Master’s Students of Educational Psychology: Knowledge, Attitudes, and Their Perceived Skills in Promoting Prosocial Behavior in Bullying Situation

Bullying is a significant issue in schools globally, including in Islamic-based educational settings, where unique cultural and religious factors influence both the occurrence of bullying and the approaches to addressing it. This study investigates the reflections of master’s students in educational psychology who facilitated a psychoeducation program at one Islamic junior high school in Cimahi, where bullying incidents among seventh and eighth graders prompted the need for intervention. The program aimed to educate 153 students on bullying prevention and prosocial behavior, emphasizing empathy, cooperation, and conflict resolution. Facilitators participated in a one-day preparatory training before leading classroom activities. This study explores facilitators’ perceived knowledge, attitudes, and skills in delivering the program, along with the challenges they faced and the strategies they employed. Data were collected through open-ended reflection. Using manual coding and thematic analysis, reflections were analyzed to identify key themes related to facilitators’ preparedness, attitudes toward bullying prevention, and classroom management skills. Findings reveal facilitators’ positive attitudes toward prosocial education, improved understanding of bullying dynamics, and development in classroom facilitation.