Optimalisasi Peran MGBK dalam mencegah Intoleransi dan Perundungan: Kajian Penerapan Sistem Dukungan Bertingkat pada Layanan Bimbingan dan Konseling

Maria Theresia Sri  Hartatik; Mungin Eddy  Wibowo; Sunawan Sunawan; Muslikah Muslikah; Ashari Mahfud; Najma Sana Nadhirah  Hilman; Indrajati  Kunwijaya; Adinuringtiyas Herfi  Rahmawati

doi:10.69693/dcs.v2i1.22

Authors

Maria Theresia Sri Hartatik Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Mungin Eddy Wibowo Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Sunawan Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Muslikah Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Ashari Mahfud Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi Universitas Negeri Semarang
Najma Sana Nadhirah Hilman Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Indrajati Kunwijaya Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang
Adinuringtiyas Herfi Rahmawati Program Studi Bimbingan Konseling, Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Semarang

DOI:

https://doi.org/10.69693/dcs.v2i1.22

Keywords:

sistem dukung bertingkat, MGBK, Intoleransi, perundungan, konseling

Abstract

Perundungan dan intoleransi di lingkungan sekolah merupakan masalah serius yang memerlukan penanganan komprehensif. Penelitian menunjukkan bahwa 45% siswa di Indonesia pernah mengalami perundungan, dengan kelompok minoritas dan siswa dari latar belakang sosial ekonomi rendah lebih rentan menjadi korban. Artikel ini melaporkan hasil program pengabdian masyarakat yang bertujuan mengoptimalkan peran Musyawarah Guru Bimbingan dan Konseling (MGBK) Kota Semarang dalam mencegah intoleransi dan perundungan melalui penerapan Sistem Dukungan Bertingkat dalam layanan Bimbingan dan Konseling. Program ini melibatkan serangkaian kegiatan terstruktur, termasuk analisis kebutuhan, penyusunan panduan, sosialisasi, pelatihan intensif, dan pendampingan implementasi. Hasil menunjukkan peningkatan signifikan dalam pemahaman dan keterampilan guru BK dalam menerapkan Sistem Dukungan Bertingkat. Terbentuknya jaringan kolaborasi antar guru BK dan penyusunan rencana aksi yang komprehensif menandakan kesiapan untuk implementasi efektif di sekolah masing-masing. Evaluasi program menunjukkan peningkatan kepercayaan diri dan komitmen guru BK dalam mencegah kasus intoleransi dan perundungan. Pengembangan modul pelatihan dan kumpulan studi kasus menjadi aset berharga untuk keberlanjutan dan replikasi program. Kesimpulannya, program ini berhasil membangun fondasi yang kuat untuk perubahan sistemik dalam penanganan masalah intoleransi dan perundungan di sekolah-sekolah SMA Kota Semarang, dengan potensi dampak positif jangka panjang pada iklim sekolah dan kesejahteraan siswa.

Downloads

Download data is not yet available.

References

Pruitt DG Kim SH Rubin JZ. Social Conflict: Escalation Stalemate and Settlement. 3rd ed. Boston: McGraw-Hill; 2004. Marak Kasus Perundungan yang Libatkan Pelajar, Ini Tanggapan Wali Kota Semarang [Internet]. Halo Semarang. 2023 [cited 2024 Jan 15]. Available from:https://halosemarang.id/marak-kasus-perundungan-yang-libatkan-pelajar-ini-tanggapan- wali-kota-semarang.

Slee PT Skrzypiec G. Well-Being Positive Peer Relations and Bullying in School Settings.Cham: Springer; 2016. doi:10.1007/978-3-319-43039-3 DOI: https://doi.org/10.1007/978-3-319-43039-3

UNICEF. Bullying in Indonesia: Key Facts, Solutions, and Recommendations. [online]. 2019, Februari. https://www.unicef.org/indonesia/media/5606/file/Bullying.

Centers for Disease Control and Prevention. Youth Risk Behaviro Surveillance. Atlanta: CDC. 2016.

Dake, J. A., Price, J. H., Telljohann. The nature and extent of bullying at school. Journal of School Health, 2003, 73 (5): 173–180. DOI: https://doi.org/10.1111/j.1746-1561.2003.tb03599.x

Goodboy AK, Martin MM, Rittenour CE. Bullying as an Expression of Intolerant Schemas. Journal of Child & Adolescent Trauma. 2016 Apr 18;9(4):277–82. https://doi.org/ 10.1007/s40653-016-0089-9. DOI: https://doi.org/10.1007/s40653-016-0089-9

McKinsey & Company. What Is Industry 4.0 and the Fourth Industrial Revolution? [Internet].McKinsey & Company. 2022. Available from: https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-are-industry-4- 0-the-fourth-industrial-revolution-and-4ir.

Permana IM, Adam F. The Role of the Internet and Social Media in the Spread of ISIS in Indonesia. Halaqa: Islamic Education Journal. 2021 Jan 7;5(1):13–9. DOI: https://doi.org/10.21070/halaqa.v5i1.1130

Henderson SE, Dowda R, Robles-Piña RA. Predictors of Bullying Behavior: An Adlerian Approach. Bullying Prevention and Intervention at School. 2018;17–35. DOI: https://doi.org/10.1007/978-3-319-95414-1_2

BPS. Badan Pusat Statistik Kota Semarang [Internet]. semarangkota.bps.go.id. 2021 [cited 2024 Jan 15]. Available from: https://semarangkota.bps.go.id/statictable/2021/05/11/185/jumlah-sekolah-guru-dan- murid-sekolah-menengah-atas-sma-di-bawah-kementerian-pendidikan-dan-kebudayaan- menurut-kecamatan-di-kota-semarang-2019-2020-dan-2020-2021.html

Kemendikbudristek. Data Peserta Didik Semester Genap 2023/2024.[oneline]. 2024. https://dapo.kemdikbud.go.id/pd/1/030000.

Joglojateng.com. Kasus Intoleransi, Semarang Jadi Sorotan. [online]. 2022, 22 Februari. https://joglojateng.com/2022/02/22/kasus-intoleransi-semarang-jadi-sorotan/

Az-Zahra, F. K., Hidayah, N., & Wahyuni, F. (2024). Peran Bimbingan dan Konseling Pada Kurikulum Merdeka dalam Mewujudkan Multicultural Awareness sebagai Strategi Pencegahan Intoleransi. G-Couns: Jurnal Bimbingan dan Konseling, 8(2), 903-914. DOI: https://doi.org/10.31316/gcouns.v8i2.5717

Damayanti, P. D. S., Handayani, F., Ramahwati, Y., Suhernah, S., Cahyani, A. D., & Tilova, M. H. (2023). Peranan Psikologi Pendidikan untuk Pencegahan Perundungan Siswa Sekolah Dasar. Counselia; Jurnal Bimbingan Konseling Pendidikan Islam, 4(1), 1-9. DOI: https://doi.org/10.31943/counselia.v4i1.60

Filosofianita, A., Supriatna, M., & Nadhirah, N. A. (2023). Strategi Guru Bimbingan Dan Konseling Dalam Menangani Perundungan (Bullying). Jurnal Mahasiswa BK An-Nur: Berbeda, bermakna, Mulia, 9(3), 92-101. DOI: https://doi.org/10.31602/jmbkan.v9i3.11548

Ahiruddin, A., Rasyid, H., & Prasetyo, R. D. (2023). Pengaruh Layanan Konseling Kelompok pada Perilaku Korban Perundungan di SMK Negeri 1 Bogor. Journal on Education, 5(2), 5095-5101. DOI: https://doi.org/10.31004/joe.v5i2.1246

Fitriani, A. R. (2023). Implementasi Layanan Guru Bimbingan Dan Konseling Dalam Mencegah Perundungan Siswa Di SMP 3 Bae Kudus (Doctoral dissertation, IAIN Kudus)

Purbaya, A.A. SMAN 1 Semarang Blak-blakan Kasus Bullying Berujung 2 Siswa Dipecat. [online]. Detik News. 2018, 2 Maret. https://news.detik.com/berita-jawa-tengah/d- 3894976/sman-1-semarang-blak-blakan-kasus-bullying-berujung-2-siswa-dipecat.

Kustanti ER. Gambaran bullying pada pelajar di Kota Semarang. Jurnal Psikologi UNDIP. 2015, 14 (1): 29-39. https://doi.org/10.14710/jpu.14.1.29-39. DOI: https://doi.org/10.14710/jpu.14.1.29-39

Mitchell BL. The State of Bullying in Schools. Bullying Prevention and Intervention at School [Internet]. 2018;1–15. Available from: https://link.springer.com/chapter/10.1007/978-3-319-95414-1_1. DOI: https://doi.org/10.1007/978-3-319-95414-1_1

Trijaya.com. SETARA Institute: Intoleransi Siswa SMA di 5 Daerah Indonesia Mengkhawatirkan. [online]. 2023, 18 Mei. https://www.mnctrijaya.com/news/detail/59581/setara-institute-intoleransi-siswa-sma-di- 5-daerah-indonesia-mengkhawatirkan.

Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., Donohue, P. Integrating a multi-tiered system of supports with comprehensive school counseling program. [2018].http://tpcjournal.nbcc.org/integrating-a-multi-tiered-system-of-supports-with- comprehensive-school-counseling-programs/

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2018). Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial. Journal of Educational Psychology, 110(2), 239-252. https://doi.org/10.1037/edu0000210 DOI: https://doi.org/10.1037/edu0000210

Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons Inc. DOI: https://doi.org/10.1002/9780470147658.chpsy0114

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350. https://doi.org/10.1007/s10464-008-9165-0 DOI: https://doi.org/10.1007/s10464-008-9165-0

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x DOI: https://doi.org/10.1111/j.1467-8624.2010.01564.x

Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems-level change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177. https://doi.org/10.1080/10474412.2014.929960 DOI: https://doi.org/10.1080/10474412.2014.929960

Fixsen, D. L., Blase, K. A., & Van Dyke, M. K. (2019). Implementation practice and science. Chapel Hill, NC: Active Implementation Research Network. DOI: https://doi.org/10.4337/9781788975995.00010

Gottfredson, D. C., Cook, T. D., Gardner, F. E., Gorman-Smith, D., Howe, G. W., Sandler, I. N., & Zafft, K. M. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16(7), 893-926. https://doi.org/10.1007/s11121-015-0555-x DOI: https://doi.org/10.1007/s11121-015-0555-x

Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2018). School support and teacher motivation to implement project-based learning. Learning and Instruction, 39, 39-49. https://doi.org/10.1016/j.learninstruc.2015.05.004 DOI: https://doi.org/10.1016/j.learninstruc.2015.05.004

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2016). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 82(2), 219-236. https://doi.org/10.1177/0014402915598545

Reinke, W. M., Stormont, M., Herman, K. C., & Newcomer, L. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23(1), 150-167. https://doi.org/10.1007/s10864-013-9186-0 DOI: https://doi.org/10.1007/s10864-013-9186-0

Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120-136. https://doi.org/10.1177/0014402919855331 DOI: https://doi.org/10.1177/0014402919855331

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. https://doi.org/10.1016/j.tate.2016.10.001 DOI: https://doi.org/10.1016/j.tate.2016.10.001

Wandersman, A., Alia, K., Cook, B. S., Hsu, L. L., & Ramaswamy, R. (2016). Evidence-based interventions are necessary but not sufficient for achieving outcomes in each setting in a complex world: Empowerment evaluation, Getting To Outcomes, and demonstrating accountability. American Journal of Evaluation, 37(4), 544-561. https://doi.org/10.1177/1098214016660613 DOI: https://doi.org/10.1177/1098214016660613