Implementasi Peraturan Daerah No 6 Tahun 2023 tentang Penyelenggaraan Perlindungan Anak (Studi Kasus Perlindungan atas Anak Korban Bullying di UPT SMP Negeri 17 Kecamatan Medan Tembung)

Abstract

Penelitian ini menganalisis implementasi Peraturan Daerah Kota Medan Nomor 6 Tahun 2023 tentang Perlindungan Anak atas Korban Bullying serta faktor penghambatnya di UPT SMP Negeri 17 Kecamatan Medan Tembung. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara (kepada guru kesiswaan, BK, dan siswa), dan studi dokumentasi, kemudian dianalisis dengan model George C. Edwards III (komunikasi, sumber daya, disposisi, struktur birokrasi). Hasil penelitian menunjukkan bahwa implementasi belum optimal dan bersifat parsial serta reaktif, baru berupa himbauan moral dan penanganan insidental tanpa SOP, tim khusus, atau sistem pelaporan terstruktur. Sosialisasi juga terbatas. Faktor penghambat utamanya adalah: (1) komunikasi kebijakan yang lemah, (2) keterbatasan sumber daya (SDM, fasilitas, anggaran), (3) struktur birokrasi yang belum mendukung, dan (4) disposisi pelaksana yang belum terlembagakan. Untuk itu, disarankan agar sekolah segera menyusun SOP, membentuk tim khusus, dan menyediakan fasilitas pendukung, sementara Pemerintah Daerah perlu menerbitkan petunjuk teknis, melakukan monitoring, dan menyediakan dukungan anggaran agar kebijakan dapat efektif dan menjadi budaya sekolah yang aman. This study analyzes the implementation of Medan City Regulation No. 6 of 2023 concerning Child Protection for Victims of Bullying and its inhibiting factors at the State Junior High School 17 in Medan Tembung District. Using a descriptive qualitative approach, data were collected through observation, interviews (with student affairs teachers, guidance counselors, and students), and documentation studies, then analyzed using George C. Edwards III's model (communication, resources, disposition, bureaucratic structure). The results of the study indicate that implementation has not been optimal and has been partial and reactive, consisting only of moral appeals and incidental handling without SOPs, special teams, or structured reporting systems. Socialization is also limited. The main inhibiting factors are: (1) weak policy communication, (2) limited resources (human resources, facilities, budget), (3) an unsupportive bureaucratic structure, and (4) an uninstitutionalized disposition of implementers. Therefore, it is recommended that schools immediately develop SOPs, form special teams, and provide supporting facilities, while local governments need to issue technical guidelines, conduct monitoring, and provide budgetary support so that the policy can be effective and become a culture of school safety.