Effectiveness of the vingers program in developing anti-violence character through the habituation method among elementary school students: Addressing the three cardinal sins of violence

The Violence Avengers (VINGERS) program in Indonesian elementary schools is recognized as a crucial initiative to address the three major educational sins: sexual violence, bullying, and intolerance. However, limited research has been conducted on the effectiveness of student participation as agents of change within this program, highlighting the need for this study to address this gap. The role of students in the Violence Avengers program, the support provided by teachers, and the predicted development of students' anti-violence character as well as the effectiveness of the habituation method are examined. A sample of 165 students from grades 4-6 was randomly selected, and data were collected through questionnaires assessing variables such as student roles, teacher support, character development, and the habituation method. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate a significant relationship between teacher support in the VINGERS program and the development of students' character through the habituation method. Furthermore, the VINGERS program has a positive impact on character development, although it does not directly influence the habituation method. These findings confirm that reducing consistent anti-violence values requires support from both teachers and students in promoting a safe school environment, enabling early signs of violence to be identified and conflict mediation to be carried out appropriately. The findings also confirm that the development of students' character demonstrates success as a mediator for an effective habituation method. Contributions to the understanding of school-based anti-violence programs are provided, and further research is recommended to evaluate the long-term effectiveness of the habituation method.