School Well-Being Among Children and Adolescents: Assessing Strategies for Bullying Prevention in Madrasahs
DOI:
https://doi.org/10.54069/attadrib.v8i3.1023Keywords:
School well-being, bullying, children, adolescentsAbstract
. Students' sense of comfort at school is the foundation for achieving well-being within the school environment. This well-being encompasses various aspects of students' lives, including physical, emotional, social, and personal dimensions. When a school fails to foster such well-being, it can increase the risk of bullying behaviors among students. Therefore, this study aims to analyze school well-being among children and adolescents, as well as to assessing strategies for bullying preventing bullying in Madrasahs. This research employed a qualitative method with an indigenous psychology approach. Data were collected in two stages: survey with open ended questionnaire and interviews. The survey involved 100 elementary-level (MI) students and 61 junior high-level (MTs) students. Interviews were conducted with school principals and counseling teachers. The results revealed that school well-being among both children and adolescents consists of four main aspects: having, loving, being, and health. However, differences emerged in the relational emphasis: for children, well-being strongly related to interactions with peers, teachers, and parents, while for adolescents, peer relationships were the dominant factor. The bullying prevention strategy implemented by the madrasah involves innovative programs for self-development, including the provision of guidance and counseling services, the establishment of routine school-wide activities, and the adequate provision of facilities. These three components constitute aspects of school well-being and play an effective role in regulating students’ behavior.
Downloads
References
Alwi, M., Suminar, D. R., & Nawangsari, N. A. W. (2020). Support in Schools and School Well-Being: Self Esteem as a Mediator. International Journal of Pedagogy and Teacher Education, 4(2), 119–125.
Anggreni, N. M. S., & Immanuel, A. S. (2020). Model School Well-Being Sebagai Tatanan Sekolah Sejahtera Bagi Siswa. Psikobuletin: Buletin Ilmiah Psikologi, 1(3), 146–156. https://doi.org/10.24014/pib.v1i3.9848
Apologia, M. A., Mas’od, M. M., Masykuri, A., Hidayati, A., & Putra, V. E. P. (2024). Child-Friendly School Management: A Study of Ukhuwah Wathoniyah at Ma’arif Nahdlatul Ulama. Dirasah International Journal of Islamic Studies, 2(2), 106–119. https://doi.org/10.59373/drs.v2i2.28
Azhari, & Situmorang, N. Z. (2019). Dampak positif school well-being pada siswa di sekolah. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 256–262.
Azzahra, N. F., Purwaningsih, E., & Setyawati. (2025). Literature Review: Faktor-Faktor Yang Mempengaruhi School Well-Being Pada Siswa Sma Di Indonesia. Jurnal Empati, 14(03), 243–252.
Baron, R. A., & Byrne, D. (2003). Psikologi Sosial (edisi kesepuluh). Erlangga.
Boeree, C. G. (2008). Psikologi Sosial. Prisma Shopie.
Coloroso, B. (2007). Stop Bullying: Memutus Mata Rantai Kekerasan Anak dari Prasekolah hingga SMU. PT. Serambi Ilmu Semesta.
Creswell, J. W. (2015). Penelitian Kualitatif dan Desan Riset. Pustaka Pelajar.
Etemi, B. P., Uzunboylu, H., Latifi, S., & Abdigapbarova, U. (2024). The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception. Sustainability, 16(2), 774. https://doi.org/10.3390/su16020774
Fathoni, A. M., Sulaeman, M., Azizah, E. A. N., Styawati, Y., & Ramadhan, M. U. C. (2024). The New Direction of Indonesian Character Education: Bullying, Moral Decadence, and Juvenile Delinquency. Jurnal Pendidikan Agama Islam, 21(1), 22–39. https://doi.org/10.14421/jpai.v21i1.7759
Hurlock, E. B. (1994). Psikologi Perkembangan Suatu Pendekatan Sepanjang Rentang Kehidupaan. Erlangga.
Istiqomah, N., & Rahmawati, A. (2020). School wellbeing siswa fullday school dan siswa regular school. Jurnal Psikologi Tabularasa, 15(1). https://doi.org/10.26905/jpt.v15i1.4851
Jauhari, I., Akhyak, A., Aziz, A., & Ajizah, R. U. N. (2025). Management of Excellent Madrasa Program in Increasing Institutional Competitiveness. Attaqwa: Jurnal Ilmu Pendidikan Islam, 21(2), 93–108. https://doi.org/10.54069/attaqwa.v21i2.976
Kamila, T., & Ramadhani, A. (2024). Social Support Management and Academic Stress: Implications for Students’ Subjective Well-being. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(3), 315–324. https://doi.org/10.31538/munaddhomah.v5i3.1353
Kim, U., Yang, K., & Hwang, K. (2010). Indigenous and Cultural Psychology memahami orang dalam konteksnya. Pustaka Pelajar.
Konu, A., & Rimpela, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79
Nidianti, W. E., & Desiningrum, D. R. (2015). Hubungan Antara School Well-Being Dengan Agresivitas. 4.
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.
Pulkkinen, L., Vauras, M., & Salmela-Aro, K. (2012). Psychology for teachers. WSOYpro.
Pusvitasari, R., & Zarkasyi, A. (2024). Holistic Approaches to Bullying Prevention: The Mediating Role of School Well-Being, Self-Management, and Empathy. At-Tadzkir: Islamic Education Journal, 3(2), 104–119. https://doi.org/10.59373/attadzkir.v3i2.63
Rahma, U., Faizah, Faizah, & Faizah. (2020). Bagaimana meningkatkan school wellbeing? Memahami peran school connectedness pada siswa SMA. 08(01).
Rahmatullah, A. S., Kencono, D. S., Othman, M. S., Suyudi, M., & Aziz, A. N. (2024). Father’s Involvement in Sex Education for Children in Muslim Minority Countries. Jurnal Pendidikan Agama Islam, 21(2), 364–383. https://doi.org/10.14421/jpai.v21i2.8751
Rahmawati, S. W., Iskandar, T. B. Z., Setiono, K., & Abidin, Z. (2014). School Well Being: Pendekatan Organisasi dalam mengatasi Bullying di Sekolah. HUMANITAS Jurnal Psikologi, 1(3), 211–232.
Rokim, R. (2024). Problematika Penerapan Pembelajaran Problem Based Learning pada Mata Pelajaran Akidah Akhlak. Academicus: Journal of Teaching and Learning, 3(1), 46–57. https://doi.org/10.59373/academicus.v3i1.51
Ru’iya, S., Kistoro, H. C. A., Sutarman, S., & Masduki, Y. (2023). Model of Religious Education for Slow Learner Children in Inclusive Schools in Indonesia. Jurnal Ilmiah Peuradeun, 11(2), 475–494. https://doi.org/10.26811/peuradeun.v11i2.861
Saadah, N. (2020). School well-being of Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) in Yogyakarta. Jurnal Psikologi Islam Dan Budaya, 3(1), 23–36. https://doi.org/10.15575/jpib.v3i1.5591
Santrock, J. W. (2011). Educational psychology. McGraw-Hill.
Shidiqi, M. F., & Suprapti, V. (2013). Pemaknaan Bullying pada Remaja Penindas (The Bully). 2(2).
Solehuddin, M., Budimansyah, D., & Dahliyana, A. (2024). Tracing Pancasila: Unveiling the impact of the Pancasila student profile strengthening project on student well-being in Indonesia. Cakrawala Pendidikan, 43(3), 773–787. https://doi.org/10.21831/cp.v43i3.78328
Srinio, F., Muslihun, M., & Usman, M. U. K. (2025). Comparison of Islamic and Western Education Systems: Opportunities for Integration of Islamic Values. Adiluhung: Journal of Islamic Values and Civilization, 1(1), 29–41. https://doi.org/10.59373/adiluhung.v2i1.114
Sukiri, Widyawan, D., Setiawan, I., Pelana, R., Sari, E. F. N., & Razali. (2024). The effect of sport education model on self-empowerment and self-confidence. Cakrawala Pendidikan, 43(3), 737–745. https://doi.org/10.21831/cp.v43i3.60078
Susanto, S., Ritonga, A. W., Desrani, A., Rubiyantoro, Y., & Hude, M. D. (2025). The Program for Self-Regulated Learning: An Empirical Study on Students-Survival Skills in Pesantren. Jurnal Ilmiah Peuradeun, 13(1), 625–646. https://doi.org/10.26811/peuradeun.v13i1.1483
Utama, A. P., & Salim, H. (2024). Strategi Muhammadiyah Boarding School Klaten dalam Mengatasi Bullying di Kalangan Santri. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 7(2), 229–243. https://doi.org/10.54069/attadrib.v7i2.862
Wahib, A. (2025). The Role of Subjective Well-Being Mediation in the Test of the Influence of Teaching Competence on the Organizational Citizenship Behavior of Private Junior High School Teachers. Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman, 14(1), 144–158. https://doi.org/10.54437/urwatulwutsqo.v14i1.2068
Wentzel, K. R. (1988). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
Yakin, W. F., Maskud, & Madi, F. N. bin. (2024). School Policy and Teacher Competency to Prepare Literacy Teaching Materials for Early Children Based on Local Stories. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(2), 173–184. https://doi.org/10.31538/munaddhomah.v5i2.985
Zullig, K. J., Huebner, E. S., & Patton, J. M. (2010). Relationships among school climate domains and school satisfaction. Psychology in the Schools. https://doi.org/10.1002/pits.20532
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ida Fitri Shobihah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
