DESKRIPSI PERAN GURU DALAM PENANAMAN SIKAP ANTI BULLYING SISWA KELAS IV-C SDN 005 TARAKAN
Bullying merupakan bentuk kekerasan yang masih sering terjadi di lingkungan sekolah dasar dan dapat mengganggu perkembangan sosial, emosional, serta prestasi belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam menanamkan sikap anti bullying pada siswa kelas IV-C SDN 005 Tarakan. Fokus penelitian meliputi tiga indikator utama, yaitu guru sebagai motivator, fasilitator, dan mediator dalam upaya pencegahan dan penanganan bullying. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek satu guru kelas IV-C dan tiga siswa, serta teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan, sementara keabsahan data diperoleh melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa guru berperan aktif sebagai motivator dengan memberikan nasihat rutin setiap pagi, mengingatkan siswa agar saling menghormati, serta memberikan pemahaman tentang dampak negatif bullying melalui cerita dan diskusi kelas. Sebagai fasilitator, guru menjadi teladan dalam berbicara sopan, mengendalikan emosi, dan menyelesaikan konflik tanpa kekerasan. Guru juga menciptakan lingkungan belajar yang kondusif melalui media edukatif seperti poster anti bullying. Sebagai mediator, guru menangani kasus bullying dengan mendamaikan pelaku dan korban, memberikan sanksi edukatif, serta melibatkan orang tua dan kepala sekolah pada kasus yang lebih serius. Penelitian menyimpulkan bahwa peran guru berjalan efektif, meskipun kerja sama dengan orang tua perlu ditingkatkan. This research aimed to determine the role of the principal as a motivator on teacher performance at SD Negeri 050 Tarakan. This research employed a qualitative approach with a descriptive research design. Data collection was conducted through interviews, observation, and documentation. The research subjects consisted of the principal and teachers from SD Negeri 050 in Tarakan. The research focus concerned five indicators of the principal's role as a motivator: providing an adequate physical environment, creating a comfortable work atmosphere, fostering discipline, providing work encouragement, and recognizing outstanding teachers. The research results indicated that the principal has performed their role as a motivator satisfactorily. Regarding the physical environment provision indicator, most teachers stated that school facilities have supported learning activities. Creating a comfortable work environment and enforcing discipline have also been done, although not completely evenly. Work encouragement is provided through verbal motivation and example, but its intensity still needs to be increased. Meanwhile, awards have been given to outstanding teachers, but this has been limited and not implemented consistently. Overall, the principal's role as a motivator has had a positive impact on teacher performance, but improvements are still needed in the consistency of implementation, equitable distribution of facilities, and the reward system to optimize teacher performance.