TUGASAN KPS6014:

TEORI SOSIOLOGI DAN AMALAN

PENDIDIKAN
Peningkatan buli dalam kalangan pelajar sekolah
Increasing Bullying among school students
Nama Ahli kumpulan: Aziah Binti Pahramli M20172001752
Ling Tieng Ing M20172001363
Ng Wei Wei M20172001365
Nama Pensyarah : Prof. Dr. Amir Hasan Dawi
 Bullying case at school
Statistik Kementerian Pendidikan Malaysia : kes buli di sekolah
Tahun Jumlah Kes
2012 4159
2013 4120
2014 2825
2015 3011
2016 3488
(Astro Awani, 20 Oktober 2016)
(Dipetik dari http://www.astroawani.com/berita-malaysia/kpm-akan-pastikan-kes-
buli-tidak-berulang-walaupun-peratusan-menurun-119955
 Bullying culture issue among school students
• According to the Dictionary of the Fourth Edition of the House, bully is
defined as acting for people, the weakness of a weak person, with the
intention of blaming, injuring, or scaring the person
• Bullying behavior is an aggressive behavior that is performed repeatedly
against others individually or in groups (Olweus, 1993).
• Researchers also found that bully had a low psychosocial level (Demaray
and Malecki, 2003). Bullying is usually more aggressive, having a
stronger and larger body than the victim. Bullying treatment among male
students is more common than female students (Olweus, 1993).
• According to our previous Minister of Education, Datuk Seri Mahdzir
Khalid (2016), the seriousness of the bullying of students is increasing
and this is why they want to take appropriate action against the students.
 The Impact of Learning And Schooling
• Wolpert (2010) in his article discussing the relevance and relationship
between academic achievement and bullying.
• This study was conducted by researchers from the University of
California, Los Angeles, Graham and Juvonen (2001).
• This study was conducted in 11 schools around Los Angeles and involved
2, 300 students in elementary school.
• All involved students are asked to state the frequency and extent of their
being bullied as well as the types of bullying they have or have ever
experienced.
• From fieldwork, it is clear that those who are often bullied do not achieve
excellence in education if compared with their peers.
 Sociological Theory of Functionalism

• Functions play an important role in maintaining and maintaining a

social structure (Yorburg, 1982, p.156). Function is fundamental to
social structure and social structure also creates some basic
function in social life system (Fatimah Daud, 1992, p.20). For
example, the structure of an educational institution is formed from
the combination of several individuals connected through education
and social interaction.
 Sociological Theory of Functionalism
• Theory of functionalism presents a term known as dysfunction in
the theory of functionalism (Rohana Yusuf, 2010, p.17). This
dysfunction is an unsuitable socialization process adapted to the
social structure. However, it also plays certain functions in order to
continue the process of socialization in the other direction. For
example, poverty is referred to as dysfunction. Nevertheless, the
element of poverty can make the people strive to restore their
economic position (Merton Robert, 1968, p.104). For example, the
bully will abuse and ridicule the poor students.
 Educational Institute
• Educational institutions play a role to shape values ​among individuals.
Teachers will also socialize students in various forms such as teaching,
guiding, giving training, motivation and exposing them to time, discipline,
respect, diligence, endeavor, responsibility, leadership, moral values ​and
others. (Rohana Yusuf, 2010, p.176).
• The community is said to be living in social institutions that have separate
structures that are interconnected with each other. The structure also
determines the function of individuals in social organizations (Kntyya
Mariappan, 2000, p.49). Actually this social structure does not have a
proper interpretation. Generally this structure is said to be a set of stable
relationships in social institutions (Ting Chew Peh, 1979, p.113).
• There are Functionalist members see that there is a set of values ​and the same norm
(consensus) that binds groups, institutions and the whole community.

• However, it is difficult to maintain a social consensus on the value of dm norms when

the society grows larger and more complex (Durkheim, 1965; Merton, 1957; Parsons,
1964; Coleman & Cressey, 1999).

• Additionally, functionalists also feel that social problems arise when part or all of
society becomes disorganized. Disorganization (social) is the cause of collapse of
social structure.

• Therefore, the weakness in social consensus is one of the main causes of the
emergence of social problems. When social rules lose power to control behavior,
humans become confused and lose their direction and are easily exposed to drug
problems, mental disorders and suicide.
• The Functionalism Theory pioneered by Herbert Spencer and
Emile Durkheim states that there is a similarity between society and
organisms, each of which plays a predetermined role to form a
stable social system. This suggests that every individual in a
society needs to play a role in order to stabilize life
comprehensively. Similarly with education, all parties including
parents, students, teachers, administrators, governments,
communities and so on have their own roles in the effort to curb
bullying cases in schools.
 Sociological Theory of Functionalism
• As a conclusion, education and sociology are a good combination of
spreading antibully in education and thus hoped to raise public
awareness on the importance of avoiding bullying cases. This is because
the socialization function is an individual's learning process of culture,
values ​and roles in society. It is clear that sociology plays an important
role in the education of pupils because the relationship between human
beings, the environment and the ecosystem is interconnected and
determines human action on human life.
Paul Collier – British economic development expert
 Conflicts make the community's situation in a
state of harmony. Those who experience
injustice and feelings of disappointment will
take emergency measures to save themselves
from various threats.

 One of the causes of conflict is the existence of

competition in combating limited resources.
Prof. Dr. Amir Hasan Dawi

 Inequality is always the main cause of debate.

 The two main points that are commonly expressed

are firstly, the conflict theory sees unequal access
or opportunity to the limited resources existing
in social structure.

 Second, it sees how the tension arising from

inequality affects stability and change.
 Bullying acts involving three parties which is bully, victim and
observers (Rigby, 2002 & Olweus, 2001 & 2005).

 This analysis focuses on the bullies.

 In fact, there are many factors that cause a person to become a bully.

 One factor is that they are experiencing unfair opportunities.

Ab. Aziz Mohd - senior lecturer of the
Department of Psychology
and Counseling, Universiti
Pendidikan Sultan Idris (UPSI)

Parties that have be labeled as offenders often

ignored by the ward or teacher cause them to
store deep feelings of vengeance. Bullying
incidents can occur due to small things such as
teacher praise, bias teacher, accusing
parties, getting goods, students close to
someone they are (bully) dislikes and gender
differences.
 Kriekhof, Nader dan Todd

 Three phases in a dispute process are pre-conflict (grievancel

preconflict), conflict period and dispute period.

 According to them, pre-stage conflicts are the underlying conditions

of a person's dissatisfaction, then the stage of conflict is the degree of
state in which the parties are aware of feelings of dissatisfaction but
are not stated in action. Thus, between conflict and dispute is a series
of processes that eliminate justice and cause dissatisfaction.
For example, student A and student B did not complete the
homework at the same time. Since student A is a student who
always gets good results in the examination, teacher’s actions such
as whipping or punishment are only taken to student B who are
usually labeled poor students. Thus, student B is angry because the
teacher is biased and unfair to him. So, it is likely that student B will
bully student A for his dissatisfaction.
 Dean G. Pruitt – social psychologist

Conflict as a perceived divergence

of interest. The interests can be
created in the desire for security
from the threat, the desire to
gain power and a better life.

Dr. Jeffrey Z. Rubin – psychotherapist

For example, student A is a new student in a school. He is in the same
class with student B. Student B is a brilliant student and always gets first
place in his class and greds. However, student A’s results is better than
student B causes the first position of student B to be threatened. Over
time, student B is likely to bully student A because he feels the presence
of student A is a big threat to him. To ensure or retain his position in
the school, student B will try his best to disturb or prevent student A
from changing his position.
Ralf Dahrendorf – German-English sociologist,
philosopher, political scientist
and liberal politicians.

Among the conflict factors is the failure to

achieve the interests of individuals and
groups, the desire to renew their
interests, be jealous or dissatisfied with
the success of certain community
groups.
For example, student A and student B are the representative of the
school in the Bahasa Malaysia Lecture Contest. However, the school
only selects student A to represent the school at the district level. This
planning causes students B to be jealous and dissatisfied with student
A for the opportunity he did not get. Thus, it is likely that student B
will take action as a bully to take the opportunity to bully student A to
eliminate his dissatisfaction.
Symbolic Interactionism
Theory

Social Interaction
• Symbolic Interaction Theory is a theory that has the assumption that humans form
the meaning through the communication process. Symbolic interaction theory
focuses on the importance of individual self-concept and perceptions based on
interactions with other individuals.
• According to Herbert Blumer, there are three assumptions of this theory:
i- Humans act on the meaning that others give them.
ii-The meaning is created in human interaction.
iii-Meaning modified through interpretation
• While according to La Rossan, assumptions in this theory are:
i-Interaction between individuals can develop a person's self-concept.
ii-Self concept gives important motives for behaviour.
• According to George Herbert Mead (1934), there are three main principles in this theory:
-
• Meaning
• Language
• Thoughts
• The symbolic interaction theory introduced by American sociologist George Herbert
Mead (1863-1931). George Herbert Mead believes that all existing social theories can be
tested practically, including all things about truth, knowledge, morals, and politics .
Symbolic interaction is the theory that he warrants as a study of individual behaviour or
small group of people through observation and investigation. This theory is based on the
observation of what people exhibit through his appearance, his movements, and the
symbolic language that arise in social situations.
 APPLICATION OF SIMBOL INTERACTION THEORY IN A
TEACHER'S LIFE
• In one corner of the classroom, two children, Nur Farhana and Puteri Nurdiana, were
fighting. Nur Farhana began to show her anger by fixing her lips and raising her hands as if
to hit Diana and Diana to reply with her tongue and try to shuffle her hands. Each of them
did not want to admit defeat and eventually they both cried even though they did not touch
one The other two teachers, who saw the incident immediately got the two boys to break the
fight between them.
• The teacher lifted his fingers by shaking left and right as a "no" signal to both children. What
happened was actually a sign language for said the dissatisfaction of the two children by
displaying their respective rigidities and not claiming to be defeated. While the teacher's
actions shake the fingers as an emblem to stop the actions of the children. Setting the lips as
they lift their hands high, spouting their tongues while tearing, shaking their fingers and then
signalling, showing each in anger, pain, and sadness.
• Francis Abraham in his book Modern Sociological Theory (1982) says that symbol interaction
is in fact a social-psychological perspective for sociological research.

• Another example, the Malay community is taught to be polite by bending the body when
crossing older people or greeting when meeting fellow Muslims as a sign of respect for older
people and respecting fellow Muslims. Similarly, Japanese, Korean and others are trained to
greet and bow their heads when dealing with older people or their fellow citizens to show
respect. From there we can see the Interaction This symbol clearly gives meaning to one's
interpersonal communication.
 Social interaction
•
According to Gillin and Gillin (1948), social interaction is a dynamic social relationship that
involves the relationship between people between groups, as well as between individuals and
groups of people. Social interactions can be interpreted as reciprocal relationships. This is
because in social interactions there are actions and responses from individuals who interact.
• According to Soerjono Soekanto (2002), although people meet each other but do not talk to
each other or do not exchange signs, social interactions can occur. This is because each
party is aware of the existence of another party. Examples of perfumes are used, smoking
cigarettes, street noise, and footsteps.
• Herbert Blumer (Poloma, 1992), one of Mead's adherents, the main idea of the symbolic
interactionism is that there are three: first, human act (something) based on the meaning
that has something for him. I take the example of a Muslim act when slaughtering chicken
and actions of a non-Muslim chicken trader because of the meaning of slaughtering
chicken for different Muslims and non-Muslims; Second, the meaning of something
originates or arises from social interaction
• Erving Goffman in his book The Presentation of Self in Everyday Life also has an
important contribution to social interaction. Goffman uses a principle called
dramaturgy (dramaturgy) by Margaret M. Poloma (1992) defined as an approach that
uses language and theatre imagination to illustrate the subjective and objective facts of
social interaction. Goffman's attempt to study social interactions inspired by
Shakespeare's opinion that the world is a stage and all men and women are players.
Education by Perspective of Interactionism
 CRITICS ON THE SIMBOL INTERACTION THEORY
• In the opinion of Blumer (1900-1987), the empirical concept contradicts the emergence concept of social
reality. According to Blumer again, the concept of emergence is born of action and interaction, and all the
capabilities and desires of measuring self-concept without taking into account action and interaction result
in failure to measure self-concept in social systems.
• For Blumer, his social and structural reality is basically never fixed but dynamics because interactions
between individuals or humans never stop as long as the human being is alive and alive. Structural elements
such as culture, social system, social stratification, or social role form an individual's action, but can not
determine their actions. Examples: - The person who plays as a goalkeeper in football plays his behaviour
in soccer matches, but does not specify how he has to act when his goal door is threatened by an attack
from the opponent. There is also a criticism of the symbol interaction that encompasses four main points.
• First, the theory is said to be somewhat more burdensome with abstract speculation and also considered
more precisely regarded as a social philosophy than social theory.
• Secondly, for the same reason, the symbol interaction is considered to have ignored or lacked proper
explanations.
• Third, many concepts in symbol interaction are used with somewhat less clear boundaries, such as self, Me,
and roles.
• And the fourth, this theory fails to connect the concept of meaning to oneself
• Adlina Abdul Khalil, Rosfazila Abd Rahman, Hairol Anuar Mak Din (2018) "A Case Study on
Social Interaction among Various Ethnic Students towards National Integration
Enhancement" (page 131 - 135) ).

• This study outlines the case study of social interaction among various ethnic groups towards
strengthening national integration. This study identifies factors that encourage students' social
interactions through co-curricular activities such as sports and associations at school. Individual and
group interviews in two secondary schools in the district of Kuala Ketil, Kedah found conflict and
stereotypes among students, but the attitude to studying culture and accepting the differences between
ethnicity is seen.
• Studies show that factors affecting student social interactions are external factors such as the influence
of school environment and peers as well as internal factors such as the intrapersonal factors of the
student itself. To reinforce the student's social interaction, some strategies have been carried out by
schools through co-curricular activities such as sports and associations. In conclusion, good social
interaction among the various ethnic groups is very important and requires reinforcement especially
for school administrators to ensure national harmony and prosperity.
• Amin Al Haadi Shafie a, Azad Athahiri Anuar, Norsayyidatina Che Rozudi, Wan
Ahmad Zakry Wan Kamaruddin, Musa Mohamad, (2017), "Buli Victims and Buli
Impact" Journal of Islamic Social Sciences and Humanities, VOL. 11 (OCT) 2017: pp
109-124.
• This article focuses on the concept of bullying, the bullying effect on bullying victims in the
short and long term. Bullying is an act of domination repeatedly psychologically or physically
from one or more powerful group to a lesser one. Bullying victims often have certain
characteristics that make them easy for bullies to detect and act to bully them. Often the
victim is always anxious, unsafe, overly cautious, having low self esteem and being unable to
defend himself when under attack.
• Rujukan
• Amir Hasan Dawi. 2006. Penteorian Sosiologi dan Pendidikan. Edisi Ketiga. Tanjong
Malim: Quantum Books.
• Amir Hasan Dawi. 2009. Sekolah dan Masyarakat. Tanjong Malim: Quantum
Books.