Update Artikelilmiah: 47267

AMANDA NURMALA PUTRI

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Abstrak (Bhs. Indonesia)

Bullying masih menjadi permasalahan serius di lingkungan pendidikan, termasuk sekolah dasar. Penelitian ini bertujuan untuk menganalisis hubungan antara pengetahuan siswa tentang bullying dan tindakan bystander bullying terhadap perilaku bullying. Penelitian dilakukan di SD Negeri 3 Bunder, Kecamatan Jatiluhur, Kabupaten Purwakarta, menggunakan metode kuantitatif eksplanatif. Sampel penelitian berjumlah 60 siswa yang dipilih dengan teknik propotionate stratified random sampling. Analisis data menggunakan distribusi frekuensi, tabel silang, uji korelasi Tau Kendall, dan uji Kendall’s W. Hasil penelitian menunjukkan hubungan yang kurang signifikan antara pengetahuan dan perilaku bullying dengan korelasi lemah (0,264), meskipun secara statistik signifikan (taraf 0,01). Tindakan bystander bullying memiliki hubungan yang lebih kuat dengan perilaku bullying (0,438), menunjukkan bahwa semakin sering siswa menyaksikan bullying, semakin besar kemungkinan mereka untuk terlibat. Hubungan antara pengetahuan dan tindakan bystander bullying dengan perilaku bullying memiliki hubungan signifikan terhadap perilaku bullying dengan korelasi 0,647, menunjukkan bahwa hubungan ini berada pada kategori kuat, sehingga dapat disimpulkan semakin tinggi pengetahuan dan semakin tidka pernah melakukan bullying maka semakin tidak pernah melakukan bullying, sedangkan semakin rendah pengetahuan dan semakin sering melihat bullying maka semakin sering melakukan bullying. Berdasarkan hal tersebut, maka hipotesis terbukti atau dapat diterima.

Abtrak (Bhs. Inggris)

Bullying is still a serious problem in the educational environment, including elementary schools. This study aims to analyze the relationship between students' knowledge about bullying and bullying bystander actions on bullying behavior. The research was conducted at SD Negeri 3 Bunder, Jatiluhur District, Purwakarta Regency, using an explanatory quantitative method. The research sample was 60 students who were selected by the propotionate stratified random sampling technique. Data analysis used frequency distribution, cross tables, Tau Kendall correlation test, and Kendall's W test. The results showed a less significant relationship between bullying knowledge and behavior with a weak correlation (0.264), although statistically significant (level 0.01). The act of bystander bullying had a stronger association with bullying behavior (0.438), suggesting that the more often students witnessed bullying, the more likely they were to get involved. The relationship between knowledge and bystander bullying actions and bullying behavior has a significant relationship with bullying behavior with a correlation of 0.647, showing that this relationship is in the strong category, so it can be concluded that the higher the knowledge and the more they have never done bullying, the more they have never done bullying, while the lower the knowledge and the more often they see bullying, the more often they do bullying. Based on this, the hypothesis is proven or acceptable.

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