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Abstract

This study analyzed the motivation, consequences, and solutions to bullying behavior from the perpetrator's perspective among elementary school students, applying frustration-agression theory. A qualitative transcendental phenomenological approach was employed to explore the lived experiences of bullying perpetrators among elementary school students volving 10 participants aged 11–12 years in Banjarmasin and Banjarbaru. In-depth interviews served as the primary source of data, while the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) was administered after the interviews as supplementary descriptive data to provide an indication of participants’ frustration levels. A Focus Group Discussion (FGD) with educational and child-protection professionals was conducted to enrich the findings through contextual and professional perspectives. Interview data were analyzed thematically to identify patterns and meanings emerging from participants’ experiences, while the frustration aggression theory was used as an interpretive perspective to contextualize the findings. Then analyzed using Nvivo-assisted thematic techniques. Results indicate that bullying is motivated by internal factors (venting anger, desire for recognition, and lack of freedom) and external factors (teacher injustice and abusive parenting). Perpetrators experience psychological consequences such as false satisfaction, emotional pressure, and loss of empathy, as well as social consequences like damaged relationships and negative peer labeling. Suggested solutions include enhancing self-awareness, emotional regulation, using adaptive coping mechanisms (playing/resting), and strengthening social support from parents and an empathetic school environment. These findings suggest that bullying may be understood as a manifestation of social frustration within an unsupportive relational environment and provide further contextual understanding of frustration–aggression dynamics in the primary education context.

Bahasa Abstract

Penelitian ini menganalisis motivasi, konsekuensi, dan solusi perilaku perundungan dari perspektif pelaku pada siswa sekolah dasar menggunakan teori frustrasi-agresi. Pendekatan fenomenologi transendental kualitatif digunakan untuk mengeksplorasi pengalaman pelaku perundungan di kalangan siswa sekolah dasar yang melibatkan 10 partisipan berusia 11–12 tahun di Banjarmasin dan Banjarbaru. Wawancara mendalam berfungsi sebagai sumber data utama, sedangkan Skala Kepuasan dan Frustrasi Kebutuhan Psikologis Dasar (BPNSFS) diberikan setelah wawancara sebagai data deskriptif tambahan untuk memberikan indikasi tingkat frustrasi partisipan. Diskusi Kelompok Fokus (FGD) dengan para profesional pendidikan dan perlindungan anak dilakukan untuk memperkaya temuan melalui perspektif kontekstual dan profesional. Data wawancara dianalisis secara tematik berbantuan NVivo untuk mengidentifikasi pola dan makna yang muncul dari pengalaman partisipan, sementara teori agresi frustrasi digunakan sebagai perspektif interpretatif untuk mengkontekstualisasikan temuan. Hasil menunjukkan perilaku perundungan didorong oleh faktor internal (pelampiasan kesal, keinginan diakui, dan ketidakbebasan) dan faktor eksternal (ketidakadilan guru dan pola asuh abusif). Pelaku mengalami konsekuensi psikologis berupa kepuasan semu, tekanan emosional, dan erosi empati, serta konsekuensi sosial berupa kerusakan relasi dan pelabelan negatif. Solusi yang disarankan meliputi peningkatan kesadaran diri, regulasi emosi, penggunaan coping adaptif (bermain/istirahat), serta penguatan dukungan sosial dari orang tua dan lingkungan sekolah yang empatik. Temuan ini menunjukkan bahwa perundungan dapat dipahami sebagai manifestasi frustrasi sosial dalam lingkungan relasional yang tidak mendukung dan memberikan pemahaman kontekstual lebih lanjut tentang dinamika frustrasi-agresi dalam konteks pendidikan dasar.

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Ethical Clearance Declaration

Riset ini memperoleh persetujuan etik (Nomor 189/EC/KEPK-DPDPPNI/VII/2025 oleh Komite Etik Penelitian Kesehatan DPD PPNI Kota Banjarbaru)

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