Evaluation of the PELITA Bullying Prevention Program: A Study of Elementary School Teachers in Kudus, Indonesia
Latifah Nur Ahyani1, *, Ridwan Budi Pramono1, Rr Dwi Astuti1, Fajar Kawuryan1, Jayanti Putri Purwaningrum2
Identifiers and Pagination:Year: 2019
First Page: 147
Last Page: 154
Publisher Id: TOPSYJ-12-147
Article History:Received Date: 20/05/2019
Revision Received Date: 8/07/2019
Acceptance Date: 16/07/2019
Electronic publication date: 31/08/2019
Collection year: 2019
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Bullying has become a severe problem in the educational context. Along with many other countries, Indonesia is also concerned about bullying problems. PELITA (Bullying-Free Psychoeducation for Indonesia) is a pilot program that is expected to become a foundation for a program in bullying prevention, targeted especially to prevent bullying by teachers in Kudus.
This study aimed to analyze the changes in empathy scores, emotional regulation, and efficacy of teaching before and after undergoing the program.
The researcher then conducted qualitative analysis to determine the narrative results related to subjects’ understanding of bullying and empathy, subjects’ ability to regulate emotions, and the teachers’ efficacy in teaching. This study used a quasi-experimental one-group pre-test post-test design with a convergent mixed methods approach. Using a mixed methods approach, we were able to compare and integrate findings from the quantitative and qualitative data. Participants were elementary school teachers selected to represent various areas in the Kudus district. Data collection was conducted using a scale, interviews, and focus group discussions.
The results showed that, from the three variables, empathy and emotion regulation did not see a significant increase. However, the variable of teacher efficacy showed a significant improvement.
The qualitative and quantitative data obtained in this study evidently complements each other. Several improvements in this programs that needs attention, are knowledge transfer about learning disability, mastery of techniques related to rewards and punishment, as well as shaping techniques and other behavioral modification techniques. The analysis, conclusion, and implication will be discussed further in this article.