29 |JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 https://doi.org/10.21009/JISAE JISAE (Journal of Indonesian Student Assessment and Evaluation) ISSN : P-ISSN: 2442-4919│E-ISSN: 2597-8934 Vol 8 No 1 (2022) Website : http://journal.unj.ac.id/unj/index.php/jisae MANAGEMENT OF BEHAVIOR PROBLEMS AT SCHOOL Bambang Afriadi ABSTRACT Behavior problems become essential to be discussed from time to time, and every era has different challenges in terms of handling. This article focuses on behavioral problems in schools. This paper will evaluate several studies, all of which are based on a google.com search and will be presented in order with their sources. Scientific studies, building a trusted website, and https://trends.google.co.id/trend collecting information. It is essential to develop character on behavioral difficulties in this school and how we can work together to find the best solutions for this fast-paced era. This report will serve as a springboard for future research on school behavior issues. Keywords: School Problems, Student Behavior, Classroom Learning Management Universitas Islam Syekh Yusuf bambang.afriadi@unis.ac.id1 INTRODUCTION Schools are recognized as essential stakeholders in preventing and combating public health problems cherish sex crime and harassment. whereas bar efforts are usually centered on securing youngsters from adult offenders, the basic cognitive process has been dedicated to safeguarding, for example, dangerous sexual behavior displayed by children and adolescents in faculties. (Draugedalen, Sticky, and Rough 2021) The school presents a unique challenge for children with behavioral problems. Teachers need tools used to help provide support and guidance. Administrators need methods to create a positive learning atmosphere throughout the school. (Anon n.a.)Within the school, there are some obstacles to an adult's relationship with students, such as the school's organizational structure, teacher teaching practices, transitions that are part of the school, and disciplinary policies. Students need an opportunity to feel welcome, cared for, and affirmed in their schools. (Allen and to the. 2021) The seeds of affection are already in the student. Teachers at different stages of the student's educational trajectory have the opportunity to contribute to the growth of affection in each student. (Jazaieri 2018) Antisocial behavior is a significant challenge for schools because of its huge negative impact on students and teachers. Children spend much time in school from the pre-school years onwards and experience social and academic situations that do not occur at home, so teacher-child interaction can have a unique and additional effect on long-term social development. (Hwang and to the. 2020) Behavioral development is an educational approach for children and adolescents that provides resources in schools and communities to enable youth to reach their full potential and thrive in a democratic society. (Romer and Hansen 2018) Social support is essential because it meets students' need for interconnectedness and attention. Academic support is also essential, as it supports their need for competence. (Allen and to the. 2021) Behavioral learning theory is critical in understanding http://journal.unj.ac.id/unj/index.php/jisae 30 how to motivate and help students in the classroom. Information is transferred from the teacher to the learner from the response to the appropriate stimulus. (Anon n.a.) Achenbach, Ivanova, Rescorla, Turner, & Althoff, 2016; Linhares & Martins, 2015; Marturano, 2013 (Martineli, Pizeta, and Laurel 2018). School-age child behavior is an essential indicator of adaptation at this stage of development; however, not all children thrive and may exhibit externalization or internalization behavioral problems expressed in family and school. RESEARCH METHODS The method used to assess some research results using an evaluation approach is the matching method. The matching method is done by matching and comparing the characteristics of the land with the criteria so that an inevitable conclusion is obtained. This research aims to advance society by advancing knowledge through theories, concepts, and scientific ideas from the results of review documentation. Furthermore, a systematic review is used in a narrative review by selecting what the researcher has written on a subject or topic. The data used in this smoothing is the latest data from the results of the research reviewed, with supporting bricks https://trends.google.co.id/trends/ RESULTS AND DISCUSSIONS In some schools, structured character education is part of the curriculum, next to reading, writing, and math. Schools strive to instill the values of integrity, respect, responsibility, fairness, honesty, care, and citizenship in their students to strengthen the social fabric of the school and society. (Keith n.a.) Cases of orderly social behavior do not only occur in society; the need for socially orderly behavior is also needed in schools. Behavior at school. What a big topic for families and schools. School becomes an essential institution in shaping children's character as sustainable community development. From 2017 to the end of 2021, behavioral problems in the google search graph became a topic that was never searched. Behavioral problems in schools become interesting to find a solution—every culture of a different society and the challenges of such a dynamic era. Every expert, or in this case, the teacher, will find out how the appropriate solution to solve this problem. By searching and finding, arrives at implementation. In google trending searches, the average search is more looking at problems in schools rather than looking for how to solve the problem. https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-CR2 https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-CR29 https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-CR37 31 |JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 America is a country that seeks more behavioral problems as much as 80% of the time than it is looking for solutions to them. On trending searches, it is also known that filifina and India are becoming countries focused on tracing how to solve school problems. This becomes an interesting study because the union focuses on finding problems than finding solutions. "Classroom management" means creating a system that supports this type of positive behavior throughout the class. "Behavior Management" is created strategies and systems that will manage and eliminate problematic behaviors that prevent students from succeeding in an academic environment. (Webster n.d.) In this case, the discussion of behavioral problems is critical to continue to be discussed, which becomes a fundamental one. School management is not just about how to form intelligent students. More than that, the current challenges of the era of digitalization and social media are so many. It has implications for behavior change itself. Schools as a social order quality assurance agency have an essential role. Adaptive problems include challenges with social skills, conceptual skills, and practical skills. (Algahtani 2017) An essential finding of student behavior problems is understanding the child's response to leftovers at school by exploring their view of leftovers and empowering them to discuss and develop their solutions. Children have a clear understanding of the consequences of food waste for individuals, society, and the environment. They show negative emotions about food waste and respond positively to the possibility of food recycling. Their solution to reducing food waste will require the involvement of many stakeholders, including self-regulation, peer monitoring, teacher supervision, and family support. (yen, Caps, and Dovey 2022) Your child's innate personality may be one of the most critical factors that determine his or her character or personality. Some children are naturally more open than others, for example. Some are more observant than others. Every child has advantages and disadvantages from birth that contribute to his personality and character. High levels of stress and psychological anxiety in parents have been linked, since childhood, to psychological conditions present in that population, particularly with emotional and behavioral problems. (Rosemary and to the. 2021) When your child starts school, he or she will learn more than just Math and reading from teachers. He will learn how to behave from that teacher, as he has done by paying attention to you. The teacher plays an essential role in his life by exemplifying behaviors and characteristics that your child can emulate. Your child's friends will play an essential role in determining his or her personality and final character. Although your child may have a strong personality that can lead others or can easily withstand peer pressure, the influence of your child's friends will help shape his or her opinions about himself, others, and the wider world. (Anon n.a.) School lessons can help improve classroom behavior and relationships with students inside and outside the classroom. It takes some tips to build the character of the school. Many of the students' first social activities occur in the classroom, making this the perfect opportunity for character-building exercises that teach them much-needed positive traits and behaviors. (1) Learning how to listen will improve your students' character and can also 32 help them perform better in school, (2) Discuss what kindness is and how kindness can build the character of the school when students practice it, (3) Being respectful is an integral part of building character, (4) Promoting self-esteem helps how students see and treat themselves. Having a positive view of themselves will help make them better for others and share their skills, (5) Having motivation is essential to building character in school and beyond. Motivated students will want to learn more about building good character and strive to have good character. (Anon n.a.) Problem analysis and Review literature review In Montana, 6 out of 10 teachers experience physical violence or verbal aggression during COVID. The responses, collected between July 2020 and June 2021, came from nearly 15,000 school personnel. Overall, 59% of teachers, 58% of administrators, 48% of support staff, and 38% of school psychologists and social workers reported being victimized while at work. Respondents to the survey made it clear that children act physically when they have significant needs that are not being met, possibly because they have difficulty communicating them. Parents complained about his Black Lives Matter T-shirt. The parents refused his request for students to follow the mask policy. Another parent scolded him on the phone for more than 20 minutes after he called to do a routine welfare check on a student who did not hand over the assignment. (MOTHER KAMENETZ n.a.) Relationship between the Outdoor Physical Environment and Student's Social Behaviour in Urban Secondary School research(Shamsuddin, Bahauddin, and Aziz 2012) shows some link between the physical environment outside the school and the social behavior of students. The design and planning of the external environment of schools should consider more to create a conducive learning environment that can foster positive social behavior, especially for urban schools. Specific vital measures to support changing the school environment to reduce bullying and aggression. Through changing school culture, to ensure that they better promote safety, self-esteem, and positive communication with staff and other students. First, survey students to assess their experiences and views because all schools are different, and priorities will differ in different school environments. Second, engage some young people in decision-making directly through action groups consisting of students and staff to review and revise school policies and practices using this survey data. Third, appoint external facilitators, or "critical friends", to ensure young people's voices are heard in these action groups and assess and monitor progress. (Fletcher and to the. 2015) Behavior management requires two types of intervention: proactive and reactive. (Webster n.d.) (1) A proactive approach involves teaching replacement or desired behavior. A proactive approach involves creating many opportunities to use surrogate behaviors and strengthen them. (2) Reactive approach involves creating consequences or penalties for unwanted behavior. Although the best way to create the behavior you want is to reinforce replacement behaviors, quelling behavior is often impossible in a classroom environment. It would help if you gave some negative consequences to avoid seeing peers adopt problematic behaviors because they only see positive outcomes from those behaviors, whether it is tantrums or job rejections. CONCLUSION The first challenge in helping a child better manage their behavior is understanding why they do what they do. (Anon n.a.) Behavior management refers to the management of problematic behavior of confident children. Everyone learns what counts as appropriate behavior. Furthermore, they use the same language to talk about it. In this case, it is https://successbydesignplanners.myshopify.com/blogs/news/8-tips-to-keep-students-motivated 33 |JISAE (Journal of Indonesian Student Assessment and Evaluation)|Volume 8 Number 1 essential for the school as an agent of legal change and needed by the community, not only focusing on the cognitive development of children, more than that social sensitivity to be calm and positive behavior must be taught in the learning process in the classroom. REFERENCES Algahtani, Faris. 2017. "Teaching Students with Intellectual Disabilities: Constructivism or Behaviorism?" Educational Research and Reviews 12(21):1031–35. DOI: 10.5897/ERR2017.3366. Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. 2021. "School Belonging: The Importance of Student and Teacher Relationships." The Palgrave Handbook of Positive Education 525–50. DOI: 10.1007/978-3-030-64537-3_21. Anon. n.d. "6 Factors That Determine a Child's Character and Personality." Retrieved March 24, 2022a (https://www.openschoolbag.com.sg/blog/6-factors-that-determine-a-childs- character-and-personality). Anon. n.d. "Behavior at School | Center for Parent Information and Resources." Retrieved March 22, 2022b (https://www.parentcenterhub.org/behavior-atschool/). Anon. n.d. "How to Build Character in School – Successbydesignplanners." Retrieved March 24, 2022c (https://www.successbydesign.com/blogs/news/how-to-build-character- school). Anon. n.d. "Understanding Disruptive Behavior | Child Mind Institute." Retrieved March 22, 2022d (https://childmind.org/article/disruptive-behavior-why-its-often-misdiagnosed/). Anon. n.d. "What Is The Behavioral Learning Theory?" Retrieved March 19, 2022e (https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html). ANYA KAMENETZ. n.d. "Teachers Report Violence and Aggression from Parents and Students during COVID : NPR." Retrieved March 22, 2022 (https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid). Draugedalen, Kjersti, Helle Kleive, and Øystein Grov. 2021. "Preventing Harmful Sexual Behavior in Primary Schools: Barriers and Solutions." Child Abuse & Neglect 121:105295. DOI: 10.1016/J.CHIABU.2021.105295. Fletcher, Adam, Natasha Fitzgerald-Yau, Meg Wiggins, Russell M. Viner, and Chris Bonell. 2015. "Involving Young People in Changing Their School Environment to Make It Safer: Findings from a Process Evaluation in English Secondary Schools." Health Education 115(3–4):322–38. doi: 10.1108/HE-04-2014-0063/FULL/PDF. Hwang, Suhlim, Rebecca Waller, David J. Hawes, and Jennifer L. Allen. 2020. "Callous- Unemotional Traits and Antisocial Behavior in South Korean Children: Links with Academic Motivation, School Engagement, and Teachers' Use of Reward and Discipline." Journal of Abnormal Child Psychology 48(9):1183–95. doi: 10.1007/S10802- 020-00663-2/FIGURES/2. 34 Jazaieri, Hooria. 2018. "Compassionate Education from Preschool to Graduate School: Bringing a Culture of Compassion into the Classroom." Journal of Research in Innovative Teaching & Learning 11(1):22–66. doi: 10.1108/JRIT-08-2017-0017. Keith, Kimberly L. n.d. "Ways to Build Character in Your Children." Retrieved March 24, 2022 (https://www.verywellfamily.com/ways-to-build-character-in-children-620266). Martineli, Ana Karina Braguim, Fernanda Aguiar Pizeta, and Sonia Regina Loureiro. 2018. "Behavioral Problems of School Children: Impact of Social Vulnerability, Chronic Adversity, and Maternal Depression." Psicologia: Reflexao e Critica 31(1):1–11. doi: 10.1186/S41155-018-0089-9/TABLES/3. Romer, Daniel, and David Hansen. 2018. Positive Youth Development in Education. Springer International Publishing. Romero, Marina, Ester Marín, Jose Guzmán-Parra, Patricia Navas, Juan Manuel Aguilar, J. Pablo Lara, and Miguel Ángel Barbancho. 2021. "Relationship between Parental Stress and Psychological Distress and Emotional and Behavioural Problems in Pre-School Children with Autistic Spectrum Disorder." Anales de Pediatría (English Edition) 94(2):99– 106. doi: 10.1016/J.ANPEDE.2020.03.014. Shamsuddin, Shuhana, Hanim Bahauddin, and Norsiah Abd. Aziz. 2012. "Relationship between the Outdoor Physical Environment and Student's Social Behaviour in Urban Secondary School." Procedia - Social and Behavioral Sciences 50:148–60. DOI: 10.1016/J.SBSPRO.2012.08.023. Webster, Jerry. n.d. "Behavior Management versus Classroom Management." Retrieved March 25, 2022 (https://www.thoughtco.com/behavior-versus-classroom-management- 3110739). Yen, Dorothy A., Benedetta Cappellini, and Terry Dovey. 2022. "Primary School Children's Responses to Food Waste at School." British Food Journal 124(13):109–25. DOI: 10.1108/BFJ-06-2021-0608.