Teachers as Restorative Agents: Unpacking the Framework of Ethical Decision-Making in Resolving Bullying in Elementary Schools
DOI:
https://doi.org/10.31949/jee.v7i4.13146Abstract
Bullying cases in schools are a serious concern because they can negatively impact students' psychological and social development. This study aims to analyze the resolution of bullying cases through ethical decision-making by teachers. The study was conducted using a survey method using open-ended questions. The research subjects consisted of five teachers selected through purposive sampling. Data collection techniques used semi-structured interviews with six main questions designed to explore teachers' views and experiences in handling bullying cases. Data analysis was conducted qualitatively through the processes of data reduction, data presentation, and drawing conclusions. The results show that teachers use an ethical approach in decision-making to resolve bullying cases, including considering moral values, justice, and empathy for all parties involved. This approach helps create solutions that not only stop bullying but also encourage the formation of a safer and more inclusive school environment. This study provides insights for the development of bullying intervention strategies based on ethical decision-making
Keywords:
Development, LKPD, IPAS, discovery learningDownloads
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