VIOLENCE IN EDUCATIONAL INSTITUTIONS

VIOLENCE

IN EDUCATIONAL INSTITUTIONS
By:

Samsu

Abstract
Violence in education is an anti-climax of enforcement
the values of morality and the rule of school discipline. The world of education is currently faced with a distortion in the framework of enforcement authority (school discipline). Rapid effect and the effect of growing social outside of school has become mine, that trap students in a trend which is sometimes contrary to the values adopted by the school. As a result, the effect is lost school spirit to student in the true meaning

Keywords
Violence, student, school.

A. Introduction

Sanafiah Faisal explained that according to the review of sociology, school as a system also have many common characteristics as other types of large-scale organization. Two of the characteristics refers to, the first school system. As business organizations and hospitals, clearly has a goal of the organization; the goal is the direction and direct the social system concerned. Secondly, in the school organization there is a flow network from a number of positions each crochet hooks (such as teachers, supervisors and administrators) in order to achieve organizational goals. Based on "organization model", it can be said that the task of schooling is to provide knowledge and skills to its student, and that is why teachers are employed.

So important role of schools, Sutari Imam Barnadib (1986) states that the school is always trying to reach out to the children in the hope that education can succeed with the best. To this has held a variety of businesses which until now continue the effort.

In line with the thinking Sanafiah Faisal above, then the school is actually a formal educational institution that was built to equip learners with some knowledge and value (the transfer of knowledge and transfer of value). Indeed, Prof. Schoorl (1982) argued that educational practices are the best rides in preparing human resources (HRD) with a high degree of morality. To achieve that goal, at least education must consider the factors existing education. Zuhairini, et al (1983) states that there are at least five educational factors that can be used as the basis for education to students to determine the success of learning, namely 1) learner, 2) educators, 3) educational goals, 4) the means of education and 5 ) millieu / environment.

In relation to educational purposes, in our country, the National Education idealized goals as contained in the National Education Law (UU Sisdiknas) No.20/2003 section 3 states that "national education aims to develop students' potentials to become a man of faith and pious to God Almighty , morals, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.

Even in line with that, Dwi Nugroho Hidayanto (1988) actually stated that education would serve to improve the quality of life, both as individuals and as groups in public life. However, unfortunately demoralization practices have also been plagued the education world that never gave mainstream to behave honestly and only teach moral and character education to the extent textualist, who when out of the school fence, learners (pupils/students/learners /students) must confront a contradictory life. In fact, the reduction phenomena of morality and conscience part of academician with empirical evidence of the high arrogance amongst educators, learners assistance during final exams (UAN), pulley the grade, scientific prostitution such as purchase value, the business of writing scientific papers, the proliferation of cultural cheat, corruption of time in teaching, sexual harassment, and so forth. Though educators, have been submitted and instill value to the learner, which should be adhered to not just indoctrination and internalization of values. Allah says in the Holy Qur'an:

$pkš‰r'¯»tƒ tûïÏ%©!$# (#qãZtB#uä zNÏ9 šcqä9qà)s? $tB Ÿw tbqè=yèøÿs? ÇËÈ

It means: "O those who believe, Why do not you say something that you do" (Surah As-Shaff: 2).

B. Definition of Violence

Before talking about the definition and the problem of violence in educational institutions, must first be discussed regarding the relationship of educators with their students.

According to Imam Sutari Barnadib (1986), if we really consider how much human attention to the children, then we will feel proud that the men who have the greatest attention to the child. However, according to Dwi Nugroho Hidayanto (1988) turns in its development, especially in educational situations occurs the relationship between educators and students. This relationship is not the usual social relations, but meetings between educators and students based on authority relations. This relationship is identical to the confrontation between maturity and prior to maturity. What happened as a result of mutual respect and trust. There is no feeling that one is higher than the other. The relationship between teachers and students (learners) is in progress then, experienced problems due to values that are embraced by learners differ with the value adopted by the educator (teacher), even more so as a result of sociological pressures of children from a different environment with the values adopted by the school. As a result one of them happened is an act of discipline enforcement, one of which is physically possible with the law (the latter) is often identified with violence against children in schools.

If it turns out be traced further disciplinary punishment on behavior of students in school have been considered as a 'development' of students, even in recent decades the reaction of parents and students have switched on the 'impression' crime against students at school . The figure of the teacher is no longer regarded as a person who has full authority in developing student into an adult (maturnity), but the act of coaching is regarded as a force.

According to Black (1951), violence is actually the use of force that is not fair, and can not be justified, which is accompanied by great emotion or unbridled anger, all of a sudden, powerful, rude, and insulting. Power is usually in the form of physical force, misuse of public rights, the rule of law and public freedoms, so contrary to the law.

According to KUHP section 89, a violent means to use force or physical force is not small or as strong as possible, illegally, such as hitting with the hand or with all kinds of weapons, kicking, and so forth, so that people affected by the action feel very pain. Violence can be equated with "make people become unconscious and helpless." Fainting means loss of memory, can not remember, or do not come to himself, for instance because the cone-shaped drinking poison or other drugs that cause a person does not remember anymore. People who are unconscious can not know what happened to him. Helplessness means not having power or force at all, so it is not capable of doing the slightest resistance, for example, someone who the feet and hands bound with rope, locked in a room, then injected, so that it becomes paralyzed. People who are powerless still to find out what happened to him.

C. History of Violence

According to Victor Ngantung violence that give pains as a correction or punishment in court, school and family is not equal to abuse. Punishment intended to foster discipline and limited nature, not to destroy the evil intentions of the perpetrator. Psychological and physical effects on both of them difficult to distinguish. In the past, physical punishment is practiced in Egyptian civilization, the Roman, Greek, and was developed in medieval European churches, although many leaders rejected it, then go into education. In the 16th century, corporal punishment is cruel to the prisoners made a spectacle in order to frighten criminals. Locke, criticized its application in schools, so that Poland remove them in 1783. During the 18th century, severe physical punishment was criticized by the philosopher and educational reformer. Giving pain was not efficient, only affects people for a moment, and not make permanent changes in their behavior. The principle that punishment should be reform, not retribution, makes Jeremy Bentham's panopticon initiated, prison, arranged such that each prison space could be monitored continuously from one angle, so do not need any physical punishment.

Victor Ngantung further explained that in the 19th century, in Britain and North America has reduced the physical punishment. Anti-physical punishment in Britain is affected by the death of Frederick soldiers whipped John White after 1 847 years and death Reginald Cancellor who was killed by his headmaster to 1860. Physical Punishment of the tenth in the 20th century, although there are those who still wear them, especially in court for example Malaysia, Singapore, and Saudi Arabia which apply the Islamic Shari’ah. In addition, there are many legal systems allow parents to apply mild punishment for their children. The urge to delete it arises because understand that physical punishment is abuse of the rights of children, child abuse. The State which deleted among others, Poland (1783), Netherlands (1820), Luxembourg (1845), Italy (1860), Belgium (1867), Austria (1870), France (1881) Finland (1890), Japan (1900), Russia (1 917), Turkey (1 923), Norway (1936), China (1 949), Portuguese (1950s), Sweden (1 958), Danish (1 967), Cyprus (1967,), Germany and Switzerland (1 970), Ireland (1982 ), Greece (1983), United Kingdom (1986), New Zealand and Namibia (1990), South Africa (1996), American Samoa (1998), Zimbabwe (1999), Thailand Trinidad & Tobago (2000), Kenya (2001 ), Fiji (2002). Almost all industrialized countries has been to remove physical punishment, unless the United States (22 states admit it), Canada (8 erase state, 5 states legalize) and one Australian state. Until 2003, opinions that are legal, physical punishment to students are allowed a lot of adopted people in the United States, also among the flow of a particular religion.

In Indonesia, as the conventional method of violence to discipline students known since the Dutch colonial era. Until now, in Indonesia shows violence as one method of coaching students reap a lot of criticism, with the view that this is no longer appropriate in current conditions. Echoes of the reform demands of all sectors including education for the implementation of mechanisms to reform the organization including education.

D. Violence in Educational Institutions

The existence of acts of physical punishment (violence) is applied on a large number of countries including Indonesia have introduced the need for schools to implement school discipline of students. As a result, be acts of violence or physical punishment of students in school. The presence of authority and exemplary teachers in his time of giving and instill confidence to parents to do the coaching against his son as students at the school. Although the latter authority and trust is often abused for the sake of enforcing discipline (although difficult to measure between the acts of violence or the enforcement of discipline).

Violence in education appears in the physical punishment as a tool of choice of educators who have no other way better, which wits' end, or commonly be harsh. Physical punishment is not teached, does not require thought, practice, or understanding of the learner, enough with the powers available to it. Violence in schools refers to violence and crime by the educators, learners, principals, educational personnel (administration), and parents.

According to Dada Muhammad Ramdan (2008) incidents of bullying or violence at school is like an iceberg phenomenon that seems to surface only a small part of it.Among the cases that have occurred among others such as 1) extortion and violence in Senior High School (SMA) 70 Bulungan, Jakarta. Bulungan Cup sport activity or Bulcup used as an excuse for 1 million rupiahs fund-raising per-class per-week. Pretext inaugural class name, a first-class students also have to face a number of physical violence, 2) In 2008 a student of Senior High School (SMA) 26 Jakarta experienced violence and sexual abuse by older class of extra-curricular hazing futsal every anniversary August 17. Once exposed, the victim played sex play. 3) incidents of violence from teachers as happened in Elementary School (SD) Islam Sudirman, Cijantung, East Jakarta, 28 November 2006 that caused injuries to the students alone who used to joke in class, 4) because considered not able to do homework, a student of Junior High School (SMP) 282 Jakarta, slapped by her English teacher in February 2008, 5) Master Class IV at Elementary School (SDN) Pati starch hot nail jabbed into the hands of students who do not do chores, 6) Sport teacher at a student of Junior High School (SMP) Surabaya told students to run several times a lap due to late entry school. As a result she died because her physical weakness, 7) the teacher of elementary school at Bengkalis, Riau told his students ran around the field naked, 8) the teacher beating student happened in Junior High School (SMP) 1 Jambi city for 2009 for carrying a cell-phone while studying.

And if prosecuted again, will there again the various cases that occur almost throughout the territory of Indonesia. When observed from the cases that occurred as above, at least two patterns of violence in educational institutions, namely: first, the willingness of teachers to enforce school rules, and second the existence of irregularities as a result of opportunities that are owned by the learners to do violence.

However, acts of violence such as this ignores the real essence of education. Because that's necessary to transform education. The transformation of education is important to change the face of a more humane education, free from anarchy. According Mochtar Buchori (1995), the transformation of education is changing the face and character education. The change was originally will appear at school. He further said that the transformation took place in secret escape our attention. This transformation process can sometimes produce a positive change and sometimes produces a negative change.

Under these conditions, the role of teachers is crucial for the formation of students' behavior. Imam al-Ghazali in Ihya 'Ulumuddin (Juz 1 p.13) argues that the task of teaching is noble and the maximum-precious-high position. He said that "the noblest creature on earth is the human species. While most noble part of the human element is the heart. Though the teacher is the person in charge to improve, purify and clarify the heart and guide him to draw closer to God Almighty. Thus the teaching of science, including the worship of God and represent God on earth. He was a representative of Allah because God Almighty has opened the hearts of the 'alim with His knowledge, which is precisely the science that includes the nature of his special. He is also Treasurer of wealth like that glorified God. In that position he was allowed menginfakkan property under his control. From that, if a more noble dignity of a slave who became an intermediary of God with His creatures in an attempt to get closer to him and guide him to heaven?

E. Violence Polemic and Solution Effort

Indeed, looking further and detail about the phenomenon of violence which struck at several educational institutions, there is an indication of our educational world was in a dilemma defeat morality. Anthony Giddens rate, the defeat of this morality as access fecklessness of institutions in bridging the community to make sense of life. The defeat of morality has given birth to the social world that often clash with universal values. Therefore, the social dynamics in the global era has always reflected the controversy or paradox, as said by John Naisbitt, so that our predictions about global civilization harmony and social dynamics above all morality was only a shadow. Violence became tradition that is not clogged and prevented by anybody. Up to the grass roots of violence we are witnessing violence even it has become news in the media arts.

Moral collapse followed by the powerlessness of missions and religious education in bridging human life, as pointed out by Ivan Illich in Celebration of awareness is a call for institutional revolution (1969). Religious educational institutions and more brought into the realm of interest, instead serve as the empowerment of human beings. See for example, be dragged into the educational institutions more than the money-making machines that build machines educators human authenticity. Educational institutions became more dominant business fields that confront education essence itself. So it is with religious teachings, the more we drag as justification that crippled logic and conscience than we make as an asset that build the future.

Departing from this premise, the actual learners (students) as a human being needs students. This is according to Dwi Nugroho Hidayanto (1988) because the human world is an open world, different from animals that have a fixed world. The definition is open to the human world is characterized by the desire to break through the concrete world around them. This dynamic caused by the title against the man as homo-sapiens, sentient beings who think. As a result of this thinking further by Dwi Nugroho Hidayanto (1988) led to business and human activity to be developed. Business and this activity is characteristic of a very important and can be observed by viewing the change of behavior. Behavioral changes that occur as a result of psychological processes in the one who has the potential to grow. The development starts from the things that are less targeted to the activities that are perfect.

The development according to Langeveld (1961) within the educational situation there is a process in which the students and educators are together to reach maturity. In reaching the maturity, Langeveld suggests some level of relationship with the child development authority. Level is 1) the protection; 2) understanding, 3) harmony; 4) harmony and 5) self-standing own. Protection is the attitude of educators of students based on the deeds to protect them. Children feel protected because it is protected by educators. Understanding allows meetings, consensus indicates a relationship. Alignment is obtained between the behavior of educators and students. Harmony provides the basis of life together. While self-standing is at this stage the child aware of his personality, so he will try to determine something of its own. At this stage also if the students do wrong, so teacher is responsible.

The process of education with a degree child relationship development authority, as follows:

F. Closing

Practices and demoralization that has entered the world of education is the distortion affects the contradictory for the school cultural enforcement with built-discipline authoritatively that the authority of the school in the birth of a noble learner-led enforce the school rules, but on other hand are often considered collide with the common view of society, especially against acts of violence. Even the very tragic, if the element rates have violated ethics and morality are maintained and upheld so far.

The emergence of school efforts in enforcing school rules is a consequence of educational responsibility to embrace. If schools do not have the authority to enforce the rules, then it will lose influence didactics-methodics in teaching. Therefore, enforcement of rules (discipline) school is a must on the one hand, and the behavior and acts of violence on the other side is not justified. What should have happened is the overarching need for legal instruments the teaching profession and professional education at the school for at one side of the enforcement order can prevail, but staying within the limits of reasonableness. Behavior and violence as happened so far, none other than the absence of an umbrella law to protect teachers and educational professionals in schools. We would be concerned if the school already happening acts of crime and law enforcement officers intervened too much education on the pretext crime and is based on complaints public.

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