Analysis of Cognitive Dissonance between Islamic Values and Social Practice: A Study of Students at SDN 1 Bayasari after Antibullying Counseling

Abstract

This study examines the gap between Islamic values and social practices in SDN 1 Bayasari students after participating in antibullying counseling, using the perspective of Festinger's cognitive dissonance and Ajzen's Theory of Planned Behavior. This study uses a qualitative approach of case studies, with data collection techniques through observation, in-depth interviews with five students and one homeroom teacher, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The results of the study show that students' understanding of Islamic values and antibullying messages is still at the level of general beliefs, has not touched specific religious postulates, and tends to fade easily without a reminder stimulus. In practice, verbal bullying still occurs almost every day and in some cases develops into physical violence. In responding to the dissonance that emerged, students most took the path of adding justification, especially the attribution of blame to other parties, while almost no students changed their belief that bullying was wrong, and consistent behavior changes were rare. This study also found patterns of moral awareness that emerged later and barriers to action that originated from low perception of behavior control, not from indifference. This finding confirms that a one-time anti-bullying counseling is not enough to close the knowledge and action gap (know-do gap), so a sustainable da'wah approach through the principles of tahdzib, tarbiyah, and tamkin is needed so that Islamic values are truly internalized in students' behavior.