




































 

EDUCATIO : Journal Of Education 
Volume 4 , Number 2, November 2019 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

  

Strengthening of Learning Motivation to Bullying Victims  by 

Using  Family and School Character Based 
 

Moh. Fatkur Rohman 

Program Pascasarjana Pendidikan Agama Islam 

Fakultas Ilmu Tarbiyah dan Keguruan 

UIN Sunan Kalijaga Yogyakarta  

 

 rahmanonlyme@ashshohibiyah.sch.id 

 

Accepted: 
10 August 2019 

Reviewed:  
September 5, 2019 

Published:  
20 November 2019 

 

Abstract : The rising of bullying phenomenon in education, especially in Indonesia, shows that bullying 
is still a severe problem in education. Bullying seems not to have preventive measures effectively and 
efficiently. In a psychological perspective, bullying behavior can affect various negative impacts for victims 
experienced, such as decreased learning motivation, an act of revenge against the bullying perpetrators, and 
loss of victim's confidence and learning interest so that the learning process at school is disrupted. Therefore, 
in this study, researchers tried to analyze bullying behavior by using several theoretical perspectives. As a 
result, conceptually, a critical analysis of bullying can be found, and a character-based approach is applied to 
foster confidence and learning motivation in bullying victims. 
  

Keywords: Bullying, Learning Motivation, Character. 

  

INTRODUCTION 

A school environment is a place where a child learns new knowledge and 

skills. Learn to control emotions and train mentality in everyday life. School is an 

educational environment that plays an essential role in shaping the children's 

character. Children will be educated to have positive characters and maximize their 

potential under the talents and interests of each individual. 

Aside from being a good educational environment, schools can also provide a sense 

of students' safety and comfort 1.   As an educational organization, in order to facilitate 

the process of learning objectives, schools are expected to be able to build good 

behavior, morality, learning outcomes and an exciting learning ecosystem and 

environment 2. With the creation of a conducive environment, students will be more 

comfortable to receive learning and material taught by the teacher. 

However, the facts is contradicted with the ambitions. At present, many 

educational institutions have various kinds of problems both internal and external. One 

example is the case of bullying, negative behavior that is done intentionally to make 

other people distress. This behavior is not a new thing that occurs in the scope of 

                                                             
1 Imam Nur Aziz And Yuli Ani Setyo Dewi, “The Concept Of Language Environment: A Descriptive 

Study At Madrasah Aliah Keagamaan Gresik,” Edukasi: Jurnal Pendidikan Islam 7, no. 2 (2019): 1–23. 

2 Imam Nur Aziz, “Curriculum Development of KKNI at English Education Department of 
INKAFA Gresik,” Jalie 2 (2017): 3, Jalie.com. 

mailto:rahmanonlyme@ashshohibiyah.sch.id


 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 176  
 

  

  

education both formal and informal, even in some places, it has become a culture in 

every generation to bullying their classmates. This behavior continues to develop 

without preventive supervision until it can cause a person to have stress experienced 

and profound depression. 

In Europe, there are bullying frequent cases in schools that caused the severe 

depression to victims experienced. In 1970, scientists and education experts in Europe 

began to conduct research related to bullying. This is based on the number 

of bullying cases that occurred in schools at that time. Since the research on bullying 

is carried out, this case then caused quite complex problems in the educational 

institutions' areas. In fact, since the commencement of the research up to now, the case 

of bullying remains a problem that has never found a bright spot as an effort to prevent 

it. 

The bullying cases in Indonesia shows a high graph.  Tempo monitors 3 based on 

data from KPAI, as of May 30, 2018, out of 161 cases that occurred in children, 47% of 

them are bullying acts. Of course, this data shows that children do bullying; students in 

Indonesia are still a severe problem that demands comprehensive and preventive 

resolution efforts. This kind of action will undoubtedly cause various psychological 

problems for the victims, especially if the victims are still children. 

From a psychological perspective, a very significant phase of human development 

and growth occurs in childhood. At this time, a child will experience rapid physical, 

psychological, and thought development. Like the growth of height and weight, the 

mature thought and mentality of children, and the start of a child to act like an adult 

human. The child's growth and development phase is seen as a foundation phase that 

will give the direction and purpose of a child's personality in the future. 

According to Piaget, children tend to imitate, learn and identify influences from 

their external environment, as well as from their parents and social 

environment. However, in the process, it is the child who has the power to form his 

new knowledge 4. From Piaget's thoughts, it can be explicitly understood that the 

children's social environment has a significant influence on the formation of character 

and personality. Bullying, which is seen as an adverse action, is feared to have a negative 

psychological impact on the child. Therefore, it is necessary to have preventive, 

persuasive and educative actions to prevent children from the danger of bullying that can 

happen anywhere. 

If we analyze from several studies that discuss bullying, one reason and the root 

of bullying is the lack of children's education character inculcation. Schools, in this case, 

have an essential role to be able to provide educational programs that emphasize the 

children's self-character cultivation, given one of the factors forming one's character, 

one of which is influenced by environmental conditions. The environment contributes 

significantly to shaping one's character. A child can have a different character from his 

                                                             
3 https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-

banyak/full&view=ok (Diakses pada Kamis, 21 Maret 2019). 

4 William Crain, Teori Perkembangan Konsep dan Aplikasi, (Yogyakarta : Pustaka Pelajar, 2014), hlm. 175. 

https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok
https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok


 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 177  
 

  

  

parents because he is more often hanging out with friends or people around the 

environment than hanging out and interacting with his parents. 

From the two perspectives above, the researcher focuses on the problem 

of bullying and the adverse effects caused when the victim is still a child. In addition, the 

author will also discuss matters relating to bullying, the psychological impact 

experienced by children who are victims, and how the best steps for the family to 

accompany victims of bullying. 

  

RESEARCH METHODS 

To be able to well a description of the focus problem, the researcher uses 

descriptive qualitative research methods to interpret and explain the possibilities of 

solving problems that arise after the data collection. 

The method of writing this journal article uses library research, namely by studying 

and understanding a variety of literature relating to the discussion material 

about bullying. 

In addition, the author also discusses the problem of bullying in the international 

arena by examining several scientific journals published and relevant theme articles. 

In this study, the researcher uses “field research” data collection techniques. The 

researcher conducts interviews with several respondents who had been bullying 

victims, to be able to explore various information — and supported by the literature. 

  

RESULTS AND DISCUSSION 

Bullying is indeed a case in education which until now continues to occur in every 

generation, at every school and even at the university though. The existence of a group 

of students who committed bullying to their classmates, their colleagues, do not seem to 

have received special attention from the school environment. 

Facts on the ground are found that bullying behavior tends to be done without the 

knowledge of the teacher or the school. As if this behavior is indeed structured and 

systematic, and is carried out when there is no supervision from the teacher. The 

perpetrators of bullying will aggressively carry out their actions when the victim escapes 

from teacher supervision. Nevertheless, the fact the bullying problem does not face in 

thesimple field. 

To have complete data, the researcher conducts interviews with one of the bullying 

victims. She is a woman who happened to be in elementary school always get 

bullying from her friends. The following are the results of the interview 

1. Interview result 

In this study, the researcher interviews three respondents who had previously been 

bullying victims when they are in elementary to secondary school level. 

These three respondents respond well to the questions raised by the researcher, 

among them, related to the caused to get bullying treatment from his friends, to the 

roles of family members and those closest to the assisting bullying victims. 

The first respondent informed that he had bullying experienced since attending 

elementary school. The act of bullying is done physically or verbally. The first physical 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 178  
 

  

  

treatment obtained the burning of shoes, the tearing of school books, as well as the 

efforts to hurt victims with violence. 

The family and school then know the treatment of the bullying perpetrators. The 

response given by the victims' families was to assist each respondent after school. They 

always encourage and always motivate respondents to always have high morale. In 

addition, the response from the school is to assign one of the teachers to assist the 

respondent when attending learning in school. The teacher also motivates so that they 

always have a high enthusiasm for learning. 

This second respondent is a bullying victim since attending elementary to middle 

school. Some of the causes that can be mapped by researchers are arising from 

bullying acts due to economic factors, lifestyle factors to relationships. 

In this case, the school does not know that one of the students who get bullying 

experience. The lack of supervision and cleverness of the bullying perpetrators in hiding 

their actions, resulted in the school being unable to provide good action and assistance 

to respondents. 

However, the respondent's family always monitors developments and problems 

experienced by the respondent. Related to this, the family also accompanied and 

motivated well, so that respondents do not have experience depression and a decrease in 

learning enthusiasm. 

The third respondent in this study acts like a victim and bullying perpetrators. The 

cause of this respondent is like the first and second respondents. However, this third 

respondent tends to have a sense of revenge. So, besides being a bullying victim, he also 

vented his anger by becoming a bullying offender. 

The researcher also give questions about the role of families and schools in 

assisting bullying victims. The respondent explained that, in this case, his family and 

school do not know that he had bullying experienced. In addition, this is also influenced 

by the nature of respondents who tend to be closed. Thus, the problem of bullying is 

unknown to families and schools. 

After knowing the results of conducted interview data, the researcher analyzes the 

results of the interview using the perspective of character-based Islamic religious 

education. 

2. Analysis of Interview Results 

Bullying in a psychological perspective is divided into two types, namely verbal and 

physical bullying. Verbal bullying is an act of intimidation by a group of people or 

individuals intentionally injure, hurt and so on in the form of speech. The difference 

with bullying in physical form is physical bullying using violence or acts that injure the 

victim. 

If we revisit the results of interviews with several respondents, they experienced 

two forms of bullying behavior ranging from verbal to physical. Respondents experience 

verbal bullying in the form of ridicule or ridicule to the victim and the people around 

him. Moreover, respondents also experienced physical bullying as indicated by the 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 179  
 

  

  

burning of the shoes worn, the hair pulled by the perpetrators, and also the actions to 

hurt or injure the victim's limbs. 

First, researchers will use the Collins Conflict Theory to divide the background and 

causes of verbal and physical bullying respondents experiencing. 

Collins as a sociologist figure, trying to analyze conflicts that occur in the 

individuals' social environment. He uses several principles and references to divide the 

conflict, one of which is the view of the authority or power of large groups. 

The three respondents bullying experienced behavior not only from one person but 

from groups of students in their class, who then both used respondents to be bullying 

targeted. 

If related to the problems experienced by the three respondents, according to 

Collins's theory, a person or a group of bullying perpetrators will tend to commit acts of 

discrimination and intimidation because they have the authority feeling5. In this context, 

a group of students who carry out bullying in the case of respondents is known to be 

caused by the desire to attract the attention of other friends, and feel proud and 

arrogant when their friends left behind. In addition, the form of power from the groups 

of students formed also triggers a person to frequently carry out acts of bullying to 

those who do not have a sociable group yet. These groups of students then form a 

community, and with the existence that they want to show, they will increase the 

number of members they associate within their groups. 

Of the three cases experienced by respondents, researchers found a pattern of 

similarities related to the cause of bullying. This act of bullying is influenced by the 

strength or the existence of certain groups of students. The more they exist and are 

influential in their environment, the higher the risk of bullying. In addition, one case 

experienced by respondents. The existence of one of the families of students who are 

officials in the school makes it as if - mastering the environment at school. Thus, the 

perpetrators will tend to carry out acts of bullying along with the families of officials in 

their schools. 

As far as research conducted by researchers on these three respondents, researchers 

have not found a preventive effort undertaken by schools. Based on their 

acknowledgment, the school tends to be closed in dealing with bullying issues. This can 

also be triggered by family factors that influence the school. Thus, the council of 

teachers and counseling guidance does not dare to give decisions and crackdown on 

students who are perpetrators of bullying. 

The hegemony and ignorance of the school towards bullying cases experienced by 

respondents showed a deplorable and detrimental act to the victim. If someone is 

constrained by the power of hegemony and great power, they will tend to prioritize their 

security and interests. This as expressed by Collins. According to Collins, humans will 

tend to be concerned with their own status, and their abilities depend on their human 

                                                             
5 George Ritzer, Teori Sosiologi : Perkembangan Sosiologi Klasik hingga Sosiologi Post – Modern Edisi 

Terjemahan …  hlm. 462. 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 180  
 

  

  

resources (themselves and others who interact with each other). Furthermore, humans 

will consider other individuals as human beings who are always selfish 6.   

In other aspects, the verbal bullying experienced by the respondent can have an 

impact on the psychological condition of the respondent. From the review of conflict 

theory, it is explained that the more a person receives an order, the more he will submit 

and tend to behave negatively, such as lack of self-confidence and always suspicious of 

others.7 Based on the analysis of this conflict theory, it can be understood that forms of 

intimidation, both in the form of orders or banter, can result in loss of confidence in 

bullying victims, and this can also cause victims to have a negative perspective on 

others. This is also experienced by respondents when they often 

get bullying behavior. The loss of the respondent's confidence and the emergence of a 

negative perspective in him is shown by the emergence of a sense of revenge for 

respondents to the perpetrators of bullying. Respondents had the thought to be able to 

complete their revenge on the perpetrators of bullying. In terms of self-confidence, 

respondents felt less confident when attending learning in class. He felt pressured and 

constrained by the environment that always gives negative actions to him. 

Based on the study of personality psychology theory, some of the problems arising 

from bullying are caused by several factors, including cultural and social class 

conditions. In this case, the culture in the respondent's environment tends to 

underestimate friends who have below-average abilities. They will tend to underestimate 

their friends who have abilities left behind. In addition, the form of hegemonic power 

that exists in the scope of educational institutions, making victims 

of bullying increasingly depressed. There are no limits that can limit and direct the 

culture that is not good. 

The existence of family becomes an official or a council of teachers in schools, 

resulting in students tending to be selfish, powerful and arrogant. This shows that there 

is a social gap between student children from teachers/school officials and ordinary 

students. Indeed, this cannot be generalized. However, the sample cases experienced by 

respondents indicate that students of children from teachers/officials in schools may 

tend to commit acts of bullying. 

On the other hand, peers are conceptually seen as a concession that is capable of 

giving birth to a process of social interaction and social regulation. According to Haris, 

peers can provide new experiences other than at home.8 In this concept, interaction 

with peers can give birth to decisions and regulations that have been mutually agreed 

upon, and then they will force socialization to other peers. 

In the case of the three respondents, based on the interview results obtained, 

the bullying group is trying to socialize a regulation they agreed to in one group.9 To be 

able to show their identity, the bullying perpetrators then commit acts of discrimination 

                                                             
6 Ibid. Page. 462 

7 Ibid, page. 464 

8 Daniel Cervone dan Lawrence A. Pervin, Kepribadian Teori dan Penelitian Edisi 10 Buku 1 … hlm. 21. 

9 Ibid, page. 21. 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 181  
 

  

  

and intimidation to one of their classmates. Imposing the rules that they have built, and 

then they choose to be involved in a condition which is a bullying case. 

 According to the confession of respondents, the group of perpetrators imposed a 

rule, "if anyone in the class does not take part in bullying Rani, he will be shunned and 

ostracized". This shows that there are patterns of drafting agreed upon among group 

members, and they try to socialize the rules to other peers. The consequence of 

socialized rules is to stay away and exclude friends who do not bully respondents. 

Case analysis experienced by respondents shows that there are several relationships 

between groups of actors, respondents, and the environment around them. This 

relationship pattern is directly proportional to the wishes of the perpetrators. Therefore, 

the pattern of treatment experienced by the respondent seems sturdy, and there is no 

good assistance for victims of bullying. As a result, respondents felt that they do not 

have any friends in their school environment. As a result, this condition triggers the 

psychological respondent to take revenge against those who have 

done bullying him. Bullying treatment that is obtained by the victim, both physical and 

verbal, gives great mental pressure. Thus, victims will quickly lose their confidence and 

enthusiasm for learning. This is also exacerbated by the lack of attention from the 

school related to victims of bullying. The most important is when the victim 

gets bullying. Forms of prevention and defense from the teacher, as well as other 

friends, will provide a strong foundation for bullying victims. 

Furthermore, after analyzing the concept of the problem experienced by the 

respondent using conflict and personality psychology theory, the researcher analyzes to 

get a concept of problem-solving experienced by the respondent. 

In the concept of personality psychology, four factors of the environment can 

influence the formation of one's personality, namely the cultural environment, social 

class, family environment, and peer environment.10 In the analysis of the problems in 

the previous discussion, it is known that the condition of culture, social class, and peer 

environment shows a negative role in the pattern of respondent's personality 

development. 

Based on interviews that researchers had previously conducted, it is found that 

there is a very dominant family role in this case. The family of the three respondents in 

this study played an active role always to provide assistance, provide moral support and 

motivate always to have a vision of a successful life. The family always gives advising to 

respondents about the case. 

In this case, researchers found the effective role of the family in assisting their 

children. The family is conceptually seen as the first place of learning since children are 

born into the world. From a psychological perspective, the role and influence of the 

family have a significant contribution to the formation of a person's character. Someone 

will tend to have the same character as his family and bring the potential of the learning 

outcomes in the family environment to the outside world. 

                                                             
10 Ibid, page. 21 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 182  
 

  

  

In this case, the respondent's family provided outstanding assistance to the 

respondent. Parents of respondents tried to provide moral assistance, motivation, and 

support appropriately. They give direction and purpose to where their child must go and 

move. The pattern of direction given by the family makes the bullying case a reference 

to be able to move forward and be motivated to succeed. 

Based on the acknowledgment of respondents, the assistance provided by the 

family made the respondent highly motivated for success. He sees friends who carry 

out bullying acts as a reference for positive actions, such as reading books and studying 

hard. 

Aside from the family, there is also motivation that comes from one of the teacher 

councils in the school that is respected by respondents. The teacher always gives 

confidence to respondents to be able to process better and always listen to complaints 

about the problems they face. 

When we analyze the role of family and favorite teachers of bullying victims, there 

is a pattern of learning and education that is carried out, namely efforts to emphasize the 

character carried out. This can be seen from the role of the family when giving advice 

and motivation so that the respondent is always patient with the problems faced. In 

addition, the emphasis of character taught by families and teachers is in the form of 

motivation for learning enthusiasm. These two characters are then very dominant in the 

three respondents, and based on the learning patterns and character stresses, the various 

adverse effects of bullying can be overcome properly. 

 

CONCLUSION 

Bullying is a behavior that is done to harm, injure and hurt the victim 

deliberately. Since the 1970s until now, bullying has continued to occur at every level of 

educational institutions and in every level of society. 

The high rate of bullying in Indonesia is a benchmark for the absence of a good 

solution among education academics. Bullying remains a significant problem faced by an 

individual amid his environment. 

From the analysis of interviews conducted by researchers, it can be seen that the 

mapping of the problem of bullying is caused by several factors, starting from the 

perpetrators themselves, to the environmental factors of the victims of bullying. In this 

case, some points indicate the influence of the power of individuality on the majority of 

groups. That is what causes the lack of attention of the school towards victims 

of bullying. 

Efforts to overcome the impact of bullying experienced by respondents in the form 

of mentoring by families and teachers in schools showed an emphasis on character 

education of respondents. Right character education is a fundamental concept of 

implementing behavior, thoughts and actions carried out by someone. So, the primary 

purpose of character education is to instill positive characters that can be attached to a 

person. 

The concept of character education that is very relevant and effective to apply to 

perpetrators and victims of bullying is character education that targets someone's 



 Moh. Fatkur Rohman 

                                                                                          Strengthening of Learning Motivation to Bullying ...  
 

Volume 4 , Number 2, November 2019 | 183  
 

  

  

emotional state. When education can reach someone's emotional, then the family and 

teacher can instill positive characters easily. 

As academics, we should participate in reducing bullying actions that occur in the 

environment around us. One way is to give full trust to the victim. Manifests of trust 

can vary, depending on the situation and conditions experienced by the victim. 

 

REFERENCES 

Aziz, Imam Nur. “Curriculum Development of KKNI at English Education Department 

of INKAFA Gresik.” Jalie 2 (2017): 3. Jalie.com. 

Aziz, Imam Nur, and Yuli Ani Setyo Dewi. “THE CONCEPT OF LANGUAGE 

ENVIRONMENT: A DESCRIPTIVE STUDY AT MADRASAH ALIAH 

KEAGAMAAN GRESIK.” EDUKASI: Jurnal Pendidikan Islam 7, no. 2 (2019): 1–23. 

 Ambarini, Ririn. Eva Ardiana Indrariani, Ayu Dian Zahraini. Antisipasi Pencegahan 

Bullying Sedini Mungkin: Program Anti Bullying Terintegrasi untuk Anak Usia Dini. 

Journal of Dedicators Community UNISNU Jepara. Vol. 2 No. 2 Juli-Desember 2018 

Aryuni, Muthia. Pencegahan Bullying Melalui Program Sekolah Care bagi Fasilitator Sebaya.  

Asian Journal of Environment, History and Heritage. September 2017, Vol. 1, Issue. 

1, p. 211-222. ISSN 2590-4213 (Print) 2590-4310 (Online) 

Cervone, Daniel dan Lawrence A. Pervin. 2011. Kepribadian Teori dan Penelitian Edisi 10 

Buku 1. Jakarta : Salemba Humanika.  

Crain, William. 2014. Teori Perkembangan Konsep dan Aplikasi. Yogyakarta : Pustaka 

Pelajar. 

Hamruni and Istiningsih. (2017). Bullying In The State Islamic Senior High School (MAN) 

III Yogyakarta. IOSR Journal of Research & Method in Education (IOSR-JRME) e-

ISSN: 2320–7388,p-ISSN: 2320–737X Volume 7, Issue 3 Ver. II (May - June 2017), 

PP 85-90 

https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-

banyak/full&view=ok (Diakses pada Kamis, 21 Maret 2019). 

Markopoulos, Z., & Bernard, M. (2015). Effect of the Bullying: The Power to Cope 

Program on Children's Response to Bullying. Journal of Relationships Research, 6, 

E13. doi:10.1017/jrr.2015.9. 

Ritzer, George. 2012. Teori Sosiologi : Perkembangan Sosiologi Klasik hingga Sosiologi 

Post – Modern Edisi Terjemahan. Yogyakarta : Pustaka Pelajar. 

Salmiati, Rosmawati, Mardi Lestari. (2018). Peer Counselour Training untuk Mencegah 

Perilaku Bullying. Indonesian Journal of Learning Education and Counseling, 1(1). 62-

69. 

Veldkamp, S., Van Bergen, E., De Zeeuw, E., Van Beijsterveldt, C., Boomsma, D., & 

Bartels, M. (2017). Bullying and Victimization: The Effect of Close Companionship. 

Twin Research and Human Genetics, 20(1), 19-27. doi:10.1017/thg.2016.99. 

 

https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok
https://nasional.tempo.co/read/1109584/hari-anak-nasional-kpai-catat-kasus-bullying-paling-banyak/full&view=ok

