FRAMEWORK PENCEGAHAN BULLYING BERBASIS EKOLOGI SOSIAL MASYARAKAT

Abstract

Bullying merupakan bentuk kekerasan yang umum terjadi pada anak usia sekolah dan berdampak serius terhadap perkembangan psikososial, kesehatan mental, serta iklim pembelajaran. Pendekatan ekologi sosial menekankan bahwa pencegahan bullying tidak cukup dilakukan oleh sekolah, melainkan membutuhkan intervensi berlapis mulai dari keluarga, masyarakat, hingga struktur sosial budaya. Kegiatan pengabdian masyarakat ini bertujuan membangun kerangka pencegahan bullying berbasis ekologi sosial masyarakat Gampong melalui workshop masyarakat dan penguatan nilai-nilai kearifan lokal Aceh seperti meuripee, peusijuek, gotong royong, dan kontrol sosial adat gampong. Metode pelaksanaan mencakup sosialisasi literasi bullying, workshop komunitas, pemetaan peran masyarakat, dan penyusunan alur pencegahan berbasis gampong. Hasil kegiatan menunjukkan meningkatnya kesadaran masyarakat tentang tanda-tanda bullying, terbentuknya komitmen kolektif melalui perangkat gampong, serta meningkatnya keterlibatan tokoh adat dan tokoh agama dalam pengawasan sosial. Kegiatan ini menegaskan bahwa pendekatan ekologi sosial dan kearifan lokal Aceh dapat menjadi landasan strategis dalam membangun ekosistem gampong yang ramah anak dan bebas bullying.
Kata kunci: bullying, ekologi sosial, gampong, kearifan lokal Aceh, pencegahan kekerasan.
Abstract
Bullying remains one of the most concerning forms of violence among school-aged children, threatening their mental well-being, social development, and the overall learning environment. The socio-ecological framework emphasizes that bullying prevention requires multilayered intervention involving families, communities, and cultural structures—not only schools. This community service program aims to develop a community-based bullying prevention framework within a Gampong context, integrating Acehnese local wisdom such as meuripee, peusijuek, social harmony, and traditional communal supervision. The program consisted of socialization sessions, community workshops, social role mapping, and the establishment of a village-based prevention mechanism. The results show increased community awareness regarding signs of bullying, strengthened collective commitment through village authorities, and heightened involvement of customary and religious leaders in child protection efforts. This program highlights that combining the socio-ecological approach with Acehnese local wisdom offers a strategic foundation for building child-friendly and bullying-free communities.
Keywords: bullying, socio-ecological framework, community participation, Acehnese local wisdom, prevention.