Firna Maria Ulfa

2301050064
Rombel B

JOURNAL 1
Title : Bullying Experience in Elementary School Students
Background of study :
Bullying is a violent behavior that occurs when a person or group of people disturbs or
threatens the safety and health of others both physically and psychologically, threatens one's
property, reputation, or social acceptance and is carried out repeatedly and continuously
(Bernard & Milne, 2008). The aim of the study was to determine the experience of bullying in
elementary school students.
Methodology :
The approach in the study was phenomenology qualitative and the analysis technique was IPA
(Interpretative Phenomenological Analysis). This study used a qualitative method with IPA
(Interpretative Phenomenological Analysis) approach. This study was conducted on 60
students in grades 5 and 6 from 3 elementary schools in Tembalang Subdistrict, Semarang
City, which were selected by purposive sampling. Data collection was conducted through
semi-structured group interviews (Focus Group Discussion). The analysis of qualitative data
obtained through FGD using IPA was carried out in accordance with the stages of the analysis
conducted by Palmer et al., (2010).
Result / Analysis :

The first main theme explains the forms of bullying understood by participants. The results of
the study are in accordance with the results of previous studies showing that besides physical
bullying and verbal bullying, there are social bullying or relational bullying (Hertinjung, 2013,
Kustanti, 2015).

The second main theme explains the things that encourage bullying among participants.
Bullying behavior is a result of participants' negative emotions, especially fear, sadness, and
anger. Students of elementary schools who were participating in the study have expressed
things that make them afraid, sad, and angry to be in school. The previous studies indicate that
most of victims of bullying show emotional and social problems. Feelings such as fear, sadness
and anger will impair emotional symptoms such as anxiety and depression, problems in
friendships and poor perceptions of the school environment. (O’Brennan, L. M., Bradshaw,
C. P., & Sawyer, A. L. , 2009).

The third main theme explains the dynamics experienced by victims of bullying. The last
superordinate theme explains that the actions to overcome bullying are being silent / doing
nothing and perseverance in the experience that is felt (angry, be patient, cry), and taking
actions as direct problem solving (constructive - apologize , or is destructive - taking revenge)
or indirect actions (telling to mother).

The fourth main theme explains the dynamics experienced by the bullies, including two
superordinate themes, namely the forms of bullying and the feelings after bullying. Feelings
as a result of bullying behavior are directed at three kinds of conditions, namely contemplation
and guilt (uncomfortable, sad, angry at yourself), remorse and self-control, and lack of
sensitivity (appearing as in-existence of regret, or even happy).

The fifth main theme explains the dynamics of bystanders, including two superordinate
themes, namely the feeling when they become the witnesses of bullying and the actions taken
after seeing bullying. In general, bystanders show various forms of behavior to provide direct
assistance to victims such as (interrupting), calming the offender (advising, preventing from
bullying friends), showing hostility towards the offender (reprimanding, fighting / hitting a
naughty friend), or providing indirect assistance (reporting to the teacher). In addition, the
impact of fear and being helpless as targets of bullying behavior are the reasons why the
participants decided to get involved as perpetrators. The data show that there are different
responses when bystander becomes a witness of bullying.

Conclusion :

o Bullying was observed in elementary school students

o There are three forms of bullying: physical, verbal, and social
o Some of the students who were the victims of bullying were able to tell their teachers
or parents, the others have not told their parents nor teachers
o Students who bullied others felt angry, happy, and consider themselves as champions
o Some students who witnessed bullying supported bullies because they are afraid for
being the next victims, others defended the victims and filed a report to their teachers
and parents

JOURNAL 2
Title : How Does Bullying Happen in Elementary School?
Background of the study :
Bullying is experienced by thousands of children around the world and this is an urgent
problem that is still a disturbance in social life (Carney & Merrel, 2001; Kustanti, 2020).
Bullying occurs at all levels of education in Indonesia (Chodijah, 2019). Including at the
elementary school level. This shows an increasing trend every year. The results of
observations in the field show that bullying in children in elementary schools is still often
found. This is supported by the number of victims who feel disturbed by this activity. This is
certainly not good for the implementation of education and the achievement of educational
 goals. Based on this issue, researchers are encouraged to conduct a study on bullying in
elementary schools. The purpose of this study is to identify how bullying occurs at the
elementary school level.
Methodology : first to sixth grade
This research is a qualitative study with a focus on the implementation of education in
elementary schools. This study uses a phenomenological design to reveal the facts behind the
phenomenon of bullying that occurs in children in elementary school. This research was
conducted in an elementary school in Kulon Progo Regency, Yogyakarta Province, Indonesia.
Research informants are students, teachers, and parents. In addition, data from the surrounding
community is also collected to support data and information from main sources. The selection
of informants was carried out using a purposive technique. Interviews are the main data
collection technique that has been carried out in this study. The data of this study were
analyzed using qualitative analysis. Data analysis was carried out interactively through data
collection, data condensation, data presentation, and data verification. To find the credibility
of the data, triangulation of sources is carried out by utilizing various information to connect
themes between study findings.
Discussion/result/Analysis :
This study focuses on the triggers of bullying in elementary schools. The research findings
indicate that there are five sub themes to the main themes that are the subject of this study. In
the following, the results of this study are described based on the theme that is the focus of the
research.

Table 1. Bullying in elementary school

No Sub-theme Correlation between sub-themes
1 Bullying happens because the victim is weak
2 Bullying occurs because of low self-esteem Bullying occurs because
3 Bullying occurs because the victim is physically children who are victims have
different weaknesses and cannot balance
4 Bullying is done by a friend who is more powerful the strengths of children who
5 Bullying occurs because the victim is different
economically are bullies

Table 1 shows the findings of this study on how bullying occurs in elementary schools. The
findings emphasize five sub-themes based on the conditions found in the field. Based on the
several sub- themes, it can be concluded that the relationship is bullying in elementary schools
because of the power of the bully who cannot be matched by the victim of bullying. This
confirms that bullies always come from those who have more power than other children. On
the other hand, children who cannot balance the power of the perpetrators of bullying are always
victims of bullying and this is something that is not good that must be handled in the provision
of education in elementary schools.
The results of this study indicate the five main causes of bullying in elementary schools
based on the results of this study. Bullying is carried out by children who feel more powerful
at school. It is undeniable that children in schools have quite a variety of variations. In this
variation, groups or individuals are found to be more powerful than other children. This is what
causes the potential for bullying in schools. In addition, bullying occurs because the victim is
very weak, so there is a high potential for bullying from other children. Children who have very
weak conditions are freer to get bullied by other children. Because there is no power to defend
themselves, the victim easily gets bulliedby the perpetrator.
Another thing that was found was that bullying occurred because of the low self-esteem
of the child who was the victim of bullying. It's more about character. Even though the victim
has the potentialto give resistance, his low self-esteem tends to allow him to be bullied one of
the factors that trigger bullying activities at school. Furthermore, bullying occurs because of
physical differences. This is clear. Children who are physically stronger and luckier tend to be
the focus of bullies and vice versa. Lastly, bullying occurs because the victim has a
disadvantaged economic condition. Some of these findings are very meaningful input for
educators in schools. Both teachers, principals, and other school staff must pay attention to this
phenomenon so that cases can be minimized in schools.
The findings of this study also found that bullying in elementary school seemed to affect
children's social interactions at school. This is in line with the findings of various relevant
findings which say that bullying activity is very concerning because it has an impact on
children's behavior and socialinteractions that are less than expected (Agustina Setiowati, 2017;
Arifinda & Hastuti, 2016; Widyaningsih et al., 2019). In addition, the findings show that children
who are victims of bullying often show conditions with uncomfortable feelings. This certainly
has the potential to disrupt educational activities in schools.
Conclusion :
The findings of this study indicate the five main causes of bullying in elementary schools based
on the results of this study. The first thing is bullying is done by children who feel more
powerful in school. Second, bullying occurs because the victim is very weak, so there is a
high potential for bullying from other children. Third, bullying occurs because of feelings of
inferiority in children who are victims of bullying. Fourth, bullying occurs because of physical
differences. Lastly, bullying occurs because the victim has a disadvantaged economic
condition. The findings of this study confirm that bullying in elementary schools is triggered
by an imbalance of power, the perpetrator being too strong and the victim's inability to
compensate for the bully.

JOURNAL 3
Title : Bullying Behavior Among Elementary Schooll Students in East Bandung Region
Background of the study :
Bullying behavior among school students known as school bullying is rapidly increasing.
Generally, children who are victims of bullying will feel unhappiness, especially when they
are in an environment where they are being bullied. This study aims to obtain factual data
about the bullying behavior at elementary school children located in East Bandung.
Methodology : Grades five and six
This study was conducted in elementary school children located in East Bandung area. This is
a descriptive research with quantitative approach. The number of sample used in this study
was 494 children aged between 10-12 years who attend elementary school in East Bandung
area.
The method to collecting data in this study is survey; that is used to get data from natural
places, not engineering or artificial (Sugiyono, 2009). The instruments used in this study are
a modified questionnaire from The Children’s Happiness Scale and the Illinois Bully Scale.
The data obtained then presented in the form of tables and graphs.
Discussion/result/Analysis :
On the questionnaire that was adapted fromthe Illinois Bully Scale, there were three types of
bullying behavior examined, i.e., physical bullying, psychological verbal and non-verbal
psychological. Physically bullying behavior set forth in item number 7, 10, 11, 12, 13, and
17; psychologically verbal bullying are set forthin item 6, 15 and 16; whereas items related to
non-verbal psychological bullying are containedin items numbered 1, 2, 3, 4, 5, 8, 9, 14, and 18.
Graph 1. Classification of Bullying Behavior Level
The results showed that in general out of 494 children; 479 children or 97% had been being victims of bullying while
463 children or 94% had done bullying in various types and levels. The classification of bullying behavior level is
illustrated in table 1. Table 1 shows that in bullying behavior most respondents are still in very low level, that is 84%
in total, 77% for male respondents and 92% for female respondents. Bullying behavior included in the high
classification are only 1% conducted by male respondents, while female respondents are not included in this category.
Table 2 shows that there is a significant average difference in physical bullying behavior between boys and girls is
0.73 to 0.43, which means boys almost double the physical bullying behavior compared to girls.
As for the respondents who become victim the bullying behavior by his friends; generally more evenly in all levels.
The low level is the dominant level, i.e., 36% for all respondents, 35% for boys respondents and 38% for girls
respondents. This indicates that about one-third of respondents experienced an average of 1-3 times each month.
Conclusion :
This research concludes several important finding. Children had been victims of bullying and/or had done
bullying in various types andlevels. In general, verbal psychological bullying (insulting, mocking, threatening,
and abusive words) is ranked at the top for both boys and girls, followed by non-verbal psychologicalbullying
(mocking or teasing friends, and avoiding or ostracize friends) and the last formis physical bullying as fighting
and hitting.
JOURNAL 4
Title : Identification of School Bullying Behavior in High Grade Studentsof State Elementary School 001
Balam Jaya Kampar
Background of the study :
Bullying is an aggressive behavior that is carried out by a person or persons towards someone who is
considered weaker with the intention to hurt and is carried out continuously (Kustanti, 2015). Bullying can
be done by teachers to students, students to other students and a group of students to other students
(Khiyarusoleh & Ardani, 2019). One such case is that a grade II elementary school student in Samarinda
did not want to go to school because she was afraid of her friends. These reasons are, the teacher's lack of
appreciation of what he is doing or not having a constructive emotional bond with his students, the teacher's
desire to pursue curriculum targets and the teacher's desire to apply discipline to students (Abu Huraerah,
2012). Meanwhile, violence perpetrated from one student to another or from a group of students to another,
 can be caused by seniority factors, seniority traditions, family factors that do not get along, school situations
that are not harmonious, the individual character itself and the wrong perception of values for behavior.
victims of bullying (Ponny Retno A, 2008). Bullying is often not taken seriously by parents, parents tend
to delegate the case to the teacher. According to Steven, (Ponny Retno A, 2008) bullying will become more
frequent due to the lack of response from parents and teachers. This confirms that parents and teachers often
let and underestimate what happens to their children and students. Actions on school bullying can have a
negative impact for the short and long term (Kurnia & Aeni, 2018). The short-term effects caused by
bullying behavior are decreased children's interest in learning, decreased interest in doing school
assignments given by the teacher, and lack of interest in participating in school activities (Widayanti & Siswati,
2009). Meanwhile, the consequences of bullying on victims in the long term are that children experience
depression in learning, are not confident, children will have difficulty in good relations with peers and
always have anxiety about unpleasant treatment from their friends (Muspita et al., 2017). From the problems
above, the researchers conducted research on further identifying the behavior of school bullying in the 001
Elementary School, Balam Jaya Kampar.
Methodology : fourth, fifth, and sixth grade
This research is a quantitative descriptive study on the identification of school bullying behavior in high-
class students at state elementary school 001 Balam Jaya Kampar. the number of samples used in this study
were 30 students. The instrument in quantitative research is the one who conducts the research itself, in other
words, the researcher. So the instrument in quantitative research is the human instrument. Sources of
information were obtained from distributing questionnaires and interviews. There are several steps taken in
this research, namely: 1) Selecting the problem, 2) Preliminary study, 3) Formulating the problem, 4)
Formulating the basic assumptions, 5) Choosing the approach, 6) Determining the variables and data sources,
7) Determining and compiling instruments, 8) Collecting data, 9) Data analysis, 10) Drawing conclusions,
and 11) Writing reports.
Discussion/result/Analysis :
School bullying behavior of students seen from direct physical contact is classified as very high with a total
percentage of 90.27% in the "Very High" category. School bullying behavior of students seen from direct verbal
contact is classified as very high with a total percentage of 83.52% in the "Very High" category. School bullying
behavior of students seen from direct non-verbal contact is classified as very high with a total percentage of
88% in the "Very High" category. School bullying behavior of students seen from indirect non-verbal contact is
classified as very high with a total percentage of 84.83% in the "Very High" category.
Conclusion :
it can be concluded from the four aspects of School Bullying Behavior indicators in High Grade Students of
State Elementary School 001 Balam Jaya Kampar Behavior The highest school bullying is direct verbal
contact, and the lowest is indirect non- verbal behavior.

JOURNAL 5
Title : Bullying on Elementary School Students
Background of the study :
Bullying is a serious threat for the development of students because it is considered as the beginning of
disturbance in children’s behaviour. Bullying in elementary school children nowadays often happen and the
prevalence is always increasing each year.Bullying usually occurs around the school environment such as in
the class, toilet, corridor, or after school activities. This research aims to identify bullying behavior on
students at schools.
Methodology : first to sixth grade
The type of this research is quantitative research with descriptive design. The sample of this research were
400 school-age children that spread across 12 sub-district in Pekanbaru City. The sampling in this research
used cluster samplingtechnique. The data collection tool used modified questionnaire from 3 questionnaires
which are school bullying questionnaire (Sullivan, Cleary, & Sullivan, 2005, Multidimensional Peer-
Victimization Scale (Mynard & Joseph, 2000), dan MyLife In School Checklist (Hamburger, M.E Basile &
Vivolo, Am, 2011). The data collection was done in April – Agustus 2018.
Discussion/result/Analysis :
The analysis result shows that gender of the most respondents are women, as many as 235 people or about
58,7% from the total respondents. The most class grade 4 which is 208 people or about 52% from the total
respondents, and the highest number of groups is they don’t have groups as many as 284 people or about
71% from the total respondents. The analysis result shows that the most applied parenting style by parents is
parental control as many as 228 people (57%), the father’soccupation are mostly informal as many as 238
(59.5%), the mother’s occupation are mostly unemployed as many as 201 people (50.2%), the media of
violence are not exposed as many as 288 people (72%), the most fights are never as many as 265 people
(66.2%), and the most abuse is never heard abuse as many as 323 people (80.8%). The analysis results shows
that the most bullying behavior that happen was 212 peo- ple (53.3%) with physical bullying as many as 211
people (52.8%), verbal bullying as many as 207 people (51.8%), and mental / psychological bullying as many
as 249 people (62.3%).
Conclusion :
The conclusion of this research is that more than a half of school kids at State Elementary School in Pekanbaru
experiencing bullying at schools. Bullying occurances are in the form of physical bullying, verbal bullying,
and mental bullying.