Abstract
Bullying is still a big problem in primary schools and is a big threat to kids’ safety and health. The objective of this study was to create and assess an anti-bullying Physical Education (PE) learning model intended to mitigate bullying behavior, enhance empathy, and diminish aggressiveness among primary school pupils. A quasi-experimental pretest-posttest control group design was utilised, encompassing 555 children from grades 3 to 6, intentionally selected from various schools. These students were drawn from 4 primary schools in West Java Province, including urban, border-area, and rural contexts, selected using purposive sampling. The participants were categorized into an experimental group (n = 278), which received an eight-week anti-bullying PE intervention, and a control group (n = 277), which received regular PE lessons. Data were collected using the Olweus Bullying Scale, Basic Empathy Scale, and Aggressiveness Questionnaire, and analyzed through paired and independent t-tests. Results showed significant improvements in the experimental group compared to the control group: bullying behaviour decreased among perpetrators, victims, and bystanders (p < 0.01); empathy increased in both cognitive and affective dimensions (p < 0.01); and aggressiveness declined across physical, verbal, anger, and hostility dimensions (p < 0.01). These findings indicate that the anti-bullying PE model effectively promotes prosocial behavior, emotional regulation, and safer learning environments. The study highlights the broader potential of PE to foster not only physical fitness but also character development aligned with social-emotional learning. Integrating cooperative play, reflection, and value-based sportsmanship into PE curricula can nurture inclusive, empathetic, and bullying-free school cultures.
Keywords: Aggressiveness, Bullying Prevention, Empathy, Physical Education, Primary School.