KONTRIBUSI PENDIDIKAN AGAMA ISLAM DALAM PENCEGAHAN PERILAKU BULLYING DI SEKOLAH SEBAGAI UPAYA MENDUKUNG PENCAPAIAN SUSTAINABLE DEVELOPMENT GOALS (SDGs) 4 DAN 16: TINJAUAN LITERATUR SISTEMATIS

Putri Damayanti; Mohammad Hisyam Yahya; Agus Lizam; Afif Husen; Mashadi Mashadi; Kholil Baehaqi; Tiya Imtiyazunnisa

Putri Damayanti UIN Siber Syekh Nurjati Cirebon
Mohammad Hisyam Yahya Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia
Agus Lizam Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia
Afif Husen Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia
Mashadi Mashadi Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia
Kholil Baehaqi Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia
Tiya Imtiyazunnisa Institut Pesantren Babakan Cirebon, Jawa Barat, Indonesia

Abstract

Bullying behavior in schools is a form of violence against children that directly hinders the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 on quality education and SDG 16 on peace, justice, and strong institutions. Target 4.7 explicitly emphasizes education that promotes a culture of peace and non-violence, while target 16.2 affirms the global commitment to ending all forms of violence against children. Islamic Religious Education (PAI) is believed to hold a strategic contribution to bullying prevention because it embodies moral values, compassion, and respect for others that align with the spirit of these two sustainable development goals. This study aims to systematically analyze the contribution of PAI to bullying prevention in schools and its relevance to the achievement of SDG 4 and SDG 16. A systematic literature review method was applied, following the PRISMA flow of identification, screening, eligibility assessment, and inclusion of 25 articles sourced from Google Scholar, Garuda, SINTA, and DOAJ published between 2020 and 2025. The findings show that PAI contributes to bullying prevention through the internalization of moral values and empathy, teacher exemplary conduct, the strengthening of a religious and child-friendly school culture, and cross-stakeholder collaboration, which substantively align with targets 4.7, 4.a, 16.1, 16.2, and 16.6. However, the integration of PAI with the SDGs agenda at the school level remains implicit and has not been explicitly formulated in policy or curriculum. This study recommends developing a structured and measurable model for integrating the PAI curriculum with SDG indicators on peace education and child-friendly schools.

Keywords: Islamic religious education; bullying; sustainable development goals; peace education; systematic literature review