INDONESIA:
Bullying masih menjadi masalah serius di madrasah karena bertentangan dengan nilai-nilai PAI. MTsN 2 Bangka Barat menginisiasi program dengan internalisasi nilai-nilai PAI didalamnya yang dinamakan Madrasah Anti Bully (MANLY) sebagai upaya preventif dan responsif dalam mencegah bullying. Namun, bagaimana proses internalisasi nilai-nilai PAI dalam program MANLY dan implementasi program tersebut masih perlu dikaji secara mendalam. Penelitian ini bertujuan untuk menganalisis (1) proses internalisasi nilai-nilai PAI melalui program MANLY, (2) implementasi program MANLY dalam pencegahan bullying di MTsN 2 Bangka Barat.

Pendekatan penelitian yang digunakan adalah kualitatif deskriptif dengan jenis fenomenologi. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dengan melibatkan warga sekolah. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman.

Hasil penelitian menunjukkan: 1) proses internalisasi nilai-nilai PAI dalam program MANLY terjadi melalui tiga tahap, yaitu Transformasi Nilai berupa pemberian pemahaman dan pembiasaan religius sebagai dasar kognitif, Transaksi Nilai berupa penguatan nilai melalui keteladanan guru dan interaksi dialogis; dan Transinternalisasi, ketika nilai telah menjadi kesadaran personal siswa, 2) implementasi program MANLY dengan pendekatan whole-school mencakup edukasi-preventif (sosialisasi, P5RA, pembentukan karakter religius (sholat berjamaah, mengaji bersama, ceramah, ekstrakurikuler), dan tindakan responsif (konseling, sanksi tegas, pemanggilan orang tua).

Penelitian ini menunjukkan bahwa internalisasi nilai-nilai PAI melalui Program MANLY berlangsung melalui tahapan transformasi nilai, transaksi nilai, dan transinternalisasi. Program MANLY efektif dalam menekan kasus bullying di MTsN 2 Bangka Barat yang diperkuat dengan pendekatan whole-school. Meskipun demikian, implementasi program masih menghadapi tantangan seperti keterbatasan SDM, munculnya cyberbullying, dan kurang optimalnya peran orang tua. Oleh karena itu, strategi adaptif seperti penguatan literasi digital Islami dan program parenting kolaboratif diperlukan untuk meningkatkan efektivitas program secara berkelanjutan.

ENGLISH:
Bullying remains a serious problem in madrasah (Islamic schools) because it contradicts the values of Islamic Religious Education (PAI). MTsN 2 Bangka Barat initiated a program involving the internalization of PAI values, named the Madrasah Anti Bully (MANLY) Program, as a preventive and responsive effort to combat bullying. However, the process of internalizing PAI values within the MANLY program and the implementation of the program itself still require in-depth study. This research aims to analyze (1) the process of internalizing PAI values through the MANLY program, and (2) the implementation of the MANLY program in preventing bullying at MTsN 2 Bangka Barat.

The research approach used is descriptive qualitative with a phenomenological type. Data was collected through interviews, observation, and documentation involving school community members. Data analysis was performed using the interactive model of Miles and Huberman.

The results show that: 1)The process of internalizing PAI values in the MANLY program occurs through three stages: Value Transformation, which involves providing understanding and religious habituation as a cognitive basis; Value Transaction, which involves reinforcing values through teacher role modeling and dialogical interaction; and Transinternalization, where the values have become the students' personal awareness. 2)The implementation of the MANLY program uses a whole-school approach which includes preventive education (socialization, P5RA, religious character building (congregational prayer, group recitation of the Quran, lectures, extracurricular activities), and responsive actions (counseling, strict sanctions, parental calls).
This study demonstrates that the internalization of PAI values through the MANLY Program proceeds through the stages of value transformation, value transaction, and transinternalization. The MANLY program is effective in suppressing bullying cases at MTsN 2 Bangka Barat, reinforced by the whole-school approach. Nevertheless, the program's implementation still faces challenges such as limited human resources, the emergence of cyberbullying, and the suboptimal role of parents. Therefore, adaptive strategies such as strengthening Islamic digital literacy and collaborative parenting programs are needed to continuously improve the program's effectiveness.