HUBUNGAN POLA ASUH ORANG TUA DAN PROGRAM SEKOLAH RAMAH ANAK DENGAN PERILAKU BULLYING VERBAL DI SEKOLAH DASAR

Abstrak

Bullying verbal pada siswa sekolah dasar masih menjadi masalah yang dapat berdampak pada kesehatan mental dan perkembangan sosial anak. Perilaku bullying dapat dipengaruhi oleh pola asuh orang tua dan lingkungan sekolah. Program Sekolah Ramah Anak merupakan salah satu upaya untuk menciptakan lingkungan sekolah yang aman, nyaman, dan bebas dari kekerasan. Oleh karena itu, penelitian ini dilakukan untuk mengetahui hubungan pola asuh orang tua dan Program Sekolah Ramah Anak dengan perilaku bullying verbal pada siswa sekolah dasar. Tujuan umum penelitian ini adalah mengetahui hubungan pola asuh orang tua dan Program Sekolah Ramah Anak dengan perilaku bullying verbal pada siswa sekolah dasar. Penelitian ini menggunakan metode kuantitatif dengan desain korelasional dan pendekatan cross-sectional. Penelitian dilaksanakan di SD 2 Dersalam, Kabupaten Kudus. Populasi penelitian adalah seluruh siswa kelas IV–VI sebanyak 31 siswa. Sampel penelitian berjumlah 31 siswa dengan teknik non-probability sampling menggunakan total sampling (sampling jenuh), sehingga seluruh populasi dijadikan sampel. Data dikumpulkan menggunakan kuesioner pola asuh orang tua, Child-Friendly School Assessment Instrument (CFS-AI), kuesioner perilaku bullying verbal, dan kuesioner program sekolah ramah anak. Analisis data meliputi analisis univariat, uji normalitas Shapiro-Wilk, dan analisis bivariat menggunakan uji Chi-Square dengan tingkat signifikansi 0,05. Hasil penelitian terhadap 31 responden menunjukkan mayoritas siswa memperoleh pola asuh demokratis (83,9%), menilai Program Sekolah Ramah Anak dalam kategori baik (61,3%), dan memiliki perilaku bullying verbal kategori tinggi (74,2%). Hasil uji Chi-Square menunjukkan tidak terdapat hubungan signifikan antara pola asuh orang tua dengan perilaku bullying verbal (p=0,150) dan tidak terdapat hubungan signifikan antara Program Sekolah Ramah Anak dengan perilaku bullying verbal (p=0,077). Hasil tersebut menunjukkan bahwa perilaku bullying verbal dalam penelitian ini kemungkinan dipengaruhi oleh faktor lain di luar variabel yang diteliti, seperti teman sebaya, lingkungan sekolah dan keluarga, media sosial, serta kondisi emosional anak.

Verbal bullying among elementary school students is an issue that can affect children's mental health and social development. Bullying behavior can be influenced by parenting styles and the school environment. The Child-Friendly School Program is an initiative aimed at creating a school environment that is safe, comfortable, and free from violence. Therefore, this study was conducted to determine the relationship between parenting styles, the Child-Friendly School Program, and verbal bullying behavior among elementary school students. The general objective of this study was to examine the relationship of parenting styles and the Child-Friendly School Program with verbal bullying behavior in elementary school students. This study employed a quantitative method with a correlational design and a cross-sectional approach. The research was conducted at SD 2 Dersalam, Kudus Regency. The study population consisted of all students in grades IV through VI, totaling 31 students. The sample included all 31 students, selected using a total sampling technique (saturated sampling), meaning the entire population served as the sample. Data were collected using a parenting style questionnaire, the Child-Friendly School Assessment Instrument (CFS-AI), a verbal bullying behavior questionnaire, and a Child-Friendly School Program questionnaire. Data analysis included univariate analysis, the Shapiro-Wilk normality test, and bivariate analysis using the Chi-Square test with a significance level of 0.05. The results regarding the 31 respondents showed that the majority of students experienced democratic parenting (83.9%), rated the Child-Friendly School Program in the good category (61.3%), and exhibited high levels of verbal bullying behavior (74.2%). Chi-Square test results indicated no significant relationship between parenting styles and verbal bullying behavior (p=0.150), nor between the Child-Friendly School Program and verbal bullying behavior (p=0.077). These findings suggest that verbal bullying behavior in this study was likely influenced by factors other than the variables examined, such as peers, the school and family environment, social media, and the child's emotional state.