Innovation in Learning and Anti-Bullying Education for Enhancing Education and Developing Meranti Village
DOI:
https://doi.org/10.55537/j-ibm.v4i3.985Keywords:
outreach, anti-bullying, tutoring, rural development, Meranti VillageAbstract
The lack of awareness regarding the importance of education, the high incidence of bullying, and limited infrastructure in Meranti Village are major challenges in community development. This community service program aims to increase awareness about education, create a school environment free from bullying, and strengthen village infrastructure. The methods used include educational outreach, anti-bullying campaigns, free private tutoring services, and the participatory construction of village boundary markers. The study results indicate that 85% of students have a better understanding of bullying, there has been an average academic score increase of 15–25%, and community participation in village development has risen. This program is expected to foster a more educated younger generation and strengthen both solidarity and social responsibility within the village community.
Downloads
References
Daniels, H. (2021). Vygotsky and pedagogy (2nd ed.). Routledge.
Donoghue, C., Toffoletti, K., Cahir, J., & Chapman, A. (2023). Recognizing the role of the sociologist in anti bullying efforts in schools. Journal of Applied Youth Studies, 6(1), 79–95. https://doi.org/10.1007/s42380-023-00177-7
Fraguas, D., Díaz‐Caneja, C. M., Ayora, M., Durán‐Cutilla, M., Abregú‐Crespo, R., Ezquiaga‐Bravo, I., Martín‐Babarro, J., & Arango, C. (2021). Assessment of school anti‐bullying interventions: A meta‐analysis of randomized clinical trials. JAMA Pediatrics, 175(1), 44–55. https://doi.org/10.1001/jamapediatrics.2020.3541
Garandeau, C. F., Laninga-Wijnen, L., & Salmivalli, C. (2022). Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 51(4), 515–529. https://doi.org/10.1080/15374416.2020.1846541
Garandeau, C. F., Turunen, T., Saarento-Zaprudin, S., & Salmivalli, C. (2023). Effects of the KiVa anti-bullying program on defending behavior: Investigating individual-level mechanisms of change. Journal of School Psychology, 99, 101226. https://doi.org/10.1016/j.jsp.2023.101226
Hutchings, M., Cardell, L., & Rissanen, I. (2025). Teachers’ responses to bullying incidents: A comparative study of policy enactment in schools. Social Psychology of Education, 28(1), 101–117. https://doi.org/10.1007/s11218-024-09965-5
Janatolmakan, M., Khatony, A., Malekshahi, F., & Bahari, N. (2025). The effect of bullying on students’ mental health: A cross-sectional study. Behavioral Sciences, 15(2), 236. https://doi.org/10.3390/bs15020236
Kemdikbud. (2022). Program sekolah ramah anak. Retrieved from https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_20231204-154829_SALINAN_BT_RKS%20JUKNIS%20PPKSP_sinde.pdf
Kurniawati, K. D. (2022). The perception of parent’s about online learning using process evaluation model in Tejakula district. Reforma: Jurnal Pendidikan Dan Pembelajaran, 10(2), 41–54. https://doi.org/10.30736/ej.v9i1.610
Liu, H., Zhang, Y., & Zhang, J. (2025). Teacher intervention and peer bullying in rural China: The mediating role of perceived safety. BMC Medical Education, 25, 122. https://doi.org/10.1186/s12909-025-06799-3
Malhotra, D., & Bazerman, M. H. (2021). Negotiation genius: How to overcome obstacles and achieve better results (2nd ed.). Harvard Business Press.
Mishra, P., & Koehler, M. J. (2021). Technological pedagogical content knowledge: A framework for teacher knowledge. In Handbook of Research on Teacher Education and Professional Development (pp. 523–537). IGI Global.
Quick, K. S., & Feldman, M. S. (2021). Distinguishing participation and inclusion: The role of participation in public planning. Journal of Planning Education and Research, 41(1), 72–86. https://doi.org/10.1177/0739456X11410979
UNESCO. (2022). Education for sustainable development. Retrieved from https://www.unesco.org/en/sustainable-development/education
World Bank. (2023). Community involvement in rural infrastructure projects. Retrieved from https://www.worldbank.org/en/news/feature/2016/01/12/community-engagement-key-to-success-in-rural-development
Zhao, N., Yang, S., Zhang, Q., Wang, J., Xie, W., Tan, Y., & Zhou, T. (2023). School bullying results in poor psychological conditions: Evidence from a survey of 95,545 subjects. Frontiers in Psychology, 14, 102345. https://doi.org/10.3389/fpsyg.2024.1279872
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Khairun Nisa, Ansoruddin Ansoruddin, Tika Mayana, Ervina Ervina, Isnaini Isnaini
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
