GURU PENDIDIKAN AGAMA KRISTEN SEBAGAI MENTORING BAGI KORBAN BULLYING
Abstract
This study aims to explore the role of Christian Religious Education (CRE) teachers as mentors for bullying victims in schools through a qualitative approach using library research. The literature review reveals that bullying is a social and educational issue with significant impacts on the psychosocial development of victims. CRE teachers play a strategic role as mentors who integrate Christian values such as love, forgiveness, and self-identity affirmation to support victims’ recovery. The proposed mentoring model combines pedagogical, psychological, and spiritual approaches while involving support from the school and faith communities. The findings emphasize the importance of CRE teachers as mentors in fostering inclusive school environments and building resilience among bullying victims.References
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Boahen, N. (2021). The impact of mentoring young people aged eighteen to thirty-five through military chaplaincy in Ghana. International Journal of Chaplaincy in Education, 6(2), 45–60.
Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Educational Psychology, 21(2), 123–142.
Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are school-based anti-bullying programs effective? A systematic review and meta-analysis. Campbell Systematic Reviews, 15(3), e1013. https://doi.org/10.1002/cl2.1013
McQuillin, S. D. (2021). The role of mentoring relationships in promoting educational resilience among youth. Educational Psychologist, 56(2), 78–91.
Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2019). Definitions of bullying and cyberbullying: How useful are the terms? Journal of School Violence, 18(1), 9–23.
Telaumbanua, A. (2018). Peranan guru Pendidikan Agama Kristen dalam membentuk karakter siswa di sekolah. Jurnal Teologi dan Pendidikan Agama Kristen, 9(1), 55–68.
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1
Boahen, N. (2021). The impact of mentoring young people aged eighteen to thirty-five through military chaplaincy in Ghana. International Journal of Chaplaincy in Education, 6(2), 45–60.
Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Educational Psychology, 21(2), 123–142.
Gaffney, H., Farrington, D. P., Espelage, D. L., & Ttofi, M. M. (2019). Are school-based anti-bullying programs effective? A systematic review and meta-analysis. Campbell Systematic Reviews, 15(3), e1013. https://doi.org/10.1002/cl2.1013
McQuillin, S. D. (2021). The role of mentoring relationships in promoting educational resilience among youth. Educational Psychologist, 56(2), 78–91.
Smith, P. K., del Barrio, C., & Tokunaga, R. S. (2019). Definitions of bullying and cyberbullying: How useful are the terms? Journal of School Violence, 18(1), 9–23.
Telaumbanua, A. (2018). Peranan guru Pendidikan Agama Kristen dalam membentuk karakter siswa di sekolah. Jurnal Teologi dan Pendidikan Agama Kristen, 9(1), 55–68.
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1
Published
2021-11-30
Section
Articles
