The Impact of Bullying on the Pattern of Social Interaction of Students at SD Negeri 2 Bataraguru

Abstract

Bullying in elementary school is a form of violence that is often considered a joke, even though it has a serious impact on the quality of peer relations and the social-emotional development of children. This study aims to analyze the impact of bullying on the social interaction patterns of students at SD Negeri 2 Bataraguru. The study uses a qualitative approach with a case study design. Participants consisted of 12 students (grades IV-VI), 2 homeroom teachers, and 1 BK/companion teacher (if available), who were selected purposively based on the teacher’s recommendation and observational findings. Data collection was carried out through classroom and school environment observations, semi-structured interviews, and documentation (incident notes, class rules, and homeroom teacher meeting minutes). Data analysis follows the Miles and Huberman model through data reduction, data presentation, and conclusion drawn. The results showed that the dominant bullying was verbal and relational (ridicule, negative labels, exclusion), followed by mild physical bullying (pushing, taking things). The impact on social interaction is seen in three main patterns: (1) withdrawal and avoidance of groups, (2) changes in the network of friends (looking for safe friends or choosing to be alone), and (3) decreased participation in group work and cooperative activities. Victims tend to experience fear, shame, and low self-confidence that inhibit assertive communication; While some perpetrators show a tendency to dominate and lack empathy. The findings emphasized the need for school climate-based prevention programs, increased supervision, strengthening social skills, and mechanisms to handle violence in accordance with national policies.