Bullying Behavior Among Elementary Scholl Students In East Bandung Region

Bullying behavior among school students known as school bullying is rapidly increasing. Generally, children who are victims of bullying will feel unhappiness, especially when they are in an environment where they are being bullied. This study aims to obtain factual data about the bullying behavior at elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area. The instruments used in this study are a modified questionnaire from The Children’s Happiness Scale and the Illinois Bully Scale. The data obtained then presented in the form of tables and graphs. The results showed that students had been victims of bullying and/or had done bullying in various types and levels. In general, verbal psychological bullying forms are ranked top for both boys and girls, followed by non-verbal psychological bullying and the last is physical bullying.


INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions (Minister of Women Empowerment and Child Protection of the Republic of Indonesia. State Empowerment and Child Protection Republic of Indonesia Number 8 Year 2014).
A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family Muttaqin, I., & Moordiningsih, M. (2019). Dinamika Psikologis Near-death experience. Indigenous: Jurnal Ilmiah Psikologi,3(2). 79-91. doi: https://doi.org/10.23917/indigenous.v3i2.5655 ISSN :2541450X (online) environment; 87.6% in the school environment and 17.9% in the community.
Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions (Minister of Women Empowerment and Child Protection of the Republic of Indonesia. State Empowerment and Child Protection Republic of Indonesia Number 8 Year 2014).
A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family dekat dengan kematian pada individu yang berhasil selamat dari penyakit gagal jantung. Lommel menjelaskan kesadaran dapat dialami secara independen dari fungsi otak. Hal ini dapat menyebabkan perubahan besar dalam paradigma ilmiah pengobatan, dan bisa memiliki implikasi praktis dalam masalah medis dan etis.
Elemen-elemen dari NDE dari Greyson (2000) dan Schroter-Kunhardt (1993) menjabarkan ada tiga elemen, yaitu: 1. Elemen kognitif menyertakan pemfungsian yang luar biasa seperti perubahan persepsi waktu, kewaspadaan yang meningkat, pembangkitan ingatan yang cepat dalam bentuk kilas balik kehidupan, dan kemampuan kesadaran disamping perasaan terpisah dari badan. 2. Elemen emosional menyertakan intens akan rasa senang, bahagia, damai dan cinta tanpa syarat. ISSN :2541450X (online) environment; 87.6% in the school environment and 17.9% in the community. Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.
This study used two instruments that are adaptations from previously developed. The first instrument is an instrument that is structured to look at the level of bullying, whether done or being the victim of bullying experienced by the child. This instrument was adapted from the Illinois Bully Scale compiled by the Bullying Prevention Unit of Secondstep.Org. This 3. Elemen transendental menyertakan perasaan ditarik ke cahaya yang sangat terang, melihat orang yang telah meninggal, berkomunikasi dengan mahluk bercahaya, dan kesatuan kosmik (Greyson, 2000;Schroter-Kunhardt, 1993).

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family hubungan religi, hubungan persepsi akan kematian dan perubahan-perubahan lainnya.
Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.
This study used two instruments that are adaptations from previously developed. The first instrument is an instrument that is structured to look at the level of bullying, whether done or being the victim of bullying experienced by the child. This instrument was adapted from the Illinois Bully Scale compiled by the Bullying Prevention Unit of Secondstep.Org. This yang sama pada kejadian NDE nya.

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family secara mandiri. Informan S menyatakan bahwa semua kejadian itu adalah resiko pekerjaannya yang harus dijalani dengan ikhlas. Informan RW setelah kejadian NDE menyatakan bahwa dirinya ingin lebih menghabiskan waktunya bersama dengan orang terdekatnya.
Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.
This study used two instruments that are adaptations from previously developed. The first instrument is an instrument that is structured to look at the level of bullying, whether done or being the victim of bullying experienced by the child. This instrument was adapted from the Illinois Bully Scale compiled by the Bullying Prevention Unit of Secondstep.Org. This dengan sesosok mahluk, tokoh religi, atau kerabat yang telah meninggal. Beberapa informan menunjukan ciri yang sama pada kejadian NDE nya.

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.
This study used two instruments that are adaptations from previously developed. The first instrument is an instrument that is structured to look at the level of bullying, whether done or being the victim of bullying experienced by the child. This instrument was adapted from the Illinois Bully Scale compiled by the Bullying Prevention Unit of Secondstep.Org. This tersebut dimaknai sebagai tanda-tanda akan datangnya peristiwa yang akan berpengaruh besar pada kehidupan. Elemen kognisi ini terlihat menonjol pada informan yang mengalami pengalaman NDE merasa dekat dengan kematian.

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family Child abuse at school is known as school bullying; i.e., situations or circumstances in which a child is subjected to an unpleasant treatment that is usually performed intensively and repeatedly to demonstrate power, and this results in an uncomfortable feeling for the child experiencing it (Azprevention, 2017). School bullying is often found in the form of physical and social violence perpetrated by older siblings against their younger siblings as well as classmates distinguishing the treatment of their friends (Dowshen, 2004).
School bullying occurs in almost all levels of education in Indonesia with an increasing trend every year. According to the Komisi Perlindungan Anak Indonesia [KPAI] (2017b) cases of bullying that occurred between 2011 and August 2014 reached 369 complaints or 25% of all complaints in the field of education. In Suara Merdeka newspaper (September 28, 2016), Endra E, who is the head of Magelang District Disdikpora; claim that cases of bullying or violence are now reaching up to elementary school children not just at the juvenile level as in previous years.
Bullying behavior brings significant effect to the victim if they are not helped solved the problem. Preventive action is most desirable approach for a child-friendly school to comply with the government mandate; but when the bullying has already occurred then it is necessary to take action to heal the trauma that may be experienced by the child. The impact of bullying is very broad, among them the child will experience depression and anger (Coloraso, 2007). Children who became victims of bullying will feel ill -both physically and psychologically, and will do school truancy, declining academic performance, the emergence of fear, increased anxiety, the emergence of suicidal desires and some long-term effects such as low self esteem and depression. Generally; children who are victims of bullying will feel unhappiness, especially when in an environment where they experience the bullying behavior.

This
is a descriptive research with quantitative approach where the aim is to reveal how big bullying behavior affect the happiness condition of 5th and 6th grade elementary school children in East Bandung area. According to Sugiyono (2009) quantitative approach is a research method that takes the basis of positivism that is usually selected to be used to examine a particular population using the appropriate instrument; then the data obtained will be analyzed quantitatively using the science of statistics.
This study was conducted in elementary school children located in East Bandung area. This is a descriptive research with quantitative approach. The number of sample used in this study was 494 children aged between 10-12 years who attend elementary school in East Bandung area.
The method to collecting data in this study is survey; that is used to get data from natural places, not engineering or artificial (Sugiyono, 2009). Data obtained through a particular treatment of subjects in this study is devoted through the provision of instruments to determine the condition of happiness and bullying behavior on the subject. The steps of implementation of survey method in this study refers to the steps offered Singarimbun (2011) as follows; 1) Formulation of research problems and determination of survey objectives; 2) Determination of concepts, hyposses and relevant literature review; 3) Sample determination; 4) Making of instrument in this research that is questionnaire; 5) Field data collection; 6) Data processing; 7) Analysis and reporting of research results.
This study used two instruments that are adaptations from previously developed. The first instrument is an instrument that is structured to look at the level of bullying, whether done or being the victim of bullying experienced by the child. This instrument was adapted from the Illinois Bully Scale compiled by the Bullying Prevention Unit of Secondstep.Org. This lain. Kejadian pada elemen ini dimaknai sebagai kejadian simbolis yang memiliki makna tertentu sesuai dengan interpretasi pelaku. c. Elemen emosi. Elemen emosi yang terjadi didalam penelitian ini adalah perasaan lega dan perasaan lebih bisa menerima keadaan hidup yang lebih baik dan mampu menerima perbedaan-perbedaan dari orang lain. Elemen ini memiliki efek sesudah (after-effect) kejadian NDE.

INTRODUCTION
The child-friendly school is a policy issued by the State Ministry for Women's Empowerment and Child Protection number 8 in 2014. The concept of child-friendly school is developed in reference to an international convention on the rights of children whose purpose is to create healthy, intelligent, and cheerful children, with noble character and love to the homeland. The purpose is set forth in clause number 29, paragraph 1 which emphasizes that the purpose of education is to develop the personality, talents, mental and physical abilities of children so as to develop their potential, develop the attitude of respect among people, parents, cultural identity, language and values apply. In addition, the clause also aims to prepare children to have a responsible life in the community environment with the spirit of mutual understanding, peace, tolerance, equal and friendly with all nations, tribes and religions (Minister of Women Empowerment and Child Protection of the Republic of Indonesia. State Empowerment and Child Protection Republic of Indonesia Number 8 Year 2014).
A cheerful child is one of the goals of childfriendly school that is explicitly mentioned in international child conventions. Cheers in the Kamus Besar Bahasa Indonesia [KBBI], have the meaning of having brightness of the face rays that show a sense of happiness or happiness (KBBI, 2017a). Happiness is the main focus in the realization of cheerfulness in children. Happy is a feeling of joy and peace and free from all sorts of troubles (KBBI, 2017b). In order to produce a cheerful child, child-friendly education must be able to bring happy emotions to the child; both when they are in school and when they are in another environment in general.
Child's happiness will arise when they are in an environment that makes them comfortable. But in reality, the nearest environment for children that is family and school are not always safe and make them happy. The Komisi Perlindungan Anak Indonesia [KPAI] (2017a) report shows that every year there is a significant increase in cases of child abuse. In 2012 in 9 provinces in Indonesia found that 91% of children become victims of violence in the family