Keberadaan sekolah menjadi tempat munculnya bibit-bibit penerus bangsa yang berperilaku menyimpang, melalui bullying. Tujuan penelitian ini adalah untuk mengamati bentuk perilaku bullying yang terjadi pada anak usia prasekolah dan mengelompokkan tindakan preventif guru terhadap perilaku bullying yang terjadi pada anak usia prasekolah. Metode penelitian yaitu pendekatan kualitatif. Teknik pengumpulan data berupa interview dan observasi. Hasil penelitian menunjukkan bahwa bentuk bullying yang dilakukan anak seperti; mengejek, mengolok-olok, memukul, mencubit, menendang, menginjak kaki, mendorong teman. Tindakan preventif guru bersifat tindakan rasionalitas instrumental, dengan bentuk melerai dan memisahkan anak yang sedang memukul/mengejek temannya, disertai dengan cara memisahkan tempat duduk antar siswa sehingga mereka tidak kembali ricuh. Tindakan bersifat rasional nilai, seperti guru menegur anak yang memukul, menendang, mengejek, mencubit, mendorong temannya. Kemudian guru menyuruh anak untuk meminta maaf kepada temannya. Selanjutnya tindakan bersifat tindakan afektif, di mana guru menghibur si anak saat temannya mendorong, mengejek, mencubit, mengolok-olok anak tersebut.

The present study aims to elucidate the struggles of Islamic education teachers for the enactment of the 2013 Curriculum, the national curriculum, in Aceh, Indonesia adopting Michael Fullan’s framework. Grounded in a case study approach, data were garnered through in-depth interviews situated in senior secondary schools. Twelve urban and rural Islamic education teachers were recruited to participate in this case study. The study was conducted in six regencies. Study findings demonstrate that urban Islamic education teachers applied the objectives, materials, methods, and learning assessments in accordance with the government-prescribed curriculum. Rural Islamic education teachers did not receive sufficient facilities to enact the national curriculum. This study exposes that Fullan’s framework could be adapted to illuminate the best practice and understanding of Islamic education teachers in implementing the national curriculum, i.e.: building leadership communication, creating a conducive atmosphere and overcoming emerging problems, organizing teacher discussion forums, determining professional goals, building the capacity of educators, strengthening positive evaluation, and strengthening financial management. The study also indicates that support from the school and government is pivotal to require for Islamic education teachers to guarantee the quality of education in supporting the enactment of the government-mandated curriculum. Curriculum development, therefore, needs to be communicated to Islamic education teachers regarding the sustainable development of teacher competencies, e.g. organizing seminars, workshops, and developing learning materials.