Jumat, 31 Mei 2013

Brawl makes the quality of education in Indonesia is getting worse.



Brawl or a fight that made students lately prevalent in several major cities in Indonesia, for example, just in the big cities such as Jakarta, Surabaya, and Medan, conflict is often the case. Data in Jakarta, for example (Bimmas Metro Jaya Police), 1992 recorded 157 cases of student fights. In 1994 increased to 183 cases with killing 10 students, in 1995 there were 194 cases with 13 deaths and 2 student members of other communities. In 1998 there were 230 cases who killed 15 students and 2 members of the police, the victim and the following year the death toll rose to 37. Seen from year to year the number of fights and the victim is likely to increase. They are often recorded in a single day there are up to three fights in three places this sekaligus.Hal to mirror how the world of education in Indonesia.
There are several causes of psychological terms tawuran.Dari itself every behavior is a tendency in the interaction between the individual (often called a personality, though not always right) and external conditions. Similarly, in terms of student fights. When translated, there are at least 4 psychological factors why a teen student getting into fights.
1. Internal factors. Teens who got into a fight usually less able to adapt to the situation complex environments. Complex here means a diversity of views, cultures, economic levels, and all stimuli from the environment, more and more diverse and more. This situation usually causes pressure on everyone. But the teenagers who get into fights, they are less able to cope with, let alone take advantage of the situation for his development. They are usually easy to despair, a quick escape from the problem, blame someone / other party on any issue, and chose to use the simplest way to solve the problem. In adolescents who often fight, it was found that they had an inner conflict, easily frustrated, have unstable emotions, insensitive to the feelings of others, and have a strong sense of inferiority. They are usually in desperate need of recognition.
2. Family factors. Household filled with violence (either between the parents or the child) clearly have an impact on children. Children, when adolescents increased, learn that violence is a part of him, so it was a natural thing if he does too violent. Instead, parents are too protective of her, as a teenager will grow as an individual who is not independent and does not dare to develop a unique identity. So join with his friends, he will hand over the destiny of the group total as part of the construction of identity.
3. School factors. School not primarily seen as an institution that should be something to educate their students. However, schools must first be assessed on the quality of teaching. Because of this, the school environment does not stimulate students to learn (eg, the monotonous classroom atmosphere, which is not relevant to the regulation of teaching, lack of lab facilities, etc..) Will cause the students like to do outside of school activities with her friends. Only after the issue of education, where teachers clearly play the most important role. Unfortunately teachers act more as the Punisher and the implementing rules, as well as an authoritarian figure who actually use violence (though in a different form) in "educating" students.
4. Environmental factors. Environment between home and school everyday natural teens, also have an impact on the emergence of a fight. For example, the home environment is narrow and shabby, and ward members who behave badly (eg drugs). Similarly, public transportation is often menomor-sekiankan students. Also the city environment (could state) violent. Everything that can stimulate young people to learn something from the environment, and then developing emotional reaction to the emergence of behavioral supports fight.
The emergence of a number of alternative solutions student brawls, going in circles that do not touch the substance of the matter. Suppose appears bid, in order to issue a school that includes students as actors brawl, or the cooperation of the school to not accept any student who does brawl.
The solutions seem very promising, but leaves the question of depth. What is the fate of students who "dumped" from the formal education environment? Is not this solution will only create "monsters" new society? Continues, how complete inner satisfaction affected families? As well as how to keep the habit brawl also not infect other students?
Alternative solutions above, is considered able to minimize student brawls. However, the long-term effects that a point of concern. Students as individuals experiencing psychological phase, where it has always been in a limbo between this world and the world of family kinship (peers).
In the world of the family, many normative advice serves to equip themselves from outside threats. However, almost the entire student experience occurs with peers.
When students get comfortable or find "something" that can be impingement desires, he may be moved to do so even risky. Brawl is proving solidarity terrain and terrain in order to search for evidence of identity. This fact is difficult to be accepted by common sense, but the way it is.
Stop the brawl students should consider this possibility. Impose sanctions on schools clearly did not touch the substance of the problem. Because the brawl occurred, not only in the physical world (schools) but also occurs in the world of psychic (soul).
Stop the brawl was tantamount to stopping destructive human instinct. So, stop fighting means must trim destructive forms of human instinct.
Hazing in the formal educational setting, is indicated as an arena fertilization destructive instincts. The comments of "spicy" educators to students, can also be given separately for fertilizing influence this destructive instinct. Thus, the most appropriate solution in stopping this fight than encouraging schools to make efforts in fostering creative students, the school also had to cut all forms of behavior that could lead to the emergence of the destructive instinct. In addition, from the student's family should need any of the early teachings of each religion taught over because all religions basically teach goodness.

 



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