Tata Kelola untuk Pencegahan Perundungan Studi Kasus di Pondok Pesantren Imam Syafi'i Tulungagung
DOI:
https://doi.org/10.54298/jk.v9i2.1199Keywords:
bullying prevention, governance, Islamic boarding school, pesantren, relational governance, hybrid governanceAbstract
Bullying prevention in Islamic boarding schools requires more than individual behavioural intervention because it is closely related to institutional rules, supervision, organisational relationships, and the cultural norms governing residential life. This study examines how governance mechanisms are implemented by institutional actors to prevent bullying and identifies the institutional, cultural, and structural conditions that facilitate or constrain their implementation at Imam Syafi’i Islamic Boarding School, Tulungagung, Indonesia. A qualitative case-study design was employed. Data were collected through semi-structured in-depth interviews, observations of dormitory life and students’ everyday activities, focus-group discussions, and analysis of institutional policy documents involving pesantren leaders, student-affairs and counselling personnel, musyrif, asatidz, and students from different educational levels. The findings show that bullying prevention is not organised as a stand-alone programme but is embedded within everyday institutional governance through student regulations, dormitory supervision, personal guidance, counselling, institutional coordination, peer participation, and responsive case handling. Prevention is supported by strong moral leadership, close musyrif–student relationships, the internalisation of adab, and the culture of musyawarah. However, implementation is constrained by limited supervisory capacity, dependence on individual caregivers, the absence of an explicit and integrated anti-bullying policy, informal reporting pathways, the normalisation of harmful behaviour as joking or seniority, and students’ concerns about the social consequences of reporting. These findings indicate a form of hybrid governance in which formal institutional mechanisms interact with relational, cultural, and religious practices. The study concludes that sustainable bullying prevention in Islamic boarding schools requires stronger procedural institutionalisation while preserving the relational and cultural resources embedded within pesantren governance.
Downloads
References
Ainissyifa, H, Y M Nasrullah, and N Fatonah. “EMPOWERING EDUCATIONAL AUTONOMY TO IMPLEMENT KURIKULUM MERDEKA IN MADRASAH.” Jurnal Pendidikan Islam 10, no. 1 (2024): 25–40. https://doi.org/10.15575/jpi.v10i1.35133.
Braun, Virginia, and Victoria Clarke. “One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis?” Qualitative Research in Psychology 18, no. 3 (2021): 328–52. https://doi.org/10.1080/14780887.2020.1769238.
Buys, Tanya, Daleen Casteleijn, Tanya Heyns, and H Untiedt. “A Reflexive Lens on Preparing and Conducting Semi-Structured Interviews with Academic Colleagues.” Qualitative Health Research 32, no. 13 (2022): 2030–39. https://doi.org/10.1177/10497323221130832.
Cameron, David L, Ida E Stray, and Liv L Skreland. “Lower Secondary School Pupils’ Written Descriptions of Their Experiences with Bullying and the Tendency to Seek Help.” International Journal of Adolescence and Youth 26, no. 1 (2021): 487–500. https://doi.org/10.1080/02673843.2021.2001348.
Campbell, Stephen, Mark Greenwood, Sarah Prior, T Shearer, K Walkem, S Young, D Bywaters, and K Walker. “Purposive Sampling: Complex or Simple? Research Case Examples.” Journal of Research in Nursing 25, no. 8 (2020): 652–61. https://doi.org/10.1177/1744987120927206.
Da, Q, J Huang, Z Peng, Y Chen, and L Li. “Did the Prevalence of Traditional School Bullying Increase after COVID-19? Evidence from a Two-Stage Cross-Sectional Study before and during the COVID-19 Pandemic.” Child Abuse & Neglect 143 (2023): 106256. https://doi.org/10.1016/j.chiabu.2023.106256.
Dalglish, Sarah L, H Khalid, and S A McMahon. “Document Analysis in Health Policy Research: The READ Approach.” Health Policy and Planning 35, no. 10 (2020): 1424–31. https://doi.org/10.1093/heapol/czaa064.
Fine, Sarah L, A W Pinandari, S M Muzir, L Agnesia, P I Novitasari, J K Bass, R W Blum, M van Reeuwijk, S A Wilopo, and K Mmari. “‘If It’s Really Excessive, It Can Enter Your Heart’: A Mixed Methods Investigation of Bullying among Early Adolescents in Semarang, Indonesia.” Journal of Interpersonal Violence 38, no. 3–4 (2023): 4088–4113. https://doi.org/10.1177/08862605221111422.
Fraguas, David, C M Díaz-Caneja, M Ayora, M Durán-Cutilla, R Abregú-Crespo, I Ezquiaga-Bravo, J Martín-Babarro, and C Arango. “Assessment of School Anti-Bullying Interventions: A Meta-Analysis of Randomized Clinical Trials.” JAMA Pediatrics 175, no. 1 (2021): 44–55. https://doi.org/10.1001/jamapediatrics.2020.3541.
Fredrick, Sarah S, A J McClemont, L N Jenkins, and M Kern. “Perceptions of Emotional and Physical Safety among Boarding Students and Associations with School Bullying.” School Psychology Review 50, no. 2–3 (2021): 441–53. https://doi.org/10.1080/2372966X.2021.1873705.
Gaffney, H, M M Ttofi, and D P Farrington. “What Works in Anti-Bullying Programs? Analysis of Effective Intervention Components.” Journal of School Psychology 85 (2021): 37–56. https://doi.org/10.1016/j.jsp.2020.12.002.
Gizzarelli, E, S Burns, and J Francis. “School Staff Responses to Student Reports of Bullying: A Scoping Review.” Health Promotion Journal of Australia 34, no. 2 (2023): 508–17. https://doi.org/10.1002/hpja.680.
Hennink, Monique, and B N Kaiser. “Sample Sizes for Saturation in Qualitative Research: A Systematic Review of Empirical Tests.” Social Science & Medicine 292 (2022): 114523. https://doi.org/10.1016/j.socscimed.2021.114523.
Li, R, Y Liu, N Gao, and M Ju. “Empirical Study on the Effectiveness of AI Empowered Formative Assessment in University Course.” In Frontiers in Artificial Intelligence and Applications, edited by Tallon-Ballesteros A.J. and Correia L., 417:410–18. School of Military and Political, National University of Defense Technology, Hunan, China: IOS Press BV, 2026. https://doi.org/10.3233/FAIA251684.
Liu, X, L Zhang, Y Wu, Y Xin, Y Wang, and X Su. “The Impact of School Bullying on the Mental Health of Boarding Secondary School Students: The Mediating Roles of School Belongingness and Resilience.” Child and Adolescent Psychiatry and Mental Health 19 (2025). https://doi.org/10.1186/s13034-025-00887-4.
Mustapa, Arif, Nur Hidayah, Tutut Chusniyah, Yusuf Hanafi, and Apitchaya Chaiwutikornwanich. “Designing Multicultural-Based Islamic Education to Counteract Student Radicalization in Indonesia.” Journal for Deradicalization, no. 43 (2025): 93–139. https://www.scopus.com/inward/record.uri?eid=2-s2.0-105012122483&partnerID=40&md5=6cbb08113195a90607fe7104335068bf.
Nagar, P M, and V Talwar. “The Role of Teacher Support in Increasing Youths’ Intentions to Disclose Cyberbullying Experiences to Teachers.” Computers & Education 207 (2023): 104922. https://doi.org/10.1016/j.compedu.2023.104922.
Pearce, N, H Monks, N Alderman, L Hearn, S Burns, K Runions, J Francis, and D Cross. “‘It’s All about Context’: Building School Capacity to Implement a Whole-School Approach to Bullying.” International Journal of Bullying Prevention 6 (2024): 53–68. https://doi.org/10.1007/s42380-022-00138-6.
Pinto da Costa, M. “Conducting Cross-Cultural, Multi-Lingual and Multi-Country Focus Groups: Guidance for Researchers.” International Journal of Qualitative Methods 20 (2021): 1–6. https://doi.org/10.1177/16094069211049929.
Rahmawati, E, M Asy’arie, and S A Aryani. “DEVELOPMENT OF MULTICULTURALISM VALUES IN RELIGIOUS EDUCATION AND ITS IMPLICATIONS FOR MULTICULTURAL AND DEMOCRATIC STUDENT ETHICS.” Revista de Gestao Social e Ambiental 18, no. 6 (2024). https://doi.org/10.24857/rgsa.v18n6-009.
Rajaram, K. “Assessment, Assessment Rubrics and Feedback.” Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives. Division of Leadership, Management and Organization, Nanyang Business School, Nanyang Technologic University, Singapore: Springer Nature, 2023. https://doi.org/10.1007/978-981-19-9201-8_9.
Ramli, A, I Dhahri, M Solehuddin, S K M Rahmah, M Haris, and F M Lubis. “The Urgency of Islamic Character Education to Anticipate Bullying Behavior in Boarding Schools.” At Ta Dib 18, no. 1 (2023): 1–9. https://doi.org/10.21111/attadib.v18i1.9823.
Rogers, L G, K Shearer, S Southon Hryniuk, L Ray, and G R Rempel. “Beyond the Interview Guide: Experiences of Practically and Mindfully Implementing Interview Guidelines When Conducting Research with Children and Adolescents with Chronic Conditions and Their Siblings.” International Journal of Qualitative Methods 20 (2021): 1–14. https://doi.org/10.1177/1609406920982148.
Silverio, S A, K S Sheen, A Bramante, K Knighting, T U Koops, E Montgomery, L November, et al. “Sensitive, Challenging, and Difficult Topics: Experiences and Practical Considerations for Qualitative Researchers.” International Journal of Qualitative Methods 21 (2022): 1–16. https://doi.org/10.1177/16094069221124739.
Suma, Rexhep. “Kosovo’S National Identity and the Influence of Religious Media Through Intercultural Communication.” Revista de Gestao Social e Ambiental 18, no. 9 (2024). https://doi.org/10.24857/rgsa.v18n9-145.
Supriatman, Yan Y. “Sistem Kerja Otak Manusia Dalam Pendekatan Psikologi Dan Kajian Ilmu Al-Qur’An.” Rahmad 2, no. 1 (2024): 1–13. https://doi.org/10.71349/rahmad.v2i1.11.
Suresman, E, A Faqihuddin, and M Abdullah. “From Sorogan to Digital Learning: A Systematic Literature Network Analysis of Pesantren Learning Models.” Cogent Education 12, no. 1 (2025). https://doi.org/10.1080/2331186X.2025.2580776.
Thakkar, N, M van Geel, and P Vedder. “A Systematic Review of Bullying and Victimization among Adolescents in India.” International Journal of Bullying Prevention 3 (2021): 253–69. https://doi.org/10.1007/s42380-020-00081-4.
Tomaszewski, L E, J Zarestky, and E Gonzalez. “Planning Qualitative Research: Design and Decision Making for New Researchers.” International Journal of Qualitative Methods 19 (2020): 1–7. https://doi.org/10.1177/1609406920967174.
Waasdorp, T E, R Fu, A L Perepezko, and C P Bradshaw. “The Role of Bullying-Related Policies: Understanding How School Staff Respond to Bullying Situations.” European Journal of Developmental Psychology 18, no. 6 (2021): 880–95. https://doi.org/10.1080/17405629.2021.1889503.
Weston, C, C L E Maistre, L Mcalpine, and T Bordonaro. “The Influence of Participants in Formative Evaluation on the Improvement of Learning from Written Instructional Materials.” Instructional Science 25, no. 5 (1997): 369–86. https://doi.org/10.1023/A:1003073923764.
Wihlborg, E, and M Spante. “For the Fun of IT– In Search for Sensemaking of Digitalization Training Program for Leaders in Schools and Pre-Schools in Sweden.” In Lecture Notes in Computer Science, edited by M R Johannessen, C Csáki, L Danneels, S Hofmann, T Lampoltshammer, P Parycek, G Schwabe, E Tambouris, and J Ubacht, 14891 LNCS:83–98. Linköpings Universitet, Department of Management and Engineering, Linkoping, Sweden: Springer Science and Business Media Deutschland GmbH, 2024. https://doi.org/10.1007/978-3-031-70804-6_6.
Zulkarnain, Lutfi. “Pelaksanaan Evaluasi Dan Pengembangan Kurikulum Pendidikan Islam Di Pesantren Daar El Manshur.” Edukasi Islami: Jurnal Pendidikan Islam 11, no. 03 (2022): 799. https://doi.org/10.30868/ei.v11i03.2474.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yahya Husein Al Azhari, Suripto Suripto, Benny Prasetya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
