Salasika INDONESIAN JOURNAL OF GENDER.
WOMEN,
CHILD.
AND SOCIAL INCLUSION'S STUDIES
VOLUME 8.
NUMBER 1 Ae JUNE 2025 Table of Content Id.
Ego, and Superego in This Earth of Mankind Novel:
A psychoanalytic feminist content analysis Arif Nugroho.
Fitriya Dessi Wulandari.
Nety.
Dian Muhammad Rifai The Profession of Female Non-Judicial Mediators in Gender Mainstreaming in District Courts on The Island of Java Hayu Lusianawati.
Dessy Sunarsi The Struggles of Women Ad-Hoc Workers in General Elections amid Risks Oktafiani Catur Pratiwi.
Bowo Sugiarto The Role of Gender in Job Crafting and Perceptions of Meaningful Work among Employees of PT X in Jakarta Yohana Dian Anugrah.
Arianti Ina Restiani Hunga.
Sutarto Wijono Eradicating the Three Deadly Sins: Bullying, sexual violence, and intolerance in inclusive education in Banyumas Regency Aan Desta Riani.
Edy Suyanto.
Tyas Retno Wulan.
Tri Wuryaningsih.
Muhamad Riza Chamadi Editorial Team
CHIEF EDITORS
Arianti Ina Restiani Hunga.
Universitas Kristen Satya Wacana.
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Universitas Muhammadiyah Surakarta.
Indonesia (Scopus ID: 59003567500.
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BOARD OF EDITORS Claudia Derichs.
Humboldt Universityt zu Berlin.
Germany (Scopus ID: 14026487.
Ida Sabelis.
North-West University (NWU).
South Africa (Scopus ID: 6507181398.
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Siti Kusujiarti.
Warren Wilson College.
USA (Scopus ID: 56276925.
Ratna Saptari.
Leiden University.
The Netherlands (Scopus ID: 6504610.
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University of California.
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Universitas Airlangga.
Indonesia (Scopus ID: 57213142220.
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Willemijn de Jong.
University of Zurich.
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The University of Western Australia.
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Indonesia Stefanus Perangin-Angin.
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Eradicating the Three Deadly Sins: A (Riani.
Suyanto.
Wulan.
Wuryaningsih, & Chamad.
Eradicating the Three Deadly Sins:
Bullying, sexual violence, and intolerance in inclusive education in Banyumas Regency Aan Desta Riani1.
Edy Suyanto2.
Tyas Retno Wulan3.
Tri Wuryaningsih4.
Muhamad Riza Chamadi5
1,2,3,4
Magister Sociology.
Universitas Jenderal Soedirman.
Indonesia Faculty of Biology.
Universitas Jenderal Soedirman.
Indonesia Correspondence email: desta.
riani@mhs.
ABSTRACT
The challenges of inclusive education in Banyumas Regency, apart from the lack of special assistant teachers, the inclusive curriculum, and inadequate facilities are the three deadly sins of education: bullying, intolerance, and sexual violence.
This research aims to analyze how inclusive schools address the issue of these three sins of education.
This research employed qualitative methods through a case study at SDN (State Elementary Schoo.
5 Arcawinangun and SD (Elementary Schoo.
Terpadu Putera Harapan Purwokerto.
Data collection was done through interviews, observations, and FGDs.
The results showed that bullying cases were the most dominating cases in education, followed by intolerance and sexual violence.
Bullying cases were also experienced by children with special needs.
The school has made various efforts to overcome this problem, including anti-bullying socialization for students both in the classroom, such as through songs that are easily understood by children, and outside the classroom, such as during the flag ceremony.
In addition, the school is responsible for providing an understanding to all school members about the existence of children with special needs to provide appropriate and non-discriminatory educational KEYWORDS: bullying, intolerance, sexual violence, inclusive education, children with special needs INTRODUCTION Three deadly sins in education, intolerance, are major challenges in Indonesian The Indonesian government, through the Regulation of Permendikbudristek .
he Minister of Education.
Culture.
Research, and Technolog.
No.
46 of 2023, explains the prevention and Permendikbudristek No.
46 of 2023 explains the three deadly sins as Bullying is the abuse of power or authority by a person or group SALASIKA: Indonesian Journal of Gender.
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Sexual violence is any behavior that causes someone to feel and/or attacked by their body and Intolerance is an act of violence in the form of distinction, exclusion, restriction, or selection based on ethnicity, religion, belief, race, skin color, age, socioeconomic and/or mental, sensory, and/or physical The education pose significant challenges that can impede the establishment of an inclusive environment.
Based on data from KPAI .
he Indonesian Child Protection Commissio.
, 861 cases of violence against children occurred within educational units, with 487 children sexual violence and/or psychological violence cases, 87 bullying cases, 27 fulfillment of educational facility cases, and 24 policy cases.
The ideal of inclusive education, which seeks to provide a safe children, has not yet been achieved.
Children with special needs deserve a proper education like other Recognition existence of children with special The paradigm shift incorporation of students with education system is a step forward.
Inclusive education seeks to realize access to education for all without The practice of inclusive education has been included in the SDGs program, which is for all children without exception to fulfill their social and educational rights.
The emphasizes that universal access and equal quality of education should be provided to all children regardless of their background or special needs (UNICEF Fact Sheet: Children with Disabilities, 2.
Education is the right of every person, as stated in the 1945 Constitution Article 28H paragraph 2 that everyone has the right to facilities and special treatment to obtain the same opportunities and benefits to achieve equality and To fulfill this mandate, the government issued an inclusive education policy for students with special needs in Law No.
20 of 2003 concerning the National Education System.
In 2023, the government issued the Minister of Education and Culture Regulation No.
48 of 2023 on Reasonable Accommodation for Learners with Disabilities in Early Childhood Education.
Elementary School Education.
Junior High School, and Senior High School.
This regulation opens up more opportunities for children with special needs to get an education more easily and join normal children in regular schools.
Indonesia's inclusive education policy is far from ideal.
Inclusive education aims to realize education that respects diversity and is nondiscriminatory for all learners.
The disabilities in an inclusive, safe, and comfortable environment is often not in line.
Komariyah et al.
point out that teachers lack the ability to handle children with Similar findings from Nugraheni et al.
suggest that teachers in inclusive schools have Eradicating the Three Deadly Sins: A (Riani.
Suyanto.
Wulan.
Wuryaningsih, & Chamad.
low knowledge and understanding of friendly learning for children with Teachers' knowledge about a learning-friendly school environment for children with disabilities is one of the factors implementation of inclusive schools.
Similarly.
Wardah .
states that education teachers about children program services is insufficient.
Maghfiroh et al.
state that schools, communities, and teachers do not fully understand and know how to handle children with Nurhadiyati Timansah .
further explain that the school's motivation to accept children with disabilities is for humanitarian reasons, while the school does not have adequate facilities and the teachers do not have enough understanding of how to handle children with disabilities.
Fulfilling the needs of children with disabilities does not start with the child's adjustments to the education system, methods, and environment, but rather what should happen.
It is not the child who adjusts to the curriculum, but the curriculum that is adjusted to the needs of the child (Ilham et al.
, 2.
Bullying problems are also found in inclusive schools.
It shows that inclusive schools have not been able to accept the differences of the diverse students (Damayanto et al.
Students with special needs tend to be more involved in bullying cases, both as perpetrators and victims, compared to students who do not have disabilities.
Children bullying, with a prevalence of 24.
in primary schools.
Students with disabilities often face challenges in social and communication skills that can lead to peer rejection and problems (Earnshaw et al.
, 2.
These issues must be addressed to achieve truly inclusive education.
Banyumas Regency is one of the regencies that has provided inclusive Banyumas Regent Regulation Number 31 of 2016 concerning The education in Banyumas, in reality.
According Faozanudin Sulistian .
, there are problems with limited human resources, especially special assistant teachers, and a curriculum that requires innovation and modification.
The survey results of the Unsoed 2024 Research Team involving 400 teachers in Banyumas Regency from 28 June to 07 July 2024 indicate that inclusive schools in Banyumas Regency implementing inclusive education in terms of the lack of learning infrastructure, the need for different teaching strategies for children with disabilities, inequality of attention for regular students and students with disabilities, the lack of special assistant teachers, teachersAo difficulty in understanding the needs of absence of an inclusive curriculum from the government, and no training for teachers to understand disabilities and bullied students.
The implementation of inclusive education in Banyumas Regency also faces the three deadly sins of Bullying, both verbally and socially, of students with special SALASIKA: Indonesian Journal of Gender.
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Bullying cases dominate problems in schools at 87%, indicating the need for serious attention and more effective preventive measures.
Cases of intolerance and sexual violence have smaller percentages .
% and .
but still require special attention from schools and parents to create an inclusive environment.
Inclusive education can be one of the places where bullying occurs.
highlight is the presence of students with and without special needs.
Children with special needs have physical and social limitations considered abnormal by the general Children with special needs in schools are more vulnerable to power imbalances, which can be a factor in bullying.
They are more likely to be victims of bullying in general, including physical, verbal, cyberbullying (Falla et al.
, 2.
unpleasant, unfair, and unfriendly school climate is a factor in increasing the likelihood of bullying.
In addition, negative perceptions of school, such as lack of closeness, negative experiences with teachers contribute to bullying (Earnshaw et , 2.
Some inclusive education practices include SDN 5 Arcawinangun and SD Terpadu Putra Harapan Purwokerto.
In its implementation, the schools face various challenges, including the three deadly sins of education described in Table 1.
Table 1.
SD Putra Harapan Source: Results of processed research data.
Table 1 shows that bullying is the most significant case .
%), followed by intolerance .
%).
no cases of sexual violence were found at Putra Harapan Elementary School.
Table 2.
SDN 5 Arcawinangun Source: Results of processed research data.
According to Table 2.
SDN 5 Arcawinangun similar to SD Putra HarapanAos.
Bullying cases .
%) dominated and followed by intolerance .
%), no cases of sexual violence were found.
The data in the table confirms that the problem of bullying and intolerance is still a serious challenge in inclusive education in the Banyumas Regency.
The number of bullying cases indicates that verbal, physical, and social violence is rampant in the school environment, including the inclusive school environment.
The ideals of inclusive education to provide a safe and comfortable environment for all children have not been achieved due to these cases.
Therefore, it is necessary to analyze how schools services handle and prevent the three deadly sins of education.
The research aims to analyze the practices of schools in Banyumas Regency that provide inclusive education services in responding to the three deadly sins of education Eradicating the Three Deadly Sins: A (Riani.
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Wulan.
Wuryaningsih, & Chamad.
from various parties.
This research child-friendly education in Banyumas Regency.
METHODS
This research uses a qualitative case study approach to analyze the inclusive education services in Banyumas Regency in addressing the three deadly sins of education.
case study is research in which the researcher explores a particular phenomenon .
at a particular time and in an activity .
rogram, process, institution, or social grou.
and collects detailed and in-depth information using various data collection procedures over a period of time.
This research was conducted at SDN 5 Arcawinangun and SD Terpadu Putra Harapan from July to August 2024.
Data were collected using observation techniques, focus group discussion documentation, and in-depth interviews.
At the initial stage, the researcher made direct observations at the research Observations were made to observe the social situation in the school environment, activities in the learning process, and interactions between school members.
Then.
FGDs were conducted with teachers.
the first was conducted with teachers of SD Terpadu Putra Harapan, and the second was conducted with the teachers of SDN 5 Arcawinangun.
FGDs were conducted to find out the teachers' understanding of the three deadly sins of education.
in-depth interviews were conducted with the principal and inclusion coordinator at the school.
In-depth interviews were conducted to obtain more complete data from informants sampling techniques.
Meanwhile, primary data sources came from class teachers and special assistance Data conducted interactively by analyzing data in three steps: data reduction, data presentation .
ata displa.
, and conclusion drawing or verification (Miles et al.
, 2.
RESULTS AND DISCUSSION
Results The Banyumas Regency support for the implementation of Banyumas Regent Regulation No.
31/2016 on Inclusive Education.
Sekolah Dasar Negeri (SDN) 5 Arcawinangun education sector based on the establishment decree dated August 5, 2005.
No.
05/Kel/Vi/2005.
2008/2009, this school received 7 students with special needs.
Then, in the 2009/2010 academic year, the number of students with special needs increased to 33.
Due to the increasing number of students with special needs, in 2011, the school offered inclusive education services based on the Decree on Inclusive Education Services No.
421/149/2011.
In the 2024/2025 academic year, there were 56 students out of a total of 92 students.
SD Putra Harapan Integrated is one of the formal educational institutions under the auspices of the Al Mu'thie Islamic Foundation.
This elementary school was previously Ulumul Qur'an TPA (Al-Quryn Education Centr.
, established in SALASIKA: Indonesian Journal of Gender.
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The Santri guardian proposed to establish an elementary school.
2002, a proposal was made to establish an elementary school in collaboration with the Al'Muthie Islamic Foundation.
In 2006, the Head of the National Education Office issued a Decree on the Permit to Establish and Organize an Integrated Elementary School.
AuPutra Harapan,Ay in Bantarsoka.
West Purwokerto District.
In the 2024/2025 academic year.
SD Putra Harapan educated 20 students with special needs.
The teachers in Banyumas Regency to map data on problems in organizing inclusive education.
Then, the research location was determined to conducting focus group discussions.
The aim was to get teachers' understanding of the three deadly sins of education and inclusive The findings are as Teachers' understanding of the three deadly sins of education Teachers' understanding of the three deadly sins in education can reflect the effectiveness and positive impact of inclusive education.
Through focus group discussions with primary school teachers, an understanding of the three deadly sins of education was revealed.
All teacher informants who participated in the FGDs mentioned that the three deadly sins of education were sexual violence, intolerance, and .
Understanding of Bullying Most teachers understood the physical, and social.
Based on the FGDs, some teachers identified forms of verbal bullying that often occur at school, such as taunting with the names of students' parents.
Regarding this.
Melawati.
AuVerbal bullying, for example, mocking by calling the father's name of the " The principal of Putra Harapan physical bullying, which involved insults related to skin color or Principal Yayuk stated.
AuPhysical bullying, skin color, for example.
AoblackAo, body posture.
AofatAo.
Other forms of teasing also Taunting students with speech impairment.
AuThat's I don't want to be with the Ay.
Another mentioned her experience when teaching in an inclusive class, where students with ADHD often threw objects such as brooms, pencil cases, or erasers at other Different forms of physical bullying, such as kicking students who are very active and difficult to condition, were also added by one of the teachers.
Social discrimination was also for example, regular students did not want to sit on chairs that had been used by children with disabilities and did not want to hold objects such as Eradicating the Three Deadly Sins: A (Riani.
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Understanding of Sexual Violence Teachers' understanding of sexual violence was quite diverse.
Some teachers understood the concept of sexual violence quite well, while others tended to consider it a rare issue.
This understanding is evidenced by the fact that they could mention violence, such as forcibly holding, kissing, hugging, and raping.
The understanding of the issue of sexual violence can be seen from informants, such as when a teacher at Putra Harapan said that sexual violence included actions such as harassment, forcibly touching, and forcibly opening students' hoods.
The teacher at SDN Arcawinangun mentioned forms of sexual This shows that although there is awareness about sexual violence, the views on how often the issue of sexual violence occurs in schools still vary among .
Understanding of Intolerance Some teachers had difficulty intolerance in schools.
The intolerance cases, but during FGDs, teachers responded to Teachers' understanding of intolerance is generally limited, such as not different religions, ethnicities, and others.
Meanwhile, in the school, most students come from the same tribe and the same The homogeneous racial-ethnic social environment makes it difficult for teachers to identify forms of intolerance that possibly occur in schools.
shows that teachers are not fully aware of the intolerance that can also occur in groups with a lot in The answers from informants indicate that there are still cases of the three deadly sins in education, and the school has responded to overcome these anti-bullying material about the three deadly sins of education during flag ceremonies or the learning The inclusive education that has been running for a long time has including problems in addressing the three deadly sins in education.
coordinator of Putra Harapan, cases such as bullying must exist in every it's just that Putra Harapan tries to be responsive in resolving cases and making them lessons for children and teachers.
Inclusive education services that seek to provide a sense of security and freedom from discrimination have not been fully implemented.
Based on the data obtained in the research, there were cases of three major sins in education in inclusive schools in the Banyumas Regency.
SALASIKA: Indonesian Journal of Gender.
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Child, & Social Inclusion's Studies Vol.
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June 2025 Table 3.
Three Deadly Sins at School Source: Results of processed research data, 2024 Table 3 reveals that bullying is the most prevalent problem in the two inclusive schools.
SD Terpadu Putra Harapan .
%) and SDN 5 Arcawinangun .
%).
The data shows that although both schools are committed to providing inclusive education services, there are still challenges in building a safe environment free from acts of violence such as bullying.
addition to the issue of bullying, the issue of intolerance was also found, although the numbers were lower.
both schools, no cases of sexual violence were found, which may supervision of the issue of sexual Bullying has become a crucial issue in education and has been in the spotlight of all parties.
Bullying is unpleasant behavior, either verbally, physically, or socially, in the real or virtual world that makes someone depressed by individuals or groups.
Bullying that occurs in inclusive education in Banyumas Regency can be classified as follows.
Table 4.
Types of Bullying Source: Results of processed research data, 2024 The table shows that the forms of bullying are usually verbal, physical, and social.
Bullying in verbal forms, such as mocking friends, calling friends by their parentAos names, or with certain designations, such as Eradicating the Three Deadly Sins: A (Riani.
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using the names of things to describe body shape.
Examples of taunts that are thrown based on physical conditions such as being black, fat, or deaf.
As stated by one of the teachers, a child got the nickname AubasinAy.
Physical bullying is in the form of throwing things, damaging the work of children with special needs, and touching them by force.
Children throwing things at other people.
whatever objects they hold will be Social bullying found that regular children do not want to play with children with special needs, do not want to hold items belonging to children with special needs, and do not want to sit with children with special needs.
Teachers' understanding of inclusive education Inclusive education is understood as a school that provides educational services to students with special students, as stated by the principal of SD Putra Harapan.
SD Terpadu Putra Harapan Purwokerto implements inclusive We are under the auspices of the Abdul Mutie Islamic Foundation.
There are four levels of education, from preschool to high school, all of which are schools that provide services to children with special needs from the beginning.
understand that education for anyone is the right of the child.
Islam teaches that every Muslim is obliged to study (Yayuk, 2.
The conveyed by the head of SDN 5 Arcawinangun.
AuOur education is that all children are obliged and educationAy (Agustina.
SDN 5 Arcawinangun and SD Putra Harapan have implemented good practices in inclusive education non-discriminatory education for all students.
The good practices that have been carried out are designed starting from the stages of admitting new students, the initial assessment process, the learning process, and the end of learning.
Regarding this, the following was conveyed by the principal of SD Putra Harapan.
For good practice at SD Putra Harapan Purwokerto, when we first accept students, we have emphasized to all, starting from the teachers first, that we realize that every child has the right to education and we are the ones who are chosen to provide services to them because not all of us are ready to welcome and provide services to students with special needs, so when the Foundation determines that our school is a service school for special education, new teachers, who join SD Putra Harapan have understood that the school is an inclusive school that is ready to serve all students in their respective conditions.
Then, in the initial meeting with student inclusive education practices in our school.
we hope they know the schoolAos vision and activities.
Therefore, we carry out initial assessments and observations before the learning period in the The observation includes literacy, communication (Yayuk, 2.
Good practices are also carried out at SDN 5 Arcawinangun SALASIKA: Indonesian Journal of Gender.
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Mrs.
Agustina .
Regarding Alhamdulillah, every class has inclusion children.
out of 92 students this year, 50% are children with special needs, and there are accompanying teachers for each of them, except for grade 3 and 2 because they were transferred by the education accompanying teachers.
From the outset of their registrations, we have adhered to the hospital's letter for children with special Based Banyumas Hospital, we seek to guide the children to explore their potential, especially through because without the letter we will not know what the initial condition of the children is so improvements in the future and we can explore their potential.
There is also special learning for children with special needs, so after the learning hours, one hour before the end, they have a special schedule in the self-help room with various activities such as training fine and gross motor skills.
By making every effort to establish an inclusive environment free from the three deadly sins of education, the good practices of inclusive education have been However, there were difficulties with its implementation as well.
The principals of SDN 5 Arcawinangun Putra Harapan difficulties the school is facing.
Indeed, communityAinearest usAi assumes that students should be sent here.
It appears that they do not even want to send students here because they believe they are wealthy in SLB .
chool for Students with special need.
this is an outside student, we also have the infrastructure and facilities issue, which we need to address more for kids with special needs.
Another challenge is the facilities and infrastructure.
For the self-help room, the tools are from the parents.
we work with them, so they support us by providing the carpet, mattresses, and so on (Agustina, 2.
The challenge is because what comes in is diverse, the conditions are diverse, then the readiness of the parents with our program because there are also parents who want the program to be the same as regular students, but the conditions are not yet possible, so we have to provide an understanding of how our steps at the beginning are that special need students still need intensive extra learning, gradual socialization in the classroom, and learning activities with the regular students.
Similarly, the challenge in academics is because parents, when a child has a positive change, hope it will quickly go up like that.
However, with children with certain conditions, if there is good progress in one week, we have to repeat it one or two days after school.
The parents want it to increase continuously like that, but after a long holiday, the teacher has to repeat the therapy or knowledge (Yayuk, 2.
Teachers' understanding of children with special needs Eradicating the Three Deadly Sins: A (Riani.
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Teachers' children with special needs varies.
this is shown by how each teacher views children with special needs.
Here are some of the teachers' understandings of children with special needs:
Children with special needsAi yes, they are special children.
parents who get the children are also special, so those of us who are around them must be able to, especially as teachers at school, we must be able to implement the best service for them.
really need to be embraced (Yayuk, 2.
Meanwhile.
Agustina explained.
AuFor me, these children are a source of happiness, so the teachers here have really accepted them that they are special children that we must guideAy.
The two schools have their own designation for children with special needs, calling them 'great kids'.
The schools show that children with special needs also deserve the same education as other children.
Various types of special needs exist in the school, which have been assessed at the beginning so that teachers know the type of special needs and the determining the student's learning However, there are also challenges in understanding children who have diverse characteristics and As is done by SD Putra Harapan, understanding that every child has the right to education, including a child with special needs, and teachers must be ready to provide services to them.
Not only teachers but schools also understand the vision and mission of inclusive It is also crucial to nurture studentsAo understanding that there are special friends or great children who need to be helped and loved in learning activities.
An example of its implementation is that at the orientation.
Putra Harapan school has socialized children with special needs by combining them into regular classes.
they meet other friends and play together.
It is hoped that with this understanding, all school members can implement inclusive education services well and form a safe environment for all DISCUSSION Inclusive education is a system that provides opportunities for all students with special needs and the potential for intelligence and/or special talents to attend education or environment with regular students.
Inclusive education aims to realize the implementation of education that respects diversity and is not Inclusive education is a form of resistance to the discriminatory attitude of school institutions that refuse children with disabilities to receive education, which provides the widest possible differences (Mahmud et al.
, 2.
The inclusive education practices implemented strive to provide the best services for children with special needs.
The inclusive school has organized educational services designed in such a way from student enrollment to the academic and The implementation still experiences various challenges, including limited SALASIKA: Indonesian Journal of Gender.
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Child, & Social Inclusion's Studies Vol.
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The disabilities with various abilities requires special treatment that is not necessarily equalized with regular students (Faozanudin & Sulistian.
Research management strategies in inclusive primary schools by Wiarsih and Aziez .
shows that teachers are still not maximizing their duties in inclusive classes, with constraints on materials, and knowledge of special Based on the findings, teachers have a fairly good understanding of the three deadly sins of education.
Teachers bullying and sexual violence but still lack understanding of forms of Other elements in the school environment must also understand the three deadly sins of Schools are responsible for providing an understanding to all community members and parents about inclusive school services.
Schools providing an understanding of the existence of students with special needs in schools who need to be cared for and guided without The three deadly sins that occur in inclusive schools are a crucial issue that needs to be addressed to create an inclusive The problem of bullying is still widely found in the educational environment.
Bullying in schools is a problem that gets the world's attention.
this impacts the school climate and the right of students to learn safely without fear (Baginsky et al.
, 2.
UNICEF data (UNICEF Fact Sheet: Children with Disabilities, 2.
shows that nearly one-third of learners with disabilities attending school have experienced bullying, discrimination, or being ignored by peers because of their special needs.
The school has tried to deal with bullying cases in various ways.
bullying prevention is carried out by educating students about antibullying during the flag ceremony and during learning.
Providing socialization to children with special needs in inclusive schools is done in a way that is easy to understand, for example, by singing songs that bullying, offering attention and understanding to students about the conditions of different friends, or providing education to the bully and involving parents to overcome the The efforts of inclusive schools in dealing with the three deadly sins of education can be categorized as follows.
Anti-bullying socialization and prevention of sexual violence Anti-bullying socialization is an initial effort that is often carried out understanding of the dangers of Each institution has its own way of providing socialization to students, including students with special The socialization is generally ceremony and learning process.
SDN Arcawinangun 5 uses the Stop Bullying song to socialize antibullying among students with special Eradicating the Three Deadly Sins: A (Riani.
Suyanto.
Wulan.
Wuryaningsih, & Chamad.
The Stop Bullying song tells students to love each other and not be mean to friends.
Through songs, students will remember the message not to bully.
There were no cases of sexual violence in these two schools, but efforts need to be made to prevent this from happening in the future.
Socialization of sexual violence prevention to children is also carried out by singing a song on sexual violence prevention entitled Ku Jaga Diriku (I protect mysel.
The song aims to instill important values in children, including self-awareness, courage, and violence prevention This children to protect themselves from (Mustaqimah & Fajryani Usman.
It introduces children to the importance of recognizing and avoiding inappropriate touching or acts of violence and how to report them to a trusted adult.
Socialization with the school community is one of the efforts to provide an understanding of the dangers of bullying and sexual What the school does is the same as the findings of Chisala et al.
, showing that the strategy to prevent bullying is a recognition This recognition strategy is understand the signs of bullying at school, the characteristics of being a victim, and the stereotypes of This strategy can help teachers and students recognize and identify bullying early.
Understanding the existence of great children Inclusive diverse student characteristics that represent a strong attitude of From the beginning, students have been given an understanding of the importance of accepting the conditions of their friends, both regular students and students with special needs, and vice Teachers have an obligation to provide attention and understanding to students about the different conditions of friends, explaining that all friends must be loved and helped.
For example, at SD Putra Harapan, since the beginning of the school, the students have understood that there are friends who must be loved both in class and during playtime.
Similarly, at SDN 5 Arcawinangun, since grade 1, students have been taught tolerance, which providies an understanding of not being violent to their friends.
These efforts will create a positive school climate.
Mysyk 's .
research shows that schools with a positive climate can reduce bullying rates to a lower level because students feel safer and more connected to their community.
Positive students and students, students and teachers, and school community members gradually contribute to a sense of belonging and trust that makes them feel safe.
Religious approach School efforts in addressing bullying and other forms of violence are also carried out through a religious approach.
At SD Putra Harapan Purwokerto, since grade 1, religious understanding has been instilled through hadiths, explaining that children should not be easily angry and should not hurt friends.
Understanding the hadith, according to the inclusion coordinator, shows SALASIKA: Indonesian Journal of Gender.
Women.
Child, & Social Inclusion's Studies Vol.
8 No.
June 2025 positive things.
According to the application in school life, children can apply it well.
For example, when there is a child lacking in motor skills, there will be one of the children who helps the child, for example, helping put on shoes or helping the teacher in conditioning children who sometimes like to run around and leave the class.
It forms children's empathy in a fairly good school environment.
The religious approach is also socialization, which is carried out by SD Putra Harapan by providing space for students to tell what happens in the school environment, and discussions are carried out after activities for girls every Friday.
Women's activities are one of the programs carried out by Putra Harapan anti-bullying socialization, explaining how to behave with friends and how to keep their words and actions.
The focus of the women's program also teaches about reproductive health education.
The aim is to explain to children, especially girls, how to take care of themselves to recognize changes , such as menstruation.
According to Tjahjono et al.
, reproductive reducing bullying behavior towards Reproductive knowledge about the functions of reproductive organs by planting moral ethics and religious teachings so that there is no abuse of these reproductive functions.
Resolving problems directly at school Students have the freedom to report events that happen to them.
Students can report to the teacher if there is bullying or incidents that make them uncomfortable.
The school tries to solve the problems directly at school.
Schools that complaints from students will be conditions that occur to students so that it does not become a deadly and protracted problem or repeated actions to other students.
The practice of preventing the three deadly sins at schools shows that the schools use a response and reporting According to Chisala et al.
, the response strategy is carried out by giving children the freedom to report what they experience, followed up by holding a meeting to resolve the problems that occur so that it does not drag on.
Cooperation with parents in the prevention of the three deadly sins of The role of parents in bullying Involving parents in providing role models with positive and nonviolent behavior and monitoring children's behavior at home and the surrounding environment.
Support from parents to children will reduce the likelihood of bullying among children (Earnshaw et al.
, 2.
Parental involvement in bullying prevention can be done by instilling religious values and teaching love between people, giving educational warnings if children do wrong, and teaching ethics to others to foster an attitude of care and respect (Ilham et , 2.
Eradicating the Three Deadly Sins: A (Riani.
Suyanto.
Wulan.
Wuryaningsih, & Chamad.
CONCLUSION The phenomenon of the three deadly sins of education in inclusive schools is still a challenge education The indicates that bullying dominated the cases of the three deadly sins in the research locations.
The inclusive schools have tried to provide the best inclusion services to create a School overcome the occurrence of the three deadly sins of education, such anti-bullying prevention of sexual violence, and collaboration with parents, have been carried out.
The finding shows that in both schools, there is no team
of teachers assigned as a bullying prevention team, so it is necessary to form administrators and members of the Violence Prevention and Handling Team (TPPK) consisting of teachers, parents, and community The formation of TPPK is expected to synergize the school
community to create an educational environment that is inclusive and free from the three deadly sins of REFERENCES