The Role of Islamic Religious Education Teachers in Fostering Students’ Anti-Bullying Character

Abstract

Bullying in schools remains an issue that impacts students' psychological, social, and academic well-being. Islamic Religious Education (IRE) teachers play a strategic role not only in addressing bullying incidents but also in fostering an anti-bullying character through the internalization of Islamic values. This study aims to describe the role and efforts of IRE teachers in cultivating an anti-bullying character among students at SMP N 2 Salatiga. A qualitative approach was employed, involving one IRE teacher, one guidance and counseling teacher, and two students. Data were collected through interviews, observations, and documentation. Data analysis utilized the Miles, Huberman, and Saldana model comprising data condensation, data display, and conclusion drawing with data validity verified through source, technique, and time triangulation. The results indicate that IRE teachers act as facilitators by establishing comfortable relationships and employing persuasive communication to encourage students to openly share their problems, and as reflectors by prompting students to introspect on behaviors that lead to bullying. Furthermore, IRE teachers undertake various initiatives, such as instilling the value of ukhuwah islamiyah (Islamic brotherhood), integrating anti-bullying values into instruction, setting a personal example, and collaborating through extracurricular, religious, and co-curricular activities. These efforts are directed toward fostering empathy, tolerance, and mutual respect among students, as qualitatively reported by the participants. Thus, this study provides a descriptive overview of the roles and practices of IRE teachers identified as supporting bullying prevention efforts, rather than a quantitative assessment of the effectiveness of student character formation outcomes.