MODEL LITERASI ANTI-BULLYING BERBASIS BAHASA DAN KEARIFAN LOKAL DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI SISWA SEKOLAH DASAR

Authors

  • Rahmat Alimin Universitas Ubudiyah Indonesia
  • Herawati Herawati
  • Abdul Mukti
  • Pardi Pardi
  • Muhammad Ihsan
  • Jahara Putri
  • Muhammad Rizky

DOI:

https://doi.org/10.33143/jes.v12i1.5851

Abstract

Penelitian ini bertujuan untuk mengkaji dan merumuskan model literasi anti-bullying berbasis bahasa dan kearifan lokal dalam meningkatkan keterampilan komunikasi siswa sekolah dasar. Permasalahan bullying yang masih marak terjadi di lingkungan sekolah dasar tidak hanya berdampak pada kondisi psikologis siswa, tetapi juga menghambat perkembangan kemampuan komunikasi dan interaksi sosial. Pendekatan yang selama ini digunakan cenderung bersifat parsial dan belum terintegrasi dengan pembelajaran Bahasa Indonesia serta nilai-nilai budaya lokal. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur sistematis terhadap berbagai artikel ilmiah bereputasi yang relevan dengan topik bullying, literasi bahasa, dan pendidikan berbasis kearifan lokal. Data dikumpulkan dari database Scopus, Web of Science, Google Scholar, dan SINTA dengan rentang tahun 2015–2025. Analisis data dilakukan melalui teknik thematic synthesis untuk mengidentifikasi pola, konsep, dan kesenjangan penelitian. Hasil penelitian menunjukkan bahwa pencegahan bullying yang efektif memerlukan integrasi antara penguatan literasi bahasa, internalisasi nilai-nilai kearifan lokal, dan pendekatan sistem berbasis sekolah. Model literasi anti-bullying yang dihasilkan menekankan pada penggunaan bahasa yang santun, empatik, serta penguatan interaksi sosial melalui media budaya lokal seperti permainan tradisional. Model ini berpotensi meningkatkan keterampilan komunikasi siswa sekaligus menciptakan lingkungan belajar yang aman dan inklusif. Kata kunci: Literasi Bahasa, Bullying, Kearifan Lokal, Komunikasi, Sekolah Dasar. A LANGUAGE- AND LOCAL WISDOM-BASED ANTI-BULLYING LITERACY MODEL IN IMPROVING ELEMENTARY SCHOOL STUDENTS’ COMMUNICATION SKILLS Abstract This study aims to examine and formulate a language-based anti-bullying literacy model integrated with local wisdom to improve elementary school students’ communication skills. Bullying remains a significant issue in primary education, affecting not only students’ psychological well-being but also hindering their communication and social interaction development. Existing approaches tend to be partial and lack integration with language learning and local cultural values. This research employed a qualitative approach using a systematic literature review method on relevant scholarly articles related to bullying, language literacy, and local wisdom-based education. Data were collected from Scopus, Web of Science, Google Scholar, and SINTA databases within the 2015–2025 range. The data were analyzed using thematic synthesis to identify patterns, concepts, and research gaps. The findings indicate that effective bullying prevention requires the integration of language literacy, local wisdom values, and a school-based systemic approach. The proposed anti-bullying literacy model emphasizes polite and empathetic language use, as well as strengthening social interaction through local cultural media such as traditional games. This model has the potential to enhance students’ communication skills while fostering a safe and inclusive learning environment. Keywords: Language Literacy, Bullying, Local Wisdom, Communication, Elementry School.

References

Alimin, R., et. Al. (2025). Literasi Anti Bullying dalam Permainan Tradisional Aceh Ingke di SD Islam Terpadu Fajar Hidayah Aceh Besar. Journal of Education Science, 11(1), 115-118.

Alimin, R., et. Al. (2025). Revitalisasi Penanganan Bullying di Sekolah: Model SITARA (School Integrated Anti-Bullying Respone Approach). Journal of Education Science, 11(2), 101-107.

Espelage, D. L., & Swearer, S. M. (2011). Bullying in North American schools (2nd ed.). Routledge.

Herawati, H., & Hayati, N. (2022). Peran kearifan lokal dalam perkembangan sosial anak di sekolah dasar. Jurnal Edukasi Sosial, 3(2), 115–125.

Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility. Bantam Books.

Olweus, D. (2013). Bullying at school: What we know and what we can do. Wiley-Blackwell.

Smith, P. K., & Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Educational Psychology Review, 12(1), 1–25.

UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO Publishing.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Published

2026-03-01

Issue

Vol. 12 No. 1 (2026): APRIL 2026

Section

Articles

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