Habituation of Tri Hita Karana Teachings as a Preventive Measure of Bullying in Realizing a Harmonious School Environment at SMPN 2 Tiworo Selatan
DOI:
https://doi.org/10.63577/wid.vi.182Keywords:
Tri Hita Karana, Bullying, Character Education, value habituationAbstract
This article is in the discourse of character education and the sociology of education that focuses attention on bullying as a relational problem in schools. This study aims to examine how the teachings of Tri Hita Karana (THK) can function as a preventive measure for bullying in realizing a harmonious school environment in SMPN 2 South Tiworo. The research used a qualitative method with a case study approach through observation, interviews, and documentation of 15 Hindu students, Hindu teachers, BK teachers, and school principals. The working hypothesis of this study states that the more consistent the habituation of the values of Parahyangan, Pawongan, and Palemahan, the lower the intensity of bullying and the stronger the harmonious social relationship. The findings showed a significant decrease in verbal bullying and increased emotional control, empathy, solidarity, and a sense of belonging to the school environment after the THK habituation program was implemented regularly. The main contribution of this article is the meaning of THK not only as a character education framework, but also as a model of bullying prevention based on local wisdom that is operational and replicable. These results confirm the importance of integrating cultural values in anti-bullying policies in education units.
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