Roma Firmansyah, Arini Putri, Philep Abidondifu

Mencegah Perbuatan Intoleransi Yang Mengakibatkan Perbuatan Bullying

Introduction

Mencegah perbuatan intoleransi yang mengakibatkan perbuatan bullying . Mencegah intoleransi & bullying di lingkungan pendidikan tinggi. Edukasi mahasiswa STIH Biak-Papua untuk memahami bahaya tindakan intoleran dan dampaknya, mendorong terciptanya harmoni kampus.

Abstract

Maraknya Tindakan intoleransi yang terjadi di dunia Pendidikan sangatlah memprihatinkan serta dapat memunculkan ketidakharmonisan. Selain itu terjadinya bullying salah satunya dilatarbelakangi Tindakan intoleran yang dilakukan oleh pelaku. Pengabdian ini dilakukan bertujuan untuk mencegah terjadinya perbuatan intoleransi yang dapat menimbulkan perbuatan bullying di kalangan mahasiswa Sekolah Tinggi Ilmu Hukum Biak-Papua. Pengabdian ini menggunakan metode ceramah diselingi dengan memutar video bahaya Tindakan intoleransi serta dilakukan tanya jawab dari peserta. Hasil temuan yang diperoleh mahasiswa masih belum memahami ragam Tindakan intoleransi serta bullying yang kerap terjadi. Sehingga melalui edukasi ini diharapkan dapat mencegah Tindakan intoleransi dan bullying.

Review

The paper, titled "Mencegah Perbuatan Intoleransi Yang Mengakibatkan Perbuatan Bullying" (Preventing Intolerant Acts That Lead to Bullying Acts), addresses a highly pertinent and critical issue within the educational landscape. The abstract clearly highlights the alarming prevalence of intolerance in educational settings and its direct link to bullying, which often results in disharmony. The stated objective of this community service initiative, to prevent intolerance-driven bullying among students at Sekolah Tinggi Ilmu Hukum Biak-Papua, is commendable and reflects a proactive approach to fostering a safer and more inclusive academic environment in a specific regional context. The methodology employed for this engagement primarily involved a lecture format, augmented by video presentations on the dangers of intolerance and interactive question-and-answer sessions with participants. This didactic approach aimed to enhance student understanding. The primary finding indicates a concerning lack of awareness among students regarding the various manifestations of intolerance and bullying. Consequently, the authors posit that this educational intervention serves as a vital step towards mitigating these negative behaviors, thereby aligning the project's output with its stated goal of prevention. While the initiative demonstrates a valuable practical effort to address a critical social issue, there are areas for consideration. The reliance on a lecture-based methodology, while practical for community service, might benefit from more interactive or participatory methods to ensure deeper engagement and understanding. Furthermore, the abstract would be strengthened by a brief discussion of the evaluation metrics beyond simply stating the observed lack of understanding; for instance, pre- and post-intervention assessments of knowledge or attitudes. Future work could explore the long-term impact of such interventions, perhaps through follow-up studies, and consider incorporating qualitative data to capture changes in student perceptions and behaviors more comprehensively. Nevertheless, this work represents an important contribution to immediate community education and awareness building regarding intolerance and bullying.

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