Implementation of mental health-based Pancasila Education learning model for bullying prevention

Abstract

The implementation of Pancasila Education in schools has largely focused on theoretical instruction, with limited integration of mental health perspectives. As a result, teachers often have insufficient understanding of mental health concepts, while students experience various mental health challenges. This study aims to describe and develop an effective mental health–based model for implementing Pancasila Education to prevent bullying. Using an exploratory qualitative approach with a multiple-case study design, the research was conducted in six senior and vocational high schools in Yogyakarta. Data were collected through interviews, observations, and document analysis and were validated through triangulation of methods and data sources. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that the implementation model comprises four key stages: establishing learning identity, identifying learning problems, formulating learning objectives, and implementing learning activities. Teachers function as facilitators who create safe and supportive learning environments, while students actively develop social and emotional awareness. This model positions schools as inclusive learning ecosystems that support character development and bullying prevention.

Abstrak

Implementasi Pendidikan Pancasila di sekolah masih cenderung menekankan penyampaian materi teoretis, dengan integrasi perspektif kesehatan mental yang relatif terbatas. Kondisi ini berdampak pada kurang optimalnya pemahaman guru terhadap konsep kesehatan mental, sementara murid menghadapi berbagai permasalahan psikologis. Penelitian ini bertujuan untuk mendeskripsikan dan mengembangkan model implementasi Pendidikan Pancasila berbasis kesehatan mental yang efektif dalam pencegahan perundungan. Penelitian menggunakan pendekatan kualitatif eksploratif dengan desain studi kasus jamak yang dilaksanakan di enam sekolah. Data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen, serta divalidasi melalui triangulasi metode dan sumber. Analisis data dilakukan menggunakan model analisis kualitatif interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa model implementasi terdiri atas empat tahapan utama, yaitu pembentukan identitas pembelajaran, identifikasi permasalahan pembelajaran, perumusan tujuan pembelajaran, dan pelaksanaan kegiatan pembelajaran. Guru berperan sebagai fasilitator yang menciptakan lingkungan belajar yang aman dan suportif, sementara murid terlibat aktif dalam penguatan kesadaran sosial dan emosional, sehingga sekolah berfungsi sebagai ekosistem pembelajaran yang inklusif dalam pencegahan perundungan.

Kata Kunci: kesehatan mental; model pembelajaran; pencegahan perundungan; Pendidikan Pancasila