Penguatan Literasi Sosio-Emosional Siswa SMK melalui Implementasi Program Roots untuk Mencegah Cyberbullying
DOI:
https://doi.org/10.23917/buletinkkndik.v7i2.12073Keywords:
cyberbullying, karakter siswa, literasi digital, pembelajaran sosio-emosional, program ROOTSAbstract
Cyberbullying merupakan salah satu permasalahan serius dalam ekosistem pendidikan modern yang berdampak pada kesehatan mental, interaksi sosial, dan iklim belajar siswa, khususnya di kalangan remaja pengguna aktif media sosial. Permasalahan ini menjadi semakin kompleks di lingkungan sekolah kawasan lahan basah, di mana peningkatan penggunaan teknologi digital belum sepenuhnya diimbangi dengan literasi digital dan penguatan karakter sosial-emosional siswa. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman, empati, serta keterampilan sosial siswa SMK Negeri 2 Pelaihari dalam mencegah dan menghadapi cyberbullying melalui penerapan Program Roots berbasis partisipatif. Metode pelaksanaan meliputi pendidikan masyarakat melalui sosialisasi dan penyuluhan, pelatihan penguatan karakter dan komunikasi asertif berbasis Program Roots, produksi konten kampanye digital anti-cyberbullying oleh siswa agen perubahan, serta pendampingan dan advokasi berkelanjutan bersama pihak sekolah. Evaluasi kegiatan dilakukan menggunakan instrumen pre-test dan post-test sebagai alat refleksi untuk mengukur peningkatan pemahaman siswa, didukung oleh observasi dan dokumentasi kegiatan. Hasil pengabdian menunjukkan adanya peningkatan pada seluruh indikator, baik aspek kognitif, afektif, maupun keterampilan sosial, dengan peningkatan paling signifikan pada empati terhadap korban dan strategi menghadapi perundungan digital. Selain itu, terjadi perubahan perilaku sosial yang positif, meningkatnya kepercayaan diri siswa sebagai agen perubahan, serta terbentuknya budaya sekolah yang lebih suportif dan responsif terhadap isu cyberbullying. Kegiatan ini menunjukkan bahwa Program Roots efektif sebagai model intervensi preventif berbasis pengabdian kepada masyarakat dan layak direplikasi di sekolah lain dengan pendekatan kontekstual dan kolaboratif.
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