KECERDASAN EMOSIONAL SEBAGAI PILAR  DALAM REDUKSI PERILAKU BULLYING DI SEKOLAH DASAR:  SEBUAH STUDI LITERATUR

Alexander Oktario Almanhettam; Augustina  Sulastri

doi:10.51878/paedagogy.v5i3.6905

Authors

Alexander Oktario Almanhettam Universitas Katholik Soegijpranata
Augustina Sulastri Universitas Katholik Soegijpranata

DOI:

https://doi.org/10.51878/paedagogy.v5i3.6905

Keywords:

Bullying, Kecerdasan emosional, pendidikan, siswa, sekolah dasar

Abstract

This study examines the role of emotional intelligence (EI) as a protective factor in reducing bullying behaviour among elementary school students through a systematic literature review. Ten articles were selected from 250 publications (2020–2025) based on specific inclusion and exclusion criteria. The analysis revealed a negative relationship between EI indicators such as emotional clarity, emotion regulation, and empathy and bullying behaviour as well as victimization risk. Approximately 80% of the studies stated that higher EI reduces bullying frequency, and 60% supported the effectiveness of Social Emotional Learning (SEL)-based interventions. Students with high EI are less likely to behave aggressively and more likely to defend victims. SEL programs incorporating reappraisal training, affective regulation, and empathy have proven effective in improving school social climate and reducing bullying incidents when implemented comprehensively and sustainably. The practical implication of these findings highlights the importance of integrating EI modules into the school curriculum, training teachers and parents, and developing school policies based on social-emotional learning to support systemic bullying prevention.

ABSTRAK

Penelitian ini meninjau peran kecerdasan emosional (KE) sebagai faktor pelindung dalam mengurangi perilaku bullying pada siswa sekolah dasar melalui tinjauan literatur sistematis. Kajian ini menyeleksi 10 artikel dari 250 publikasi (2020–2025) berdasarkan kriteria inklusi dan eksklusi tertentu. Hasil analisis menunjukkan hubungan negatif antara indikator KE seperti kejelasan emosi, regulasi emosi, dan empati dengan perilaku bullying dan risiko menjadi korban. Sekitar 80% studi menyatakan bahwa peningkatan KE menurunkan frekuensi bullying, dan 60% mendukung efektivitas intervensi berbasis Social Emotional Learning (SEL). Siswa dengan KE tinggi lebih jarang berperilaku agresif dan cenderung membela korban. Program SEL yang mencakup latihan reappraisal, regulasi afektif, dan empati terbukti memperbaiki iklim sosial sekolah dan menurunkan insiden bullying jika diterapkan secara menyeluruh dan berkelanjutan.Implikasi praktis dari temuan ini menunjukkan pentingnya integrasi modul KE dalam kurikulum, pelatihan guru dan orang tua, serta penyusunan kebijakan sekolah berbasis pembelajaran sosial-emosional untuk mendukung pencegahan bullying secara sistemik.

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