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The Role of Teacher Educational Training Programs in Reducing the Risk of Bullying in the Integrated Islamic Elementary School in Bengkulu

There is, according to the Indonesia Child Protection Commission, a problem with bullying in the top level of public schools. Bullying is an act of violence which is done intentionally or unintentionally by a person or group of people who have the power or desire to commit violence to others. This study seeks to determine the effect of education training for teachers on reducing the risk of bullying in an integrated Islamic elementary school in Bengkulu city. It was a quasi-experimental pre-post test with the control group. The sample was 50 teachers (intervention and control groups), using a consecutive sampling technique, with data collected via a questionnaire to measure each teacher’s knowledge and skill. Data were analyzed using Wilcoxon and Man Whitney test for group teachers. The Wilcoxon statistical test of ρ value = 0.010 (ρ <0.05). Mann Whitney test of knowledge and skills with a value of ρ = 0.0001 (ρ <0.05). There were differences in teachers’ knowledge and skill before and after training. There were differences in knowledge and skill between the intervention and the control groups of teachers. However, this study could identify no significant difference in the risk of student bullying score after the teachers implemented their new knowledge for at least two weeks.


Introduction
Bullying is an act of violence which is done intentionally or unintentionally by a person or group of people who have the power or desire to commit violence to others. The forms of bullying include physical bullying, non-physical bullying, and mental/ psychological bullying. Bullying can occur anywhere, especially in the school environment. Bullying has a negative impact on students if not addressed, so students find it difficult to achieve self-actualization [1]. IVCN The act of bullying ranks first on the list of things that impact fear at school [2]. The prevalence of bullying is estimated to be 8 to 50% in several Asian, American and European countries [3]. Data from the United States Department of Education found that more than 13,000,000 students received bullying every year, so that nearly 160,000 students do not attend school every day to avoid it [4]. According to the Child Protection Commission, bullying in schools at the top level of the public complaints to the child protection commission. They received complaints of 26 Thousand Bully cases during 2011-2017.
Almost every school in Indonesia has bullying in the form of verbal bullying or psychological bullying. Based on the description of the complex bullying case, Indonesia is already in the category of "bullying emergency in schools" [5]. School bullying is the unpleasant treatment experienced by students at school. Perpetrators of school bullying are generally peers, older students, or even teachers. The location of the incident started from the classroom, the toilet, the canteen, the yard, the gate, even outside the school fence. Bullying among students not only interferes with academic achievement but also causes mental health problems and physical trauma. As many as 14,000 students aged from seven years and over experience this problem [6].
Training for teachers on respect is given to increase the "sense of respect" which is reflected in every teacher's behavior both outside the classroom and inside the classroom. With children, teachers can train and accustom themselves to have a "sense of respect" towards friends and the environment so that they will become a generation capable of turning violence into peace. By doing respect from an early age, it is hoped that any form of violent behavior can be prevented, although new results will be seen one, two or three generations after that [7].
According to the Education Centre for Women and Child foundation, in 2016 in the city of Bengkulu, the number of violences in the community sphere reached 3,092 cases or 22%. Sexual violence was in the first rank as many as 2,290 cases or 74%, followed

Methods
This research is a quasi experiment with pre and post test with the control group.

Equipment
The knowledge questionnaire consists of 15 closed questions with five answer choices.
The bullying risk questionnaire used children's adolescent bullying scala (CABS) pshycometric evaluation of a new measure [9]. Cronbach alpha coefficient for the CABS scale scores was 0.97. Corrected item-total correlations (item discrimination) ranged from 0.61-0.87. Sensitivity was 84%, specificity was 65%, and the AUROC curve was 0.74 (95% CI: 0.69-0.80). This instrument consists of 20 closed statement items with five answer options, namely strongly agree (five), agree (four), doubtful (three), disagree IVCN (two), strongly disagree (one). The total score is between 20 and 100. A high score indicates exposure to bullying.
This research was conducted at two integrated Islamic elementary schools. The first step is to obtain a permit from the Bengkulu provincial government integrated licensing service office and a permit from the Bengkulu City Integrated Licensing and Investment Agency as well as a permit from the Bengkulu City National Education Office.
The training materials were provided in two separate places. Providing material for the intervention group using the methods of lecturing, discussion, question and answer, and role playing. Meanwhile, the control group only received self-studied modules about bullying and the way of prevent risk bullying. Before training, a test was conducted to measure teacher knowledge. Furthermore, the teacher applies the results of the training to students for two weeks. Post-test data on teacher's knowledge, skill and risk of bullying was carried out at two weeks after training. During the research implementation, all respondents were able to participate in the final evaluation. The data collected is processed through stages and then analyzed using a computer program. Data processing used the Wilcoxon non-parametric test for one group and the Mann Whitney test for two groups.

Description of teacher characteristics.
The mean age of the respondents in the intervention group was 32.80 years (95% CI:

Description of bullying in students.
Most students have experienced bullying at school A 19(73,1) and at school I 14(51,9%).
The mean score of student's risk of bullying before teacher intervention was 76, 15

Description of the mean knowledge and skill of the teacher
The mean score of knowledge of the intervention group teacher before the intervention  with a standard deviation of 32,10.
Before the intervention in the intervention group, from 15 question items, for question number 12 about the initial indication that children experienced bullying at school, only 5 people could answer. After the intervention, it increased to 10 people who answered correctly. In the control group, for question number four about the type of bully, only 10 people answered correctly, question number 12 only 12 people answered correctly.
After the intervention for question number four, only 9 people answered correctly and question number 12 only five people answered correctly. Here it can be seen that the teacher does not focus on studying the module so that he does not understand the material in the module. The explanation is shown in Table 3.

The difference in the mean knowledge in the intervention and control groups before and after the Respect education training for teachers.
The results of non-parametric statistical tests with Wilcoxon found that in the intervention group 16 respondents experienced an increase in value after the intervention and obtained a value of ρ = 0.010 (p <0.05), it can be concluded that there was a difference in knowledge before and after the intervention. In the control group, it was found that there were no respondents who experienced an increase in value after the intervention IVCN and the value of ρ = 0.0001 (p <0.05) was obtained, it can be concluded that there were differences in knowledge before and after the intervention.

Discussion
The results showed that most students in the intervention group and half in the control group had experienced bullying. Children aged 6-12 years are one of the factors that influence bullying because during that time children have begun to be directed to interact with the social environment [10]. The largest percentage of bullying incidents is in the elementary school and junior high school environment [11]. Bullying behavior occurs in the kindergarten age, and the peak of the problem is in high school [12]. In fact, recently bullying has become a trend and was starting to be imitated by younger children, such as junior high school, elementary school and kindergarten. In its prevalence, bullying behavior most often appears in grades 6 to 8 (including in junior high school [13] The results showed that the average risk of bullying in both the intervention group and the control group was in the medium range. A high score indicates that students are exposed to bullying. The 20 question items on the child adolescent bullying scale (CABS) instrument cover the condition of children who experience bullying. The CABS instrument is an effective instrument to measure the experience of bullying in children where the reliability test results obtained a Cronhbach alpha coefficient score of 0.97.
This instrument is the first instrument developed to respond to bullying in children.
Schools that are easy to find cases of bullying in general, namely schools in which there is discriminatory behavior both from teachers and students, lack of supervision and ethical guidance from teachers, there is a large gap between rich and poor students, very rigid or too weak discipline, regulations inconsistencies in addition to family factors are also a cause, such as parents punishing excessive children, stressful home situations, aggression and hostility [14]. In addition to family, there are other characteristics related to bullying, such as tendencies to be hyperactive, impulsive, overactive, difficult temperament, attention to concentration, being easily provoked and having more physicality IVCN than friends. There are several factors in individuals for bullying, namely: gender and age, aggressiveness, school achievement, personality and impulsivity, low empathy.
Although there is no regulation requiring schools to have an anti-bullying program policy, there is child protection law number 23 of 2002 article 54 which states that: "Children in and in the school environment must be protected from acts of violence committed by teachers, managers of school or friends of the school concerned, or other educational institutions. Conceptually, bullying tends to occur in schools that lack supervision, are loose in enforcing discipline and rules.
The statistical test results showed that there was no significant difference in the risk of student bullying in the control group and the intervention group in respect of education teacher training. Most teachers have not responded to bullying events effectively and tend to ignore them [15]. This is because teachers feel that they do not have the skills to handle bullying [16]. The reasons that make teachers fail in dealing with bullying behavior are because teachers do not understand the overall meaning of bullying, do not have the confidence to respond to bullying behavior, and have a fear of making things worse for victims [17]. In addition, teachers do not get reports from students who know about bullying and feel afraid to be responsible in cases that involve violence [18].
The authorities do not have a firm attitude and viewpoint against bullying [2]. Besides that, too many students in one class can also trigger bullying among students [19].
Teacher commitment is a determining factor in reducing bullying cases [20].  [21]. This is in accordance with the results of the study that the intervention group experienced an increase in the number of well-informed respondents. This is reinforced by one of the factors that influence knowledge, namely mass media and information sources in IVCN the form of training and providing videos about bullying. The control group has a source of information through leaflets.
The non-parametric test results with Mann Whitney between the intervention and the control groups obtained knowledge with a value of ρ = 0.0001. It can be concluded that there are differences in knowledge between the intervention and the control groups. In other words, there is an effect of respect education training on increasing teacher knowledge and skills. Teachers who have good knowledge and skills as well as positive thoughts can be categorized as teachers who are truly professional according to [10]. professional teachers respect their students and others equally, trying to build communication with students, peers, parents' superiors and the surrounding community so that quality education is created. There are several approaches to preventing bullying such as policies, curricula, overcoming the problem of gaps, training motivation and monitoring and monitoring students outside the classroom [19]. Training for teachers on respect is given to increase the "sense of respect" which is reflected in every teacher's behavior both outside the classroom and inside the classroom. Teachers can train and accustom children's behavior to have a "sense of respect" towards friends and the environment so that they will become a generation capable of turning violence into peace. One of the reasons for the lack of handling done by teachers is the teacher's low knowledge of bullying behavior [2]. Teachers' knowledge of bullying has an impact on the frequency of teachers dealing with bullying. The more teachers understand and have skills, the more intensive the handling will be [12].

Conclusion
There was no significant difference in the risk of student bullying before and after respect education training for teachers in the intervention and control groups, but there was an effect of respect education training on increasing teacher knowledge and skill in dealing with bullying in schools.

Funding
This work was supported by the health polytechnic of the health ministry of the Bengkulu institution.