyawa anaknya tak terselamatkan.

Kasus serupa juga terjadi di Sulawesi Utara.

Seorang siswa MTs di Kotamobagu berinisial BT meninggal akibat dikeroyok oleh sembilan temannya. Korban disebut mengalami kekerasan fisik berupa dibanting dan ditendang berkali-kali di bagian perut.

Akibat rasa sakit yang tak tertahankan, korban dilarikan ke rumah sakit. Tapi keesokannya korban meninggal.

Dalam kasus siswa SMP di Temanggung, Jawa Tengah, yang membakar sekolahnya sendiri karena mengaku sakit hati kerap dirundung teman-temannya, Retno menilai pihak sekolah tidak memahami kondisi psikologi siswanya itu.

Baca juga: Bocah SD di Medan Meninggal Diduga Korban Perundungan Kakak Kelas

"Artinya memang kita tidak punya kemampuan membaca [psikologi] anak-anak. Karena tanda anak stres itu ada rasa tidak nyaman di perut atau mual. Ini kan tidak dipahami pihak sekolah," ujar Retno.

Kejadian pembakaran sekolah di Temanggung itu berlangsung pada Selasa (27/06).

Siswa kelas VII berinisial R tersebut disebut telah menyiapkan bahan yang digunakan untuk membakar sekolahnya sejak sepekan sebelum kejadian.

Dia membuat benda menyerupai molotov dari botol bekas yang diisi cairan khusus yang dicampur dengan gas sebagai pemicu api.

R diketahui meletakkan botol itu…

Tag bully bullying perundungan dibully perundungan anak.

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Penganiaya di Cianjur yang Tendang Kepala Korban Mengaku Pernah Di-"bully" Saat SMP: Saya Balas Dendam

Siswa SMP di Temanggung Bakar Sekolahnya, Pelaku Mengaku Sakit Hati Sering Di-"bully"

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