Communicating Anti Bullying Educational Messages For Elementary School Student Through Board Game Storyline

Bullying behavior in elementary school children is increasing daily, following the current development of the digital era. It has become one of the most important cases to be followed up on because it can negatively affect the children's morals and it can also hurt others. Therefore, as an effort to tackle bullying cases, it is necessary to deliver innovative anti-bullying educational messages to children at the elementary school level, in hopes that children will become more interested, and will be easier to absorb the educational messages. Innovative anti-bullying educational messages can be delivered through an interesting and fun storyline of the board game media. The steps used to construct this research are identifying the problem or phenomenon, primary and secondary data collection, and analyzing the primary and secondary data using the Questioning Method of 5W + 1H (What, Why, Who, Where, When, How ) to compile anti-bullying educational messages for elementary school children which are packaged attractively through the storyline of a board game. This study concludes that there was three rating weight of anti-bullying actions carried out by elementary school children, namely mild, moderate, and severe. Each rating weight of anti-bullying has five forms of bullying so that there are 15 forms of bullying in total. Each bullying act is then processed into a case study in the form of questions on the board game, with a question model that intentionally touches the empathy of elementary school children. Each question has three positive answer options with different levels of anti-bullying (levels 1, 2, and 3). These levels of anti-bullying are the points that will be obtained by each player (level 1 = 1 point, level 2 = 2 points, level 3 = 3 points). If the player gets a total of 15 points as minimum points, then the player is considered to have low anti-bullying action if the player gets a total of 15-30 points, then the player is considered to have moderate anti-bullying action, and if the player gets a total of 30-45 points, then players are considered to have high anti-bullying actions. These total points are the rewards on this board game.


Introduction
Bullying behavior in elementary school children is increasing daily, following the current development of the digital era where children as young as the elementary school level can easily find television shows and examples of bullying behavior without appropriate guidance (Erika et al., 2017). Bullying cases for elementary school children are also increasingly often being found either in printed, electronic, and social media. In some cases, bullying which in itself is a form of deviant behavior has even led to a criminal level. On the other hand, bullying behavior has not been taken seriously either by teachers or parents. They think that bullying behavior is one of the 5 th ISRM 2020 106 common processes of child development, so that there is no need to follow-up and solve this problem of bullying behavior. The further impact is that bullying often occurs repeatedly both in the school environment and in the neighborhood. Bullying behavior among elementary school children is the most important case to be followed up because it can negatively affect the children's morals and can also hurt others (Jan & Husain, 2015).
Therefore, as an effort to tackle bullying cases in elementary school children, it is necessary to deliver innovative anti-bullying educational messages to children so that children can be more interested and absorb the educational messages easier. Anti-bullying educational messages can be delivered through an interesting storyline on the board game media, where children will feel challenged to solve a problem through the storyline, become winners, and get rewards (Soefandi, 2015). Also, children are mostly very fond of games, play activities, interactivity, and fun things. These aspects can help the educational messages to sink into the children.  Figure 1 is an example of a snake and ladder board game with the storyline is to determine who plays first by rolling the dice and seeing who gets the highest score. Each player rolls the dice again and move forward several squares according to the number that appears on the dice. Go up through the ladder while stopping at the ladder tile and descending through the snake while stopping at the ladder tile. Players can take additional turns if the number that appears on the dice is six. The player must stop right at the last square to become a winner

Material and Methods
The research method used in this research is a qualitative method with the following steps (Hossain, 2011): 1. Identifying a problem or phenomenon; 2. Primary and secondary data collection; 3. Analyzing primary and secondary data using the Questioning Method of 5W + 1H (What, Why, Who, Where, When, How) to compile anti-bullying educational messages to elementary school children which are delivered & packaged attractively through the board game storyline.

Formulation of the research problem
Researchers study the problem or phenomenon that is happening in society and is urgent to be resolved, to construct the mainframe of the research. The phenomena or problems that have been discovered are then observed and dissected carefully to find the truth within the existence of these phenomena or problems. Furthermore, the data that has been obtained will be more closely analyzed to be summed up as the problem formulation, so that an applicable solution can be found. The solution found through this study was to communicate the anti-bullying educational messages which were packaged attractively through a storyline on a board game to elementary school children as the output of this study.

Data collection
The data used in this study is collected in the form of primary data and secondary data collection. Primary data were collected through in-depth interviews, while secondary data were collected through literature studies.

Primary data
Primary data is the data collected directly from the source using various methods. The method used to collect primary data in this study is the qualitative method by conducting in-depth interviews.
• Depth Interview An interview is a conversation conducted by two parties with a specific purpose, namely between the interviewer who asks the question and the interviewee who provides the answer to the question (Moleong, 2010). In this study, in-depth interviews were conducted with four different parties to obtain the necessary data.
The first interview was conducted with elementary school teachers in Surabaya as a source to obtain data related to bullying behavior that is often done by elementary school children, and to find out any antibullying education efforts that have been carried out thus far. The second interview was conducted with child psychologists to find out the solutions applied thus far to deal with bullying behavior performed by elementary school children based on the psychological point of view. The third interview was conducted with elementary school children in Surabaya to find out their level of interest in board games and how they behave towards their peers. The fourth interview was conducted with a board game media practitioner, namely one of the Indonesian board game creators, where the researchers acquire as much information as possible related to a board game with an interesting storyline to be played by elementary school children.

Data analysis technique
The qualitative data analysis in this study is conducted using the questioning method (namely the 5W + 1H analysis). The 5W + 1H analysis is an analysis method that uses the systematic set of questions consist of What, Why, Who, Where, When, and How to conclude anti-bullying educational messages for Elementary school level children who have packaged attractively through the storyline of a board game.

Results and Discussion
Primary data and secondary data that have been collected are then analyzed using the formulation of the 5W + 1H questions (What, When, Where, Why, Who, How) to conclude antibullying educational messages for elementary school children which are packaged attractively through the storyline of a board game. According to the results of an interview with one of the teachers at a private elementary school in Surabaya, some of the bullying actions often carried out by students are teasing, making fun of their parents' names, sneering at friends who have new things, borrowing things without permission, returning things as they please, and not saying "thank you".

What
According to the results of interviews with two target audiences of students in private elementary schools and public elementary schools in Surabaya, some of the bullying acts that are often carried out by students are being nosy, making fun of their parents' names, hitting, and setting pranks.
According to the results of interviews with child psychologists, some of the bullying actions that are often carried out by students are mocking, excluding from groups, and being picky in choosing playmates

Is anti-bullying education implemented in schools, especially at the elementary school level?
According to the results of an interview with one of the teachers at a private elementary school in Surabaya, so far there have been positive activities that are often held in schools to support anti-bullying education. These activities are such as charity as character building to care for others, such as sharing meals, giving a donation to other fellow students who have been stricken with misfortune, lending items to each other, and so on. If there is bullying against students at school, the teacher provides positive message education verbally many times to the students.
According to the results of interviews with two target audiences of students in private elementary schools and public elementary schools in Surabaya, teachers usually give messages to students to share and help each other with their friends at school. If there are acts of bullying at school such as students quarreling or taunting each other, the teacher's attitude is to reprimand students for doing these actions, threaten to report to the principal, and give punishment for doing assignments outside the classroom.

What innovative educational message delivery models have been used in schools?
According to the results of an interview with one of the teachers at a private elementary school in Surabaya, the educative message delivery model that has been used in schools is storytelling, playing true story videos that can touch the empathy of students.
According to the results of interviews with two target audiences of students at private elementary schools and public elementary schools in Surabaya, teachers have taught using more interesting methods at schools, such as using collages and storytelling.

th ISRM 2020
109 When Table 2. 5W+1H Analysis: When When is the time this anti-bullying educational message most effectively conveyed to children?
According to the results of an interview with one of the teachers at a private elementary school in Surabaya and a child psychologist, the message of anti-bullying education is more effectively conveyed to elementary school children in the fourth grade to the sixth grade, because of their understanding of the environment is improving at that level.

Where can children receive anti-bullying educational messages?
This anti-bullying educational message will be conveyed by the teacher to students while at school. The teacher will assist students in delivering anti-bullying educational messages so that there is no misperception of children in receiving bullying educational messages.

Table. 4 5W+1H Analysis: Why Why raise anti-bullying educational messages?
The number of bullying behaviors among elementary school children is increasing each day and is increasingly often being found in print, electronic, and social media. Moreover, violence act which in itself is a form of deviant behavior has led up to criminal acts. Bullying behavior among children at the elementary school level is the most important case to be followed up because it can negatively affect children's morals and can hurt others. So as an effort to overcome bullying cases, anti-bullying education is needed to be carried out for children at the level of bullying. Primary school.
According to the results of an interview with a teacher at a private elementary school in Surabaya, the school always tries to instill a positive attitude towards students at school, such as holding activities that support anti-bullying education in schools. Also, the teacher continues to provide anti-bullying educational messages verbally to students at school, such as reminding students to always be positive with friends. Table 5. 5W+1H Analysis: Who Who is the target audience for anti-bullying educational messages?

Who
The target audience for the recipients of anti-bullying educational messages is children at the elementary school level in grades four to six because the level of their environmental understanding is much better at such stage. The target audience's social class is middle class and above, considering the target audience's parents' economy-level capable to afford board games. Geographically, the target audiences are Elementary students studying in Public and Private Elementary Schools located in the City of Surabaya. While psychographically, the targeted audiences are those that are interested in challenging 5 th ISRM 2020 110 games and require a problem-solving skill. Based on the behavioral aspect, the target audiences are those who enjoy learning while playing games.

Anti-bullying educational messages
After analyzing the data using the 5W + 1H formula, then the anti-bullying educational message as in Table-7 are being constructed with the following explanation: 1. The anti-bullying actions carried out by elementary school children are ranked into three different rating weight, namely mild, moderate, and heavy. 2. Each rating weight has five forms of bullying behavior which are often carried out by children at the elementary school level. So, there are 15 forms of bullying behavior in total. 3. Each form of bullying is then processed into a case study in the form of questions on the board game with a question model that touches the empathy of elementary school children. 15 questions in total must be answered by each player. 4. Each question has three positive answer options in different anti-bullying levels (levels 1, 2, and 3). The anti-bullying level marks the point that each player will get with every question (level 1 = 1 point, level 2 = 2 points, level 3 = 3 points). 5. All points obtained from 15 questions will be summed as the final point at the end of the game. The maximum point that can be obtained by a player is 15 question x 3 points = 45points, and the minimum point that a player can obtain is 15 question x 1points = 15 points 6. If a player gets a total of 15 points as minimum points, then the player is considered to have low anti-bullying action if the player gets a total of 15-30 points, then the player is considered to have moderate anti-bullying action, and if the player gets a total of 30-45 points, then the player is considered to have high anti-bullying action. These total points are rewarded on the board game. What would you do?
I will alert friends who mock, but I am afraid that I will also become the next target of their taunts.