Anti-Bullying Education Model Based on Symbolic Child Learning through the Concept of ‘Hantu Bullying’ in Elementary School
Keywords:
Anti-Bullying Education, Symbolic Child Learning, Emotional Literacy, Elementary School, Participatory Learning.Abstract
Bullying in elementary school environments continues to represent a significant socio-emotional problem that negatively affects children’s psychological well-being, peer interaction, and learning security. This community service study aimed to implement an anti-bullying education model based on symbolic child learning through the concept of “Hantu Bullying” at SDN 1 Dersalam, Kudus Regency, Indonesia. The program employed an empirical participatory approach involving third-grade elementary school students through observation, symbolic learning activities, emotional reflection, interactive discussion, expressive art activities, and collaborative anti-bullying commitments. The educational model introduced three symbolic bullying representations, namely “Hantu Pukul-Pukul,” “Hantu Kata-Kata Jahat,” and “Hantu Main Jauhan,” to simplify students’ understanding of physical, verbal, and social bullying behaviors. The findings indicated that students became more capable of identifying bullying practices previously considered normal peer interaction, while emotional participation and empathy toward classmates significantly increased during reflective learning sessions. Students also demonstrated greater confidence in communicating bullying experiences and supporting peers experiencing exclusion or intimidation. The study highlights that symbolic and participatory learning approaches constitute effective child-centered strategies for strengthening anti-bullying awareness, emotional literacy, and inclusive social interaction within elementary school environments.
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References
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