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Susi et.al (Optimizing Bullying Prevention Policies and....)

Optimizing Bullying Prevention Policies and

Programs through Civic Education in Junior High

Schools in South Tangerang City

Susi

a,1

, Yayuk Muji Rahayu

b,2

a,b

Pancasila and Citizenship Education Study Program, Faculty of Teacher Training and Education, Pamulang

University

[email protected].id;

[email protected]c.id;

INFO ARTICLE

ABSTRACT

History Article:

Accepted: February 25, 2025

Revised: May 11, 2025

Approved: June 20, 2025

Available Online: July 23, 2025

This study examines the optimization of policies and bullying prevention

programs in two junior high schools in South Tangerang City through a

civic education approach. This research employs a qualitative case study

method. Data were collected through in-depth interviews, focus group

discussions (FGD), and document analysis of school policies. Interviews

were conducted with Guidance and Counseling (BK) teachers at SMPN 18

Tangsel and SMP Islam At-Taqwa Pamulang. NVivo 12 software was used

to analyze bullying patterns and evaluate the effectiveness of prevention

policies. The findings reveal that bullying predominantly occurs in verbal

and social forms, mainly targeting groups perceived as different in

academic, economic, or social aspects. Case identification is conducted

through student reports, direct observation, and group discussions, while

intervention involves individual counseling and discussions with

homeroom teachers and parents. School policies, such as disciplinary

regulations, the Special Handling Team (TTPK), and routine socialization

programs, serve as the foundation for bullying prevention strategies.

Although there has been a decrease in bullying incidents, challenges

persist, particularly in the low reporting rate among students. Thus, this

study recommends enhanced teacher training, the integration of civic

education into the curriculum, and improved communication among school

stakeholders to create a safer, more inclusive, and supportive school

environment.

Keywords:

Bullying

Prevention

Education

Citizenship

School Policy

ABSTRAK

Kata Kunci:

Perundungan

Pencegahan

Pendidikan

Kewarganegaraan

Kebijakan Sekolah

Penelitian ini mengkaji optimalisasi kebijakan dan program pencegahan

perundungan di dua sekolah menengah pertama di Kota Tangerang Selatan

melalui pendekatan pendidikan kewarganegaraan. Metode penelitian yang

digunakan adalah kualitatif dengan pendekatan studi kasus. Data

dikumpulkan melalui wawancara mendalam, diskusi kelompok terfokus

(FGD), serta analisis dokumen kebijakan sekolah. Wawancara dilakukan

dengan guru Bimbingan Konseling (BK) di SMPN 18 Tangsel dan SMP Islam

At-Taqwa Pamulang. Analisis data menggunakan NVivo 12 untuk

mengidentifikasi pola perundungan dan efektivitas kebijakan pencegahan.

Hasil penelitian menunjukkan bahwa perundungan mayoritas terjadi dalam

bentuk verbal dan sosial, terutama pada kelompok tertentu yang dianggap

berbeda dalam aspek akademik, ekonomi, atau sosial. Identifikasi kasus

dilakukan melalui laporan siswa, observasi, dan diskusi kelompok,

sementara penanganan melibatkan konseling individual dan diskusi dengan

wali kelas serta orang tua. Kebijakan sekolah, seperti tata tertib, Tim

Penanganan Khusus (TTPK), dan sosialisasi rutin, menjadi fondasi utama

strategi pencegahan. Meskipun terjadi penurunan insiden perundungan,

tantangan masih ada, terutama dalam rendahnya tingkat pelaporan siswa.

Oleh karena itu, penelitian ini merekomendasikan peningkatan pelatihan

pendidik, penguatan kurikulum pendidikan kewarganegaraan, serta

komunikasi yang lebih baik antar stakeholder sekolah.

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This is an open access article under CC BY-SA license

1. Introduction

Bullying in the school environment is a social phenomenon that has long been a concern

in education, especially because of its detrimental impact on students' psychological, academic

and social development (Butkevich, 2024). Bullying can be physical, verbal, social or

cyberbullying, with verbal and social being the most common types at various levels of

education. Based on data from the Ministry of Education, Culture, Research and Technology

(MoECT), during the period 2021 to 2023, 127 cases of violence in the school environment

were handled. Of these, bullying is the most common case with 52 cases occurring at the

junior high school level, 32 cases at SMA / SMK, and 20 cases at elementary schools (Media

Indonesia, 2023). The existence of national regulations governing student protection, such as

in Permendikbud No. 82/2015 on the Prevention and Handling of Violence within Education

Units, shows that policies are in place, but their implementation in the field still faces various

challenges (Wahyudi et al., 2023).

In addition, the competitive culture in the academic environment often contributes to

bullying behavior, especially in the form of ridicule and exclusion of students who are

considered different. Economic factors, social status, and cultural background also play a role

in shaping the dynamics of bullying in schools (Migliaccio et al., 2024). Lack of awareness of

the long-term impact of bullying leads many students to consider the act as normal or even

part of the school's social dynamics. Developmental psychology studies show that victims of

bullying have a higher risk of experiencing anxiety disorders, depression, and decreased

academic performance, so there is a need for concrete steps to address this problem

systematically and sustainably (Marcos, 2024).

Civic education as part of the curriculum has great potential in internalizing moral values,

tolerance, and social solidarity as strategies to prevent bullying (Fadilah et al., 2025).

Unfortunately, the implementation of civic education in schools is often still limited to

theoretical aspects, without an applicative approach that can help students in dealing with

everyday social dynamics (Sholichah et al., 2024). Therefore, this research seeks to examine

how bullying prevention policies and programs can be optimized through a civic education

approach, with case studies at SMPN 18 Tangsel and SMP Islam At-Taqwa Pamulang.

There have been many studies on bullying in the school environment, but there are still

few studies that highlight the role of civic education in shaping students' awareness of the

impact of bullying and building an anti-bullying culture based on moral values and social

ethics. Most previous studies have focused more on the psychological impact of bullying on

victims or the effectiveness of school policies in dealing with bullying. This research offers a

new perspective by emphasizing how civic values can be an effective preventive tool in

shaping student character, thus preventing bullying from occurring early on.

In addition, this study uses an NVivo 12-based data analysis approach, which allows for a

more in-depth exploration of patterns of bullying in schools, methods of case identification,

and strategies that have been implemented. While most previous studies have used

conventional methods to analyze qualitative data, this approach provides a more systematic

visual analysis of the categories and subcategories of bullying and the effectiveness of school

policies. Thus, this research not only adds a new dimension to the academic approach, but also

provides a clearer picture of the relationship between factors that contribute to bullying in

schools.

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Another novelty of this research lies in the differences in bullying prevention policies in

two schools with different approaches. The policy differences between SMPN 18 Tangsel,

which applies a regulation system based on internal rules and socialization, and SMP Islam

At-Taqwa Pamulang, which emphasizes the role of the Special Handling Team (TTPK) and

external cooperation, provide a comprehensive understanding of which strategies are more

effective in dealing with bullying in an educational environment.

Research conducted by Sari & Devra (2024), shows that bullying has a significant impact

on students' emotional stability and academic achievement, especially for those who

experience bullying over a long period of time. This study highlights the importance of school

interventions in dealing with bullying cases, but has not specifically discussed how civic

education can play a role in building an anti-bullying culture in schools (Sari & Devra, 2024).

Therefore, this research complements previous studies by exploring how civic values can be

effectively integrated into bullying prevention strategies.

In the context of school policy, research by Hidayat et al. (2024) highlighted the important

role of teachers in managing classroom dynamics to prevent bullying. The study revealed that

teachers who have good communication skills tend to be more successful in reducing bullying

incidents in their schools. However, the study still focused on the individual aspects of

teachers, while this study emphasizes the synergy between school policies, civic education,

and parental involvement in creating a more supportive environment for students (Hidayat et

al., 2024).

Another study conducted by Alonso & Gallo (2025), found that social and moral values-

based interventions were more effective in creating changes in student behavior compared to

punitive discipline-based approaches (Alonso & Gallo, 2025). This study supports the finding

that civic education can be an important tool in shaping students' character and morals. As

such, this study further strengthens the argument that civic value-based learning can be a

strategic approach in addressing bullying in the school setting.

Although various studies have been conducted on bullying and its prevention policies,

there is a gap in the implementation of civic education as a key strategy in building students'

awareness of this issue. Most of the existing research emphasizes more on the regulatory and

enforcement aspects of discipline, but has not explored how civic education can directly shape

students' attitudes and behaviors in their social interactions.

Furthermore, despite the existence of bullying prevention policies at the national level,

this study identified gaps in the implementation of policies in different schools, particularly in

relation to infrastructure support, parental involvement, and the effectiveness of reporting

bullying incidents. This study seeks to fill the gap by providing an empirical analysis of how

policies in two different schools can be compared, as well as how civic values can play a role

in overcoming the constraints.

This research also fills a gap in previous research methods by adopting NVivo 12

software-based analysis, which allows for a deeper exploration of bullying patterns and the

effectiveness of school policies. In this way, this study makes an academic contribution in

developing a more comprehensive qualitative research method for analyzing bullying

prevention policies in schools.

This study aims to analyze the effectiveness of bullying prevention policies and programs

at SMPN 18 Tangsel and SMP Islam At-Taqwa Pamulang by emphasizing the role of civic

education as a prevention strategy based on moral and social values. The main contribution of

this research is to provide a model of intervention based on civic education that can be adopted

by other schools, as well as providing recommendations to education policy makers in

developing more effective regulations to prevent bullying in the school environment.

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2. Method

This research uses a descriptive qualitative method with a case study approach to

analyze bullying prevention policies and programs at SMPN 18 Tangsel and SMP Islam At-

Taqwa Pamulang. This approach was chosen because it allows in-depth exploration of the

mechanisms of identification, handling, and effectiveness of civic education in building an

anti-bullying culture in schools (Creswell, 2014). The research data were obtained from two

main sources, namely primary and secondary data. Primary data was collected through in-

depth interviews with counseling teachers and school management, as well as focus group

discussions (FGDs) with students to understand their experiences with bullying. Secondary

data in the form of school policy documents, the rule book, and bullying case reports were

analyzed to evaluate the effectiveness of the programs that have been implemented. Data

collection techniques were conducted through direct observation, semi-structured interviews,

and analysis of school policy documents. To increase the validity of the data, this study

applied source triangulation, which compares the results of interviews, observations, and

official school documents. The collected data were thematically analyzed using NVivo 12,

which enabled the identification of bullying patterns, handling mechanisms, as well as

supporting and inhibiting factors for the effectiveness of school policies (Miles et al., 2020).

The results of this analysis are then linked to the theoretical framework of civic education to

produce strategic recommendations for optimizing bullying prevention policies in schools.

3. Results and Discussions

Identifying Bullying Patterns in SMPN 18 Tangsel and SMP Islam At-Taqwa Pamulang

The results showed that bullying remains a significant problem in both schools, with

verbal and social bullying being the most dominant forms. At SMPN 18 Tangsel, the most

common forms of bullying were ridicule, insults, and the use of demeaning words. This

bullying is often carried out by groups of students against certain individuals who are

considered different, whether in terms of academic achievement, economic background, or

social character. The counseling teacher reported that bullying incidents most often occurred

outside of class hours, such as during breaks and after extracurricular activities (Counseling

Teacher of SMPN 18 Tangsel, 2025, personal interview). This phenomenon shows that the

non-academic environment is the main space for students to build social dynamics, but it also

has the potential to become a place where bullying occurs (Chen et al., 2024). In the interview,

the counseling teacher stated that students who come from low economic families are more

often victimized because they are considered unable to keep up with the social standards of

their peers (Counseling Teacher of SMPN 18 Tangsel, 2025, personal interview). In addition,

it was found that students with high academic scores are also often targeted for bullying

because they are considered too ambitious by their peers (BK Teacher of SMPN 18 Tangsel,

2025, personal interview).

Meanwhile, at SMP Islam At-Taqwa Pamulang, the pattern of bullying was more complex

and systematic. In addition to verbal forms, there was also mild physical bullying (nudging),

social neglect, and spreading rumors that caused the victim to experience long-term social

isolation. This indicates that bullying does not only occur in the form of individual-to-

individual, but also in wider group dynamics in the school environment (Hamsah et al., 2024).

The counseling teacher at SMP Islam At-Taqwa Pamulang mentioned that students who are

more quiet or less sociable tend to be easy targets for bullying (Counseling Teacher at SMP

Islam At-Taqwa Pamulang, 2025, personal interview). In an interview with one of the victims,

it was mentioned that he often experienced social neglect for no apparent reason, until finally

he felt uncomfortable in the school environment (Student Victim of SMP Islam At-Taqwa,

2024, personal interview). When one student starts to be ostracized, a domino effect occurs,

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where other students tend to follow the pattern (BK teacher of At-Taqwa Islamic Junior High

School, 2025, personal interview). The counseling teacher mentioned that this bullying is often

triggered by differences in students' perceptions of the social norms prevailing in the school,

where those who are considered not to “fit in” with the existing friendship culture become

targets of bullying (Counseling teacher of At-Taqwa Islamic Junior High School, 2025,

personal interview).

In addition, certain groups of students are more vulnerable to being bullied, especially

those who have lower economic status, higher academic achievement than their peers, or have

a more introverted personality. Analysis of the data shows that bullying is more common

against students who are considered 'different' by the majority of social groups at school. This

indicates that the concept of “majority and minority groups” in the school social environment

plays a role in shaping bullying patterns (BK teacher of SMPN 18 Tangsel, 2025, personal

interview). In interviews with several counseling teachers, it was mentioned that students who

have academic excellence are often targeted because they are considered too prominent or

ambitious in learning (Counseling Teacher of At-Taqwa Islamic Junior High School, 2025,

personal interview). Academically superior students tend to be ridiculed for being “smart-

asses”, while students from lower economic backgrounds are often ostracized for differences

in lifestyle and dress (At-Taqwa Islamic Junior High School counseling teacher, 2024,

personal interview). One of the counseling teachers stated that some students felt depressed as

a result of this treatment and experienced mild psychological disturbances, such as decreased

enthusiasm for learning and a desire to avoid the school environment (Counseling teacher of

SMPN 18 Tangsel, 2025, personal interview).

One of the main factors that causes bullying to continue is the lack of courage for students

to report bullying incidents (deLara, 2012). In interviews with some victims, it was found that

they were afraid of retaliation from the perpetrator or were not sure that their report would be

followed up fairly by the school (Student Victim of SMP Islam At-Taqwa Pamulang, 2024,

personal interview). Some students also stated that they were reluctant to report because they

were afraid of being seen as “snitches” by their friends (Counseling Teacher of At-Taqwa

Islamic Junior High School, 2025, personal interview). The counseling teacher at SMPN 18

Tangsel stated that only a few students dare to report cases of bullying because there is a

negative stigma against the reporter (Counseling teacher at SMPN 18 Tangsel, 2025, personal

interview). One of the victims of bullying at SMP Islam At-Taqwa Pamulang mentioned that

he did not report the bullying case he experienced because he was afraid of being shunned by

his friends if he reported the incident to the counseling teacher (Student Victim of SMP Islam

At-Taqwa, 2024, personal interview). Therefore, the existing reporting mechanism has not

been effective enough in building a sense of security for victims to speak up (BK Teacher of

SMPN 18 Tangsel, 2025, personal interview).

Policy and Program Analysis of Bullying Prevention in Schools

Schools have implemented various policies and strategies to prevent and deal with cases

of bullying. However, the effectiveness of these policies still varies depending on the approach

used in each school. At SMPN 18 Tangsel, the approach used is more oriented towards

enforcing school rules, with a focus on sanctioning and reprimanding bullies (BK Teacher of

SMPN 18 Tangsel, 2025, personal interview). Meanwhile, at SMP Islam At-Taqwa Pamulang,

the approach used emphasizes mediation and peaceful conflict resolution, where the

perpetrator and victim are encouraged to resolve the problem through communication and

guidance from the counseling teacher (Counseling Teacher of SMP Islam At-Taqwa, 2025,

personal interview). In an interview with one of the counseling teachers, it was mentioned that

the mediation method is more effective in reducing the level of bullying than the direct

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sanction approach (Counseling Teacher of At-Taqwa Islamic Junior High School, 2025,

personal interview).

To understand the pattern of interventions that have been implemented, the main

categories and sub-categories were analyzed using NVivo 12.

Table 1. Categories and Sub-Categories of Data Analysis (Combined)

Main Node

Sub-Node

Brief Description

Bullying

Identification

Students'

Psychosocial

Condition

At SMPN 18 Tangsel, students' psychosocial conditions were generally

good with some groups having interaction difficulties; at SMP Islam At-

Taqwa, there were students who were uncaring and often ostracized.

Patterns and Forms

of Bullying

At SMPN 18, bullying was dominated by verbal forms (taunts and insults),

while at At-Taqwa Islamic Junior High School there were patterns of

cynicism, bullying, and rumors that isolated the victim.

Specific Group

Both schools showed a tendency for bullying to occur in certain groups, for

example, peer groups or “seniors” at At-Taqwa Islamic Junior High

School.

Handling

Bullying

Identification

Method

BK teachers identify bullying cases through direct reports, observations,

and discussions with homeroom teachers; the method in both schools

involves verifying data through group discussions.

Handling Process

Handling involves summoning students to the BK room, individual

counseling, as well as group discussions and interventions to resolve

conflicts.

Handling

constraints

The obstacles faced include limited reporting from students (lack of

courage to report) and differences in perceptions in communication

between stakeholders.

The results in this table show that the main obstacle in addressing bullying is limited

reporting from students. Although policies have been implemented, not all students feel safe to

report incidents they have experienced or witnessed. In addition, the pattern of bullying is

different in each school, so the prevention strategies used also have differences. At SMP Islam

At-Taqwa Pamulang, the Special Handling Team (TTPK) mechanism plays a greater role in

handling bullying cases, while at SMPN 18 Tangsel, the program focuses more on enforcing

discipline and socialization to students.

To understand the intervention patterns that have been implemented in the bullying

prevention policy, the main categories and sub-categories were analyzed using NVivo 12. This

analysis aims to identify the main factors that play a role in the strategy of identifying and

handling bullying at SMPN 18 Tangsel and SMP Islam At-Taqwa Pamulang. The mapping

results using NVivo 12 show that bullying prevention policies can be categorized into two

main aspects, namely Bullying Identification and Bullying Handling. Bullying identification

focuses on students' psychosocial conditions, patterns and forms of bullying, and groups that

are most vulnerable to becoming victims. Meanwhile, bullying handling includes the

identification methods used by schools, the handling process applied, and the obstacles faced

in tackling bullying cases.

The following hierarchical diagram illustrates the relationship between factors in a

bullying prevention policy. This structure helps in understanding how schools identify, address

and evaluate the effectiveness of prevention strategies that have been implemented. This

visualization also shows the interconnectedness of policy elements, which can be used as a

basis for developing a more comprehensive and evidence-based prevention strategy.

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Figure 1. Hierarchical Diagram of Bullying Prevention Policy

The figure above is a hierarchical diagram of the results of the NVivo 12 analysis which

shows the relationship between the main factors in the bullying prevention policy at SMPN 18

Tangsel and SMP Islam At-Taqwa Pamulang. This diagram illustrates two main aspects,

namely Bullying Identification and Bullying Handling, along with their respective sub-

categories.

1) Bullying Identification consists of three sub-categories:

a) Students' Psychosocial Conditions-describes how students' psychosocial conditions

in both schools affect the risk of bullying.

b) Patterns and Forms of Bullying-describes the forms of bullying that occurred, both

verbally and socially.

c) Specific Groups - identifies groups of students who are most vulnerable to bullying

based on social and academic factors.

2) Handling Bullying has three main sub-categories:

a) Identification Method-describes how counseling teachers and school authorities

identify bullying cases.

b) Handling Process-describes the steps taken by the school in handling bullying

cases.

c) Handling Obstacles-outlines the obstacles faced in tackling bullying, such as low

reporting rates from students.

This hierarchical diagram was used to analyze the interrelationships between factors

contributing to the prevention and handling of bullying in schools. Through NVivo 12, the

main categories and sub-categories found in this study were mapped into a hierarchical

structure to show the pattern of interconnectedness between school policy elements. Bullying

identification is the first step in prevention strategies. The analysis showed that students with

weak psychosocial conditions or who differ in economic, academic or social aspects are more

vulnerable to being bullied. The most common forms of bullying found were verbal (teasing

and insults) and social (exclusion and spreading rumors).

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In the aspect of handling bullying, the identification methods used include student reports,

direct observation by teachers, and group discussions. Handling is done through individual

counseling, group intervention, and the involvement of homeroom teachers and parents.

However, there are some major obstacles, such as students' lack of courage in reporting

bullying cases and differences in perceptions between counseling teachers and school

management in determining appropriate handling steps.

From the results of this analysis, it appears that a more effective prevention strategy needs

to pay attention to the integration of civic education in the school curriculum. By providing a

deeper understanding of human rights, social justice and tolerance, students are expected to be

more proactive in preventing and reporting cases of bullying. In addition, schools need to

improve reporting mechanisms to make them safer and more anonymous, and increase

parental involvement in supporting anti-bullying policies. By understanding the relationship

patterns in this diagram, schools can develop more strategic and evidence-based policies to

create a safer, more inclusive and bullying-free learning environment.

Relationship of Findings with Civic Education Theory

The findings of this study can be linked to the theory of civic education, which

emphasizes that moral and social values must be internalized in the school curriculum in order

to shape the character of students who are more tolerant and empathetic towards their social

environment (Banks, 2021). Civic education serves as a key tool in building students'

awareness of their rights and obligations within the school environment, including in

understanding the negative impact of bullying and how to prevent and deal with it collectively

(Kurniyawan & Tanshzil, 2024).

In both schools, civic education has been integrated into the curriculum, but its

implementation in the context of bullying prevention still shows differences in approach. In

SMP Islam At-Taqwa Pamulang, civic values are applied through socialization programs and

group discussions, where students are actively involved in building an understanding of

mutual respect, non-violence, and tolerance. This approach is more applicable because

students not only receive theoretical material, but also practice applying these values in daily

life at school.

In contrast, at SMPN 18 Tangsel, civic education still focuses more on in-class learning

materials, with an emphasis on understanding normative concepts of human rights, social

justice and social responsibility. Although students understand these values conceptually, the

lack of interactive programs and practical approaches makes the internalization of these values

less than optimal in shaping an anti-bullying culture at school. This is in line with the findings

of Putri et al. (2025), who stated that experience-based education is more effective in shaping

students' social character compared to theory-based learning methods alone (Putri et al., 2025).

The application of civic education in the context of bullying prevention should not only be

limited to the classroom, but also integrated in various aspects of school life, such as in

extracurricular activities, mentoring programs, and cooperation between schools and outside

communities (Damayanti et al., 2024). Thus, students can learn about social ethics, empathy,

and the value of togetherness in a more real way, so that the school environment becomes

safer and more harmonious.

Strategic Implications and Recommendations

Based on the research findings, some strategic recommendations can be provided to

optimize bullying prevention policies in schools. These recommendations are based on the

results of the analysis, interviews with counseling teachers, and literature studies on character

education and civic education.

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1) Strengthening Anonymous Reporting Mechanism

Many students who are victims of bullying are afraid to report for fear of

retaliation or do not trust that the school will handle the case fairly. Therefore,

schools need to develop safe and anonymous reporting systems, such as closed

complaint boxes, online complaint systems, or confidential counseling services. With

these mechanisms in place, students can be more comfortable in reporting bullying

cases without having to feel threatened or intimidated by the perpetrators (Hsieh et

al., 2022).

2) Training for counseling teachers and homeroom teachers

The role of counseling teachers and homeroom teachers is crucial in preventing,

detecting and dealing with bullying in schools. However, research findings show that

there are still different perceptions and limited understanding among educators on

how to deal with bullying effectively. Therefore, intensive training for counseling

teachers and homeroom teachers needs to be conducted, especially with a civic

education-based approach. This training could include early intervention techniques,

effective communication with victims and perpetrators, and strategies to build an

inclusive culture in the classroom environment (Messman et al., 2024).

3) Increased Parent and School Committee Involvement

Schools cannot work alone in dealing with bullying, so the role of parents and

school committees is very important. Based on the results of interviews with

counseling teachers at SMPN 18 Tangsel and SMP Islam At-Taqwa Pamulang, it was

found that parental support in monitoring children's behavior outside of school was

still less than optimal. Therefore, schools need to establish closer communication

with parents through regular meetings, parenting seminars, and the establishment of

communication forums between teachers and guardians. With the active involvement

of parents, bullying prevention can be done not only at school, but also at home and

in the surrounding community (Eden et al., 2024).

4) Integration of Civic Education in Bullying Prevention Program

One of the main findings in this study is that civic education has great potential in

shaping anti-bullying culture in schools. Therefore, bullying prevention programs

should further integrate civic education values in various school activities. This can

be done through peer mentoring programs, simulating bullying cases in learning, and

involving students in social advocacy activities. With this approach, students not only

understand moral and social concepts theoretically, but are also able to internalize

these values in their daily lives (Nugraha et al., 2025).

5) Periodic Evaluation of the Effectiveness of School Policies

Schools need to conduct periodic evaluations of the policies and programs that

have been implemented to prevent bullying. This aims to identify shortcomings and

obstacles that still exist, and adjust policies to be more effective in dealing with

bullying cases. This evaluation can be done through student satisfaction surveys,

interviews with victims and perpetrators of bullying, and statistical analysis of the

number of bullying cases before and after program implementation. With systematic

evaluation, schools can continue to develop strategies that are more adaptive and

relevant to the needs of students (Seong, 2024).

The results showed that bullying is still a significant problem in the school environment,

with verbal and social forms as the most dominant forms. Civic education has a strategic role

in shaping an anti-bullying culture, but its implementation is still not optimal in the two

schools studied. SMP Islam At-Taqwa Pamulang is more successful in integrating civic values

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through discussions and socialization programs, while SMPN 18 Tangsel still tends to

emphasize civic education in the form of in-class materials.

To make bullying prevention programs more effective, schools need to strengthen safer

reporting systems, provide training for educators, and increase parental and community

involvement in creating a more inclusive environment. With a civic education-based approach,

it is hoped that schools can become safer, more comfortable places that support students'

optimal development.

4. Conclusion

The results of this study show that bullying is still a significant problem in the school

environment, with verbal and social forms being the most dominant forms in SMPN 18

Tangsel and SMP Islam At-Taqwa Pamulang. Although both schools have bullying

prevention policies in place, the level of effectiveness still varies depending on the approach

used. SMP Islam At-Taqwa Pamulang showed better success in internalizing civic values

through socialization and group discussions, while SMPN 18 Tangsel still focused more on

approaches based on school rules and regulations.

Civic education has a strategic role in shaping anti-bullying culture in schools. However,

its implementation in the context of bullying prevention is still not optimal because the

approach used still tends to be theoretical and has not been fully integrated into students'

social lives. This study found that civic values-based prevention strategies are more effective

than sanction-based approaches alone. When students are actively involved in the formation

of school social norms based on tolerance, empathy and justice, the risk of bullying can be

significantly reduced.

From this study, there are several recommendations that need to be considered in

developing more effective bullying prevention policies. First, schools need to strengthen safer

and anonymous reporting mechanisms so that students feel more comfortable in reporting

cases of bullying. Second, intensive training for counseling teachers and homeroom teachers

should be increased so that they are better equipped to handle bullying with a civic education-

based approach. Third, the involvement of parents and school committees in bullying

prevention programs should be expanded through communication forums, parenting seminars

and social awareness campaigns.

The implications of this study indicate that civic education is not just a subject, but should

also be an integral part of bullying prevention strategies in schools. Therefore, schools need to

develop experiential learning models, such as case simulations, role plays, and social projects,

so that students can more deeply understand civic values and apply them in everyday life.

In the future, further research is needed to measure the effectiveness of civic education-

based bullying prevention strategies in the long term and develop intervention models that are

more adaptive and in accordance with the socio-cultural needs of each school. Thus, schools

can become safer, more inclusive environments that support students' optimal social and

academic development.

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