Integration of a Humanistic Approach and Aqidah Akhlak Values in Teacher–Parent Collaboration for Bullying Prevention in Islamic Elementary Schools

Abstract

This study aims to describe the roles of teachers and parents in bullying prevention, identify barriers to their collaboration, and analyze school-based efforts to address these challenges. The study employs a qualitative literature review using a conceptual case study approach. Data were drawn from scholarly journal articles, academic books, and research reports selected purposively based on their relevance to bullying prevention in elementary schools and Madrasah Ibtidaiyah. The data were analyzed using qualitative thematic analysis through the identification, categorization, and interpretation of themes, while the credibility of the findings was strengthened through source triangulation. The findings indicate that teachers serve as role models and mentors through a humanistic approach, whereas parents constitute the primary foundation for children’s character development. The main challenges include limited supervision of students’ behavior outside school, inappropriate parenting practices, students’ reluctance to report bullying incidents, and insufficient support from the broader school community. Prevention efforts can be strengthened through the establishment of anti-bullying teams, behavioral counseling, teacher–parent communication, and the internalization of Aqidah Akhlak values. The conceptual novelty of this study lies in integrating a humanistic approach with Aqidah Akhlak values within a teacher–parent collaboration framework. This integration offers a more holistic and context-sensitive strategy for bullying prevention in Madrasah Ibtidaiyah.