The Role of Islamic Religious Education Teachers in Preventing Bullying Through Islamic Education in Elementary School

Abstract

This research aims to determine the role of islamic religious education teachers in preventing bullying in elementary education, specifically at SDN Mangunan Tahunan Jepara, and to identify the obstacles they face in this effort. This study employs field research with a qualitative descriptive approach, conducted at SDN Mangunan Tahunan Jepara. Data collection techniques include observation, interviews, and documentation. Observations focus on how Islamic religious education teachers conduct lessons and manage the learning process. Interviews were conducted with Islamic religious education teachers and the school principal, while documentation involved reviewing institutional records and instructional materials. The data analysis technique follows three stages: data reduction, data display, and conclusion drawing. The findings indicate that Islamic religious education teachers play a crucial role in preventing bullying by integrating Islamic education materials, fostering a positive and engaging learning atmosphere, promoting students' ethics and morals, and collaborating with homeroom teachers and the school principal. Despite these efforts, Islamic religious education teachers face several challenges in preventing bullying at SDN Mangunan Tahunan Jepara. These include limited teacher resources, insufficient family involvement, lack of school facility support, limited knowledge of child psychology, and varying student responses. Addressing these obstacles requires a comprehensive approach, involving school policies, teacher training, and family engagement to create a more effective bullying prevention strategy in elementary schools.