Behavior-Modification-Based Anti-Bullying Program Management for Preventing Bullying in Elementary Schools: A Multi-Case Study of SDIT Aya Sophia Tangerang and SD Bina Insani Bogor

Abstrak

This study investigates how two Islamic elementary schools in Indonesia—SDIT Aya Sophia Tangerang and SD Bina Insani Bogor—plan, implement, and evaluate behavior-modification-based anti-bullying programs within their curriculum management systems. Bullying remains a persistent educational challenge in Indonesia, and while behavior-modification strategies such as reinforcement, modeling, and structured behavioral routines have demonstrated effectiveness in promoting prosocial behavior, their integration into curriculum governance remains underexplored. Using a qualitative multi-case design, the study collected data through observations, semi-structured interviews, and document analysis. Findings reveal that SDIT Aya Sophia adopts a value-driven model that embeds anti-bullying practices within Islamic moral education and reflective pedagogical routines, while SD Bina Insani employs a more procedural and data-oriented approach supported by formal policies, monitoring instruments, and behavioral contracts. Both schools demonstrate consistent use of reinforcement and modeling, though they differ in the degree of planning formalization, implementation consistency, and evaluation rigor. Cross-case synthesis indicates that institutional philosophy, leadership orientation, and organizational capacity significantly shape program effectiveness. The study contributes theoretical insights into the intersection of behavior-modification theory and curriculum management, while offering practical recommendations for designing culturally grounded and systematically managed anti-bullying frameworks in faith-based elementary schools.