Kekerasan dalam Pendidikan Islam: Sebuah Kajian Antropologis-Teoretis
DOI:
https://doi.org/10.54180/elbanat.2023.13.2.396-418Keywords:
Violence, Discipline, Islamic Education, School Culture, Islamic ValuesAbstract
This article examines the interaction between violence and discipline within Islamic boarding schools (pesantren) through an Islamic educational anthropology approach. The study reveals how social norms and power dynamics in pesantren shape disciplinary practices, which often involve both physical and symbolic violence. By highlighting the importance of values such as compassion and justice in Islamic discipline, the article advocates for educational reform in Islamic institutions to create a safe and supportive environment for students’ rights. This study contributes significantly to Islamic education discourse by introducing a more humanistic, non-violent disciplinary approach. Further research is recommended to explore the application of non-violent Islamic disciplinary methods and to evaluate the impact of school culture on the potential for violence within Islamic educational institutions
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References
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https://doi.org/10.1080/1360312032000150779. (2003): 415–33.
Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. “Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline.” Policy Insights From the Behavioral and Brain Sciences 6, no. 2 (2019): 162–69. https://doi.org/10.1177/2372732219864707.
Jusmirah, Jusmirah. “Integrating the Values of Moderate Islam in Social Science Learning: A Qualitaive Study at Islamic Junior High School (MTs) Darul A’mal
Metro.” Journal of Research in Islamic Education, 2020, 1–10. https://doi.org/10.25217/jrie.v2i1.993.
Kliewer, Wendy, Lenn Murrelle, Roberto Mejía, G Y. T. de, and Adrian Angold. “Exposure Clinical to Violence Against a Family Member and Internalizing Symptoms in Colombian
Adolescents: The Protective Effects of Family Support.” Journal of Consulting and Psychology 69, no. https://doi.org/10.1037/0022-006x.69.6.971.
Ludwig, Kristy, and Judith J. Warren. “Community Violence, School?related Protective Factors, and Psychosocial Outcomes in Urban Youth.” Psychology in the Schools 46, no. 10 (2009):
1061–73. https://doi.org/10.1002/pits.20444.
Ma’arif, Muhammad A. “The Role of Islamic Religious Education Teacher in Preventing Radicalism in State Junior High Schools.” Jurnal Pendidikan Islam Indonesia 7, no. 2 (2023): 40–55. https://doi.org/10.35316/jpii.v7i2.480.
Masath, Faustine B., Laura Hinze, Mabula Nkuba, and Tobias Hecker. “Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania.” Journal of Interpersonal Violence 37, no. 17–18 https://doi.org/10.1177/08862605211015219. (2021): NP15455–78.
Masath, Faustine B., Mabula Nkuba, and Tobias Hecker. “Prevalence of and Factors Contributing to Violent Discipline in Families and Its Association With Violent Discipline by Teachers and Peer Violence.” Child Abuse Review 32, no. 4 (2022). https://doi.org/10.1002/car.2799.
McMahon, Susan D., Andrew Martinez, Linda A. Reddy, Dorothy L. Espelage, and Eric M. of Anderman. “Predicting and Reducing Aggression and Violence Toward Teachers: Extent the Problem and Why It Matters,” 2017, 1–16. https://doi.org/10.1002/9781119057574.whbva100.
Medari?, Zorana, Maja Zadel, and Martina Ramesa. “Interethnic Violence and Principles of Intercultural Education in Schools: The Case Study of Slovenia.” Sociologija 58, no. 3 (2016): 410–31. https://doi.org/10.2298/soc1603410m.
Mijanovich, Tod, and Beth C. Weitzman. “Which ‘Broken Windows’ Matter? School, Neighborhood, and Family Characteristics Associated With Youths’ Feelings of Unsafety.” Journal of Urban Health 80, no. 3 (2003): 400–415. https://doi.org/10.1093/jurban/jtg045.
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Mulyana, Rohmat. “Religious Moderation in Islamic Religious Education Textbook and Implementation in Indonesia.” HTS Teologiese Studies / Theological Studies 79, no. 1 (2023). https://doi.org/10.4102/hts.v79i1.8592.
Nystrom, Kenneth C. “The Bioarchaeology of Structural Violence and Dissection in the 19th?Century United States.” American Anthropologist 116, no. 4 (2014): 765
79. https://doi.org/10.1111/aman.12151.
Octaviani, Leilana, Dewi N. I. Sari, and Ahmad Hidayatullah. “The Development of Radical Islamic Movements and the Importance of Anti-Radicalism Education at the High School Level in Indonesia.” Jurnal Pertahanan Media Informasi TTG Kajian & Strategi Pertahanan Yang Mengedepankan Identity Nasionalism & Integrity 7, no. 2 (2021): 368. https://doi.org/10.33172/jp.v7i2.1097.
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Published
2023-12-07
How to Cite
Ridwan, A. (2023). Kekerasan dalam Pendidikan Islam: Sebuah Kajian Antropologis-Teoretis. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 13(2), 396–418. https://doi.org/10.54180/elbanat.2023.13.2.396-418
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