77 journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 2 (2019), pp.77-84, doi: 10.21831/jss.v15i2.25228. 77-84 history and promotion of a culture of peace at global level through education kunal mehta lr dav college jagraon, india email: professorkunal@yahoo.com abstract this article is concerned with the great task before the united nations: saving future generations from the scourge of war. this entails the transformation not only of the institutional structures and manifestations of war, but also of the deeply rooted culture of violence and war, and the evolution of a culture of peace and non-violence. it provides a brief history of the concept of the culture of peace, discusses the basic aspects of the concept, and reflects on its relationship with everyday life. it then outlines the various actions undertaken by unesco during 1992–8 to promote a culture of peace, and lists declarations for a culture of peace and non-violence. keywords: history, promotion, culture, peace, education introduction the united nations is challenged to take up with renewed commitment and resources its fundamental task: to save future generations from the scourge of war. this task requires transforming not only the institutional structures and manifestations of war, but also its deep cultural roots, the culture of violence and war, into a culture of peace and non-violence. the transition from the 78 journal of social studies (jss), volume 15, number 2, 2019: 77-84 culture of war to a culture of peace, initially taken up as a priority by the united nations educational, scientific and cultural organization (unesco), has now been taken up by the united nations as well. three points may be made by way of summary. first, a culture of peace: consists of values, attitudes, and behaviors that reflect and inspire social interaction and sharing, based on the principles of freedom, justice, and democracy, all human rights, tolerance and solidarity, that reject violence, endeavor to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation and that guarantee the full exercise of all rights, and the means to participate fully in the development process of their society. second, violence is not inevitable. third, rather than intervening in violent conflicts after they have erupted and then engaging in post-conflict peace building, it is more humane and more efficient to prevent such violence in the first place by addressing its roots: this is the essence of a culture of peace approach. the creation of the united nations system based on universally shared values and goals has been per se a major act of a culture of peace. the international instruments adopted under its auspices and the declarations and action plans of its recent world conferences reflect the development and deepening of commonly shared norms, values, and aims that may be considered as the core of the evolving concept of a culture of peace. these norms, values, and aims constitute the basis of a global ethics and show that fundamentally many of the most important values are common to all great moral traditions and that there is no sharp cleavage between values of various groups of countries, between the north and the south, the east and the west. in a rapidly and deeply changing world characterized by the growing importance of ethical issues, a culture of peace provides future generations with values that can help them to shape their destiny and actively participate in constructing a more just, humane, free, and prosperous society, and a more peaceful world. the general assembly of the united nations, in proclaiming the year 2000, at the turn of the millennium, as the international year for the culture of peace, and the decade 2001–10 as the international decade for a culture of peace and non-violence for the children of the world, has recognized the importance of mobilizing public opinion for a culture of peace. a brief history of the culture of peace concept the concept of a culture of peace arose at the end of the cold war. for the first time, the objective for which the united nations was founded, the abolition of war, had become feasible. the culture of peace concept was 79 history and promotion of a culture of peace at global level through education (kunal mehta) developed in 1992 at unesco as the organization’s response to “an agenda for peace” at the united nations security council. it had first been proposed in the declaration of yamoussoukro (côte d’ivoire) in 1989. reasoning that peacekeeping operations alone might assure the absence of war but could not by themselves bring a positive, dynamic peace, unesco argued that this could be done best by engaging those who had been in conflict in common ventures of human development. acting primarily in the fields of education, science, culture, and communication, unesco offered its services in “post-conflict peace building.” projects were undertaken in a number of countries of central america, africa, as well as in collaboration with the government of the philippines. a comprehensive overview of the culture of peace at this early stage is contained in the monograph, unesco and a culture of peace: building a global movement. the transition from the culture of war to a culture of peace was taken up as a priority by the twenty-eighth session of the general conference of unesco in 1995. having considered the initial experiences of the culture of peace programme that it had established in 1993, the general conference declared that this transition was the greatest challenge facing the world at the end of the twentieth century and dedicated unesco’s medium-term strategy for 1996–2001 to its promotion. this was seen as the contemporary expression of the constitutional mandate of unesco which declares that peace requires more than political and economic arrangements of governments; peace must be founded on the intellectual and moral solidarity of humankind. in december 1995, the united nations general assembly placed a culture of peace on its agenda for the first time by adopting resolution 50/173, welcoming with appreciation the resolution concerning a culture of peace recently adopted by the unesco general conference. it requested the secretary-general, in consultation with the director general of unesco, to report to its fifty-first session regarding progress of educational activities in the framework of the interdisciplinary project entitled “towards a culture of peace.” further, having received and welcomed the said report, the fifty-first session of the general assembly in its resolution 51/101 requested the secretarygeneral, in coordination with the directorgeneral of unesco, to report to its fiftysecond session on the progress of educational activities within the framework of the transdisciplinary project entitled “towards a culture of peace,” including the preparation of elements for a draft provisional declaration and program of action on a culture of peace. the unesco transdisciplinary project “towards a culture of peace” 80 journal of social studies (jss), volume 15, number 2, 2019: 77-84 was revised and strengthened by the twenty-ninth general conference in october 1997. the framework of this project has three main lines of activity: • education and training for peace, human rights, democracy, tolerance, and international understanding, including elaboration and dissemination of teaching materials and pedagogical aids in different languages. • policy-oriented research, advocacy action, and exchange and dissemination of information. • capacity-building and technical support for national, sub regional, regional, and international projects. having received the elements for a draft provisional declaration and program of action on a culture of peace (a52/292), the fifty-second session of the united nations general assembly, in november 1997, requested the secretarygeneral, in coordination with the director-general of unesco, to submit a consolidated report containing a draft declaration and program of action on a culture of peace to the general assembly at its fifty-third session, which is the origin of the present document. at the same time, in november 1997, the general assembly proclaimed the year 2000 as the international year for the culture of peace. one year later, the general assembly further proclaimed the decade 2001–10 as the international decade for a culture of peace and nonviolence for the children of the world. the development of the concept of the culture of peace, therefore, has both theoretical and practical value. it provides a conceptual framework that emphasizes the importance of addressing the deep cultural roots of war and violence, and it constitutes the basis for a coherent strategy for a transformation to a culture of peace and nonviolence. basic aspects of the culture of peace as indicated in resolution 52/13 of the united nations general assembly, seven major aspects of a culture of peace may be distinguished: human rights, democracy, tolerance, promotion of development, education for peace, the free flow of information, and the wider participation of women. for each aspect, actions are needed to transform a set of values, attitudes, and behaviors of individuals, collectives, and institutions that are fundamental to the culture of war and violence. human rights the elaboration and international acceptance of universal human rights, 81 history and promotion of a culture of peace at global level through education (kunal mehta) especially the universal declaration of human rights, has been one of the most important steps towards the transition from a culture of war and violence to a culture of peace and nonviolence. it calls for a transformation of values, attitudes, and behaviors from those that would benefit one group exclusively— the clan, the tribe or the nation—towards those that benefit the entire human family. hence, the promotion of human rights at both individual and collective levels is at the heart of actions to promote a culture of peace and non-violence. democracy the fostering of democratic participation and governance is essential for the development of a culture of peace and non-violence. this is the only way to replace the authoritarian structures of power which were created by, and which have in the past sustained, the culture of war and violence. as stated by the copenhagen declaration on social development: democracy and transparent and accountable governance and administration in all sectors of society are indispensable foundations for the realization of social and people centered sustainable development [which, with social justice] are indispensable for the achievement and maintenance of peace and security within and among our nations. tolerance there has never been a war without an “enemy,” and to abolish war, we must transcend and supersede enemy images with understanding, tolerance, and solidarity among all peoples and cultures. only by celebrating the tapestry of our diversity, the common threads of human aspiration and social solidarity that bind us together, and by ensuring justice and security for everyone who makes up the warp and woof of the cloth, can we truly affirm that we are weaving a culture of peace. therefore, a renewed commitment is needed to the actions proposed by the declaration of principles on tolerance (paris, 1995) and other actions that promote “intellectual and moral solidarity” which, as declared by the unesco constitution, is the only secure basis for peace. promotion of development it is increasingly recognized that in the long term, everyone gains from the implementation of sustainable human development for all. the poverty and exclusion of some increases the vulnerability of all. this represents a major change in the concept of economic growth which, in the past, could 82 journal of social studies (jss), volume 15, number 2, 2019: 77-84 be considered as benefiting from military supremacy and structural violence and achieved at the expense of the vanquished and the weak. as declared by the world summit for social development (copenhagen, 1995), social development, social justice, and the eradication of poverty are indispensable for the achievement and maintenance of peace and security within and among our nations. in turn, these cannot be attained in the absence of peace and security or in the absence of respect for all human rights and fundamental freedoms. as stated in the proposals of the united nations development programme (undp), people-centered development is both a precondition for peace and the consequence of peace. education for peace education is the principal means of promoting a culture of peace. this includes not only formal education in schools, but also informal and non-formal education in the full range of social institutions, including the family and the media. the very concept of power needs to be transformed: from the logic of force and fear, to the force of reason and love. education should be expanded so that basic literacy is joined by the “second literacy” of “learning to live together.” a global effort of education and training, supported by the united nations, should empower people at all levels with the peacemaking skills of dialogue, mediation, conflict transformation, consensusbuilding, co-operation, and nonviolent social change. this campaign should be based upon universal principles of human rights, democratic principles, and social justice, and at the same time, build upon the unique peace-making traditions and experiences of each society. it should be linked with other campaigns already launched on regional and national levels, such as the initiative for education for democratic citizenship of the council of europe. the free flow of information freedom of opinion, expression, and information, recognized as an integral aspect of human rights and fundamental freedoms, is a vital factor in the strengthening of peace and international understanding. it is needed to replace the secrecy and manipulation of information that characterize the culture of war. in this regard, the media can be a powerful partner for the construction of a culture of peace. its technological advances and pervasive growth have made it possible for every person to take part in the making of history, enabling for the first time a truly global movement for a culture of 83 history and promotion of a culture of peace at global level through education (kunal mehta) peace. at the same time, however, the media is sometimes misused to create and disseminate enemy images, violence, and even genocide against other ethnic and national groups, and to portray and glorify violence in many forms. also secrecy is on the increase, justified in terms of “national security” and “economic competitiveness,” whereas in fact more transparency is needed in governance and economic decision-making. therefore, actions are proposed in support of this aim that realize the positive potential of the media to provide essential information and to promote, via participatory communication, the values, attitudes, and behaviors of a culture of peace. wider participation of women as recognized by the fourth world conference on women (beijing, 1995), there is an inextricable linkage of peace with equality between women and men. only this linkage of equality, development, and peace can replace the historical inequality between men and women that has always characterized the culture of war and violence. as pointed out at the conference, it is necessary to promote women’s political and economic empowerment and equal representation at every level of decisionmaking so that women’s experience, talents, visions, and potential can make their full contribution to a culture of peace. the analysis is becoming generally accepted in the world today that women themselves have always been anti-war and against violence in view of their roles as mothers and wives, and in times of conflict, women and children have always been the victims. the foundations for an enduring and sustainable culture of peace require the full integration of women at all levels of the decision-making processes including the political arena, peace-building, and resolution and prevention of conflicts. the culture of peace, as defined by the united nations general assembly, does not include those aspects of peace and security that are the domain of the united nations security council. however, actions that promote the one may be synergistic and mutually reinforcing to actions that promote the other. international peace, in the sense of the absence of war and the presence of security between nations, is a necessary condition for the full establishment of a culture of peace. at the same time, however, only the establishment of a culture of peace can provide an effective basis for the prevention of war and violence and the ensuring of longterm security. therefore, actions to promote a culture of peace need to be co-ordinated with those to promote international peace and security, such as peace diplomacy, peacekeeping, disarmament, and military conversion. 84 journal of social studies (jss), volume 15, number 2, 2019: 77-84 bibliography this article is adapted and updated from the report on a culture of peace developed by the united nations educational, scientific and cultural organization (unesco) for the united nations general assembly in 1998 (document a/53/370). other invaluable resources include: • records of the twenty-eighth general conference of the united nations educational, scientific and cultural organization (1995) vol. 1 resolution 0.12, medium-term strategy for 1996– 2001. • the seville statement on violence, unesco, 1991. • resolution of the united nations general assembly a/res/52/15, proclamation of the year 2000 as the international year for the culture of peace, adopted on november 20 1997, recalling economic and social council resolution 1997/47 of july 22 1997, final report. • international congress on peace in the minds of men, june 26–july 1 1989, yamoussoukro, côte d’ivoire, unesco; unesco and a culture of peace: promoting a global movement. 1995. revised and reprinted in cultures of peace series (unesco 1997). • preamble of the constitution of the united nations educational, scientific and cultural organization. • the copenhagen declaration, world summit for social development, articles 4 and 5. • the copenhagen declaration, op. cit., article 5. the world declaration on education for all (jomtien, 1990), unesco, 1990. • learning: the treasure within, report submitted to unesco by the international commission on education for the twenty-first century (unesco, 1996) • universal declaration of human rights, article 19. report of the fourth world conference on women (beijing, september 4–15 1995), annex ii, platform for action, para. 131. ijss.vol.13, no.1, september 2017 63 serat wedatama and character education hy. agus murdiyastomo 6 abstract many people understand that a character education is only related to politeness. this understanding is certainly too narrow because character in javanese culture has broader meaning than just being polite. the ideas regarding character education have been presented by mangkunegara iv through his work of serat wedatama. problems arise when the work is written in the form of symbolic traditional songs, namely pangkur, sinom, pocung, and gambuh. this paper aims at investigating the kinds of character messages presented in the first section of serat wedatama which was composed in the form of pangkur traditional songs. the method employed in this research is a historical research method, whose stages include heuristics, criticism, interpretation, and historiography. considering the object of the study is a manuscript, content analysis and semantic approaches are utilized. the approach was chosen merely to obtain the clarity of the meaning which are implicitly expressed in the form a traditional song of pangkur. the results are traditional songs describes the atmosphere, circumstances, or will to be achieved. the first section of pangkur traditional song, in general, contains a message about the guidance to achieve the perfection of which can be attained by abandoning worldly things. among the 14 traditional songs of pangkur, their first section presents some basic thoughts namely angkara, ngelmu, atining tatakrama, lumuh asor kudu unggul, puruhita, and manembah keywords: character, education, wedatama. 6 faculty of social sciences, yogyakarta state university. email: agus_murdiyastomo@uny.ac.id hy. agus murdiyastomo: serat wedatama.... 64 introduction the growing number of news on corruption, fraud, violence, and hate speech which are frequently broadcasted by television and go viral in social media indicate a moral decline. for a society which still holds the moral values, it certainly raises deep concerns. the older generation considers that the present situation is full of bad behaviors, they miss the situation in the past which are covered with honesty and politeness. many behaviors which indicate this moral depravity may affect the field of education i.e. the ommission of budipekerti lessons from the curriculum. formal educational institutions are blamed since they focus on pursuing a high passing rate of the national examination. the high passing rate on the national exam will be able to improve the prestige of the school. thus, lessons that are not tested on the national exam are slightly disregarded, including lessons which contain moral messages or character developments such as history lessons. furthermore, education is assumed to solely develop intellectual intelligence and ignores spiritual as well as social intelligence. facing this reality, the educational experts try to find a solution. character building should start at an early age, formally through educational institutions and nonformally through the family and community. through the formal efforts, the national education ministry's curriculum center in 2010 has developed a character education, in which the materials are integrated into the existing subjects. the materials for character education are formulated into 18 items which include religious, honest, tolerance, discipline, environment care, social care, curiosity, spirit of nationality, love of the country, creative, hard work, independent, democratic, peace loving, achievement, high reading passionate, and responsibility. if the character education is successfully integrated into these subjects, learners will not only learn the theory of characters (how to know), but also learn how to behave in a good manner (how to do). in order to enhance learners performing a good character, the teachers play a vital role. to this end, they should be a role model for performing a good character. a teacher must be "digugu lan ditiru" (being followed and immitated). also, they must become an example for their learners and perform a good behavior both inside and outside of schools. this is for sure depending on the individual, if the teachers want to imitate the teaching of ki hadjar dewantara who educated by employing cultural approaches, the character values will be instilled to the learners. building a nation's character is certainly not an easy job and can not be realized in a short time. what we have done at the moment will result in many years later. the the nation’s character building is certainly not only the responsibility of the schools, but also the family and society. in school, students learn more theories and do a little practice. the information and models more likely come from outside of the school environment such as the media, direct observation and experience, which provide much greater effects. with regard to this, the people’s participation in character building is badly needed. in islamic javanese kingdom era, literary works whose sources derive from indian literature were still produced by a poet. one of them is kgpaa mangkunegara iv, a king who is also a poet. during his reign, he had made many changes intended to improve ijss.vol.13, no.1, september 2017 65 the prosperity of his people such as changes in the field of constitutional, social, and economic. one of the strategies to improve the capacity of the royal apparatus and his people is to provide advices through literary works. during his life, mangkunegara iv (1811 1881) has produced 42 texts. among his works, there are two outstanding manuscripts namely serat wedatama and serat tripama. serat wedatama as one of mangkunegara iv's works is interesting to be examined since it presents teachings for all citizens, particularly for young generation. the messages conveyed through serat wedatama include advices for people to achieve perfection to be united with god. in order to unite with the god, human being must perform good behaviors or characters. with regard to this, serat wedatama provides a worthy source for instilling noble characters to the learners with respect to their levels. kadipaten mangkunegaran kadipaten mangkunegaran stands after a long struggle of its founder, raden mas said or sambernyawa prince which lasted from 1740s until 1757. his struggle began when he, as a king's relatives, was treated unfairly, even not only him but also his father, arya mangkunegara prince. raden mas said left the palace and rebelled against sunan paku buwono ii and voc for keeping the dignity of his ancestors due to a slander from his rival patih danureja, who accused prince arya mangkunegara seducing the king's wife, then he was dumped to batavia, sri lanka, and finally to tanjung harapan. sunan paku buwana ii actually did not trust on the slander. as arya mangkunegara prince has a great influence on the princes, sunan paku buwana ii was worried that he will be rebelled. raden mas said jointly struggled with the prince of mangkubumi (later became sultan hamengku buwana i) who was also dissapointed due to sunan paku buwana ii policy. the joint struggle of raden mas said and pangeran mangkubumi got a sympathy from the palace relatives and the people. the greater power of rebellion was also caused by the policy of sunan paku buwana ii which was influenced by the voc, therefore it burdened local officials. the officials were obliged to deposit some of their income to pay the king's debts to the voc. this obligation was burdensome. due to this obligation, people did not want to acknowledge the power of the king, therefore many royal officials rejected his policy and cut the ties with the king. mangkunegara iv is one of the great figures in indonesian history. he is one of the kings living in the palace since childhood. mangkunegara iv was born on march 3, 1811 having the name of rm. sudiro. in his childhood, he was educated with high discipline, especially when he was cared by his grandfather, mangkunegara ii, who instructed to study religion, reading and writing javanese scripts. before teenagers, he grew with mangkunegara iii to be further educated. rm sudiro did not take a formal education but a home schooling. some of his teachers were from dutch, namely dr. gericke and cf.winter. his appearance and intelligence have attracked mangkunegara iii to adopt him as a son. moreover, as mangkunegara iii had no son, rm sudiro was appointed as a prince duke, having a title of aryo gondokusumo prince, who later succeeded him to be a mangkunegaran's ruler. after kgpaa mangkunegara iii died, he was hy. agus murdiyastomo: serat wedatama.... 66 appointed as kgpaa prangwadana iv in 1853, and inagurated as kgpaa mangkunegara iv in 1857. serat wedatama after the java war ended, the colonial government made a new policy which limited the movement of indigenous rulers and their political relatives. this strict supervision encouraged the kings to be active in the field of culture, until the 19th century, many literary works were produced, such as dance and karawitan. in surakarta, masterpiece was produced in that era, even they are still popular today such as serat wulangreh which was produced by sunan pakubuwana iv, serat wedatama and serat tripama that were made by kgpaa mangkunegara iv and etc. like other javanese literary works in general, serat wedatama are symbolic in nature which means that the messages conveyed are always hidden behind the symbols. therefore, in order to understand the intended messages, a reader of javanese literature must understand javanese culture. moreover, if the literary works are presented in the form of traditional songs (tembang), the rules of songs should be understood as well. each stanza in the song is arranged in a number of lines called guru gatra and each line must be subject to the rules of guru wilangan and guru lagu. guru wilangan is the number of syllables in each line, while guru lagu is the vowel sound of the syllable at the end of each line. this rule often forces the artists to use dictions to meet the rules of writing the song, and keep message delivered. serat wedatama is the work of mangkunegara iv which is very popular among the people of java. it is not only popular in pura mangkunegaran and surakarta in general, but also in other areas such as yogyakarta. moreover, it consists of four parts namely 14 traditional songs of pangkur, 18 traditional songs of sinom, 15 traditional songs of pocung, and 25 traditional songs of gambuh. but later, there was an addition in which gambuh traditional song was added with 10 stanzas, so its total was 35 stanzas. also, one traditional song was added namely kinanthi traditional song song, which consisted of 18 stanzas. thus the new version of serat wedatama contains 100 traditional songs. however, regardless of the original or new version of serat wedhatama, this initial study focuses on investigating first part of the work or pangkur traditional songs. this is carried out by considering that the content of serat wedatama can be explained in various ways, namely explaining the each stanza or by choosing the expression and the issues presented which are considered important, then they are explained simultaneously in order to obtain a thorough understanding. in general, serat wedatama provides advices or suggestions to its readers since there many earthly temptations when human pursue the perfect life. the temptations may lead to the failure of reaching the perfection. this earthly nature should be controlled so that the spiritual and the physical balance can be achieved. keeping this balance is the duty of human being in order to realize peace and prosperity. with regard to keeping this balance, serat wedhatama was created to advice humans in order to perform good actions, thus perfection of life can be attained. serat wedatama is a literary work which is originally written in the form of javanese poetry, which can be divided entirely into four groups of traditional songs: pangkur, sinom, pocung, and gambuh. then, in its new version, ijss.vol.13, no.1, september 2017 67 there is an additional song namely kinanthi. however, this addition does not remain a problem as this study discusses the first section of serat wedatama which contains 14 traditional songs. this work is categorized as a piwulang or advice of live, since it contains various life guidance which are very broad and deep. to understand the content of serat wedatama written in the form of macapat song, readers should firstly understand javanese culture, especially concerning the rules in writing pangkur traditional song, considering that this research focuses on discussing the first part of serat wedatama written in the form of pangkur traditional song. each line of the pangkur traditional song consists of 7 rows following the rules of guru wilangan and guru lagu as described below. the arrangement of pangkur traditional song lines guru wilangan (the number of syllables in each line) guru lagu (the vowel sound of the syllable at the end of each line) 1 8 a 2 11 i 3 8 u 4 7 a 5 12 u 6 8 a 7 8 i due the above rules, a traditional song writer often has to disregard grammatical aspects solely to comply with the rules. for example nagari astina (astina’s state) is reversed into astina nagari (state astina). moreover, two words are often combined into a single word, for example ana ing is combine into neng, or a word consisting of 3 syllables is combined into two syllables, e.g. nagari into nagri. the above examples show that writers prefer the beauty to grammar. more importantly, writers do not change the meaning and the message of the song that he wrote. mangkunegara iv tried to abandon the worldly-desire. to make easier discussing the work of kgpaa, this research focuses on the first section of the serat wedatama or macapat pangkur. pangkur derives from the word mungkur, pamungkur, or nyingkur which literally means being at the front of the back. this implies that back is a worldly life. in short, pangkur may guide someone to leave something worldly. as stated earlier that each traditional song describes the atmosphere, circumstances, or will to be achieved. thus, the first section of pangkur traditional song, in general, contains a message about the guidance to achieve the perfection of which can be attained by abandoning worldly things. among the 14 traditional songs of pangkur, their first section presents some basic thoughts namely angkara, ngelmu, atining tatakrama, lumuh asor kudu unggul, puruhita, manembah, ngelmu pangukut, liyep-layap-luyut, ngasepi, supena and rasajati. those thoughts are divided into two levels namely physical and spiritual. in this case, character education deals with physical levels, namely in the expression of angkara, ngelmu, atining tatakrama, lumuh asor kudu unggul, puruhita and manembah. 1. angkara is a desire which also means an ambition. every person has a desire, but one person and the other have differences in controlling their desire. the ability to hy. agus murdiyastomo: serat wedatama.... 68 control the desire is what determines how good of a person's character is. 2. ngelmu means knowledge. in serat wedatama, good knowledge is the knowledge which can reassure the people who seek it. wedatama divides knowledge into two namely, physical and spiritual knowledge. the physical knowledge is also called the basic knowledge while the spiritual knowledge is the noble knowledge. noble knowledge is core knowledge that exists in the world. with regard to this, it is mentioned that the noble knowledge is knowledge that must be possessed by high-ranking people (all kings of java are equipped with noble knowledge in order to help his people from various difficulties). 3. atining tatakrama means the essence of manners, therefore the meaning of manner is different from decency. the decency may be applied differently from one to another, so there is a term "desa mawa cara" which means each village has their own manners. meanwhile, decency deals with being fair, this attach to anyone and there is no different one and the other. 4. lumuh kasor kudu unggul which means humans who always want to be praised. on the other hand, praise is an obstacle for having progress, because a person who is praised a lot often forgets himself and feels more than the other. the impact giving excessive praises is the feeling of arrogant and being able to do more than the others. in addition, it also causes an attitude of putting someone down, but certainly no one is willing to be underestimated. that is why this becomes an obstacle in achieving the goal, because there must be temtations in the course of life, like a tall tree, the higher of the tree, the greater of the wind which blows it. 5. puruhita means studying. in serat wedatama, studying is divided into two levels, namely physical and spiritual. the spiritual studying must be based on physical studying. in its process, when life experience becomes knowledge, then it is time to begin performing a spiritual studying. 6. manembah means worshipping. in serat wedatama, worshiping is classified into the two levels namely physical and spiritual. worshipping to him/herself has a broad meaning namely respect and obedience. this means that humans must respect and obey their parents, siblings, kings and teachers. meanwhile, the spiritual worship deals with worshiping the god. this level of worshiping will be accepted if someone has performed a physical worshipping. conclusions kgpaa mangkunegara iv was born on march 3, 1811 whose name is rm. sudiro. in his childhood, he was educated with high discipline by his grandfather kgpaa mangkunegara ii to study religion, read and write javanese scripts. when approaching the teenagers under the parenting of kgpaa mangkunegara iii, he learned with invited teachers having dutch nationals namely dr.gericke and cf.winter. the personality and intelligence of rm sudiro had attracted kgpaa mangkunegara iii, therefore he was appointed as his adopted son. after kgpaa mangkunegara iii died, he was appointed as kgpaa prangwadana iv in 1853, and was inagurated as kgpaa mangkunegara iv in 1857. his passion on discussions and art works had led him to be a king of poet. ijss.vol.13, no.1, september 2017 69 the messages presented in serat wedatama are moral messages for character education, so it is worth to be revitalized in order to be imitated by everyone. mangkunegara iv, in his work, mentions the four levels of human devotion of worship which include physical, soul and feeling worship. those are addressed to the one god. worshiping god is not only in the form of prayer and all kinds of rituals, but also in the form of everyday behavior. thus the worship will come to the god. references achadiati ikram, dalam muchlis paeni (ed.) sejarah kebudayaan indonesia: bahasa, sastra, dan aksara. jakarta: rajawali pers, 2009. denys lombard. nusa jawa: silang budaya warisan kerajaan-kerajaan konsentris jilid 3. jakarta: gramedia pustaka utama, 2000. page. 132. joko marihandono dan harto juwono, sultan hamengku buwono ii: pembela tradisi dan kekuasaan jawa. yogyakarta: banjar aji, 2008. kochar.s.k. teaching of history. jakarta: grasindo, 2008 klaus krippendorff, analisis isi: pengantar teori dan metodologi, jakarta: rajawali press, 1991. kuntowijoyo, pengantar ilmu sejarah. yogyakarta: bentang, 2001 lombard, denys. nusa jawa: silang budaya warisan kerajaan-kerajaan konsentris jilid 3. jakarta: gramedia pustaka utama, 2000. murdiyastomo, agus. ki hajar dewantara dan pendidikan karakter in pendidikan pura pakualaman. yogyakarta: hudyono, 2010. page: 8. ricklef, mc. sejarah indonesia modern. yogyakarta: gadjah mada university press, 2005. satya pranowo, r.ng. wedaran serat wedatama, surakarta: t.p., 1994. sunarso dkk., pendidikan kewarganegaraan, yogyakarta : uny press., 2013 zoetmulder, kalangwan : sastra jawa kuno selayang pandang. jakarta: djambatan, 1985. 1 journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 1 (2019), pp.1-12, doi: 10.21831/jss.v15i1.25226. 1-12 character education in the 21st century balraj singh punjabi university patiala, punjab, india email: balrajuni@rediffmail.com abstract character education is a growing discipline in recent times with the intent of optimizing student’s ethical behaviour. the outcome of character education has been seen in the continuous encouragement and preparation of a solid background of the leaders of tomorrow. the promotion of character education should not just be that of lip service but should be followed up with a concrete action plan that will stand the test of time. in other words, education policy should take the lead to actualize moral education. the stakeholders, including parent and administrators should join hands and work together in making sure that the student’s exhibit good conduct and character in all aspects of their lives. the outline of this paper was to identify and define the place of character education in our education system reviewing of the character education partnership’s (hereafter cep) eleven (11) principles of character education in the future, the classroom/activity-based character education program implementation and finally the models of character education: perspectives and developmental issues, teaching strategies and benefits of character education were also discussed. keywords: character education, 21st century, teaching 2 journal of social studies (jss), volume 15, number 1, 2019: 1-12 introduction the 21st century character education is the intentional effort to nurture and develop in young people the core ethical and performance values that are widely affirmed and accepted across all cultures. to be effective, character education must include all stakeholders in the school community and must permeate the school climate and curriculum. character education includes a broad range of concepts such as positive school culture, moral education, just communities, caring school communities, social-emotional learning, positive youth development, civic education, and service learning. all of these approaches promote the intellectual, social, emotional, and ethical development of young people and share a commitment to help young people become responsible, caring, and contributing citizens. character education so conceived helps students to develop important human qualities such as justice, diligence, compassion, respect, courage and to understand why it is important to live by them. quality character education creates an integrated culture of character that supports and challenges students and adults to strive for excellence. at the heart of a young person’s development and education is character building which essentially leads to the success of a democratic society. educating the character helps to build civic virtue, compliance with laws, respect for the rights of others, and concern for the common good. more broadly explained, character education is about promoting moral virtues (honesty, compassion, empathy, and trustworthiness) and performance virtues (effort, diligence, and perseverance). character education is about doing the right thing and the best work possible. defining character education character education has continued to evolve and develop since the establishment of the formal education system in america. today, there are numerous working definitions of character education. one of the widely used definition is from the character education partnership (cep): character education is the intentional, proactive effort by schools, districts, and states to instil in their students important core, ethical values such as caring, honesty, fairness, responsibility, and respect for self and others. other sources also include that character education must be a deliberate approach: 3 character education in the 21st century (balraj singh) character education is any deliberate approach by which school personnel, often in conjunction with parents and community members, help children and youth become caring, principled, and responsible (ascd formerly association for supervision and curriculum development). the, now defunct, national commission on character education expands its definition to include partnerships with community members: character education is any deliberate approach by which school personnel, often in conjunction with parents and community members, help children and youth become caring, principled, and responsible. while these definitions discuss institutional responsibility for character education, other sources focus on a boarder definition: character education is the deliberate effort to develop a good character based on core virtues that are good for the individual and good for society (thomas lickona). essential traits of character education “when we talk about character, we mean the inward values that determine outward actions; the mental model used for making decisions; the moral compass that guides your choices; who we are when no one else is watching.” – character first education. there are numerous character building traits taught through character education. the cep suggests that there are two major trait categories – core ethical values and performance values. as explained by cep. “the core ethical values enable us to treat each other with fairness, respect, and care, and ensure that we pursue our performance goals in ethical rather than unethical ways. the performance values, in turn, enable us to act on our ethical values and make a positive difference in the world. ” core ethical values embody values like fairness, generosity, and integrity. on the other hand, performance values focus on values like effort, diligence, and perseverance. together these two categories encompass a mutually supportive system to address character education. in cep’s report what works in character education, they break down the skills as follows: a. social skills and awareness – communication, active l i s t e n i n g , 4 journal of social studies (jss), volume 15, number 1, 2019: 1-12 relationship building, assertiveness, social awareness. b. personal improvement/self-management and awareness – self-control, goal setting, relaxation techniques, self-awareness, emotional awareness. c. problem-solving/decision-making. while cep focuses on performance character skills, other organizations take a more “traditional” approach to character building. character counts! a coalition launched by josephson institute in 1993, focuses on six ethical values known as the six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship. these values transcend cultural, religious, and socioeconomic differences. as stated by the president of josephson institute michael josephson, “character is ethics in action.” similarly to the cep, the ascd discusses teaching children the “basic human values” including honesty, kindness, generosity, courage, freedom, equality, and respect. through teaching these moral character traits the ascd hopes that students will become “morally responsible, selfdisciplined citizens.” the character education network, an entity owned by thinking media, offers ready-to-use curriculum, activities, and resources to develop the following traits: responsibility, perseverance, caring, selfdiscipline, citizenship, honesty, courage, fairness, respect, integrity, and patriotism. character education best practices within the field of character education, there are numerous approaches to best practices discussed in a variety of ways. they concern school-wide and classroom/activitybased character education program implementation. both are relevant to expanded learning youth programs. schoolwide character education program implementation based upon research done on successful character education programs, organizations has formulated the best practices in implementing character development within the schools and community. here are some examples: cep’s 11 principals of effective character: arguably the most used guide among programs, the cep has based its practices on effective schools. the 11 principals, and activity ideas, are as follows: 1. principal 1: the school community promotes core ethical and performance values as the foundation of good character. activities associated with 5 character education in the 21st century (balraj singh) principal: hold meetings with stakeholders to affirm core values and articulate the character-related goals through school. 2. principal 2: the school defines “character” comprehensively to include thinking, feeling, and doing. activities associated with principal: allow students to explore and express their feelings and experiences as they relate to the core values. some specific activities include one-on-one and class discussions, setting goals, journal writing, and cross-age tutoring. 3. principal 3: the school uses a comprehensive, intentional, and proactive approach to character development. activities associated with principal: create a plan for character education that may be taught in class, sports, meetings, and co-curricular activities. 4. principal 4: the school creates a caring community. activities associated with principal: instil a sense of caring by incorporating numerous activities such as cross-age mentoring, cooperative learning, peer mediation, and antibully programs. 5. principal 5: the school provides students with opportunities for moral action. activities associated with principal: provide opportunities to engage in positive and responsible action through activities such as student body governance and service learning projects. 6. principal 6: the school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. activities associated with principal: challenge and encourage students academically through activities such as providing engaging content, critical thinking exercises, and experience based projects. 7. principal 7: the school fosters students’ self-motivation. activities associated with principal: foster a culture of selfmotivation by recognizing students’ character and presenting opportunities for them to excel and even help create the behavioural norms and rules. 8. principal 8: the school staffs is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide the students. activities associated with principal: include aspects of character education in staff planning and meetings allowing staff time to release and reflect on the core values. 9. principal 9: the school fosters shared leadership and long-range support of the character education initiative. activities associated with principal: involve stakeholders (i.e., faculty, parents, students, community members) 6 journal of social studies (jss), volume 15, number 1, 2019: 1-12 in the feedback process by implementing a committee or task force and demonstrating clear lines of support for character education initiatives. 10. principal 10: the school engages families and community members as partners in the character-building effort. activities associated with principal: engage family and community members by opening up communication, creating leadership roles for parents and community members, and supporting other initiatives involved in the character building process such as afterschool programs. 11. principal 11: the school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students manifest good character. activities associated with principal: evaluate the character education initiative by setting and regularly assessing the culture, climate, and function of the “ethical learning community.” pathway for comprehensive character education: anchored in the practices of cep’s 11 principals of effective character, the school for ethical education (see) created their own best practices called, pathway for comprehensive character education: 1. identification of ethical norms as defined with a vocabulary of character by the school community (including administrators, teachers, parents and students), 2. affirmation by the school community of an explicit character-education mission with ongoing support from an active leadership committee, 3. creation of a school environment where students recognize their safety, belonging and ability to make a meaningful positive difference, 4. integration of character vocabulary into the moral discipline of the school and its activities with specific attention to the development of intrinsic motivation in support of respectful/civil behaviour, fair conflict resolution and academic integrity, 5. integration of a vocabulary of character within existing curricula to advance higher-order ethical reasoning, 6. cultivation of age-appropriate student leadership and responsibility, 7. promotion of community and servicelearning opportunities, 8. celebration of student and community examples of positive character, 9. organization of on-going professional development that supports 7 character education in the 21st century (balraj singh) comprehensive character education, 10. reflection about and evaluation of character-education practices. classroom/activity-based character education program implementation based upon research, scholars in character development have created their own best practices to teaching character education. these are summarized below. lickona’s the 7 e’s of teaching a character trait : dr. thomas lickona highlighted the best practices by creating “the 7 e’s of teaching a character trait”: 1. explain it define it, illustrate it, and discuss its importance. 2. examine it in literature, history, and current events. 3. exhibit it through personal example. 4. expect it through codes, rules, contracts and consequences 5. experience it directly. 6. encourage it through goal-setting, practice and self-assessment. 7. evaluate it give feedback. ryan’s the 6 e’s of character education: similar to lickona, kevin ryan created “the six es of character education:” 1. example: lead by example and teach through examples in literature and history 2. ethos: provide an ethical environment that creates character through allowing students to decide what’s right and what’s wrong. 3. explanation: offer explanations for regulations and moral norms and engage them in further discussion about moral decisions. 4. emotion: appeal to emotions and teach students to “love the right things”. 5. experience: give students an opportunity to partake in moral actions such as service learning. 6. expectation of excellence: expect and encourage the best out of students in every aspect of their life. 8 journal of social studies (jss), volume 15, number 1, 2019: 1-12 kipp’s character strengths: combining a bit of both the cep and lickona/ryan’s best practices, kipp’s character counts focus on the following character strengths: 1. believe it and model it – lead by example. 2. name it – purposely explain and talk about it. 3. find it – give opportunities to experience it. 4. feel it – create a welcoming environment. 5. integrate it – implement character development into all aspects 6. encourages it – expect and encourage the best. 7. track it – set goals and measure success models of character education: perspectives and developmental issues 1. direct instruction: a direct instruction paradigm has origins in aristotelian philosophy; it advocates inculcating the young with the virtues of society. there is a strong focus on the training of habits or virtuous behavior. (ryan, lickona, berkowitz). 2. indirect instruction: an indirect instruction paradigm focuses on building a child’s understanding (kohlberg) and socio-moral development (piaget), which in turn emphasizes the interpersonal interactions of peers under the guidance of caring adults. (devries, lickona, watson, berkowitz). 3. community building: the community building paradigm focuses on the environment and caring relationships (nodding) and on building moral communities. (watson, berkowitz) teaching strategies: 1. consensus building 2. cooperative learning 3. literature 4. conflict resolution 5. discussing and engaging students in moral reasoning. 6. service learning 9 character education in the 21st century (balraj singh) benefits of character education there are many benefits of character education. for instance, when discussing program outcomes, cep’s what works in character breaks it into 4 categories: 1. risk behaviour. 2. pro-social competencies. 3. school-based outcomes. 4. general social-emotional functioning. ryan and lickona discuss three benefits as: 1. head: understanding. 2. heart: caring about. 3. hand: acting upon. the what works in character education project found that several primary positive outcomes of character education included: 1. the reduction of sexual behaviour, 2. increased socio-moral cognitive development, 3. improved problem solving skills, and 4. improved emotional competency the reduction of violence, aggression, and drug use, and improved academic achievement (character education partnership, 2003). schools with higher total character education implementation tended to have higher academic scores on academic measures for the year prior to their application, the year of their application and the subsequent two years.” one school district discovered the power of character development, improved their school climate, and saw positive results and improvements in the following areas: 1. student engagement, motivation and achievement, 2. self-discipline, pro-social behaviour and interpersonal relationships, 3. equity and respect for diversity, 4. preparation for the workplace, 5. school culture, civility and feelings of safety, 6. school community partnerships, 7. volunteer activities, 10 journal of social studies (jss), volume 15, number 1, 2019: 1-12 8. civic engagement, and 9. engagement in social justice issues conclusion in closing, character education is not a slogan or a course but a mission that is embedded in the everyday school life. schools function as an arena where students could practice good virtues and go beyond their school life. most important, the promotion of character education should not just a leap service but has an action plan for practice. other words, education policy should take the lead to actualize moral education in the school system. taken together, parents, teachers, and administrators as stakeholders, should join this camp to encourage students to manifest those good values in their lives. the outcome of character education has always been encouraging, solidly, and continually preparing the leaders of tomorrow. this subject matter will require more studies particularly in the areas of similarities/differences in character education, and that of moral education. finally, it was suggested the importance of the process of implementation of character education in different districts in order to fit the needs and goals of each community, thereby effectively influencing students’ behaviours. references agboola, a., & tsai, k. c. (2012). bring character education into classroom. european journal of educational research, 1(2), 163-170. durkheim, e. (1961). moral education: a study in the theory and application of the sociology of education. new york. erricker, c., & erricker, j. (2000). reconstructing religious, spiritual, and moral education. psychology press. jayapalan, n. (2005). history of education in india. atlantic publishers & dist. ryan, k., & bohlin, k. e. (1999). building character in schools: practical ways to bring moral instruction to life. jossey-bass inc., publishers, 350 sansome st., san francisco, ca 94104. sharma, r. n., & sharma, r. k. (1996). history of education in india. atlantic publishers & dist. mehrotra, r. c., & arora, r. k. (1994). education, science and human values. 11 character education in the 21st century (balraj singh) singh, s. r. (1991). national policy of education: education for all enlightened and human society, new delhi. chandra, s. s., & sharma, r. k. (2004). principles of education. atlantic publishers & dist. 12 journal of social studies (jss), volume 15, number 1, 2019: 1-12 82 local roots, global branches: element of secondary history education in the united states charles sullivan 8 abstract the history of american education is a history of local control. symbolized by the image of the one-room “little red schoolhouse”, from our nation’s beginnings, schools have been under the direction of local communities. teachers were hired by local school boards, who paid their salaries and often provided housing and food as well. curriculum was also set locally, although often through the choice of textbooks, or primers, that were the published work of various education “experts” from other places. importantly, teachers were also fired locally. as a resu lt, american education has long been quite sensitively calibrated to local outlooks, concerns and politics. keywords: local,history, united states 8 department of history, university of michigan, usa. email: rowcoach@umich.edu. this article was prepared for a seminar on the teaching of history universitas negeri yogyakarta october 3, 2012. mailto:rowcoach@umich.edu ijss.vol.13, no.2, september 2017 83 introduction before world war ii, and certainly before 1920, there was little formal teacher training in the united states. teachers often taught the way their own teachers had taught, and often from the same books, so a certain series of what elements of history were taught and in what order was established, but largely through local tradition and practice, and not through a certain planned curriculum. the move from being a principally agrarian nation to largely industrial one over the course of the second half of the nineteenth and first half of the twentieth centuries greatly affected the development of how history was taught in two ways. (edward shizha and michael t. kariwo, 2011). the first affect of industrialization is about sequence. us history is taught three times in the current sequence in many states, once to the fifth grade (when students are around 10 years old), again in the eighth grade (at age 13 or so), and finally in eleventh or twelfth grade (at age 16 or 17). these grades mark the history of the expansion of required schooling. in earlier, more agrarian base eras, compulsory education ended in grade, and later through age 16, with many students completing high school through 12 grades. at each of these and points, most curriculums taught the history of the american nation, feeling it was important to send students into the world with a properly patriotic and nationalist formation of their understanding of what it meant to be american. this particular nation-building approach to history was felt to be necessary because of the second element of american industrialization: the arrival of large number of european, and then some asian immigrants to work in factories and in large-scale industrialization project such as the building of railroads. as large numbers of non-english speaking, non-protestant immigrants arrived in the united states, it became cultural and politically important to both immigrants and non-immigrant for these new arrivals to “learn to be american.” and the teaching of american history, particularly in its most mythological and nationalistic forms, become a political and social imperative. so, how does this effect current history education in the united states? first of all, there is still no single standard for a history curriculum in our country, while the national council for the social studies—which is an independent association, not part of the federal government—does publish an outline of history education, each of the fifty states and several special districts that make up the us is responsible for developing its own set of curricular standards. and teachers are, this day, hired and fired by local school boards, with funding for the schools based primarily on local property taxes, and not on federal money. so even within one state there can be a huge variation in how those standards are applied in the classroom. two principal approaches for teaching history that said, there is still a strong connection between textbook publishers and textbook content. and since it is financially prohibitive for publisher to print special version of their books for each state, several large states, particularly relatively conservative texas, largely determine the content and approaches most history texts used across the country. charles sullivan: local roots, global branches... 84 there are two principle approaches to teaching of history in the us. one might best be described as the “traditional approach”. this way if conceptualizing the american past focuses on “big man” history and preaches american exceptionalism, the idea that the united states is the best country in the world and that the history taught in school should reflect this “fundamental truth.” elements of us history that are unpleasant, or challenging to this america-centric approach are often glossed over, or re-cast in more favorable light. (robert holland et al.: 2013). the second might be termed the “progressive approach.” this set of ways of imagining america sees it as a multicultural mosaic, and it makes particular use of social and cultural historical methods, often examining the individual histories of many different types of americans. while america as a whole may still be presented as “special,” this approach places the strength of america in our diversity, rather than primarily in the wisdom of the (mostly) white (mostly) men have. overwhelmingly been our country’s leaders. (robert holland et al.: 2013). it should be noted that each of these approaches has its own “fringe.” the traditional approach has spawned a so-called “christian” approach to history, in which conservative religious historians argue that they call our nation’s “christian heritage” and god’s special blessings for americans are guiding elements of understanding the “genius” of america. on the liberal side, some school districts with high number of minority students have adopted ways of teaching history based on “ethnic studied.” these courses often have a strong “social justice” component, and they stress the power dynamics of racial and gender identity as critical lenses for understanding our american past. these two sidelines help illuminate the major fault line in american history teaching, which falls most strongly around issues of race and gender, and the degree to which american history teaching should ask critical questions about the darker corner of our history, particularly around issues of slavery, racism and the use of violence to promote social control. another main ideological question is whether american should be a “melting pot,” in which each wave of immigrants fully accommodates itself to a single american identity, or a “salad bowl,” in which all our nation’s different ethnic and racial parts can be mixed together while each still retain its own distinct ethnic identity. since 1898, the united states has fashioned itself into globally dominant power. in particular, the second half of the twentieth century was arguably an american era, during which we played a dominant role in the affairs of other nations. but only recently has the teaching of history in the united states begun to catch up with this. the balance of my paper will address the need to teach world history in the state curriculum. the university of michigan world history initiative (whi) in the 1990’s, a significant change occurred in how schools were funded in the state of michigan. following a court decision which decided that local funding of school was unconstitutional because it create vastly divergent levels of funding for students in poorer communities (mostly in rural areas and in the state’s decaying urban core,) school districts became funded through a centralized state mechanism, in which local school taxes ijss.vol.13, no.2, september 2017 85 were collected by the state and then redistributed on a per capita basic to individual districts. so districts still hire and fire teachers, but the money for salaries, and in fact for all element of school administration, now pass through state government. as a result, the michigan department of education and the state legislature now have large influence on local education than they did previously. using this new leverage and as part of a large project to help michigan refashion its economy as the auto industry was facing large challenges in remaining profitable, governor jennifer granholm institute a new state curriculum in 2007. for the first time ever in the state’s 175-year history, michigan’s schools were now required to meet an established set of curriculum standards. this includes a sequence in social studies that specifies in high school must have a year of “world history” as part of their course of study. this posed a challenge for many of the state’s school districts. an initial assessment of the state’s school estimated that only onethird of michigan school districts already required world history for all their students in high school. another third of school offered world history in some form, but usually only for students in more advance tracks, such as advanced placement courses. a third of school districts did not offer world history in any form. so, in relative quick order, many michigan history teacher were required to teach a course they either had never taught before, or had taught in advanced fashion. additionally, the state did not provide funding for teacher training to handle the new requirements, nor did it look into how such requirements would be assessed. several professors and researchers at the university of michigan, who had been involved in drafting the new social studies standards, began to consider how they might help fill this gap. led by prof. robert bain, a recognized expert in history education, the university established a program called the world history initiative that offered training for teachers in both curriculum content and teaching pedagogy. curriculum content issues there were two principle issues with curriculum content in world history courses. the first was that many of the courses labeled “world history” tended, in fact, not to be world history. instead, many were essentially what prof. bain has termed “european history plus affirmative action.” that is, these courses adopted a fairly well-established european history framework, and “added in” information on other part of the world, which for asia largely focused on east asia (japan, and to some extent china,) and sometimes south asia (india, almost exclusively, and largely only about gandhi and indian independence.) in any events that included american experience, the focus often retrenched to american experiences (for example, looking at world war ii or the vietnam war through the experience of american soldiers.) nobody, most courses were absolutely silent about difficult parts of america’s global history, including almost no mention of american colonialism in the philippines, or of american political meddling and involvement in latin america. much of the history of the 1950s-1970s was taught through a lens of cold war analysis, with america as the purveyors of global freedom. charles sullivan: local roots, global branches... 86 the second was the most teachers for these courses had attended college before there was such a thing as “world history,” which is fairly new discipline. teachers therefore were not trained to think globally and thematically, but tended to offer their “affirmative action” case studies from material they were confortable with themselves. but this led to these courses feeling like a presentation of “one damn thing after another,” that is they lacked comparative and theoretical cogency, and what students learned was often depended on what teachers were comfortable teaching. so one class of world history in a school might spent a great deal of time on china, for instance, while a course in the same building taught by another teacher might spent little time on asia, but much on latin america. additionally because many teachers had not formal training in world history or its methodology, many of the courses being offered struggled with pedagogical issues. most importantly, teachers had a difficult time deciding what scale or resolution to focus on (individual? local? national? regional? transregional?) and on how to scale among these different scales, what to prioritize, and what level of detail to provide at various levels. teacher training workshops the whi addressed both the problems of content and pedagogy through a series of teacher training workshops. each workshop addressed a different era of the world history standards. for each era, the workshop provided a discussion of the “large global themes” of each historical era, along with presentations by senior scholars from eight different regions—western europe; eastern europe and russia; the middle east and north africa; sub-saharan africa; latin america; south asia; east asia; and southeast asia. these presentations were linked in term of similar content from each of the world areas. teachers were asked to imagine how they might use the material presented by these scholars in their own classrooms, and particularly to think about how they might link the presentations from different regions to create a more complex view of global interactions for their students. pedagogically, the whi workshops focused on three skills that are helpful for teaching world history: 1. building metanarratives for students; 2. working with historical scale; and 3. differentiating connection and comparition. building meta-narrative for students often teachers launch into the teaching of history without students an adequate framework for the material they will be studying in an given unit. that is, we assume that our students will learn the material, and, on their own, build it into a large picture. furthermore, we often don’t refer back to earlier material we have taught in previous units, but instead treat each new unit as its own separated set of material. research shows, however, that students who are taught in this manner rarely develop the “large story” on their own. instead, teachers need to create metanarratives on which students can “hang” the new cases they study. furthermore, teachers need to constantly ask question about how new material related from earlier historical cases and themes. whi taught two pedagogical approaches that help with these problems. the first is to begin each new unit with a full ijss.vol.13, no.2, september 2017 87 overview of what will be forthcoming. that is, we taught teachers to tell the basic story of the unit in the first class with the new materials. it is important to give students that context so when they reach new material, they can already began to place it within the framework the teacher is suggesting is important. the second is the use of quick “reviews” at the beginning of each class of what materials students already know “set the stage” for the materials in that day’s class. to do this, prof. bain suggests teachers think of this opening few minutes of class as being similar to the “previously on” segment of many television drama shows. these quick compilations at the start of many television dramas remind viewers of what happened not only in the previous week’s show, but also of material from further back that may be relevant to what will be forthcoming. this sample process of re-setting context and reminding students of past content goes a long way towards helping students build cogency in their historical understanding, and helps move the teaching of history from being about “one damn thing after another” to being about imagining the larger connection of historical narrative. (phyllis weinstock et all. 2011). working with historical scale in teaching world history, the scale of what being examined becomes enormous: multiple world regions with many different national and cultural histories seemingly scream to be addressed, as do larger regional questions, and even global ones that can be quite complex, say the effect of global depression in the 1930’s, or the role of decolonization in the 1940’s-1960’s. where to situate a student’s view is a challenge, as is the question of which details remain important when historical analysis pans to larger-scale questions. in particular, as teachers pull the lens outwards, they lose the juicy details of individual cases that help make history interesting to students. (phyllis weinstock et all. 2011). to help address this challenge, whi taught teachers how to “scale in and out” on their context. that is, we addressed techniques that would allow teachers and students to connect the interesting detail of a smaller local case to the dynamic of the metanarrative i have discussed above. once teachers and students are comfortable looking at the details of individual cases within a larger thematic context, students easily learn to scale out from a specific case (for instance, the planting and cultural life cycles on a coffee plantation in java) to larger regional and global questions (the development of indonesian nationalism and the role of commodity prices in a global economy). the most important technique here is to teach thematically rather than geographically. for example, when teaching about slavery, one might look simultaneously at questions in west africa and the caribbean, at east africa and the indian ocean, and in china. the next week, looking at colonialism and imperialism, the teacher might discuss indonesia, india and belgian congo. two weeks later, while looking at industrialization, perhaps the students will look at england, japan, and the united states. this thematic approach replaces more traditional practices of first looking at asia, then africa, then north america and europe over a certain time period. then, by using the “meta-narrative” and “previously on” techniques, teachers can charles sullivan: local roots, global branches... 88 then ask student to think about whether there are connections between slavery in certain part of the world and industrial development. (phyllis weinstock et all. 2011). differentiating connection and comparison with all these larger questions. we found it was important to help teachers distinguish between historical element that are actually connected (e.g., the growth of plantation income under the cultuurstelsel in the indies and the expansion of railroad network in holland) with those that may be similar. for instance, if we can link the growth of industrial infrastructure in the netherlands with the increasing profit from javanese plantation agriculture between1830-1870, what does that allow us to say about cotton grown in india and industrial expansion in england at roughly the same time? are these two cases actually connected? or are they simply comparable? there is, of course, no single correct answer to this question. but students are asked to sharpen their analytical skill and their historical technique by responding to such analytical questions, and not simply just assuming that everything that happens historically either linked, or is individual. of course, this all raises again questions that are central to the american teaching of history. which themes should be selected? which cases should be highlighted? how do we prepare teachers to be comfortable in moving among a multitude of historical cases, in different places and across different eras? how do we prepare students to see and remember meta-narratives and to be able to understand their connection with individual cases? how do we teach students to think critically when elements of society would prefer that they simply receive a rather uncritical education in nationalist history? how do we help students to see themselves as citizen of the world and not merely citizen of their own countries, while also not losing their senses of local identity? these are the critical concerns for teaching american history today, as we move from our local roots and out to our global branches and back again. this is the question, interestingly, that was asked centuries ago by javanese poets, so i end with a verse from a famous javanese kidung: ana kayu amjurwa sawiji wit buwana epang keblat papat agodhong mego angine amerdapa kakwung kembang lintanf salaga langit sira andaru kilat who surya lan tengsu asirat bun lawak udan apupucuk akasa bungkah pratiwi oyote bayu bajra there was a first tree the tree of the world, whose branches reached in the four directions its foliage are the clouds blown by the wind its new young leaves are the rainbow stars bloom, the buds of the heavens and stars bearing good omens fall swift as lighting its fruit are the sun and the moon whose beams are the dew and the rain the leaves as its very tip in the heavens are the base of the world whose roots are the wind and thunderbolts ijss.vol.13, no.2, september 2017 89 source: kidung rumeksa ing wengi, ks 583.2, stanza 19, p. 30. references __________http://education.stateuniversity.com/ pages/2044/higher-education-in-unitedstates.html accesed 13/09/2017 http://www.socialstudies.org/sites/default/files/p ublications/se/6104/610402.html accesed 13/10/2017 ___________https://en.wikipedia.org/wiki/histor y_of_education_in_the_united_states accesed 13/09 2017 https://en.wikipedia.org/wiki/history_of_the_un ited_states_(1865%e2%80%931918) accesed 21/09/2017 edward shizha and michael t. kariwo. 2011. education and development in zimbabwe a social, political and economic analysis. rotterdam: sense publishers kidung rumeksa ing wengi, ks 583.2, stanza 19, p. 30. phyllis weinstock et all. 2011. teaching american history evaluation final report. u.s. washington d.c: department of education. robert holland et al. 2013. teaching history in public schools: an analysis of state requirements. usa: lexington institute. http://education.stateuniversity.com/pages/2044/higher-education-in-united-states.html http://education.stateuniversity.com/pages/2044/higher-education-in-united-states.html http://education.stateuniversity.com/pages/2044/higher-education-in-united-states.html http://www.socialstudies.org/sites/default/files/publications/se/6104/610402.html http://www.socialstudies.org/sites/default/files/publications/se/6104/610402.html https://en.wikipedia.org/wiki/history_of_education_in_the_united_states https://en.wikipedia.org/wiki/history_of_education_in_the_united_states https://en.wikipedia.org/wiki/history_of_the_united_states_(1865%e2%80%931918) https://en.wikipedia.org/wiki/history_of_the_united_states_(1865%e2%80%931918) 35 the opportunity space in the lombok’s art of gendang beleq and its relevance to the character education santriawan azmi universitas negeri yogyakarta, indonesia email: awansantriawan@gmail.com. hajar pamadhi universitas negeri yogyakarta, indonesia email: hpamadhi@yahoo.com abstract the opportunity space in the gendang beleq art of lombok provides thinking and interpretation for societies who watch the show. the value of opportunity space becomes essential because it influences the social environment and how people view the artwork. the art of gendang beleq contains cultural values, morals, and religious values. these three values lead to a domain of character education that sustains lombok people’s life guidelines. keywords: opportunity space, gendang beleq, value, character education introduction lombok is an island with an area of 4,700 square kilometers located in east of bali island. lombok island is one of the two main islands, which makes up the province of west nusa tenggara. lombok has a wide range of arts and cultures. the various cultures can be found in lombok. one of the important journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 1 (2019), pp.35-46, doi: 10.21831/jss.v15i1.25230. 35-46 36 journal of social studies (jss), volume 15, number 1, 2019: 35-46 elements in the cultural system is art, because through arts, human beings are able to obtain channels to express experiences of senses and ideas that educate their inner life. in other words, art is one type of human needs associated with the disclosure of a sense of beauty. art is one element of a universal culture (koentjaraningrat, 1990: 204). sedyadi (1980: 24) states that art is the result of power, creativity, taste, and human initiative through an open attitude from any social class in the society. meanwhile, yoety (1990: 28) also states that art is a result of ideas and creativities of societies in terms of a very appropriate social process to produce creative ideas by displaying distinctive characteristics with their personalities. art is a human skill dealing with quality work, in terms of subtlety and beauty. art that has long been known by the community is often called a tradition. art has existed since the first time and been inherited to the young generation until now. traditional art is the capital of the nation’s cultural wealth that must be nurtured, grown and developed continuously. so, as one important part of culture, art is the expressions of creativities from the culture itself. traditional art was born out of a society’s need that embraces various traditional arts (kayam, 1981: 38). this interest is related to the needs of human beings in relation to the nature or the environment. each tribe has art. similarly, indonesia is inhabited by hundreds of tribes, and every tribe has art that certainly epitomizes diversity. it can be seen from the many tribal works that still survive until now. one of them is the traditional art of gendang beleq on lombok island. at the beginning of the seventeenth century; the balinese, from karangasem, came to lombok and empowered in west lombok. original art and entrants complemented each other to create new genres. the most perceived influence acculturated with the local arts, the arts of the hindu artistic culture, the nineteenth century of balinese life and arts flourished in lombok, along with the music, dance and theater that well-advanced in terms of the mask arts supported by the nobles, especially throughout west lombok, and mostly central lombok and east lombok. one of the arts that is influenced by the culture of immigrants is the art of gendang beleq which is an instrument of an elliptical percussion. its material is made from a large log trunk and the center of the stem that is hollowed in the middle of both sides with cow leather, goat or buffalo. the hit will sound “dang” or “dung”. the “dang” sound seems to be the beginning of naming of the arts, while the prefix “gen” is just a 37 the opportunity space in the lombok’s art of gendang beleq and its ... (santriawan azmi, hajar pamadhi) complement to facilitate the mentioned name. the word beleq in sasak means ‘great’, thus, the gendang beleq means the great drum. initially, the art of gendang beleq was just a jidur of a large drum shaped like a bedug, a flute and a gong. however, after the influence of bali, there is a change of form and some other additional instruments such as small flute, gong genjeq or kemong gantung, kempul, cenceng perembaq or pengecek, reong, and rincik. gendag beleq is said to have been used in the ancient time as a drum war, which accompanied and encouraged the warriors and warriors of the kingdom of lombok who went to or returned from the battlefield. as time went by, gendang beleq also functioned as an accompaniment of traditional ceremonies such as merariq (wedding), ngurisang (baby haircut), nghitanang or cut loloq (circumcision), and begawe beleq (big ceremony). kendhang is one of the javanese musical instruments in gamelan that serves to organize the rhythm and belongs to a group of “membranophones” musical instruments whose source of sound comes from the skin membrane or other materials played by the way at using a drum or hand. according to a book entitled “know easy and complete javanese gamelan karawitan art” by ferdiansyah (2010: 23), the gamelan derives from the action word nggamel (in javanese), or gamel which means to hit or beat, followed by the suffix “-an” which changes it into a noun. the term gamelan means a unity of musical instruments that can be played together. the materials used for making drums are made of wood which perforated the middle part, while each side of the drum hole is covered by the leather made of goat skin, cow skin, or buffalo skin. the previously mentioned drum shows the existence of various shapes, sizes and materials used, such as small, medium-sized, large-sized drums. the drum in sasak means gendang, while beleq in sasak means big. so this gendang beleq is a very large musical instrument (up to one meter in length). this instrument is played by standing, and strapping the gendang attached on the shoulders of sekahe. the beleq drum has a pair, in which each pair has a different name and a sizing name. the larger size is called gendang beleq mame, while the smaller drum is called the gendang beleq nine. according to sudarsono (in depdikbud ntb province, 1991: 25), this gendang beleq is also used to accompany a prayer to ask for the rain fall to the creator, and then the beleq gender is still sacred. in gendang beleq elements of decorative motifs are basically geometric motifs, motifs of plants and animal motifs. the three decorative motifs can appear alone, but there are also combinations so that new motifs appear, and 38 journal of social studies (jss), volume 15, number 1, 2019: 35-46 the name of decorative special motifs in gendang beleq is not specifically found. gendang beleq art is one of a series of events presented at the wedding ceremony, ngurisan (baby haircut), circumcision, and big events in the community of sasak tribe. this art is one art that is often used by the people of lombok, especially sasak community in general. gendang beleq is a traditional musical art instrument whose size is more than one meter made of large logs perforated in the middle and on each side of the drum covered with cow leather, buffalo, goat in order to produce good and high sounds (depdikbud ntb province, 1991: 23). the events occurring in the history of lombok have formed certain conditions for the art tradition of sasak people. almost throughout the nineteenth century balinese life and arts flourished in lombok, and in reference to the surroundings. the balinese had consolidated their power with highly developed music, dance and theater supported by nobles, especially throughout west lombok and mostly central lombok and east lombok. this power makes lombok an archipelago that has a culture similar to balinese culture. it can be seen from the traditions in lombok that are not much different from the balinese traditions. davit harnish, ibid, 21 (in depdikbud ntb province, 1991: 12) states that in every “colonial” situation, in the field of culture or arts there is a crossroad that must be passed. (1) if the colonial culture or art is better, stronger and more beautiful, then the colonized people will imitate the culture or art of immigrants. (2) conversely, the occupiers will imitate the property of the colonized people. results and discussion 1. history of gendang beleq the art history of gendang beleq and its development has survived until now and it cannot be separated from the history of the tradition and the population in which arts are developed. the art has passed many decades of changes, but its existence can be brought to a hereditary tradition that will continue to be preserved by the lombok community. it is, therefore, important to know the history and development of gendang beleq art through various methods in order to get closer to this art. to know the history of art gendang beleq, it is necessary to know the beginning of existence and development of gendang beleq. gendang beleq was born in the heyday of islam and hindu in lombok. 39 the opportunity space in the lombok’s art of gendang beleq and its ... (santriawan azmi, hajar pamadhi) the appearance of gendang beleq at that time occurred around the time of colonialism, gendang beleq is the inheritance of the sasak ancestors and it has survived until now as an art that has a strong sanctity. in this gendang beleq art, there is an element of animism in the process of making up its implementation. if viewed from the literature review, both from lontar babad lombok and babad selaparang no one wrote the celebration event using the gendang beleq art. however, kamarudin in his research by depdikbud ntb province emphasizes that gendang beleq emerged in the days of colonialism. the existence of gendang beleq certainly plays a very important role for the indigenous sasak people, because in every big event people consider that it will not be complete as an event unless the gendang beleq is presented. gendang beleq is created in pairs, because the sasak people believe that every living creature has its different type of pair, that is, gendang beleq mame and gendang beleq nine. then in creating two types of different drums, we can distinguish gendang beleq mame from beleq nine in size. the difference in the size of the gendang mame and nine is approximately three centimeters, and if we hit them, the beleq mame has a sound louder than beleq nine. the making of a paired gendang beleq is also associated with the word of god that creates everything in pairs. when the kingdom of karangasem bali came to the island of lombok for building their power in west lombok, a lot of balinese arts were introduced to lombok and were enriching the cultural treasures of sasak, as the result of the meeting of some cultures. the original art and entrants complement each other to create a new art. the traditional art form of gendang beleq that we find today is a transition of a drum form. when anak agung gede ngurang karang asem was ruling on sasak earth at that time, a lot of development occurred especially in arts on the land of sasak, for example, gendang beleq. basically, this gendang beleq has undergone a change from a drum that can merely be played in one place. then the culture of bali was able to influence the birth of a new art at that time. balinese culture has greatly influenced sasak culture since circa 1800 ad. this art of gendang beleq only consisted of a large drum or jidur that was only played in one place. then a change began to occur, such as the drum can be played by way of carrying it on the back, and additions to the instrument increased in that it was previously accompanied only by a gong and a flute. this art equipment is growing and growing in accordance with the tools used in today’s tawaq-tawaq art event. 40 journal of social studies (jss), volume 15, number 1, 2019: 35-46 2. gendang beleq function in the past and present the difference in beleq’s gender function in the past and present is very much different, the function in the future is only used when the king of lombok is at war and the welcome of certain big guests, but the comeback of the gendang beleq era is changed to complement the cultural ceremony of the sasak tribe. the information about the past and present drums is elaborated as follows: a. gendang beleq the past the function of gendang beleq in the past was as a gamelan of the army that was owned by every king in lombok. when the warrior set out for a battle of war, every sound which was produced had its own meaning. besides, gendang beleq served as a tool of giving cues while in combat. the followings are the meanings of gendang beleq sounds when produced in the battle: 1) if the gendang beleq sounds rather loud and fast with a steady rhythm, it indicates that the troops are fighting fiercely. 2) when the gendang beleq sounds dashed and rhythmic, it signifies the troops in a state of chaos, or running for cover and asking for help. 3) if the sound of the gendang beleq sounds the same as the first, it denotes the victory. 4) if the gendang beleq sounds slow and rhythmic, it indicates that the battle is over. b. current functions of gendang beleq 1) ceremony function: gendang beleq in this ceremony is a medium of bridal to the bride’s house after the legitimate wedding ceremony called kobul in a wedding ritual. 2) entertainment function: gendang beleq is often staged along the road while accompanying a pair of bride. sometimes in this art performance, there is also additional entertainment from the family and spectators who come to dance. 3. the opportunity space in the art of gendang beleq this art form is a result of collaboration of gendang beleq musical 41 the opportunity space in the lombok’s art of gendang beleq and its ... (santriawan azmi, hajar pamadhi) instrument rhythmically and melodic instruments made of brass presented with traditional gending. gending which is often presented in the art of gendang beleq is gending oncer (for circumcision) and gending cilimanye (for the wedding). gending oncer is presented with a tap or a 4/4 tempo and tends to be monotonous, while gending cilimanye is presented with the tempo of allegro (fast tempo) at the speeds between 126-138 steps per minute so as to bring the opportunity space to the audience and to provide a wide range of thinking and interpretation (langer : 69). then the value of opportunity space becomes important when a work of art influences the environment of society and how citizens view the work of art. in another dimension, a work of art can be a meeting ground or gathering place for a (group) of communities. performing arts such as gendang beleq (beleq drums) can be highlighted in community tradition events, and they can also be the subject of conversations in an important social gathering for the community. it is not excessive that the artwork potentially becomes the identity and sign of the maturity of a society. figure 1. the art drum of beleq 4. the meaning of gendang beleq philosophy and its relevance to the character education gendang beleq has a philosophical value and is also sacred for the sasak people. the tribe of sasak people think that gendang beleq has a beauty value, perseverance, patience, policy, thoroughness, and heroism. these values are always expected to blend with the hearts of the sasak people. at the times of the first kingdoms, gendang beleq were often used in every royal activity and as accompaniment when the soldiers set out for war. it aims 42 journal of social studies (jss), volume 15, number 1, 2019: 35-46 to thrill the heart and give the spirit to soldiers when facing the enemy, so the influence of gendang beleq at that time leads to courage possessed by the society of sasak tribe inseparable from the values in the gendang beleq. as a traditional art of sasak, the gendang beleq contains noble values that serve as the purpose of implementation. the values in such arts include cultural values, moral, and religion. (1) cultural values gendang beleq used in ceremonies is a form of appreciation to the relics of ancestors of society in lombok, whereas the relics are a form of traditional art emerged and developed in the soil of sasak, and then this art should be preserved as local culture and cultural identity of sasak tribe. (2) moral values as an art, gendang beleq has a value for a wedding procession, and ngurisan (first baby haircut) and circumcision. it is also used in other major events that preserve moral values referred to as a form of witness ceremony in which the community celebrate a wedding ceremony and it should not trigger a slander in the next life. in the event or wedding ceremony, this gendang beleq is used as a form of moral support from both sides of the bride’s family. (3) religion values traditional art is created as a form of support in the event when someone circumcises and gets married, and it is a command or a necessity for moslems to get married legitimately and build a legal marriage relationship between a pair of humans. apart from the meaning of this execution, the intention is that the word of god has been addressed for every creature who is always created in pairs. similarly, gendang beleq is created in pairs just like the creation of god. 5. contexts of identity and representation of lombok people’s life in the art of gendang beleq around the 1980s gendang beleq declined in popularity due to the religious and tradition conflicts, in which the islamic group said that gendang beleq opposed to the syariah because it was made of metal. nonetheless, there are still many people who use it, and 1995 was the culmination year of gendang 43 the opportunity space in the lombok’s art of gendang beleq and its ... (santriawan azmi, hajar pamadhi) beleq, which was replaced by kecimol as a popular art in lombok. the naughty ceremony no longer used the gendang beleq, but it used kecimol. kecimol was very popular because this art used dangdut songs in its show. in 2000, kecimol became unpopular again due to various negative facts that led to the show of kecimol, and one of them was kecimol which was identical to the riot caused by the participants who drank the liquor. the identity representing the entity arises from the relationship between marks and markers. according to friedman (1994), representation is a place of meaning interpretation. this means that there are many differences in interpreting the meaning of a sign/art. the real representation is merely the reappearance of the established identity. the discussion focusing on the art of gendang beleq found in the lombok island shows various ethnics. this paper discusses how the tagging process can show the representation in which the meaning differences emerge. thus, it can be assumed that the emergence of identity in an ethnic group is worth considering. in early 2001, gendang beleq had not been popular yet but during the implementation of regional autonomy, gendang beleq became popular again. this is because there is a desire from the local government to revitalize the sign of culture as a representation of its identity. this is supported by the sasak community that make gendang beleq a representation of sasak identity. the religious group has no more problems, so that the goal can be achieved. the government’s efforts in assisting the discourse were realized through the cultural appreciation week held in september 2001. currently, gendang beleq is even delivered in west nusa tenggara cultural event at taman mini indonesia indah. conclusion 1. gendang beleq history gendang beleq was born in the heyday of islam and hindu in lombok. the appearance of gendang beleq at that time occurred around the time of colonialism. gendang beleq is the inheritance of the sasak ancestors that has survives until now, and as an art, it has a strong sanctity. in this gendang beleq art, there is an element of animism in the process of making up its implementation. this is because there is no historical data about the art of gendang beleq in the form of writing; there is no awareness of local government to document the arts that exist in lombok. 44 journal of social studies (jss), volume 15, number 1, 2019: 35-46 from the literature review of both lontar babad lombok and babad selaparang, it indicates that no one wrote in what celebration events the gendang beleq art was used. however, based on kamarudin’s research by depdikbud ntb province, gendang beleq emerged in the days of colonialism. 2. gendang beleq function in the past and present. the function of gendang beleq in the past and the present is very different. meanwhile, its future function only symbolizes the lombok king of war and the welcoming of certain great guests, but the succession of the gendang beleq era is in priority as a complement to the sasak privacy ceremony. 3. the opportunity space in the art of gendang beleq the opportunity space in a work of art can provide a wide range of thinking and interpretation when viewing artwork. the value of opportunity space becomes important when a work of art influences the environment of society and how citizens view the work of art. 4. the meaning of gendang beleq philosophy relevance to the character education gendang beleq has a philosophical value and is also sacred by the sasak people. the tribe of sasak people think that gendang beleq has a beauty value, perseverance, patience, policy, thoroughness, and heroism. these values are always expected to blend with the hearts of the sasak people. as a traditional art of sasak, gendang beleq contains noble values that serve as the purpose of implementation. the values in question includes arts and cultural values, moral and religion values. (1) cultural values gendang beleq is used in ceremonies and it is a form of appreciation to the relics of ancestors of society in lombok, whereas the relics are the forms of traditional arts emerged and developed further. this art then should be preserved as a local cultural identity of the sasak tribe. (2) moral values the art of gendang beleq, in addition to having value for a wedding procession, is used in the ngurisan (first baby haircut) ceremony, the mayor’s event, and circumcision. it has the moral value referred to as a form of witness ceremony in the community, for example, a marriage 45 the opportunity space in the lombok’s art of gendang beleq and its ... (santriawan azmi, hajar pamadhi) tradition that really happens and it is not planned to trigger a slander in the next life. 5. representation of lombok people’s life in the art of gendang beleq. the discussion in this paper focuses on the art of gendang beleq found on the island of lombok in various ethnics. this paper examines how the tagging process can show the representation in which a meaning may be different, but it can be assumed that the emergence of identity in an ethnic group produces contextual art meanings. references tsuchiya, k., & yassin, h. b. (1992). demokrasi dan kepemimpinan: kebangkitan gerakan taman siswa. jakarta: balai pustaka. ferdiansyah, f. (2010). kesenian karawitangamelan jawa. yogyakarta: garailmu. langer, s. k. (1953). feeling and form (p. 318). london: routledge and kegan paul. koentjaraningrat. (1990). pengantar ilmu antropologi. jakarta: rineka cipta. scheler, m. (2012). der formalismus in der ethik und die materiale wertethik. bod– books on demand. sedyadi, e. (1980). tari: tinjauan dari berbagai segi. jakarta: pustaka jaya. yoety, o. (1990). komersialisasi seni budaya dalam pariwisata. jakarta: rineka cipta. team depdikbud. (1991). deskripsi tari gendang beleq nusa tenggara barat. ntb: depdikbud. https://kontikicottage.files.wordpress.com/2011/ 11/gendang_balek.jpg 46 journal of social studies (jss), volume 15, number 1, 2019: 35-46 44 the re-documentation of jepara’s carving motifs: an early study iswahyudi 4 abstract this study aim to describe the development of carved art motifs in jepara. the target population of artworks carving is some distribution of works that represent the period, so that the selection of data sources is also tight and considered representative. in this study it is required to produce a qualitative descriptive development study so that it approaches synchronic diachronik. the research step is done through the stages of observation, interviewing, making documentation, comparing historical information and see some works that have never been used by other researchers. the results: (1) associated with the motive of the queen of sima money is considered the earliest is estimated in the vii century by physical evidence has not been found but on the myth is still attached to society carver jepara. (2) the motifs that are representative of the era is kalinyamat motif is believed to have existed at the beginning of the xvi century is still intact until now in the mantingan mosque jepara. (3) some artworks carved r.a. kartini called kartini motif by approach with her family can be presented in this research. (4) various discoveries of masterpiece maestro jepara artists can still be saved and are in jepara carving museum. followed by various colonial works both in the museum and in the home entrepreneur meubelair called the pre booming motif. (5) contemporary sculpture art works can be found in groups called booming and post booming motifs that mostly reside and are displayed in some show rooms center meubelair jepara city. keywords: jepara, development, carving motifs 4faculty of languages and arts yogyakarta state university. email: iswahyudi_uny@yahoo.com ijss.vol.13, no.1, september 2017 45 introduction the history of jepara carving begins with the story of the fair queen of sima. he is known as the king of the kingdom of kalingga. the kingdom is thought to be hinduistic and is known by the name of kalingga. although at present the remnants of the kingdom are gone. the existence of the site is estimated to be in the village of keling which is one of the sub-district of jepara. according to the myth that until now resides in jepara ratu sima society is said to have a kingdom that is roofed from rumbia and has a throne of elephant ivory material carved. whether departing from the myths has an impact on the people of jepara then they believe that the ability of the sculpture they have had already started since the time of queen sima. the development of the art of carving even stronger when the development of islamic kingdom in demak led by raden patah more or less in the year 1478 ad at that time there is a large dock located in the area of jepara. to set the dock raden patah ordered his sister, queen seon kalinyamat, to rule there. in jepara ratu kalinyamat has an escorted husband from aceh named raden toyib who is a nomad. narrated before arriving in jepara, raden thoyib behaves kindly intelligent and polite, so it is given a belief by raden broken to wander up to china. by having a clever and polite mind so adopted by a craftsman named chi hui gwan. of course, when his adopted son is married, chi hui gwan is also invited to jepara, being one of the big family of demak kingdom, both of whom got the new title raden thoyib got the title of pangeran hadirin with the first reason to present in jepara, while chi hui gwan got the title patih sungging badar duwung, or who later became a craftsman then assigned to take care and manage the beauty of kalinyamat palace. including one of them that until now there are still relics, namely mantingan mosque. the mosque was built by patih sungging badar duwung and assisted by the local community. with high craft skills taught by patih sungging badar duwung, then people recognize and start loving activities to make carvings from both wood and white stone to the wall. while waiting for the harvest or after work at the beach community to fill daily activities by carving. until finally many people work as carvers and earn enough to live. patih sungginmg badar duwung adapted his sculpture with islamic breathing style, then in mantingan mosque in the form of carvings 'lung-lungan' which is deformation or destilization of the images of living creatures. mantingan mosque is a cultural heritage which is believed to be the earliest spear of jepara carving art because of its oldest age and its motif is as a basic model of the motives that are up to now. then the ability to carve which had become an additional profession for the farmers and fishermen that increased to become the main profession, especially in jepara because there is a character named ra kartini. it is told that ra kartini was born on 21 april 1879 from the mother of ngasirah and r m. adipati ario sosroningrat who then served as mayong wedono then in 1881 became regent of jepara. r a. kartini then spends his time living in jepara and he is known to be very concerned about the lives of the little people around jepara. he went up the village to see the life of the people who are heavy, especially about the level of education. associated with concern for the art of carving iswahyudi: the re-documentation of jepara’s carving motifs 46 r a. kartini began to pay attention to the craftsmen even to invite to work carve out in the yard and home office district. one of the most trusted is a carpenter named mr. sing because of his fine-grained skills. until now the character named sing is believed he may be an ethnic chinese because the word sing is often dianalogkan with the word tzing. seeing many communities of chinese people in a special area called pecinan jepara then the call is often heard words singkek. (http://koleksitempodoeloe.blogspot.com/20 13/03 r a. kartini, out of dark rising light). mr. sing and the workers were instructed to make various products of carvings both in small and large sizes such as pots, tables, wear objects, furniture materials. then in its development a lot gets orders even to semarang and batavia so that outsiders can know that the people of jepara padai make beautiful carving. goods sold are sold at high prices when compared with in jepara. r a. kartini married rembang regent r joyodiningrat, even though he has not lived in jepara r a. kartini invites some workers to come with him and her husband to work in rembang. r a. kartini wants the art of ukira also developed in rembang especially with its natural potential that has not been exploited, because wood materials in the area of rembang is still easy to obtain. the spirit of r a. kartini also appears from his correspondence with a dutchman, mrs. abendanon, whose information is often known through his book, habis gelap terbitlah terang. in the book contains ideas and stories experienced by r a. kartini in realizing the strategy for the life of the people who will come especially in both jepara and rembang. however, a few days after giving birth to his first son, named susalit, r a. kartini came to the world. concerning the ideas expressed to mrs. abendanon does not seem to be fully achieved yet, r. kartini remains honored primarily by the indonesian people for successfully pushing, pioneering and creating a climate for the growth of wood crafts especially in jepara. it may be said that originally in the form of souvenirs handicrafts without commercial intent, finally hungga is currently the largest woodcraft industry in indonesia. jepara people who already love and feel the benefits of furniture skills and carving skills through the role of pekriya leaders from patih sungging badar duwung around the xvi century until the ra kartini century xx, even very supported when the dutch government through ethical policy, especially in the field of education in jepara established with ambachtscholen and becoming kunst nijverheid scholen or carpentry school can provide regeneration opportunities around jepara to learn the art of carving formally. after indonesia's independence this educational institution is continued with stm ukir statutes and now becomes smk n jepara. while carving and sculpture in jepara is very advanced, it affects the majority of the population working as carvers and craftsmen as if they no longer want to be farmers or fishermen. carving art makes jepara got predicate the city of ukir, which impacts bring investment and tourism to visit related to the development of investment in jepara. the development of jepara carving motif various changes in the art of jepara carving based on the period or period of its development are as follows: ijss.vol.13, no.1, september 2017 47 1. the time of queen sima in the story that queen sima has a carved throne chair shows that the people of jepara at that time already have carved skills since the 7th century ad 2. the time of the queen of kalinyamat ’kriya‘ carving in the time of queen kalinyamat is characterized by the establishment of a mosque in the village mantingan which is located approximately four kilometers south of the city of jepara. inside the mosque, especially on the mihrab there is a dispute which reads "the likeness of brahmana sari", which means according to the year 1481 saka or 1559 ad (de graff and pigeaud, 1974: 106). the figure buried in this compound is queen kalinyamat with her husband and some relatives. queen kalinyamat is the son of sultan trenggono from demak kingdom who later married prince kalinyamat adipati jepara (mulyono, 1968: 280). on the walls of the inner and outer walls of the mosque as well as on the exterior wall panels of the mantingan mausoleum there are some ornaments in the form of medallion-shaped reliefs. some of the decorations contained in mantingan's tomb complex include; a. geometric decorations this decorative decoration of tumpal motifs, rhombus, medallion, mirror frame, double twisted, and anyamaan. tumpal motifs, rhombus, medallion, and multiple twists are on tombstones and jirat-jirat. then some medallions on the headstone also have writing with arabic letters. the motifs of mirror, medalion, and wicker frames are found on the panels attached to the walls of the mosque and the walls of the tomb. figure 1. geometric style source: photographed on july 13, 2016 b. decorative variety of plants according to observation data in the field of decoration type of plants in the complex mantingan mosque is a complete category. the decoration is found on the panels attached to the main room wall outside the back wall of the mosque, as well as on the outer wall of the tomb cupola. the motifs are: lotus flowers, lung-lung vines, gadung, bungur, passion fruit, orchids, and a kind of pandan forest (steinmann, 1934: 89-97). in addition there are also motifs tendrils. figure 2. medalion alas-alasan source: photographed on july 13, 2016 iswahyudi: the re-documentation of jepara’s carving motifs 48 c. decorative variety of landscape and stone hill this decoration is found on several panels attached to the outside wall of the mosque's main room. the scene is described in the form of hills and plants. in addition there are also scenes depicted with hills, plants and buildings such as pendapa complete with temple-shaped gate bentar. figure 3. natural scenery and joglo source: photographed on july 13, 2016 figure 4. rocks ornaments source: photographed on july 13, 2016 d. decorative variety of animals the decorations in the mantingan mosque are elephant, ape, crab, several birds, and four-legged animals that seem to resemble a horse. the animal motifs are found on several panels placed on the outside mosque's main room. associated with elephant motifs are present in one panil and depicted with stiliran tendrils among the flower motifs. ape and apron motifs are present on one panel. apes are left standing and the crabs are at the foot of the tap (see photo). both distilir with motif tendrils. various motifs of birds, four-legged animals resemble horses and "kala" contained in the panels in the form of medallion and in stilir with motifs tendrils. even in recent times also revealed that on the back side of the stone board used to make the relief (formerly not visible because embedded in the wall) there are other reliefs that may be deliberately hidden. the relief depicts scenes of the ramayana story. so apparently the medallion ornaments contained in the mantingan mosque, both geometric patterns, plants and animals in bebntuk stiliran, partly allegedly made of stone planks that had previously been used as media carving ramayana story. images of animals and ramayana motifs at the time of queen kalinyamat figure 5. stilization of monkey and lotus flowers source: photographed on july 13, 2016 ijss.vol.13, no.1, september 2017 49 variety of decoration in the time of queen kalinyamat is not only in the form of animal motifs. thanks to the influence of queen kalinyamat's in-laws, cui hwi gwan, an ethnic chinese, the variety of carving is slightly affected by the oriental form. but the underlying form of decoration in the next period is the lung-lungan motif with a circular panel. in addition to making the art of reliefshaped carving, during the time of queen kalinyamat has also been mass-producing vessels associated with the city of jepara which is a dock at the time of the islamic empire in demak. variety of carving in terms of transportation also appears in this day and age. 3. the time of r a. kartini r a kartini developed a jewelry box equipped with carving art. art carving developed by ra kartini is taken from the ornaments of mantingan mosque as mentioned earlier. (original ornament of jepara motif: http: / artkimianto, blogspot, com / 2009 / jepara html-motif-jepara) the basic principle of this motif is the lung-lungan-leaf as a leaf-shaped principal triangle-circumference. from the end of the circle breaks into a leaf strand towards the circle of the handle or principal. shape the strands in tune with the direction to the trunk of the tree. at each end of the leaf there will be flowers or fruit-shaped or memorable or numbered more than one. for the order of this multilevel fruit is getting to the end of the smaller, while for the number of more than one large circular shape surrounded by several small circles; motif shape there are four types of parts and have their own philosophy. a. the main leaves the stem has a circular shape and nesting. at the end of the leaf niches there are leaves that are clustered. in this lung-lungan motif can be studied islamic features such as symmetrical pattern of composition, measured placement and direction of definite carving motion. the slice form of this leaf staple is a triangular prism. b. flowers and fruit flowers and fruits are arranged in clusters like wuni / grapes. this flower is in the corner of the leaf curve and the end of the caress niches. when sliced cross-sectional shaped. c. ”pecahan” fractions are lines (bones) that are in shape eg by following a leaf strand. fraction itself means light, because in the presence of the line looks like a shine. the wandering of lines that spread in all directions philosophizes the spiritual light of man. d. ’lemahan’ lemahan is the ground of impenetrable motif or also called dreamy. but in practice it is rarely penetrated or overlooked. figure 6. kartini motif sources: koleksi afip soleh, cucu ra. kartini. ketua sanggar rumah kartini, jepara this ornament is characteristic of jepara carving in the time of r a. kartini she sometimes adds the shape of the peacock that is pictured in bloom and the head is crested. the shape of the carving is symmetrical with the composition of the stacked fruit. starting from the notorious creation of wooden crafts in jepara, the dutch government by sticking to ethisch's political iswahyudi: the re-documentation of jepara’s carving motifs 50 policy began to have the interest that the business of regeneration of craft can only be done through education. in the 1920s coincided with developing a son earth school for indigenous people in parts of the dutch east indies especially in java and sumatra, one was founded in jepara is ambacht scholen and eventually became kunst nijverheid scholen with the main menu is a woodworking craft school. then after indonesia's independence, this craft school is maintained with the status stems from stm ukir and until now became smk n jepara. at the center of this study the only hope in the development of craft through formal education, then related to the conservation and rescue efforts of the government established the carving art museum jepara recently inaugurated by the governor of central java ganjar pranowo in 2015. in the display of works exhibited there are many pekriya works that have reached the peak since the start of the 1920s until now or the works of students stm carving and smk n jepara are selected. therefore in this study, the documentation in addition to the historic works ranging from the time of queen kalinyamat and r a. kartini also works of students from stm carving and smk n jepara which in this case can be used as representative evidence of the results of this study. 4. pre-booming period it is rumored that this motif was once exhibited in the city of bandung in 1926. mentioned that jepara down the work of carving not only in the form of lung-lungan motive as above but in the form of "bruidsbed", ie king bed made of wood, draagstoel with ornaments shaped garuda and an artistic dragon. this period is still quite strong influence from the dutch east indies colonial period so that his works are influential and themed europe figure 7. baroqu style source: sodikin collection of furniture entrepreneurs post jati, mantingan jepara in the decade 1940-1950 in the spirit of independence jepara sculpture art form is showing a love of indonesia new, then the variety of carving that is often ordered is a relief of beauty or landscape of indonrsia. 5. the booming period the boom period passed briefly around 1998 2000. at this time all furniture forms are used in a short time to meet the deposit target. the form of art of sculpture is very little developed because that is famous or trend is the models of modern furniture without carving. at this time the minimalist form growing rapidly along with the minimalist architectural style that is developing. figure 8. european style motive source: (search http: // www.republikfurnitures.com see also sodikin ijss.vol.13, no.1, september 2017 51 collection of pos jati furniture entrepreneurs, mantingan jepara 6. the post-booming period the art of post-boom carving up to now does not have certain characteristics. associated with the booming period in which all designs became minimalist, the design development at that time became less developed. from the survey results in the field shape of the existing form is applied from the motives that have been there before. for example the nuances of islam are now dominated by calligraphy reliefs, classical european shades have not changed but the use of white color for the entire body of furniture, or plitur of gold in lung-lungannya. some of the spiritual nuances of other religions are also quite powerful such as christian relief, holy communion and statue of jesus and our lady. besides, there is also a statue of the goddess of gods according to confucianism. some formations of hindu gods like ganesha, shiva are also quite a lot. figure 9. minimalist architectural style source: sodikin collection of mebelair entrepreneur "atos jati", mantingan jepara downloaded on july 13, 2016 conclusion from the results of research and still in the advanced obvservation stage decorative motifs jepara can be observed empirically through the study of the arena of any relic related to the visual culture of craft in jepara. unfortunately it is not easy anyway because there are some works that the story is influential even a myth in blantika pekriya jepara but still kept belonging to the population of which is the motive r a. kartini or other types of works. in fact, this study only seeks a significant relationship that the jepara motif in historical narratives are informed in conventional historiography began rapidly after there is a cultural transformation of the craft from the hindus to islam. this reflects that jepara is supposedly the center of the hindu pekriya but after the transfer of islamic power, there has been a shift of focus to make any craft that supports the establishment of islamic law, as the art decline and the development of art ornaments or marginalize the depiction of living creatures in the craft . convincing evidence of any icon of sculpture jepara carries always the classical motifs ever created, as decorative ornaments contained in the mosque complex and mantingan tombs used to widen the creativity of artisans craft jepara. the developments contained in the applied craft of both used objects and furniture since pre-bomming, bomming, and post boom are still exposed that the icon of jepara is never abandoned. in the struggle for the transnationalization of the craft of jepara has been initiated since the dutch government with the school of carpentry or ambacht schollen and kunst nijverheid schollen and some exhibits in our mother country which used to be dutch or furniture for the interests of the dutch government office which we still encounter in museums and former home of dutch officials, even glorified by the british government's lt. g. raffles. the noble preservation is also done by r a. kartini who he wanted to try to be a patron of traditional iswahyudi: the re-documentation of jepara’s carving motifs 52 art in the midst of his turn into a noble princess who must obey the tradition of seclusion. while trying to preserve it is always narrated that r a. kartini is smart to make batik and carve only devoted to those who are being oppressed. greatness was shown because there is one craft with kartini motif. preservation and breeding with rescue and development mission is still done through educational institution, that is when continuing education of son son owned by dutch east indies government then continued school republic, that is stm ukir and become smk n jepara. in the institute the selected pekriya works can still be found at the jepara carving art museum. at an advanced level when the process of monetization penetrated the children of this nation, the development of jepara's craft is obsessed with market share. this is what makes jepara pekriya have high economic morals, so the emergence of pre-booming, booming, and post-booming motives. departing from the problem is an attempt to do a great research with great expense to be presented today. bibliography graff, h.j, de dan pigeaud, th. g. th, de eerste mosilmse vorstendomen op java sgravenhage: martinus nijhoff, 1974 mulyono, runtuhnya kerajaan hindu jawa dan timbulnya negara islam di nusantara. jakarta: bhratara, 1968 steinmann. a, “enkele opmerkingen betreffende de plant-ornamenten van mantingan”, dalam madjalah djawa no. 14. djogdjakarta: java instituut, 1934. internet source ragam hias motif jepara: http:/art kimianto, blogspot, com/2009/ukiran motif jepara.html relief http:/primbondon it. blogspot. com/2011/08/legenda ratu kalinyamat, html http:/koleksi tempoedoeloe. com/2013/03 (r. a. kartini, habis gelap terbitlah terang ijss.vol.14, no.1, september 2018 13 comparison of learning civic(s) education in indonesia with japan andriyana, iim siti masyitoh2 abstract japan is a country with a quality education system and quality in the process of education and learning. education in japan implement standards and learning good management and structured coherently, including in the areas of learning civic(s) education. this study aims to provide comparative study civic(s) education in indonesia with japan. the method used in this research is a comparative study with a qualitative approach. the study was conducted in bandung japanese school. informants consisted japanese teacher of civic(s) education in indonesia, indonesian teacher of civic(s) education and japanese lecturers in indonesia. the collected data of this research obtained through interview, observation, literature and documentation then analyzed by analytical techniques such as data reduction, data presentation, and verification and validation using triangulation techniques and data collection techniques. the results showed that there are differences and similarities that exist in learning civic(s) education in indonesia and japan. differences exist which of the methods used in the learning process, which in indonesia using the method of lecture and discussion, while in japan using a method that emphasizes living experience of learners in exploring the material obtained. and there are similarities in the structure of scientific disciplines civic(s) education in indonesia and japan are detached (separated) from the disciplines of social (social studies) and also in the purpose and role of the civic(s) education in shaping citizens' competence in the flow of globalization as well as moral education and character development of citizens. keywords: comparison, education, learning, civic(s) education. 2department of civic(s) education, graduate school, indonesia university of education, andriyanapkn@gmail.com andriyana, iim siti masyitoh: comparison of learning civic(s)... 14 introduction japan is a developed country in various fields of life such as education, politics, economics, social, culture, technology, etc. japan's advances certainly affect the facilities and infrastructure and the quality of education in the country. history proves that education in developed countries such as the united states, greece, germany, and other developed countries to build the nation's progress by prioritizing education in the country where the state seeks to educate the nation's life and appreciate every development of science. various educational excellence in japanese country such as teacher, medical, technological, literature, and art majors, and much more is the success of japanese education system which has been able to answer the various problems of human resources needed in various fields of employment. even the japanese state is able to minimize the unemployment rate which in fact in every country is always increasing in number. the creativity of japanese educational graduates is internationally recognized as an example of automotive success like honda, suzuki, etc. who are always able to innovate their products in a short span of time. in addition to producing labor labor these countries are also able to produce experts who are able to develop the latest researches continuously. the key to japan's progress is education. education is the key to all the progress and development of quality, because with human education can realize all his potential both as a person and as a citizen. therefore, in order to realize the potential of self into a multi-human competence must pass through the educational process that is implemented in the learning process. thus, the learning process should be able to develop the ability and shape human nature so as to create quality education. learning is a process that makes people learn. each learning process, the role of teachers as educators in charge of helping students to learn well and easily. in addition, students as learners seek to find information, solve problems, and express opinions. the core of the educational process is the learning process that takes place in the classroom. thus, improving the quality of education should begin by organizing and improving the quality of learning in the classroom. quality learning process can be created if students and teachers play an active role in it. students and teachers interact in an activity called learning and take place in the learning process. efforts to realize the effective and efficient learning process then the teacher should be able to realize the teaching behavior appropriately in order to be able to realize student learning behavior through effective learning interaction in the learning process conducive. therefore, one of the efforts that teachers can do is to plan and use learning models that can condition students to actively learn. to understand the differences between the japanese education system and the indonesian education system, it would be good to first look at the philosophical foundations underlying both education systems. discussing the educational system from the philosophical side will tend to be related to the ideal value that is used as the basis for decision making and implementation. for example, pancasila which is used as the philosophical foundation of the indonesian nation is expected to be one of the guidelines of life of the nation which consists ijss.vol.14, no.1, september 2018 15 of various religious and ethnic backgrounds. in order to make the life of a better nation and not left behind with the development of the times and improve the quality of life of a society. a "comparing" process is done to find out how far the abilities we have in the international world and know the progress that exists. man, consciously or unconsciously, is basically always doing an assessment of himself by looking at aspects of the same life in others. without comparison, the life process may run slowly, or it may almost never change for the better. research methods the method used in this study is a comparative study with a qualitative approach. the study was conducted in the school of especially ekspatriat bandung japanese school. informants consisted of teachers, students and lecturers of civic(s) education. the collected data obtained through interview, observation, literature and documentation study then analyzed using a model milles and huberman. technical analysis consisted of data reduction, data presentation, and verification data (milles and huberman, 2007). the data obtained is then validated using source triangulation techniques and data collection techniques. results and discussion civic (s) education in indonesia civic(s) education for schooling is closely associated with the two disciplines are closely with the state, namely the political science and law. both sciences are integrated with the humanities and other scientific dimensions that are packed scientifically and pedagogically for the benefit of learning in school. therefore, civic(s) education at the level of schooling aims to prepare learners as citizens are intelligent and good (to be smart and a good citizen). citizens in question are citizens who master the knowledge, skills, attitudes and values, that can be used to foster a sense of nationalism and love of the homeland. indonesia is a democratic country, no wonder if its citizens are required to behave actively in the life of nation and state. in order to create an active community, then since elementary school we would have gained material about civic education. it continues to tread into the world of lectures. substantive and pedagogic citizenship education is designed to develop intelligent citizens in all pathways and levels of education. currently civic education has become an inherent part of indonesian national education instrumentation in five states: 1. as a subject in school. 2. as a college course. 3. as one branch of education of social science discipline within the framework of teacher education programs. 4. as a political education program that is as a program crash. 5. as a conceptual framework in the form of individual thought and related expert groups, developed as a basis and framework for thinking about civic education. (sumarsono, 2006) civic(s) in question is civic(s) education aimed at educating students to live in a democratic country. citizens must have the ability and knowledge to participate in political life, matters relating to the public interest and other aspects. students should understand how "to guard against tyranny of andriyana, iim siti masyitoh: comparison of learning civic(s)... 16 majority, allow everyone, including reviews those in the minority, to freely and fairly participate in political and civics life in influence reviews their government and its public policy decisions" (vontz, 2000, pp. 36). basically, citizenship education (civic(s) education) aims to prepare citizens to support democratic and developing democratic life. but in its implementation is often followed by certain political interests. according cholisin (2000) civic(s) education in indonesia in the past is more oriented to the interests of the government rather than the interests of citizens. because the concept and civic(s) education is very thick with the feel of indoctrination, hegemony, legitimacy and political mobilization. consequently civic(s) education developed more oriented to the interests of the authorities to maintain the status quo than to develop a critical attitude of citizens, so that the weight of scientific civic(s) education is very weak. not surprisingly, the attitude and culture of citizen democracy is less developed. according permendikbud no. 22 of 2006 on the content standards national education, civic(s) education is a subject that focuses on the formation of citizens who understand and are able to exercise their rights and obligations to become indonesian citizens who are intelligent, skilled and characterized mandated by pancasila and the constitution 1945 civic(s) education is an aspect of political education material focusing the role of citizens in civic life, all of which were processed in order to foster the role according to the provisions of pancasila and the 1945 constitution in order to become a citizen can be relied upon by nations and countries are (cholisin, 2000, pp. 9). according to edmonson (in ubaedillah, 2011, p. 5) civics meaning is always defined as a study of governance and citizenship-related liabilities, rights, and privileges of citizens. civic (s) education in japan civic (s) education in japan which is known in terms of social studies, living experience and moral education (kerr, 1999), oriented towards the experience, knowledge, and abilities of citizens with regard to efforts to build the nation of japan. context-born civic(s) education in japan can be traced, especially after the second world war (1945). at that time, the japanese government's attention to education began to show improvement. education became the center of government attention as planned since the meiji period (19th century). (otsu, 1998, pp. 51, ikeno, 2005, pp. 93). this period after japan's defeat, is a very important turning point for education in japan. education in japan to change the orientation of a military nature towards a more democratic approach. similarly, the change is felt in civic(s) education, this subject has shifted its emphasis from education to the citizens and the teaching disciplines of the social sciences related to the effort to build the nation of japan, toward civic(s) education for all citizens (ikeno, 2005, p. 93). civic(s) education of japan after world war ii can be described in three periods (ikeno, 2005, p. 93) as follows: "first, the period of 1947-1955, oriented experience. second, the period of 1955-1985, knowledge-oriented, and third, the period 1985-present, oriented in ability". the first period, civic(s) education is mostly applied in an integrative way into social studies. social studies adopt problem-solving methods, such as research and discussion, and teach social life and society in general. in the ijss.vol.14, no.1, september 2018 17 classroom, teachers and children consider issues of social life and society through social experience gained by problem solving. they learn about "their own society" and develop "attitudes and skills to participate positively to build a democratic society". implementation of learning social studies in this period is through "yubin-gokko (playing the post)" and "yamabiko-gakko (echo school)". in this practice, the teacher organizes a structure related to the postal activity as an activity for children. in yamabiko-gakko, teachers organize activities of the investigation so that children can make inquiries through their compositions and free response. in such situations, the children perform activities, while the teachers do not take a big role to lead in the learning process. many people criticize this practice of learning, they argue that in such learning practice, children only acquire the usual knowledge learned accidentally, and they demand social studies teachers to teach social science systematically. in the second period, civic(s) education is based on the principle of intellectualism that developed in the academic disciplines. japan's ministry of education separating moral education (dotoku) of social studies. social studies are broken down into geography, history, and politics/economics/society. each of the disciplines above consists of a set of knowledge and skills. it is prepared so that students have core knowledge about japanese culture in general. civic(s) education is directed to the second period that the students acquire knowledge considered essential for the japanese. teaching target of civic(s) education in the second period consists of four elements (ikeno, 2005, p. 94), which is to develop: 1. knowledge and understanding 2. skills of thinking and determination 3. skills and abilities, and 4. the will, interests, and attitudes of citizens in the third period, japanese education emphasized on the development of the principle of mutual relations. in this case, school education is focused on developing "the necessary skills in student life", in the sense that students are able to find a problem on their own, learn about the problem, think it through, assess freely, use appropriate methods, solve problems appropriately, creatively, and deepen his understanding of life. this goal is achieved through the integration of every discipline. therefore, this period is called the "integrated study period". civic(s) education in the third period aimed at preparing individuals to be actively involved in the community, and use a common culture in every respect. emphasis civic(s) education has changed from priority to general knowledge of the japanese people to the ability to build a community. in this third period, civic(s) education japan are mostly applied as a "citizenship (civics)" in the high schools, and as a "social studies" in secondary schools (otsu, 1998, p. 51). the cornerstone of the development civic(s) education in japan can not be separated from the concept of citizen (komin, citizen) and nationality (citizenship). therefore, it is important to know how these concepts are constructed. to explain the relationship between the citizen and citizenship in japan, otsu (1998, p. 53) argues as follows: "related to the definition of andriyana, iim siti masyitoh: comparison of learning civic(s)... 18 'citizen', 'citizenship' has a much wider meaning and can be used differently in different contexts". based on these citations it is known that the definition between citizen and citizenship can have broad meaning and can be used in different ways and in different contexts. more otsu (1998, p. 53) argues that when "social studies (social studies)" begins as a core subject in 1948, the ministry of education in japan explained that the social studies not only help people follow government policy, but each population intensely learn about their communities and to develop their attitudes and skills to participate positively in their societies to build a democratic society.at the time of "citizenship (civics)" prepared as a subject in secondary schools in 1970, japan's ministry of education describes the core objectives of the civic(s) education as follows: 1. to develop an awareness and understanding of japan as a nation and the principle of sovereignty 2. to develop a concept of local community and the state and ways in the which the individual can contribute to the work of the community and the state 3. to appreciate the rights and responsibilities and duties of the individual in the community and wider society 4. to develop an ability to act positively in relation to rights and duties. the systemic framework in question is "the technical terms used, the developed approach, and the number of hours per week, both for primary and secondary education" (kerr, 1999; winataputra, 2007). in the following table are presented the organization of the civic(s) education in japan on basic education and junior secondary education and level up. table 1 organization of citizenship education in primary phase country terminology approach hours per week japan social studies, living experiences and moral education statutory core separate and integrated 175 x 45 minutes per year source: kerr, (1999, pp. 18) table 2 organization of citizenship education in the lower and upper secondary phase country terminology approach hours per week japan social studies, living experiences and moral education statutory cores integrated and specific 175 x 45 minutes per year (grade 7 and '8) 140 x 50 minutes per year (grade 9) 140 x 50 minutes per year (upper secondary) source: kerr, (1999, p.19) for junior high school and above, subjects of study materials or civic(s) education used the term "social studies, living experiences and moral education". positions in compulsory education programs are packaged as core material that is integrated or stand-alone. the study load per week is: first level, 175 x 45 minutes per year for levels 7 and 8, and 140 x 50 minutes per year for level 9. while for the upper level is 140 x 50 minutes per year. in the description of otsu (1998) civic(s) education in primary schools is implemented as a "life and environmental ijss.vol.14, no.1, september 2018 19 studies" at the level of 1-2, and "social studies" at a rate of 3-6 for three hours of lessons (1 hour lesson = 45 minutes) per week. in high school, social studies consist of three subjects, geography (4 hours per week at levels 1 and 2, 1 hour = 50 minutes), history (in proportion to geography), and citizenship (23 hours per week at level 3). content (curriculum) citizenship in secondary school consists of: 1. contemporary social life 2. improvement of national life and economy 3. democratic government and the international community. (otsu, 1998, p. 54). in middle school, students learn citizenship in recent years, the three levels of citizenship lessons tend to be directed as a center of knowledge and emphasized on memorizing (memorization), as many students and teachers concentrate on the entrance exam to the high school level. the high school curriculum consists of specific subject areas and sub subjects. students are required to take four credits from civics subjects consisting of: contemporary society (4 hours, 1 hour = 50 minutes), ethics (2 hours), and politics / economics (2 hours). the contents of the study of contemporary society are as follows: 1. the individual and culture in contemporary society 2. environment and human life 3. contemporary politics and economy and the individual 4. international community and global issues. (otsu, 1998, p. 54) in the study of contemporary society, various learning innovations have been produced. to develop learners' skills and attitudes such as knowledge, some teachers create learning innovations by taking contemporary issues using a comprehensive approach and varied activities, such as discussions, games and simulations. although social studies in secondary schools imaged as rote learning for a long time, but the study of contemporary society has changed the image (image) of social studies to a certain extent. creative learning in contemporary society is publicized and has influences that support teachers across nations. comparison of learning civic(s) education in indonesia with japan there are some similarities and differences learning system civic(s) education applied to the two states. as for the equation: 1. the educational attainment system in both countries share the same pattern of 6-3-34, ie 6 years for elementary school, 3 years for junior high, 3 years for high school, and 4 years in college. and in the teaching and learning of civic(s) education required at every level of education. 2. the age of students studying at each level is the same, that is 9 years of primary education between the ages of 6-15 years, high school age 16-18 years, and higher education between 19-25 years. 3. both countries require english language learning from the first year of junior high school, so students are expected to have internationally sound skills. 4. subject of civic(s) education in japan are generally separated by the social sciences (separated). 5. civic(s) education in japan has the same role as in indonesia, as the subject of andriyana, iim siti masyitoh: comparison of learning civic(s)... 20 character development and nationalism citizens. while the vast difference in learning system civic(s) education in the two countries is as follows: 1. in general purpose learning civic(s) education prioritizes the development of personality as a whole, respect individual values, and instill a free spirit. while in indonesia civic(s) education aims to make the students become a man of faith and fear, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible. japan does not include subjects of religious education at all levels of schooling (separating religious education by schooling), while in indonesia religious education is a compulsory subject for every level of schooling. 2. judging from the curriculum developed can be put forward some of the things that curriculum civic(s) education on the level of schooling in japan does not burden the child, because the child is not crammed with learning materials cognitively but more on the introduction and practice life skills needed for the child's daily life day, such as exercise your own defecation, brush your teeth, eat, and so forth. while the curriculum in indonesia has been oriented to the intellectual development of children. table 3 comparison of curriculum civic(s) education in indonesia with japan aspect indonesia japan curriculum civic(s) education curriculum civic(s ) education today are: 1. developed based on certain curricular goals in civic(s) education namely to competencies. 2. child centered as knowledge developer. 3. there is an emphasis on development problem solving skills, ability to think logically, critically, and creatively as well as the ability to communicate the problem. provide students with diverse and varied experiences that will enhance their ability to think logically and creatively. japa nese curriculum framework for field of civic(s) education is not targeted to control the extent of the coverage, but instead target the depth of the learning process. subject matter 1. coverage of basic school materials include: human ri ghts, family, nation, democracy and environment, law, nationalism, and reasoning and communication. 2. scope of the materials for junior high school include: human ri ghts, system of government, justi ce and constitutio nal, political culture and demo cracy, problem solving, and reasoning and communication. 3. coverage of the material for the senior high school acovering human rights, law and politics, democracy, state 1. material for elementary school: a. family and e nvironment b. state and em peror c. form of government d. empire 2. material for junior high school: a. law and poli tics b. forms of the state c. human rights d. democracy the first year of junior high school level (lower seconda ry school), curric ulum targeted four basic objectives: ijss.vol.14, no.1, september 2018 21 and election form, international relat ions, dynamics of state, problem solving and reasoning and communication 1. deepen students' understandi ng of the country 2. understand the meaning of equations (e quations) 3. understand the functions of government (governmen ts) deepen students' 4. understandi ng of human rights (prope rties of human right s) source: processed by researchers 2017 basically curriculum civic(s) education in indonesia with japan is almost the same. but in indonesia today still emphasizes the quantity of learning is not quality. learning material civic(s) education in indonesia is much more than in japan. conclusion learning civic(s) education held in indonesia has some of the differences and similarities with learning civic(s) education in japan, where the pattern of teaching, learning objectives and other aspects there are some similarities and differences that occur related to the comparison between learning civic(s) education in indonesia with japan. there are several factors that occurred about the similarities and differences that occur in the education systems and learning civic(s) education in indonesia and japan, among others in terms of history, diplomatic relations, bilateral cooperation, exchange of students, etc. nevertheless there are still significant differences in the education systems and learning civic(s) education in indonesia and japan. schools in indonesia today has not been able to touch the three domains of educational objectives (cognitive domain, affective domain and psychomotor domain) as a whole. this is motivated by the implementation of learning civic(s) education in schools today still teacher-centered learning (learning centered on the teacher). learning patterns like this which led to the dominant teacher using the lecture method on learning civic(s) education, so that students can only listen to material from teachers alone. in response to the above, there should be a change to emphasize the learning patterns civic(s) education centered learning (student-centered learning). in order to realize the learning patterns while providing a new learning experience to students, it can be the development of learning civic(s) education experience-based learners. unlike the learning pattern civic(s) education in japan that more emphasis on the moral aspects and the different character of each learner available. where teachers are not always the center of learning, but rather to facilitators who will help learners in learning a material given by the teacher. besides learning civic(s) education in japan places great emphasis on aspects of living experience and very comfort of affective and psychomotor learners. civic(s) education in japan aims to build competence of citizens in order to have a sense of nationalism and patriotism to the state and the emperor. andriyana, iim siti masyitoh: comparison of learning civic(s)... 22 references cholisin. (2000). ikn and civics. jakarta: ut (universitas terbuka). ikeno, n. (2005). citizenship education in japan after world war ii. in citized. international journal of citizenship and teacher education. vol. 1, no. 2, december 2005. the ministry of education and culture. (2003). law of the republic of indonesia no. 20 year 2003 on national education system. jakarta: kemdikbud. the ministry of education and culture. (2006). regulation of the minister of education and culture of the republic of indonesia no. 22 year 2006 about the content standard of education . jakarta: kemdikbud . kerr, d. (1999). citizenship education: an international comparrison. england: nfer, qca. ______. (1999). citizenship education in the curriculum: an international review. england: nfer, qca. miles, mb. and a. huberman. (2007). qualitative data analysis, sourcebook of new methods. jakarta: indonesian university press. otsu , k . (1998). "japan". in cogan jj and ray derricott (ed). citizenship education for the 21st century: an international perspective on education. london: kogan page. sumarsono , a. (2006). research procedure a practical approach. jakarta: rineka cipta. ubaedillah , et al. (2011). citizenship education . jakarta: icce uin syarif hidayatullah and prenada media group. vontz, s.t . et al. (2000). project citizen and the civic development of adolescent students in indiana, latvia, and lithuania .indiana: indiana university eric, the educational resources information center. winataputra, u.s. (1999). concepts and strategies pancasila moral education in secondary schools. jakarta: p2lptk higher education. _______________. (2007). teaching and learning theory. jakarta: universitas terbuka. ijss.vol.14, no.1, september 2018 37 popular culture of japanese anime in the digital age and the impact on nationalism of young indonesian citizens wisnu hatami4 abstract this research explores the impact of japanese popular culture in digital era to indonesia’s young citizen nationalism. globalization make a life easier, include how to get information. with the digital era, people could get information in another country very fast and the research between globalization and nasionalism growing. this paper based on research of phenomenology about anime’s japanese popular culture of association of highschool nihon no kurabu in bandung. the amount of informants is twelve and the data collected through interview, observation and documentation study. the result of the research showed that anime’s japanese popular culture interested informants with the value, character, visual and storyline in that anime. then, the informants would study about another japanese popular culture than indonesia’s traditional cultures. . keywords: japanese popular culture; anime; nationalism; young citizen 4yogyakarta state university wisnu hatami: popular culture of japanese anime 38 introduction the spirit of nationalism of young citizens today is doubtful. young citizens, especially students seem to be trapped in the life of his youth and forget his responsibilities as the next generation of nation and state. in fact, as a young citizen it is fitting to prepare themselves to be citizens who have the ability civic knowledge, civic skill, and civic disposition is good for the future of a better indonesia. many factors caused the weakening of the nationalism of young indonesian citizens. the rise of globalization is an important factor in the changing lifestyle of today's young citizens. with the development of globalization make lifestyle becomes easier and faster. moreover on the transfer of information and communication. advances in the field of information and communication technology (ict) has made it easy for human life in interacting with other humans. therefore, interaction with other citizens is very easy to do thanks to the progress in this field of ict. progress in the field of ict begins with the internet network so that the birth of websites, blogs, to mainstream social media currently popular like twitter, facebook, instagram, tumblr and others. this media is a bridge to connect human information with other humans and even other citizens. in the transfer of this information must also bring the values derived from the country. the advancement of ict field has changed the way people provide and obtain information with outside citizens so that the interaction becomes easier. this is also what makes the curiosity of young citizens to be higher so that makes young citizens feel more like culture than other countries than the local culture of indonesia. one culture that is currently favored by young citizens is japanese popular culture. with the ease of accessing various japanese anime it is feared there will be a shift of values received by young citizens or teenagers who still do not have a strong identity due to the embedded values in the japanese anime storyline. then a filter is needed that can filter out the good value and also where the bad value so that young citizens can distinguish it. furthermore, that with the increasing number of japanese anime accesses it is feared that nationalism or love for the country of the young citizen can be eroded and more loving to japan that it admired. there are a number of reasons why this research is interesting to do. first, indirectly, the rise of information communication technologies (ict) in the era of ditchal can have an effect on the formation of cultural imperialism by a country against other countries. second, young citizens like high school students and students do not have a mature identity as citizens. third, young citizens by following japanese popular culture, feared to have values that are not in accordance with the values that exist in indonesia if it does not have good self-control. fourthly, the not optimal learning of civics in nurturing the nationalism of students who are young citizens. fifth, there is no study on how to optimize opportunities from the development of japanese popular culture in indonesia. from that reason, it can be seen that a filter is needed that can filter the values of good and bad from the influence of values that enter from other cultures and fortresses that can strengthen the sense of love of young citizens with their own country. therefore, ijss.vol.14, no.1, september 2018 39 this study leads the reader to understand about the possible impact japanese popular culture can have on the digital age to the young citizen. with the recent phenomenon, it is fitting that civic education (civics) sees the phenomenon that occurs against these young citizens. pancasila and civics should be present as filters that can filter incoming values from other countries and also civics should be able to play a role in fostering the nationalism of young citizens through learning civics. thus there is no need to worry about the waning nationalism of young citizens because civics can be a filter of values that enter from other countries. popular culture as japanese soft power as we all know that japan is a country with a unique cultural wealth. it is with this capital that japan uses its power of soft power to influence other countries. some research on japanese soft power has been done by iwabuchi (2015), otmazgin (2012). with a variety of factors that support the japanese government was not hesitant to do the "cool japan" movement where japanese popular culture is explored to introduce japan to various countries. in international relations, japan has long been recognized as one of the industrialized countries with a strong economic system. with the mastery of advanced technology, japan is able to develop automotive and other manufacturing industries that are able to control the world market. japan's economic power has made japan a country that has a major influence in the world economy. in contrast to the large influence of japan in the field of economic and automotive industry as well as electronics are considered a form of hard power, the influence of japan in the field of popular culture that has attracted such attention is a form of soft power. japanese popular culture, which has been well received by the public in other countries without any coercion in acceptance, are more "soft" when compared with other japanese influence as in the fields of economy and technology. currently the term soft power is often discussed by academics and practitioners of international relations. the concept of soft power was first introduced by joseph s. nye jr., he describes soft power as the ability of a country to achieve its goal by more use of appeal (attraction) of the force (coercion) and payment (payment). one of the forms of attraction (attraction) is the attraction of the culture of the country. the definition of soft power according to nye (2004 p.5) is: “soft power is the ability to get what you want through attraction rather than coercion or payments. it arises from the attractiveness of a country’s culture, political ideals, and policies. according to nye, soft power depends on the country's ability to set the political agenda in a way that could be a preference for other countries. one way to give preference to other countries is through attractive cultural attractiveness, ideology and institutions. unlike military forces or economic forces used to "force" other countries to change their views or positions, soft power is more emphasis on the ability of a country to achieve its interests against other countries by using its cultural influence, political values, and foreign policy. in the japanese context, one of the cultural attractions it possesses is popular culture that can be utilized as the soft power of the wisnu hatami: popular culture of japanese anime 40 country. nye revealed that japan has more potential sources of soft power compared to other asian countries. one source of soft power is japan's popular culture that remains a potential source of soft power even after its economy weakens. the digital age as a part of globalization with this global era the standard in people's lives is increasing where today almost all of the world has a standard that is recognized jointly by the world community both in the field of service or in the form of goods. without the ability to recognize the existence of global values the community can not become a competitive society in the global era and become a society that is not ready with the global era. the current global era is an unavoidable phenomenon that encompasses every aspect of individual human life, so the country of indonesia must have a young generation ready to face the global era. this globalization will lead to the loss of existence from the state, just as state power is weakened by international organizations, then globalization also threatens individually with the entry of information and culture of other countries into each individual that affects the way of life that has been built within the country. the increasingly consumptive lifestyles of society and technological advancement make everything change so quickly. now to interact with other citizens, one does not have to bother to pay a visit and cost a lot, they just use the technology that exists today. with the advancement of technology, to know information between countries now is not a difficult thing. however, the presence of globalization creates some bad impacts as well as good effects. the era of globalization that makes technology more advanced, allowing everyone to know the same information from a country you want to know. the era of globalization brings the impact of the unification of the world community in one bond and dependence. the era of globalization has had such a significant impact on the development of the mindset and human life. with human globalization will be more active in utilizing and displaying human values and also the identity of the region and their respective culture. however, globalization also has a negative impact as people's dependence on foreign culture is higher. technological developments that increasingly sophisticated and intelligent, can trigger the crime rate that the higher the human will be more free and even forget the religious values they previously had. nationalism of young citizens the younger generation is a translation of young generation versus old age. youth means the population of teenagers / young people / youth who are forming themselves. looking at the word "generasi muda" consisting of two compound words, the second word is the nature of the group and the individual group is still young in the young age group inherited the ideals that are burdened by rights and obligations, since the early has been colored by activities -community activities and political activities. so in these circumstances the younger generation of a nation is "young citizen". understanding the young generation is closely related to the meaning of the young generation as the next generation. the ijss.vol.14, no.1, september 2018 41 meaning of "young generation" is definitely not a definition that is most appropriate to be treated with many views that mean it depends on the angle where the community saw it. affandi (2012) states that the nationalism of young generation should be based on the spiritual mental conception, that is a psychological attitude, based on the culture and personality of the person who coaching nationalism contains three things: (a). fostering the love of the homeland, as a manifestation of faith and piety to god almighty, (b). this coaching is accompanied by the management of the love of the homeland, and the natural wealth for the greatest prosperity of the people, and (c). the result of coaching in the end tangible loyalty defending the homeland, while independence (self reciance) is the opposite of the attitude of begging (mencicancy). independent attitude is a real expression of the spirit of nationalism and patriotism. ranjabar (2014, p.225) states that: nationalism is a buffer for the life of nation and state. therefore, present and future indonesian nationalism must be dynamic with the style of 'humanistic nationalism' imbued with justice, peace and prosperity in indonesian society, with a slogan; "united, open, progressive, intelligent and constructive." this means more emphasis on the educated and knowledgeable human parameters produced for use, as well as practical and pragmatic deeds in the pattern of national development. from that opinion we can take a meaning, that the nationalism that color the life of nation in indonesia is humanistic nationalism, or in other words, humanitarian nationalism. indonesian nationalism must be united, open and progressive for the sake of national development process. komalasari and syaifullah (2009, p42) say: indonesian nationalism must be reconstructed and no longer face the invaders that appear to have their noses and weapons as their tools, but face the invaders who use cultural instruments as a means of colonization. thus the unity of indonesia is no longer unity to face the outer enemy but the unity to reach a new indonesia fair and sejaahtera whose leaders bring the mandate of the people, so feel the pulse of the people. the above opinion seems to illustrate the concerns about the situation facing our country today. where the soul of nationalism must be grown not only to resist physical colonization. but more than that to face attacks from other countries are done in a more subtle way through a culture that is very easily loved by the teenagers today. research methods the approach used in this research using qualitative approach with phenomenology method. research subjects or participants in this study are high school students who are members of the association of highschool nihon no kurabu or soshonbu bandung. soshonbu is an association of learners who come from the extracurricular japanese club in their respective schools. in this study, the research participants are 13 high school students in bandung who are interested in japanese anime. 13 students were selected based on creswell's opinion that the participants in the study of phenomenology studies recommended 5-25 respondents. wisnu hatami: popular culture of japanese anime 42 results and discussion nationalism is a thought to defend the integrity of the nation and the state by appreciating and animating both the culture, customs and history and the struggle of the indonesian nation that has been independent. in this case, the keyword of nationalism is the supreme loyality of the nation. this loyalty arises because of the awareness of collective identity that is different from the others. usually it happens because of the similarity of heredity, language or culture. komalasari and syaifullah (2009, p42) say: indonesian nationalism must be reconstructed and no longer face the invading colonists and weapons as their tool, but face the invaders who use cultural instruments as a means of colonization. thus the unity of indonesia is no longer unity to face the outer enemy but the unity to go to a new indonesia a fair and sejaahtera whose leaders bring the mandate of the people, so feel the pulse of the people. this opinion illustrates the concerns about the circumstances facing the state of indonesia at this time. where the soul of nationalism should be grown not only to resist physical colonization. but more than that to deal with attacks from other countries are done in a more subtle way through a culture that is very easily loved by young citizens today. affandi (2012) states that the nationalism of young generation should be based on the spiritual mental conception, that is a psychological attitude, based on the culture and personality of the person who coaching nationalism contains three things: (a). fostering the love of the homeland, as a manifestation of faith and piety to god almighty, (b). this coaching is accompanied by the management of the love of the homeland, and the natural wealth for the greatest prosperity of the people, and (c). the result of coaching in the end tangible loyalty defending the homeland, while independence (self reciance) is the opposite of the attitude of begging (mencicancy). independent attitude is a real expression of the spirit of nationalism and patriotism. the nationalism of young indonesian citizens is lacking the nationalism of young indonesian citizens can be said to be very lacking. based on the results of interviews with research subjects, found the findings that in general the nationalism of young indonesian citizens are currently not good. this can be seen from the opinion of research subjects presented in the following table: table 1 the research subjects' opinion on the nationalism of young indonesian citizens today no name statement 1 agung currently what i see is still lacking a sense of nationalism. there is still a deviation from the sense of nationalism. from high school students to jejepangan students, their sense of nationalism is declining because of their habits that lack the view of culture or everything about indonesia 2 alfredo i think many citizens are influenced by outside cultures that forget their own culture because the outside culture is more interesting and perhaps more modern so many are affected and forget their own culture. 3 angela i think the faded sense of youth nationalism today because of the outside ijss.vol.14, no.1, september 2018 43 no name statement culture that has entered our country is very influential. 4 arya very less, many already like to boast japanese culture than indonesian culture 5 aulia admittedly, the nationalism of most indonesian teenagers has declined. this is also one of the inevitable negative effects of cultural influx coming from abroad. 6 aurora honestly, perhaps because of the state of the country is still a lot of shortcomings, many young citizens who can not love their own country due to one thing or another. so indonesian youth nationalism is still easy to falter. 7 bagas increasingly faded, seen with many cases of contempt for national heroes, pancasila, and other cases. means that indonesian citizens do not yet have a strong sense of nationalism. 8 emi most young citizens today are more likely to like the culture of other countries than their own, although a sense of nationalism for indonesia still exists, but interest in other countries is very high. 9 mutiara it's a little bit odd because the outside culture greatly affects the mentality of young citizens. 10 nela sometimes young citizens talk too much more than action. if asked to act for the people of indonesia is not necessarily willing. no name statement 11 raffyanda less, many are beginning to leave their culture and most young citizens now have an indifferent attitude towards their own nation. 12 vania perhaps less, because of the influence of the culture of other countries. 13 yasmin pretty bad especially in big cities like bandung, i'm also included. if you talk to nkri still very supportive but for real action is less. most can only chatter on social media only. source: primary data processed by researchers (2017) from the data shown in table 1 can be illustrated that the nationalism of young indonesian citizen is not strong yet. according to the subject of research that the easy to get information and the influx of culture of other countries become the cause of the love of the country of indonesia to be reduced. but it should also be understood that indonesian citizens still want to become indonesian citizens. although in the level of action is still very minimal. sukadi (2013, pp. 274), "nationalism must be manifested in everyday life. especially for the indonesian nation that has the nature of plural (diverse) in all aspects of life ". nationalism must be realized in everyday life. if the people do not have an attitude of nationalism, then the state seems not owned. nationalism must be nurtured from an early age so that later when adolescence even grow up, the love of the country has been cultivated high. the soul of nationalism and patriotism must be realized in all aspects of life, both political, economic, wisnu hatami: popular culture of japanese anime 44 defense, and socio-cultural. (sukadi, 2013, pp. 274). in the field of socio-culture, should always develop the culture of the noble nation, filtering out every foreign culture that destroys the personality of the indonesian nation. furthermore, sukadi (2013, pp. 274) reveals the spirit of nationalism among students can be developed through: a. maintain and familiarize yourself speak indonesian well and correctly. b. get used to carrying out flag raising ceremonies. c. become a member of the flag raising troop. d. learn diligently to welcome the future. e. maintain environmental sustainability by planting degraded forest with trees. f. respect the symbols of indonesian unity. g. understanding the concept of insight into the archipelago. h. loving and using domestic products. i. prioritizing the interests of the nation and the state above personal and group interests. j. assisting government programs in building the nation and the state of indonesia. based on the results of the interview found suggestions for the nationalism of young indonesian citizens can be well preserved. as disclosed in the following table: table 2 suggestion of research subjects for nationalism of young indonesian citizen can be awake well no name statement 1 agung with the socialization, no name statement seminars that can awaken nationalism. if the person likes the anime, can also show anime that can enhance the sense of nationalism, invites to the historic places of indonesia to remember the history of indonesia who also struggled more than japan, and even against japan. 2 alfredo we must learn about our own culture first if we already understand the culture itself then we do not need to fear if we learn the culture outside because the tip of our tip will assume our culture better because from the beginning we have studied it and we will not be influenced by outside culture 3 angela young citizens should now be introduced to this diverse indonesian culture to know and understand that our culture is equally unique and interesting from other countries by actively participating in ijss.vol.14, no.1, september 2018 45 no name statement local cultural events. 4 arya my advice is to instill a love for indonesia from an early age even, so it can not be influenced in the future. 5 aulia quoting bung karno saying that never forget history! 6 aurora keep moving forward without listening to negative comments and of course forward with positive intentions. 7 bagas with the norms that already exist in society, apply the norms and give examples to the younger generation so that the spirit of nationalism itself appears in the young generation. 8 emi 9 mutiara in order to further enhance nationalism, it must be educated from a small taught national insight, and other things so as not to undermine the spirit of nationalism. 10 nela the spirit when the lessons of civic education and no name statement history. 11 raffyanda studying your own culture in order not to assume a better foreign culture 12 vania following the angklung as well as traditional dance we can improve nationalism. but it is possible that other execils can not improve nationalism. like paskibra, scout, it can also enhance our sense of nationalism. 13 yasmin learning hard at school, watching a lot about nationalism because there are many exciting shows too. be more open to tolerance and realize that this nation has enormous potential but not much with other nations. source: primary data processed by researchers (2017) as a generation that will continue the life of nation and state next, it is fitting to be more loving and have a sense of high nationalism to the state of indonesia. because however the direction of the indonesian state will be like the responsibility of the young generation today. globalization makes the distance between countries narrow so that the movement and dissemination of information wisnu hatami: popular culture of japanese anime 46 becomes very fast. with such a rapid transfer of information it is possible to enter values derived from other countries. especially in indonesia itself there are many countries that try to enter through the cultural path. therefore, it is fitting for citizenship education to take an important role in this attitude because one of the duties and studies of citizenship education is to foster a sense of nationalism of citizens. from the opinion previously mentioned, it can be understood that the solution to the impact of popular culture of japanese anime in the digital era against the nationalism of young indonesian citizens is by optimizing the role of citizenship education (civics) as the nationalist in the school as well as the application of pancasila education in civics learning. karim suryadi states: japan has the meiji restoration that is to accept the outside culture without leaving the values and culture of the country. they accept the values, religions and foreign cultures that enter japan and do not forget their native culture so that there is no clash between tradition and modernity among them. it can be our example in maintaining our character and culture as indonesian people. (on untad.ac.id, 2016). conclusion japan has been known as a developed country that retains and maintains its culture. in addition to maintaining traditional culture, japan also developed its popular culture. japanese popular culture or often called japanese popular culture has managed to attract the attention of the international community. some examples of japanese popular culture are manga / comics, anime / animation, games, j-music, and dorama (television dramas). one that stands out is the japanese animation or so-called anime, has attracted many audiences around the world. various popular japanese cultural products are very popular all over the world spread through various media such as television, internet and others. through its popular cultural products, japan indirectly introduces traditional japanese values and culture. with the growing globalization make the current era into the digital era. with the digital age makes things easier. from the start of ease of transportation, service, to the dissemination of information. japanese popular anime culture also experienced ease of dissemination in this digital era. by using the internet teens in indonesia can easily access and get the anime they want. the solution to the impact of japanese popular anime culture on the nationalism of young citizens is by optimizing the role of citizenship education (civics) as a nationalist fertilizer in schools and the application of pancasila education in civic learning. bibliography affandi, idrus. (2012). pendidikan politik. bandung: upi creswell, john. (2007). qualitative inquiry & research design: choosing among five approaches. sage publications, inc. creswell, john. (2015). riset pendidikan: perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif. yogyakarta: pustaka pelajar. feriansyah .(2015). warganegara digital sebagai instrumen warga negara global. jpis vol. 24 no. 1 edisi juni 2015 hasbiansyah, o. (2008). pendekatan fenomenologi: pengantar praktik ijss.vol.14, no.1, september 2018 47 penelitian dalam ilmu sosial dan komunikasi. mediator, vol. 9 juni 2008 komalasari, k & syaifullah. (2009). kewarganegaraan indonesia: konsep, perkembangan dan masalah kontemporer. bandung: laboratorium pkn upi kuswarno, engkus. (2009). fenomenologi: konsepsi, pedoman, dan contoh penelitian. bandung: widya. nye, s. joseph. (2004). soft power: the means to succes in world politic. new york: public affairs. otmazgin, nissim kadosh. (2012). geopolitics and soft power: japan's cultural policy and cultural diplomacy in asia. publisher: routledge. tersedia: http://www.tandfonline.com/loi/capr20 ranjabar, j. (2014). profil indonesia. bandung: alfabeta storey, john. (2008). cultural theory and popular culture: an introduction. university of sunderland 47 pornography in print media: legal review of pornographic content on mantra tabloid in indonesia supadiyanto supadiyanto college of communication studies (stikom) yogyakarta, indonesia email: padiyanto@yahoo.com abstract cases of pornography are rife in various media, including print media, into severe problems because pornographic content harms public behavior. especially for teenagers and children. the main problem is: what is the legal review of pornographic content in the mantra tabloid? the research paradigm uses quantitative—data collection techniques by content analysis, documentation, and literature review. two types of data are processed: primary data (document mantra tabloid of 170th edition) and secondary data (literature study). the result, tabloid mantra legitimately contain pornographic content. the women exposed in the mantra tabloid became the object of sex as well as victims. the result of content analysis from tabloid mantra is corroborated by the press council’s decision, which gives sanction (written warning). in the future, the research results should be followed up by a lawsuit against the managers of tabloid mantra through the court. keywords: pornography, content, woman, object, mantra tabloid introduction pornography becomes a serious issue for the media industry. the rise of pornography cases contained in various types of media shows how awareness of media workers in presenting positive content is still low. the growth of the journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 1 (2019), pp.47-62, doi: 10.21831/jss.v15i1.25232. 47-62 48 journal of social studies (jss), volume 15, number 1, 2019: 47-62 media industry, was not balanced by law enforcement efforts in indonesia. law enforcement on pornography cases in print media, television media, radio media, internet media and social media is still very low due to its relatively soft regulation. on the one hand, crime cases do not diminish. cases of murder, rape, sexual harassment, fraud, infidelity, robbery, theft, until corruption are still a social fact that can not be underestimated in this country. we ought to be concerned about all that. because there is relevance between the rise of pornography in the media and the rise of crime in indonesia. based on online tracking, the problem of pornography has become a popular public consumption. evidently, when researchers typed the word porn on google’s site found as many as 1,390 million links in just 0.19 seconds. the word pornography itself tracked as many as 14.4 million citation in 0.28 seconds. while the sex word as many as 380,000,000 links (within 0.24 seconds), sex videos as much as 205 million links (0.23 seconds); porn videos as much as 879,000,000 citation (0.34 seconds), and pornographic videos as much as 12,100,000 citation (0.26 seconds). the number of sex word citation, even beat the number of word citation joko widodo (president of the republic of indonesia) which only penetrated the number 22,500,000 pieces (0.56 seconds). the above figures show that pornography has become a material of public consumption, especially in the internet media. pornography can pose a serious threat to the public’s future. in the context of media oversight in indonesia, there has been a press council, the indonesian/local broadcasting commission, the ministry of communication and informatics, and the film censorship institution. but still, pornographic cases are still easily found in various media, including in print. the main problem in this research is: how is the legal review of pornographic content in mantra tabloid? methods the paradigm or type of research is quantitative (positivistic). quantitative research paradigm selected by researchers to detect and know pornographic content presented in mantra tabloid. technical data collection is done by way of documentation, content analysis, and literature review. quantitative content analysis focuses research on calculating and accurately measuring aspects or dimensions of the text (eriyanto, 2015: 4). two types of data are processed in 49 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) research that is primary data (derived from the document mantra tabloid of 170th edition) and secondary data (derived from the results of literature review). the time of this research is done from october 2017 until september 2018 (12 months). research location in yogyakarta. data analysis is done by analyzing of regulation of the news content on the mantra’s tabloid. the object of research is limited to mantra tabloid of 170th edition which is published on 11-24 october 2017. mantra tabloid published by pt. ubedde media adhiwarta with siupp: 1142/sk/menpen/ siupp/1999. director/responsible person: h. zubairi indro and chief editor: suwito hadi “danar espe”. editor’s address: jalan gayung kebonsari no. 16 surabaya east java telp.: (031) 8290955, 8291004 fax: (031) 8290874 jakarta: graha pena lt 5 jalan kebayoran lama no. 12 south jakarta telp. (021) 53699625 fax: (021) 53651170; e-mail: mantra.tabloid@gmail.com literature review principally, the true meaning of pornography is the knowledge of reading or film and the like which aims to arouse sexual desire; depictions of erotic behavior (umi chulsum and windy novia, 2006). while echols, john m and hassan shadily (1992: 439) interpret pornography as obscenity, porn, obscene images/readings. in the arabic dictionary (bisri, adib and munawwir a. fatah, 1999: 269), the equivalent of pornography is “aladaba au alfannul ibaakhiyyun; kataabaatun au suwarun daa’irotun” (page 269). while the equivalent of the word pornography in the java language is “saru = ora pantes” (mangunsuwito, 2014: 157). according to law no. 44 of 2008 on pornography article 1, paragraph 1, pornography is defined as pictures, sketches, illustrations, photographs, writings, sounds, sounds, moving pictures, animations, cartoons, conversations, gestures, or other forms of messages through various forms of media communications or public performances, containing obscenity or sexual exploitation that violates the moral norms of society. pornography becomes very closely related to the presence of mass media. because through the presence of mass media, pornography becomes so easy to greet anyone who wants it. internet for example. government in this context the state can barely do anything with the medium of the internet. this internet technology becomes an extraordinary medium capable of crashing the boundary 50 journal of social studies (jss), volume 15, number 1, 2019: 47-62 of the state. the internet makes communication connections no longer sealed by space and time limits. marshall mc luhan (canada) in the 1960’s once initiated the concept of a global village; which is now a globalization thanks to the implementation of telematikagratrans. the quality of the press at this time also can not be free from pornography. press media makes women as a treat “soft” to attract readers as well as advertisers. pay attention to how the press media logic, let alone broadcast media works by presenting artists, cast, newscasters, show hosts and the like with sexy underwear? the ads were sprinkled with advertising stars that are not less “sexy”. product ads that have nothing to do with women’s products, to attract the attention of female characters as their advertising stars. particularly in the television media industry, interesting data shows that nine ads served in a single time the opportunity to serve ads, there is only one ad that does not involve women. thus the woman is very attached to the ad. women have become their own commodities (widyatama and siswanta, 1997, 1998, 2001; widyatama, 2002, 2004). although occupying a large number, but the portrayal tends to be just as sex object and subordinate or experiencing gender bias (judith and elis, in marry cross, 1996). according to herbert rittlinger (1972), physically women in all parts of his body ranging from the hair, face, neck, to the toe has its own beauty so as to foster extraordinary attraction. not surprisingly, women become the favorite target of the photographer and cameraman. even according to budi sampurno (1992) in widyatama (2009), not only posture, hair to foot tip, female attraction can also be seen from his behavior. everything can be an attraction both fellow women and men. that’s the main reason why many women are involved in advertising, so the ads will have its own beauty. the beauty that women have in their daily life forms a stereotype and brings them to the properties around that beauty. among other things that women should appear charming, clever housekeeping, cooking, appear prima to please the husband and deserve to be invited to various events (kompas no. 51, 1999), intelligent and a source of knowledge and family morale (bungin, 2002: 128) guardians of fine and noble values at home, heredity, weakness, graceful, skilled at cooking, more emotional, less powerful physical, agile, motherly, spoiled (martadi, 2001), unreliable, dependent, passive, weak, cowardly described as objects sexually, with emphasis on beautiful figures and clothing (suharko, 1998). 51 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) there are at least four criticisms at once from two paradigms of structural feminism and conflict paradigm feminism that have four sub-streams to explore about content that makes women “media stage sweeteners”. first, in terms of criticism of liberal feminism; the mass media makes women merely the object of sexual encounter for men. second, in terms of criticism of radical feminism, the mass media makes women appear as sexy, beautiful, long-haired, white, gentle, graceful, passive, inactive in intercourse, inferior, physically weak, dressed in minimalism and invites lust for the opposite sex, all of whose bodies are identical to commercials and commercials, working in the privacy or domestic sphere, not protesting, subject to sexual humor, a person who must be mentally prepared to become second wife and so on, and other stigmatizations. third, in terms of criticism of social feminism, the mass media makes women as an instrument of capitalism and patrialism in strengthening its power in life in this world. fourth, in terms of criticism of marxist feminism, the mass media made women “second class”. for they are simply a tool of capitalism to make the most profit from the powerful “exla” drug business; not the real owner of capitalism (supadiyanto, 2014). so who can stem the threat of pornography is now really real in front of the eye, in the hand gang? the country? regulatory? mass media companies? public? or who are? results and discussion content analysis of mantra tabloid of 170th edition the mantra tabloid of 170th edition consists of 32 pages. of the 32 pages, there are 16 pages that have been detected to publish content that contains pornography and eroticism vulgarly. given that half (16 pages out of 32 pages) of the print media content is full of obscene, pornographic, and erotic news and information (text and photos). as for the findings of the facts from the mantra tabloid of 170th edition as follows: 52 journal of social studies (jss), volume 15, number 1, 2019: 47-62 table 1: content analysis table of mantra’s tabloid of 170th edition page name of rubric title of news content/discription 1 cover seks belok komunitas lesby; nikah sirri & prostitusi gaya baru artis; kisah pemuda kencur nikahi nenek; oknum pns asyik indehoy di hotel digerebek suami; tobat bandot seks pemburu janda; tawaran syahwat psk alas roban; gairah seks wanita ala primbon jawa; elizabeth angela lorenza, hot dengan pria berkeringat. • the cover title is bombastic (provocative). • displaying a half-body photo of elizabeth angela lorenza wearing underwear (looks like a pair of breasts). 3 hot news sensasi elizabeth angela lorenza, berbagi tips posisi intim hot; suka dengan pria berkeringat? the photo of elizabeth angela lorenza wearing bh and her navel and thigh look. contains about elizabeth angela lorenza’s profile and brief information on extreme sex positions. 5 laporan khusus wow komunitas ‘belok’ makin marak, ada yang eksklusif dan urakan; melihat tamsil cinta kaum lesbian contains special lesbian coverage. 53 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) page name of rubric title of news content/discription 8 mistik artis roro fitria, lakoni ritual 1 suro; misteri kekayaan melimpah hingga efek mistik rumah. contains about the profile of roro fitria on display also three photos from roro fitria which is performing a ritual 1 suro; was in a car, and was sitting in a chair wearing a bra and panties (bathing suit) only. 10-11 kamasu tra saatnya menikmati “standing sex” sensasi dahsyat & nikmat; humor sutra, pembantu dan kondom bekas; kakak makan belut; jamu khusus pria, greng plus tl; rahasia gairah seks wanita ala primbon jawa, tipe seroka bergoyang, mitos istri setia; membikin wanita kelojotan contains on how to have sex while standing; funny sex stories; javanese sex myth; and tips to get women to reach orgasm in sex. 13 selingk uh awas, bila istri sering ditinggal jaga malam, bisa jadi diserobot tetangga; misteri dompet dalam perselingkuhan, karena tertinggal aksi mesum terbongkar. it contains stories of infidelity 18 kronik oknum pns digerebek saat indehoy dengan debt collector it contains story of infidelity 54 journal of social studies (jss), volume 15, number 1, 2019: 47-62 page name of rubric title of news content/discription 19 sabrang fenomena gadis bokingan karaoke di tarakan; long time rp 3 juta, short time rp 1,5 juta; tragedi pemerkosaan dramatis & disaksikan suami; awas, sopir taksi online paksa wanita begituan contains about commercial sex workers in tarakan; news of rape and robbery; misbehavior / harassment by an online taxi driver. 21 kisah sejati kisah lelanange jagad, tiga istri bos berhasil ‘dibongkar’; balada pernikahan sejenis, malam pertama gagal lantaran ‘miliknya’ sama. contains the story of infidelity and the discovery of similar mode of marriage fraud. 27 manca bos playboy meninggal, puluhan model seksi ditiduri. contains the death of hugh hefner who like to have sex with dozens of sexy models. 2829 mantra xxx mengintip lokalisasi pinggiran alas roban jateng, langganan para sopir, dua ratus ribu sekali kencan; empat lokalisasi di batang-pekalongan dan sekitarnya; mitos “nakal” sopir, yen ngaso mampir. contains reports of commercial sex worker centers in batang, tegal, brebes, and semarang which are generally the center of “snack” of the drivers. 55 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) page name of rubric title of news content/discription 30 jeritan hati/na lo pengakuan mantan primadona dolly (7-habis), lepas dari salon plus terjun ke lokalisasi. contains the story of a commercial sex worker 31 bandot /nalo petualangan bandot pemburu janda, dibikin hamil dua kali hingga ditinggal kabur. contains a story of infidelity. 32 iklan iklan obat kuat, iklan paranormal, dll. contains ads of herbal products; where some advertising is a drug virility as well as promising to cure various diseases. based on content analysis on the mantra tabloid of 170th edition, it can be deduced that the content presented is full of sex exploitation, especially making women as the object of sex. pornographic news can be easily detected from making erotic titles, phototending photo support that is likely to be vulgar, citing statements from dramatic sources, and sentence descriptions and word choices. based on the above findings, clearly and decisively, the content of the mantra tabloid of 170th edition above violates the following regulation: first, law number 40/1999 regarding press namely: • article 5, paragraph 1: “the national press is obliged to proclaim events and opinions by respecting religious norms and the sense of public morality and the presumption of innocence”. • article 7 paragraph 2: “journalists have and obey the code of ethics of journalism”. • article 13 point a: “press companies are prohibited from publishing advertisements: which degrade the dignity of a religion or interfere with the harmony of life among religious believers, as well as contrary to the sense of public morality”. second, the law of the republic of indonesia number 44/2008 on 56 journal of social studies (jss), volume 15, number 1, 2019: 47-62 pornography namely: • article 4 paragraph 1, a, b and d: “every person is prohibited from producing, making, reproducing, copying, distributing, broadcasting, importing, exporting, offering, trading, leasing or otherwise providing pornography explicitly containing: deviant sexual abuse, and nudity or impressive display of nudity. • article 4 paragraph 2, a, c and d: “everyone is prohibited from providing pornographic services that: explicitly display nudity or nudity, exploit or display sexual activity, and or offer or advertise, directly or indirectly sexual”. third, press council regulation number: 6/regulation-dp/v/2008 about ratification of press council letter number 03/skdp/iii/2006 on journalistic code of ethics as a press council regulation article 4: “indonesian journalists do not make false news , slander, sadist, and lewd “. cabul means erotic behavioral depiction with photos, pictures, sounds, graphics or writing solely for arousing lust. fourth, press council regulation number: 8/regulation-dp/x/2008 about guidelines for spread of adult special print media. “that adult print media is a publication containing material in the form of writing or images, which contain sex, violence, and mysticism that should only be consumed by adults aged 21 years or older, the dissemination of adult media is not done in an affordable place for children. children, school environment and places of worship, adult media managers are required to cover part of the front and back cover of their publications so that only media names, edition numbers and adult labels 21+ are displayed, adult adult media referring to the above points: closes part of the front and back cover of the publication so that only media names, edition numbers, and adult labels 21+ are displayed”. relying on law number 40/1999 on the press; that the public has the right to actively monitor and report a press violation to the press council. this is relevant with law number 40/1999 article 17 paragraph 1-2: 1) the public may engage in activities to develop press freedom and guarantee the right to obtain necessary information 2) the activities referred to in paragraph (1) may be: a) monitor and report analysis on violations of the law, and technical misrepresentation of news made by the press; b submits suggestions and suggestions to the press council in order to safeguard and improve the quality of the national press “. at the same time it is in accordance with the law of the republic of indonesia number 44/2008 on pornography article 20: “the 57 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) public can participate in preventing the manufacture, dissemination and use of pornography”. and relevant to the press council regulation number 8/ regulation-dp/x/2008 about the adult special print media spread guidelines that: “the public may file a complainant media manager who violates this code to the press council”. that government/local government is also obliged to prevent the making, dissemination, and use of pornographic media. this is in accordance with the law of the republic of indonesia number 44/2008 on pornography article 17: “the government and the regional government are obliged to prevent the manufacture, dissemination and use of pornography”. that based on law number 40/1999 on the press article 18 paragraph 2: “companies that are in violation of the provisions of article 5 paragraph (1) and paragraph (2), and article 13 shall be liable to a fine of not more than rp 500,000,000 (five hundred million rupiahs)”. whereas law number 44/2008 on pornography article 29 and 30: “any person who produces, reproduces, reproduces, distributes, broadcasts, imports, exports, offers, sells, leases or provides pornography as referred to in article 4 paragraph (1) shall be subject to imprisonment of a minimum of 6 (six) months and a maximum of 12 (twelve) years or a fine of at least rp 250,000,000 (two hundred and fifty million rupiah) and a maximum of rp 6,000,000,000 (six billion rupiah). any person providing pornographic services as referred to in article 4 paragraph (2) shall be sentenced with a minimum imprisonment of 6 (six) months and a maximum of 6 (six) years or a fine of at least rp 250,000,000 (two hundred and fifty million rupiah) and a maximum of rp 3,000,000,000.00 (three billion rupiahs)”. attitude of the press council on case of mantra tabloid of 170th edition based on the above content analysis results, the researcher pursues the legal path of making a written complaint on the mantra tabloid to the press council on november 10, 2017. on december 5, 2017, the press council invited researchers and leaders of the mantra tabloid in the press council secretariat. but the mantra tabloid is not present, without any reason. at the time of the first call, the researcher brought a number of important documents, including the mantra tabloid of 170th edition and several editions before and after. 58 journal of social studies (jss), volume 15, number 1, 2019: 47-62 on december 12, 2017, again the press council invited the mantra tabloid party for clarification, but for the second time they did not attend without confirmation again. on the case, then the press council issued a letter number: 240b/ dp/k/v/2018 about the warning to mantra tabloid on may 15, 2018. the contents, that pornography and obscenity are not included in the press category. the press disseminates information relating to the public domain, whereas pornography and obscenity are related to private areas (personal). that the press does not broadcast information and visual products by indulging in pornography and obscenity. the press council considers that the mantra tabloid violates item 3 of the regulation guideline of press council number 8/regulation-dp/x/2008 on guidelines for the distribution of adult special print media which reads: the management of adult media must cover part of the front and back cover of the publication so that only name media, edition number and adult label 21+. on the verdict of the press council, the researcher is not satisfied with the sanction given very light in the form of written warning only. moreover, based on the above verdict, mantra tabloid did not violate the law number 40/1999 about the press. the press council which does not have the authority to prosecute the concerned to the court, becomes a weakness of the institution. delays and waiting for complaints from the community are also a weakness of the institution. the press council as the supreme supervisory agency in the press media industry should be committed to upholding press law in indonesia. that pornography is not only a matter of journalism (press), but also contains a criminal element (see law number 40/1999 on press articles 4, 5, 9, 13). that is, if the press council is not revolutionary in upholding the law, anything severe of the mantra tabloid will never violate the law on the press. conclusion the mantra tabloid began in april 2018, unpublished, predicted because of the impact of the complainant’s letter and the reprimand from the press council, a blend of community movements and the press council movement. in an increasingly apathetic and non-critical society of media content, public awareness for media literacy should always be echoed. obviously the mantra tabloid is loaded with pornographic content because some of its pages exploit news and information about sex. support photos and bombastic titles and make 59 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) women as the main photo on the cover of the tabloids, including in the front pages, making women as sexual objects as well as “sexual victims” themselves. tabloid mantra commits the process of commodifying sexual content into merchandise to attract readers to purchase the tabloids. including to hook the advertisers. although the press council, the pornographic news presented by the mantra tabloid, by the press council declared not to violate the law on the press, only violated the press council regulation number 8 peraturandp/x/2008 concerning guidelines for the distribution of adult special print media. the decision was not strict. whereas the criminal sanctions inherent in the law of the republic of indonesia number 40/1999 concerning the press, especially the violations in articles 5 and 13 (criminal) are not executed properly. the press council is not strict in its efforts to enforce press laws primarily on cases of pornography. reflecting on the case of pornography in the mantra tabloid above, the press council acts slowly, simply waiting for complaints from the public, and has no representation in the region. as a result, the performance of the press council is not optimal. if the public relies only on the press council to address pornographic issues in print, it is clearly not effective enough. the most effective movement to tackle the problem of pornography is from the public and from internal media workers themselves. the researcher believes that in addition to violating law number 40/1999, tabloid mantra also violated two other regulations, namely: law number 44/2008 on pornography, and press council regulation number 6/peraturan-dp/v/2008 on ratification of decision letter of the press council number 03/sk-dp/iii/2006 regarding journalistic code of ethics. to prove it, in the future it must be proven through court. apart from that, although the researcher’s demands on the mantra tabloid through the press council are still largely unaddressed: drawing the mantra tabloid of 170th edition from the market, drawing circulation mantra tabloid before 170th edition (read: issue 1 to 169) from the market because containing content similar to that of 170th edition, instructs the management of mantra tabloid (p.t. ubedde media adhiwarta) to apologize to all indonesian readers (public) for journalistic violations committed through a number of print media in indonesia; instruct the management of mantra tabloid (p.t. ubedde media adhiwarta) to comply with and comply with the press regulations; and prosecute justly responsible corporate mantra tabloid in accordance with applicable judicial law in indonesia. thankfully, the mantra tabloid is not published yet. 60 journal of social studies (jss), volume 15, number 1, 2019: 47-62 acknowledgment thank you very much to: chair of the press council, chairman of college of communication studies of yogyakarta (stikom) and chair of the center for research and community service to stikom yogyakarta who has funded this research. international conference on social sciences and education committee (2nd icssed) yogyakarta state university. references bisri, a., & munawwir a. f. (1999). dictionary of indonesia-arab-arabic indonesia al-bisri. surabaya: publisher pustaka progresif. bungin, b., ws, a. m., & alimi, a. s. (2001). imaji media massa: konstruksi dan makna realitas sosial iklan televisi dalam masyarakat kapitalistik. yogyakarta, jendela. cross, m. (1996). reading television texts: the postmodern language of advertising. advertising and culture: theoretical perspectives, 1-10. keputusan dewan pers, february 3, 2012. keputusan dewan pers, no. 240b/dp/k/v/2018. echols, j. m., & shadily, h. (1992). an english-indonesian dictionary (kamus inggris indonesia). jakarta: pt gramedia. eriyanto. (2011). analisis isi: pengantar metodologi untuk penelitian ilmu komunikasi dan ilmu-ilmu sosial lainnya. jakarta: kencana prenada media group. peraturan pemerintah (pp_ no. 18/2014 tentang lembaga sensor film. uu no. 32/2002 tentang penyiaran. uu no. 40/1999 tentang pers. uu no. 44 /2008 tentang pornografi. mangunsuwito, s. a. (2002). kamus lengkap bahasa jawa: jawa-jawa, jawaindonesia, indonesia-jawa. yrama widya. martadi, m. (2001). citra perempuan dalam iklan di majalah femina edisi tahun 1999 kajian semiotik terhadap nilai-nilai gender dalam desain iklan. nirmana, 3(2). peraturan dewan pers nomor 6/peraturan-dp/v/2008 tentang pengesahan surat keputusan dewan pers nomor: 03/sk-dp/iii/2006 tentang kode etik jurnalistik sebagai peraturan dewan pers. 61 pornography in print media: legal review of pornographic content on mantra ... (supadiyanto supadiyanto) peraturan dewan pers nomor 8/peraturan-dp/x/2008 tahun 2008 tentang pedoman penyebaran media cetak khusus dewasa ritlinger, h, (1972). the photography and the nude, the focal press gread britain suharko. (1998). “budaya konsumen dan citra perempuan dalam media massa,” dalam idi subandy ibrahim-hanif suranto. (ed) wanita dan media, konstruksi ideologi gender dalam ruang publik orde baru. bandung: rosdakarya. supadiyanto, s. (2015). implementasi program siaran lokal pada stasiun televisi di daerah istimewa yogyakarta. an-nida: jurnal komunikasi islam, 7(2). chulsum, u., & novia, w. (2006). kamus besar bahasa indonesia. surabaya: kashiko. widyatama, r. (2009). pengantar periklanan, yogyakarta: pustaka. 62 journal of social studies (jss), volume 15, number 1, 2019: 47-62 ijss.vol.13, no.1, september 2017 53 identity crisis, contestation, and conflict within the hadrami community of al-irsyad 1990-2007 miftahuddin, ajat sudrajat 5 abstract at reformation era the identity crisis amongst the members of al-irsyad became manifest which directed to split in 20027. this article aims to analyze the hadrami, the community of arab descendent, at dealing the issues of islam and the state at the period of 1990s – 2007. this research find out that at reformation era, some members of al-irsyad suffered from disorientation manifested in the form of internal conflict, contestation, and then split in 2007. it started from the infiltration of the contemporary salafi which causes its members diverted from the early goals of al-irsyad. these disorientated members, based on the salafi ideology, made movement claimed as a kind of khittah, that is to restore the organization in line with the early goals of al-irsyad. this movement, then, created conflict and contestation within al-irsyad which 1n 2007 resulted in the split of organization into al-irsyad al-islamiyah and perhimpunan alirsyad. key words: al-irsyad, hadrami community, identity crisis, split, salafi. 5 faculty of social sciences, yogyakarta state university. email: miftahuddin@uny.ac.id miftahuddin, ajat sudrajat: identity crisis, contestation, and conflict.... 54 introduction at the reigns of president soekarno and soeharto, political islam groups had been marginalized so that for the purpose of their existence, they tried to adjust to the existing government policies (imam b jauhari, 2012: 189). accordingly, the step down of president soeharto had instigated them to declare their actual political identity and some of them offered syari’ah as the solution to the contemporary indonesia problems. even, some of them mobilized masses to support their claim of formalization of syari’ah (bahtiar effendy, 2011: 403). in the case of alirsyad the issue of syari’ah had split its members into the pro-syari’ah and the pancasila state. in this regard, the government, of course, support the last one, although the government knows that they have not had a clear understanding on the relationship between islam and the state. ahmad surkati established al-irsyad in 1914 after he quit from jami’at khair in 1912. hasan bahanan, one of al-irsyad leaders, argues that islamic reformation done by alirsyad have finished in 1970s since there is no longer the works of islamic and intellectual thought produced by al-irsyad followers. alirsyad was also no longer produce the clerics (ulama) as well as islamic intellectuals. accordingly, al-irsyad just referred to the products of the existing intellectual and islamic thoughts such as by syekh ahmad surkati, umar hubeis (2013), and umar naji (hasan bahanan, 22 october 2013). last but not the least, within its organizational structure, there was no longer a kind of discussion forum to solve the social religious problems. in 1982 at the 32nd al-irsyad congress in semarang, majlis ifta’ wa al-tarjīh, a forum for disseminating islamic thoughts, was no longer active (hasil keputusan mukhtamar 35, december 1990). this majlis ifta’ had been established in 1951 to produce fatwa as a guidance for indonesia muslims to practice their religion based on the god’s wills, free from bid’ah dan khurafat (ad/art 1951, 1955: 5). at this situation and condition, salafi started infiltrating and spreading amongst the followers of al-irsyad. the collapse of the authoritarian soeharto regime gave a good momentum the pro-salafi members to take over the leadership of al-irsyad with the justification of restoring the original spirit of the establishment of al-irsyad. indeed, they had abilities to speak and write in arabic, the source language of islam. they also emphasized their original arab identities (yusuf utsman baisa, 29 october 2013). early infiltration of salafy to al-irsyad generally speaking, from its inception, al-irsyad’s efforts at reforming islam is just limited to banning of religious practices considered as takhayul (superstition), bid’ah (religious innovation), and khurafat (myth), as well as limited adoption of western model of education. this is also confirmed by geys amar, one of al-irsyad leaders (geys amar, 1990: 8). in this regard ustadz ahmad salim mahfudz argued that what has been done by al-irsyad is not related much to modernize islam, but rather to follow and revive islamic practices such as done by ahl as-salaf, namely the companions of muhammad the prophet, and the next generation as well as the continuing next generation (a.s. mahfidz, 1996: 12). in line with this, i agree with azyumardi azra that apart of its claim of modern islamic movement, al-irsyad is more a kind of salafi movement. accordingly, at ijss.vol.13, no.1, september 2017 55 ideological level, it does not belong to a modern islamic group (azyumardi azra, 2000: 115). furthermore, harun nasution argued that what had been done by al-irsyad was not about fundamental issues of religion, but rather the secondary issues such as statue, picture, music, kenduri (ritual meal) (harun nasution, 1995: 153) accordingly, al-irsyad was not responsive to the actual problems of muslims at modern era. at this stagnant intellectual climate, pro-salafi members offered some ideas to revive the role of al-irsyad at modern era (keputusan muktamar ke-38 al-irsyad alislamiyah di jakarta, 2006: 45). it started around 1990s with the coming of ja’far umar thalib, yazid abdul qadir jawwas, and yusuf utsman baisa. all of them graduated from di lipia at the era of 1980s. the establishment of lipia in 1980 was apart of saudi arabia’s efforts of spreading wahabism, a manifestation of islam such as interpreted by ibn wahab. saudi arabia also supported ddii (dewan dakwah islamiyah indonesia, missionary council of indonesian islam) which, then, became its ally at rabithah al'alam al-islami (liga islam dunia, league of islamic world). of course, saudi arabia disguised its mission of spreading wahabism such as in the form of muslim solidarity, fraternity, and piety. for that purpose, saudi distributed some amount of money to the targeted countries, including indonesia, through the projects of mosque, islamic school, and missionary (noorhaidi hasan, 2009: 124). in 1990s salafi movement within alirsyad became so intense with the arrival of ja’far umar thalib, yazid abdul qadir jawwas, and yusuf utsman baisa, the alumni lipia of hadrami descendent, from middle east (noorhaidi hasan, 2008: 66-68). ja’far umar thalib is the first generation of lipia alumni and become the initiator of salafi movement in indonesia. after finishing lipia, he went to yaman in 1991 to study with syaikh mukbil ibn hadi al-wad'i, in dammaz. mukbil was one of puritan salafi leader which is anti to ikhwanul muslimin, hizbut tahrir, and jamaah tabligh. this stand point have descended to ja’far umar thalib. meanwhile yusuf utsman baisa went to saudi arabia to study with syaikh aṣ-ṣahwah al-islamiyah which is sympathetic to ikhwanul muslimin and accordingly his religious political view is rather different from jaf’ar (as’ad said ali, 2011). regarding al-irsyad school at the time of surkati taught all subjects by means of arabic language, these three salafi initiators tried to revive arabic in al-irsyad. for that purpose, they established pesantren al-irsyad in tengaran, semarang (as’ad said ali, 2011). from the above statement, we understand that some members of al-irsyad suffered from crisis identity so that they tried to find identity on arab through its education at pesantren tengaran. they also established an islamic boarding school (pesantren) in salatiga, semarang, and bondowoso. of course, this movement was not conducive to the efforts of assimilation carried out by some of its members (natalie m kesheh, 1999: 78). besides teaching, these three salafi initiators (ja’far umar thalib, yazid abdul qadir jawwas, and yusuf utsman baisa) took an important role on spreading salafi teachings either to the students or muslim generally. they were active attending invitation from their followers at some cities, especially semarang, yogyakarta, and solo (noorhaidi hasan, 2008: 103). accordingly, pesantren almiftahuddin, ajat sudrajat: identity crisis, contestation, and conflict.... 56 irsyad tenggaran had expanded from its original goal of developing education into supporting salafi mission. then, pesantren alirsyad tengaran developed networking with some religious institutions which have the same mission. for example, it tied cooperation with saudi arabia for sending and receiving delegates every year. al-irsyad sent students and teachers for the purpose of improving the mastery of arabic language as well as religious knowledge in general. once saudi arabia sent 2 teachers to help learning and teaching process (kerjasama…, 7 april 2013). under leadership of yusut utsman baisa, pesantren al-irsyad tengaran was used to support the activities of ihya at-turas˙. ihya at-turas˙ is an organization built based on manhaj ikhwani, that is implementing the methods of hizbiyyah. hizbiyyah methods included bai’at (tied its members with oath), involved in political practices, participated in parliament, spreading the thoughts of quthbiyyah and abdurrahman abdul khaliq (leader of ihya at-turas˙) (abu karimah askari, 2012). conflict, contestation, and al-irsyad the arrival of pro-salafi al-irasyad cadres who tried to restore the identity crisis by identifying to their arab descendent had caused internal conflict within al-irsyad. geys amar of contra-salafi gave statement that: they came to al-irsyad to divide and conquer….at 36th congress in 1996 in pekalongan they insisted on having their representation at the level of central leadership. at that time, my popularity was still high and i became a chief of central leadership, but i accommodated their insistence as i want to know what actually they want to do. when i took them to alirsyad’s branches, i knew that they were good in front of me, but they tried to persuade the branches to support the salafi (geys amar, 9 august 2016). in this context, awod maretan (former head of pekalongan branch of al-irsyad alislamiyah) also confirmed that the virus of salafi had infiltrated the central leaderships since 1996 in pekalongan. he also argued that this salafi virus was different from mabda (ideology) of al-irsyad adopted up to now. they made uses of school and pesantren alirsyad to spread salafi and made uses of hospital to fund their activities (awod maretan, 2005: 9). indeed the early infiltration of salafi had happened with the arrival of three initiators of pro-salafi which managed to establish pesantren al-irsayad in 1990. when geys amar became the chief leader of al-irsyad at the 4th period (19962001) it was not at easy as the previous periods. in the middle of his leadership, it appeared an open conflict which directed to the terminology of “growing different power within the existing power system” (zeyd ali amar, 2005: 6). following the conflict, on 20 march 1998 the central leaderships of al-irsyad had a meeting attended by all members of the central leaderships except the leaders of education committee and of student and youth committee. this meeting had a single agenda of reshuffle in order the organization to run effectively. at that time there were some efforts by the senior members of alirsyad to mediate the conflict between the chief leader geys amar and vice-chief leader muhammad bawazir. the first effort was held in jakarta on 23rd june at office of the foundation of the support funding to ijss.vol.13, no.1, september 2017 57 institutions of al-irsyad al_islamiyah (yayasan dana bantuan perguruan-perguruan al-irsyad al-islamiyah, ybpp), on salemba raya no. 23rd jakarta pusat. mediators of this meeting were asad baredwan, faisal ba’asir, husein badjerei, faris nahdi, and ali binnur (in muktamar al-irsyad al-islamiyah ke-37, 2000). this mediation was fail and geys amar reshuffled those who were pro-salafi in the name of securing the ideology of the organization. on 11 november 1998 he issued sk pp number: 104-k-1419 concerning reshuffle. there were four members of board of executive that were muhammad bawazir (vice-chief of board of executive), masdoen pranoto (secretary general of board of executive), awod makky (vice-secretary general of board of executive), and mohamad harharah (vice-treasury of board of executive) (laporan pertanggung jawaban pp al-irsyad masa bakti 1996-2001, 2000) (in muktamar al-irsyad al-islamiyah ke-37, 2000). muhammad bawazir and masdoen pranoto challenged the decision of reshuffle and organized a meeting amongst the prosalafi on june 3rd 1999 which annulled the sk pp no. 104-k-1419 and issued the new sk no. 105-k-1420. this sk disqualified the leadership of geys amar (zeyd ali amar, 2005: 8). the second effort to reconciliation had been held by ali harharah on june 26th 1999 at a building on jalan slamet riyadi no. 19 jakarta timur. he was able to had geys amar and muhammad bawazir met to find some solution. at that meeting geys amar offered the post of vice-chief executive which is still vacant with the condition not reinstalling awod makky and mohamad harharah into the board of executive. at that time muhammad bawazir accepted geys amar’s offer and would consult the issue of awod makky and mohamad harharah. the issue of awod makky and mohammad harharah continued to exist so that the reconciliation was fail again. then, muhammad bawazir together with some friends claimed the leadership of al-irsyad alislamiyah and occupied the office of secretary with its important documents (in laporan pertangung jawaban pp al-irsyad 1996-2001: 6). muhammad bawazir, then, held an extra-ordinary congress (muktamar luar biasa, mlb) in tawangmangu, solo on 16 and 17 october 1999 which chose farouk zein bajabir as the chief executive board and at the same time disqualified the leadership of geys amar. this is an early moment of rising the dualism of leadership within al-irsayad, a part from the belief of masdoen pranoto of prosalafi that dualism of organization had taken place since 1996, following the 36th congress (in laporan pertangung jawaban pp al-irsyad 1996-2001: 6). this extra-ordinary congress in tawangmangu can be said as the ultimate conflict of al-irsyad al-islamiyah. according to geys amar’s bloc, this congress was initiated by the four reshuffled members of board of executive and neglected the decision of 36th congress in 1996 in pekalongan which stated that the next congress would be held in bandung (mabda, 1999: 9). in this conflict, according to ridho baridwan (one of geys’s follower), ybpp, which has an important role to fund the organization, was involved in supporting the extra-ordinary congress in tawangmangu. in his view, it was not appropriate for ybpp to be partisan in this conflict as its main function is to fund all schools affiliated to al-irsyad. miftahuddin, ajat sudrajat: identity crisis, contestation, and conflict.... 58 ridho argued that in one article of its statues it was stated that this ybpp had a closed tied to yayasan perhimpunan al-irsyad alislamiyah and yayasan perguruan al-irsyad which had missions to maintain peace and the unity of al-irsyad, to guarantee security, and to establish welfare. he also explained that this ybpp should become an protagonist in developing cooperation with other institutions either within indonesia or foreign countries for the purpose of developing education and islamic missionary (ridho baridwan, 2005: 13). al-irsyad had occupied the building on 25 kramat raya street, central jakarta which functioned to run the organization. with the occupation of that building by farouk zein badjabir, geys amar was forced out at postmlb tawangmangu in 1999 (ridho baridwan, 2005: 16). for that purpose, badjabir tried to find justification from a letter of ministry of home affairs, number 350 year 1999/div, signed on 30 november 1999. another justification was a letter of ybpp, numbered 55/yayasan bpa/adum/umum/xii/99, signed on 2 december 1999 by faisal ba’asir (head office of ybpp) and muhammad bawazir (its secretary). following that occupation, geys amar continued running its organization from thalib makky’s house and then moving to ali harharah’s pavilion on 19 a slamet riyadi street i east jakarta (in laporan pertangung jawaban pp al-irsyad 1996-2001: 17). in this situation, geys amar tried to reconcile with badjabir by carrying out the national congress on 3-6 june 2000 in bandung, which is prior to the 2001 planned national congress. at that congress hisyam thalib was elected as the chief leader of board of executive and geys amar was elected as its general secretary. on other hand, badjabir’s bloc of mlm tawangmangu denied their participation at the national congress and he argued that amar’s bloc and their followers at the branches which had held the national congress in which amar was degraded into the general secretary and hisyam thalib became the chief leader of board of executive. in this regard, the status of hisyam thalib as the chief leader of al-irsyad was supported by the annulation of a registered letter at ministry of home affairs and regional autonomy. this annulation was issued by this ministry following a letter of protest by hisyam thalib, with number 210080031/pp, as a chief leader of board of executive of alirsyad al-islamiyah, hisyam thalib. accordingly, this ministry issued a letter with number 220/2928/sj. although the ministry of home affairs had tried to solve the problem of al-irsyad, the internal conflict was not subsided and even became more intense. for the purposes of challenging the validity of mlm bandung in 2000 as well as of obtaining reconciliation, farouk zein badjabir, masdoen pranoto, and their friends of mlb tawangmangu carried out national congress on 22-23 march 2002 in cilacap. this congress, then, chose zein badjabir as a chief leader of the board of executive of al-irsyad. the decisions of this national congress was not concluding as it was not accepted by all irsyadi. in this regard, hisyam thalib issued a letter of statements which challenged the validity of mlm cilacap. this letter was supported by a legal letter of pengadilan negeri jakarta (farouk z badjabir, 2003: 4) which nullified the decision of putusan pengadilan negeri east jakarta on 30 june 2003 number 283/pdt.g/2002/pn.jkt.tim. a legal letter of ijss.vol.13, no.1, september 2017 59 pengadilan negeri jakarta stated that the board of executive of al-irsyad ai-islamiyah resulted from 37th national congress in bandung was the only valid leadership to represent perhimpunan al-irsyad alislamiyah. conflict continued to exist as badjabir’s bloc requesting an appeal to the supreme court. however, supreme court did not approve this request by issuing a legal decision with number 1702k/pdt/2004. as the follow up, the supreme court sent the copy of the legal decision to a team of lawyers of hisaym thalib of the national congress in bandung on 30 may 2005. responding to the decision of the supreme court, badjabir’s bloc declared some statements on 24 december 2005 in pekalongan, that were: (1) stating a vote of no confidence to the board of executive justified by the decision of supreme court with number 1702k/pdt/2004. (2) establishing presidium of board of executive as mandatories to resolve the issues, to take policies and to implement them, (3) appointing drs. ahmad baraas, m.si., khalid abdullah seff, fauzi ali assewet, se., ir. as’ad mn, said awod azis, sh., ust.yusuf utsman baisa, lc., dr. abeng, mmr., drs. amin radjab, ir. farhat umar, m.si. as presidium of board of executive with the tasks as follow: (a) as the only representatives of regional and provincial branches of al-irsyad al-islamiyah all over of indonesia to lead the organization at national level, (b) executing the tasks of board of executive either internal or external affairs, (c) restoring organization to the early goals (khithah) in 11914, that “al-irsyad; … for the group which agreed with salafi (badjabir, pranoto, baisa, and their friends), they stated that the legal decision of supreme court will not effect on the decisions of mlb 2000 in cilacap. they based their arguments on the fact that the decisions of the national congress as the highest institution can not be annulled by other institution, including that of the supreme court. on contrary, hamid abud attamimi (board of executive of regional brach of cirebon) and other al-irsyad activists of anti-salafi argued that badjabir’s bloc just believed that something is true just because of its congruence with their vested interest (hamid a attamimi, 2005: 6). in conclusion, the internal conflict of al-irsyad taking a long time and costly had been finalized by legal decision of the supreme court with number 1702k/pdt/2004 in april 2005 which recognized the validity of geys amar and hisyam thalib’s leadership. in fact this conflict had been resolved completely as both blocs continued in quarrel to acquire the possession of organization’s asset and symbols. indeed, badjabir’s bloc had established a new organization, namely “perhimpunan alirsyad” in 2007. in this regard, hisyam thalib issued a letter to regional and provincial branches as well as al-irsyad foundation in order not to release the asset to “perhimpunan al-irsyad”. before al_irsyad split into two, in 2006 hisyam thalib, pro-salafi, held the 38th national congress. for him, this congress had a strategic significance as being able to dualism of leaderships which, of course, had negative impact to the development of organization. on the following year in 2007 there existed two organizations with the name of al-irsyad that are al-irsyad al-islamiyah (the original organization) and perhimpunan al-irsyad (the new orgaization), in which both had different manifestations on their actualization of the miftahuddin, ajat sudrajat: identity crisis, contestation, and conflict.... 60 identities (in panduan muktamar ke-38, 2006: 6). the existence of perhimpunan alirsyad has been registered at the ministry of home affairs with skt number: 99/d.iii.2/xi/2007 on 14 november 2007. at its first congress in pondok gede, jakarta on 30 march 2009 perhimpunan al-irsyad has been compiled a statue (anggaran dasar/anggaran rumah tangga). what is surprising is that the organization based on the national ideology of pancasila and the indonesian constitution of 1945 (ad/art, 2013). on other side, al-irsyad al-islamiyah, since 37th national congress in 2000 in bandung have changed its philosophical foundation from pancasila to islam (hasil keputusan muktamar ke-37, 2000). conclusion based on the above elaboration of the history of al-irsyad from 1990 to 2007, we can conclude that the contemporary intrusion of salafi to al-irsyad had caused conflict and contestation amongst the hadrami community in al-irsyad which culminated in its split in 2007. generally, there were some factors perpetuating the conflict amongst the hadrami community in al-irsyad between geys amar’s bloc and yusuf utman baisa in 2007. first was the infiltration of salafi to alirsyad by some pro-salafi cadres which had received education from middle east. they campaigned slogan of khithah which want to return to the early goals of the organization such as formulated by ahmad surkati. for that purpose, they had a strong support from saudi arabia. they tried to take over the leadership of al-irsyad and accordingly it arose conflicts between those who were pro-salafi and those of contra-salafi. second was the issue of welfare amongst its members. as you know, yayasan dana bantuan perguruan-perguruan al-irsyad (ybpp) as the organization’s source of funding was involved in the conflict. regarding ybpp received support of funding from saudi arabia, the pro-salafi under the leadership of yusuf utsman baisa controlled ybpp. it was not surprising that the activities of pro-salafi can run well. in line with this, some members of al-irsyad joined with prosalafi group because of the issue of welfare. references abu karimah askari bin jamal al-bugisi, “jum’iyyah ihya al-turots, masalah ijtihadiyyah ?,” diakses 8 oktober 2012, http://www.darussalaf.or.id/hizbiyyahalira n/jumiyyah. abdullah djaidi, “disumbang lalu diacak-acak,” wawancara khusus sabili, no. 10 th. xvii 10 desember 2009. “ada apa dengan al-irsyad,” diposkan oleh dpc perhimpunan al-irsyad aceh tamiang 02 juni 2010, diakses tanggal 2 agustus 2012, http://alirsyadtamiang.blogspot.com/2010/06/adaapa-dengan-al-irsyad.html. lihat pula “putusan kasasi ma harus jadi rujukan alirsyad,” republika online, 28 desember 2005. “ad / art perhimpunan al-irsyad,” diakses 31 maret 2013, http://alirsyad.or.id/index.php/extensions/ad-art. “ada apa dengan al-irsyad,” diakses 2 september 2016, http://alirsyadtamiang.blogspot.co.id/2010/06/adaapa-dengan-al-irsyad.html. ahmad salim mahfudz, “mabda al-irysad alislamiyah,” pokok-pokok ceramah ustadz ahmad bin mahfudz pada penataran pengurus cabang al-irsyad al-islamiyah yang diselenggarakan di surabaya 31 juli http://www.darussalaf.or.id/hizbiyyahaliran/jumiyyah http://www.darussalaf.or.id/hizbiyyahaliran/jumiyyah http://al-irsyadtamiang.blogspot.com/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.com/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.com/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.com/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyad.or.id/index.php/extensions/ad-art http://al-irsyad.or.id/index.php/extensions/ad-art http://al-irsyad.or.id/index.php/extensions/ad-art http://al-irsyadtamiang.blogspot.co.id/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.co.id/2010/06/ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.co.id/2010/06/ada-apa-dengan-al-irsyad.html ijss.vol.13, no.1, september 2017 61 1996, dalam mimbar al-irsyad edisi: 006 rabi’ul awal 1431. “anggaran dasar dan anggaran rumah tangga perhimpunan al-irsyad” setelah dirobah dan ditambah dengan keputusan muktamar alirysad di pekalongan tanggal 26 juni dan pada tangal 11-16 desember 1951, (cetakan tahun 1955). as'ad said ali, “perkembangan salafi di indonesia,” diakses 25 oktober 2011, http://www.nu.or.id/page/id/dinamic_detil /4/32743/kolom/. asrori s. karni, “pendidikan wadah ganda penerus syekh surkati,” diakses 18 april 2013, http://arsip.gatra.com//2009-0522/versi_cetak.php?id=126063. awod maretan, “firus,” mabadi, tahun i edisi oktober 2005. azyumardi azra, menuju masyarakat madani: gagasan, fakta, dan tantangan (bandung: rosdakarya, 2000). bahtiar effendy, islam dan negara: transformasi, gagasan, dan praktik politik islam di indonesia, terj. ihsan ali-fauzi dan rudy harisyah alam (jakarta: democracy project yayasan abad demokrasi, 2011). fatawa ustadz umar hubeis: anda bertanya ustadz menjawab, kata pengantar abdullah djaidi (ketua umum pp al-irsyad alislamiyah), (jakarta: pp al-irsyad alislamiyyah, 2013). farouk zein badjabir, “cuplikan sambutan ketua umum pp al-irsyad al-islamiyah pada musyawarah wilayah al-irsyad al-islamiyah jawa timur,” info al-irsyad al-islamiyah, edisi 61, tahun ke-6, oktober 2003. geys amar, “al-irsyad, dulu, kini, dan nanti,” majalah bulanan mimbar ulama, nomor 155 tahun xv, desember 1990. harun nasution, islam rasional (bandung: mizan, 1995). “hasil-hasil keputusan muktamar al-irsyad alislamiyah ke-35,” surabaya, desember 1990. hamid abud attamimi, “ada bulus di balik muslihat,” mabadi, tahun i edisi agustus 2005. imam b. jauhari, teori sosial: proses islamisasi dalam sistem ilmu pengetahuan (yogyakarta: pustaka pelajar, 2012). indonesia backgrounder: why salafism and terrorism mostly don't mix, asia report n°83 southeast asia/brussels: icg (international crisis group), 13 september 2004. “kerja sama pesantren islam al-irsyad,” diakses 7 april 2013, http://www.pesantrenalirsyad.org/kerjasa ma. “kemelut dalam tubuh pp al-irsyad al-islamiyah permasalahan dan pertanggungjawaban,” lampiran, “laporan pertanggungjawaban pp al-irsyad al-islamiyah masa bakti 19962001,” dalam muktamar al-irsyad alislamiyah ke-37, bandung, tanggal 3-6 juli 2000. keputusan hasil muktamar ke-37 al-irsyad alislamiyah, bandung, tanggal 3-6 juli 2000. keputusan hasil “deklarasi pekalongan 2005 pw dan pc al-irsyad al-islamiyah seluruh indonesia, pekalongan, 24 desember 2005, yang bertanda tangan: notaris di pekalongan, riza sungkar, s.h. “laporan pertanggungjawaban pp al-irsyad alislamiyah masa bakti 1996-2001.” “laporan pertanggungjawaban pimpinan pusat alirsyad al-islamiyah masa kerja 2000-2006,” dalm muktamar ke-38 al-irsyad alislamiyah, cibubur, jakarta, 7-10 setember 2006. “laporan pertanggungjawaban pp al-irsyad alislamiyah masa bakti 1996-2001.” http://www.nu.or.id/page/id/dinamic_detil/4/32743/kolom/ http://www.nu.or.id/page/id/dinamic_detil/4/32743/kolom/ http://arsip.gatra.com/2009-05-22/versi_cetak.php?id=126063 http://arsip.gatra.com/2009-05-22/versi_cetak.php?id=126063 http://www.pesantrenalirsyad.org/kerjasama http://www.pesantrenalirsyad.org/kerjasama miftahuddin, ajat sudrajat: identity crisis, contestation, and conflict.... 62 “mlb (muktamar luar biasa) di tawangmangu,” mabda edisi khusus ramadhan, desember 1999. natalie mobini-kesheh, the hadrami awakening: community and identity in the netherlands east indies, 1900-1942 (ithaca, new york: southeast asia program publication, 1999). noorhaidi hasan, laskar jihad: islam, militansi, dan pencarian identitas di indonesia pascaorde baru, terj. hairus salim (jakarta: lp3es, 2008). noorhaidi hasan, “transnational islam in indonesia,” nrb project report, the national bureau of asian research, april 2009. “panduan muktamar ke-38 al-irsyad al-islamiyah: dengan kesatuan dan persatuan, menuju kebangkitan al-irsyad,” (ttp: t.p., 2006). pengumuman putusan mahkamah agung republik indonesia, no. 1702/k/pdt/2004 jo. no. 31/pdt/2004/pt. dki jo. no. pdt.g/2002/pn.jkt.tim. putusan pengadilan tinggi dki jakarta, nomor: 31/pdt/2004/pt. dki. “program pokok perjuangan al-irsyad alislamiyah tahun 1427 h-1432 h / 20062011,” dalam keputusan muktamar ke-38 alirsyad al-islamiyah di jakarta, 07-19 september 2006. ridho baridwan, “yayasan dana bantuan dan proteksinya,” mabadi, tahun i edisi oktober 2005, 13. surat keterangan terdaftar nomor: 350 tahun 1999/div departemen dalam negeri republik indonesia direktorat jenderal sosial politik, jakarta, 30 nopember 1999, a.n. direktur jenderal sosial politik direktur pembinan masyarakat, ermaya sradinata. surat himbauan kepada pimpinan wilayah dan pimpinan cabang al-irsyad al-islamiyah, tangal 13 januari 2001, yang bertanda tangan ketua umum ir. h. hisyam thalib. surat pp al-irsyad al-islamiyah nomor 210080031 perihal protes keras atas penerbitan skt no. 350 tahun 1999/d.iv serta mohon pencabutan, tanggal 7 nopember 2000, tanda tangan ketua umum ir. h. hisyam thalib. surat departeman dalam negeri dan otonomi daerah nomor: 220/2928/sj. perihal permasalahan internal al-irsyad alislamiyah, tanggal 12 desember 2000, tanda tangan sekretaris jenderal amur muchasim, sh, msi. “surat pernyataan sikap pp al-irsyad al-islamiyah terhadap hasil-hasil mlb cilacap tanggal 22 s/d 23 maret 2002,” no. 230020239, jakarta, 6 may 2002, pimpinan pusat alirsyad al-islamiyah, ir. h. hisyam tghalib. zeyd ali amar, “napak tilas upaya pelurusan informasi (1) sk 104 vs 105,” mabadi, tahun i edisi oktober 2005. interview with yusuf utsman baisa, jatinegara, 29 october 2013. see “ada apa dengan alirsyad,” acessed on 2 september 2016, http://alirsyadtamiang.blogspot.co.id/2010/06/ adaapa-dengan-al-irsyad.html interview with hasan bahanan, surabaya, 22 october 2013. interview with geys amar, kalibata, 19 august 2016. http://al-irsyadtamiang.blogspot.co.id/2010/06/%20ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.co.id/2010/06/%20ada-apa-dengan-al-irsyad.html http://al-irsyadtamiang.blogspot.co.id/2010/06/%20ada-apa-dengan-al-irsyad.html 85 the implementation of authentic assessment in history learning at senior high school sulis setiani kusuma dewi universitas negeri yogyakarta, indonesia email: sulis.setiani2016@student.uny.ac.id aman aman universitas negeri yogyakarta, indonesia emai: aman@uny.ac.id abstract this study aims to describe the implementation of authentic assessment in history learning in senior high school (sma), which is adjusted with assessment procedures related to the judgment of competencies that have been made by the government. this study is a qualitative naturalistic study conducted in sma n 1 ngaglik and sma n 2 sleman, yogyakarta. the technique of data collection was done through observation, interview, and documentation. the data analysis technique was done by triangulation. the result of the study shows that: both schools carried out an authentic assessment in learning activities, although in its application, there some shortcomings. 1) planning, both schools have been made a planning assessment that includes attitude assessment, knowledge, and skill assessment, although the teacher of history in both schools still has not made a grid for knowledge assessment. 2) appraisal, both schools conducted attitude assessment through observation technique and peer assessment, while sma n 2 sleman conducted attitude assessment by self-assessment technique. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 2 (2019), pp.85-102, doi: 10.21831/jss.v15i2.25229. 85-102 86 journal of social studies (jss), volume 15, number 2, 2019: 85-102 knowledge assessment was conducted by the workbook, deuteronomy, pts, and pas; besides written tests assessment in sma n 2, sleman was also undertaken by oral tests. they were assessing skill both of school conducted by using performance assessment in papers form. 3) processing of attitude assessment activity conducted by doing coordinating with bk teachers and homeroom teachers. while assessing knowledge and skill performed by calculating average the value obtained. 4) follow-up activities carried out by conducting written tests, whereas, in sma n 1, ngaglik added an oral test technique. . keywords: authentic assessment, history learning, performance assessment introduction the creation of an advanced country is heavily influenced by education. improving the quality of education becomes something that important to be done by government and related parties. one of effort in improving the quality of education is by alteration the curriculum. indonesia often conduct curriculum alteration or changes, with the result so many curriculum that have been applied in indonesia, include curriculum 1947, curriculum 1952, curriculum 1964, curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, curriculum 1999 (suplemen), curriculum 2006 (ktsp) (tatang, 2010: 48), and the latest curriculum 2013 which is now is still valid. alteration or changes curriculum will be followed by a change of orientation to learning, so it is desirable to have good preparation from any fields and any stakeholders to avoid any difficulties that may be experienced. the industrial revolution 4.0 becomes one of the things that will gradually be felt. internet of things (iot) was a close term with industrial revolution. it means that industrial that have been exist will touch the virtual area by establishing human connectivity, machines and data. more and more the developing of era is certainly so influential on various or any things, especially education. indonesian education has to prepare the learners to be human beings who can compete in society, especially in global world. although education was required follows the development of times, it should be noted that there are values of characters and tradition that must remain inherent in the students selves as their provision of life. curriculum 2013 is a curriculum that emphasizes learning on the value of characters that must be possessed by learners. it is because remember that the 87 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) value of characters that must be possessed by learners can be used to complement the cognitive value of learners. it means, learning is doing to make the learners who have the competence of knowledge to follow the development of times accompanied by good character, it is to produce quality of education product. to support various aims of education, it is necessary to carry out learning that has good quality. learning that can improve the competence of learners based on the development of the era, it means that must do minimize the conservative learning by concept of teacher centered. a good learning should be support by evaluation system that qualified, it need assessment that can be measure the competencies of learners. it was done to see the development competencies of the learners, so the teacher will be easy to follow up on the learner itself. authentic assessment became an assessment that government has been designed in implementing the learning evaluation process in curriculum 2013. authentic assessment was a complex assessment because it is based on development of learner competence that includes attitude, knowledge and skill. on implementing, the assessment step is becoming something that complex and difficult to implement by the teacher. assessment in curriculum 2013 was seen has more complexity than previous curriculum. although government has been prepared the teacher through various trainings, but still there were many complaint that arise in field regarding attitude, but for the assessment of knowledge and skills was relatively not a constraint. the really new things are attitude assessment, where that assessment was the majority that complained by the teachers because it was considered difficult (setiadi, 2016: 168). authentic assessment became one of the obstacles in the implementation of curriculum 2013 because of its complexity (retnawati, 2015: 400). it is becoming necessary to improve the quality of implementation of authentic assessment (kartowagiran & jaedun, 2016: 131). history is the subject of nation’s character builders, so the ideal learning history carried out through a process of activity that can encourages and stimulates the learners to reconstruct and gain historical knowledge and then occurs the process of value internalization related with the various aspects of social life and nationality. in addition to comprehend the values of humanity, so it can be brought changes in behavior as a process of developing the personality or character of the learners. in other words learning history is a process to build the independence of learners through the historical message in order to understand various aspects and issues of life and nation to be more critical, 88 journal of social studies (jss), volume 15, number 2, 2019: 85-102 wise, empathy, have the spirit of nationality and then have a solid identity and dignity. assessment becomes one of the evaluation process undertaken to assess the achievement of learning objectives. it is related with the achievement of educational goals that have been design by government. the previous educational goals was set out in all of subjects that can build the quality of learners be better. one of subject in curriculum 2013 that is closely tied with building characters value is history subject. so it expect implementation of good authentic assessment is to measure learners competencies in history, in order the various abilities that possessed by learners can be accurately valued. literature review according to wiggins (1990: 2), authentic assessment is an assessment that requires the learners to be individual who can transform knowledge to skill perform, in addition authentic assessment should bring the learners on various tasks that reflect the learning process that undertaken. according to majid (2015: 57), authentic assessment is the process of collecting various data that can give describe of learners development. describe of learners development need to be known by the teachers in order to ensure students experience the process of learning correctly. furthermore, sani (2016: 23) explains that authentic assessments is a type of assessment leads the learners to demonstrate skills and competencies that acquire to overcome the problems and condition that will be faced in real world. those competencies are combination of skill that based by knowledge and implemented by appropriate attitude. authentic assessment not only look at process of learning and assessment became two separates things, but both of its becoming unity ones that continuous and mutually influencing one another. as an effort the learning of learners, so need assessment that has qualified, because assessment becomes integral part of the learning process (sherazim & khan, 2012: 314). traditional assessment is assessment that oriented to the knowledge realm assessment by using assessment technique that commonly used that is short answer or multiple choices. meanwhile, according to jacalyn (yusof, 2012:726), authentic assessment is assessment that performed by presenting learners in tasks form that have purpose to prepared the learners in meet a demand of times. a good assessment will lead to the process achieving ideal 89 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) learning goals. the achievement of learning automatically leads to the process of achieving educational goals as a preparation young generation in competing in global world. rusman (2015: 250) argues that authentic assessment will be meaning full to the teachers to determine the best way for students to achieve the last result, albeit with different times. construction of attitude, skill and knowledge will be achieved through the completion of tasks which the learners have been played actively and creatively. the involvement of learners in carry out of the tasks is very meaningful for their personal development. based on the various theories that have been presented, authentic assessment is collecting of various data that obtained from various activities of learners include attitude, knowledge and skills. authentic assessment becoming assessment that did to measure competencies development of the learners significantly. authentic assessment that based on demonstration various things that demonstrated by learners that include attitude, knowledge and skills is based on process of learning that done and based on assessment stage standard. step of authentic assessment includes the formulation of indicators, assessment of implementation, processing assessment and follow up assessment activities. based on the directorate of high school development directorate general of primary and secondary education (2017: 23) there are various assessments in the curriculum 2013, as follows: 1. asessment of attitude scheme 1. asessment of attitude 90 journal of social studies (jss), volume 15, number 2, 2019: 85-102 2. asessment of knowledge scheme 2. asessment of knowledge 3. asessment of skills scheme 3. asessmnet of skills authentic assessment in curriculum 2013 has been implemented on all of subjects, includes history learning. aman (2011: 2) argues that history learning is one a number of learning that contains tasks in building spirit of 91 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) nationality. the main task of history learning is in context character building to the learners. history learning will arise empathy awareness among learners those are sympathy and tolerance toward others accompanied by mental and social ability to develop imagination and creative attitude, innovative and participative. basically, learning in curriculum 2013 focuses on three aspect developments, those are attitude, knowledge and skill. according to muhidin (2013: 66) generally attitude is main competence in history learning, while knowledge competence and skill became hallmark. another point argued by hasan (2013: 176) that history subject in curriculum 2013 no longer a laden and memorizing learning, but shift to value-based education. value-based learning should be supported by good competence from the teacher itself as a base learning. teacher plays an important role in learning process because all of processes begin from planning, implementation and evaluation involves the active role from the teacher. planning and implementation of good learning should be supported by step assessment that appropriate, so competence of learners can be measured optimally. methods this study is a descriptive research that using qualitative approach, it is because qualitative research reviews participant perspective by strategies those are interactive and flexibility. qualitative research intended to comprehend phenomena from the perspective of participants (sugiyono, 2016: 53). this study conducted with nature condition so it called as naturalistic research. the naturalistic characteristic requires that the researcher be instrument of data collector, based on her/ his ability to adapt with various type of reality that cannot be worked by nonhuman instrument to grasp the meaning (muhadjir, 2000: 148). this study was conducted in two school of senior high school that have same level and not includes in model school. school determination base on adjacent accreditation value or have same level. the schools that have been chosen are sma n 1 ngaglik and sma n 2 sleman, yogyakarta, indonesia. study in sma n ngaglik conducted to two history teacher, 1 principal, 1 deputy of headmaster of curriculum, 1 bk teacher, 1 homeroom teacher and 4 learners. same as study that conduct in sma n 1 ngaglik, study in sma n 2 sleman conducted to 2 history teacher, 1 principal, 1 deputy of headmaster of curriculum, 1 bk teacher, 1 homeroom teacher and 4 learners. the study 92 journal of social studies (jss), volume 15, number 2, 2019: 85-102 conducted for 1 year starting from march 2017 until march 2018. technique of data collection was through observation, interview and documentation. validity of the data gotten through triangulation, those are triangulation of source and triangulation of technique. furthermore, data analysis that used was technique of data analysis according to miles and huberman that includes collecting of the data, reduction of the data, presentation of the data and conclusion (miles, huberman, & saldana, 2014). scheme 4. data analysis: interactive model result and discussion table of comparison the result of implementation of authentic assessment at sma n ngaglik and sma n 2 sleman. no aspect sma n 1 ngaglik sma n 2 sleman 1. assessment planning teacher makes assessment plan that outlined in rpp. assessment of knowledge and skill made based on syllabus and kd. attitude assessment include of observation technique, peer assessment band selfassessment. rpp that have been made include follow up activity that will be carried out in the remediation from and enrichment, not yet equipped with grille of knowledge assessment. teacher makes assessment plan that outlined in rpp. assessment of knowledge and skill made based on syllabus and kd. attitude assessment include of observation technique, peer assessment and selfassessment. rpp that have been made include follow up activity that will be carried out in the remediation from and enrichment, not yet equipped with grille of knowledge assessment. 93 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) no aspect sma n 1 ngaglik sma n 2 sleman 2 implementation of assessment implementati on of attitude assessment conducted by using observation technique and once using peer assessment. knowledge assessment conducted by using written test, deuteronom y, middle test, final test. while skill assessment conducted through task paper that match with learning materials. implementation of skill assessment conducted through observation technique, peer assessment and self assessment. knowledge assessment conducted through written test technique and oral test. skill assessment conducted through presentation assignment, other assessment is doing paper and summary. 3 processing the result of assessment processing of attitude assessment conducted through doing coordinating with bk teacher and homeroom teacher, that commonly doing by meeting. processing knowledge assessment and skill through calculating average of score. processing of attitude assessment conducted through doing coordinating with bk teacher and homeroom teacher, that commonly doing by meeting. processing knowledge assessment and skill through calculating average of score 4 follow up activity follow up of attitude assessment conducted through guidance the learner that has problem and violation and coordinated with homeroom teacher and bk teacher. follow up of knowledge assessment and skill that have not reached kkm conducted through remedial. remedial activities conducted through written test technique and oral test. follow up of attitude assessment conducted through guidance the learner that has problem and violation and coordinated with homeroom teacher and bk teacher. follow up of knowledge assessment and skill that have not reached kkm conducted through remedial. the remedial activities were such us written test and replacement tasks. 94 journal of social studies (jss), volume 15, number 2, 2019: 85-102 assessment planning planning is an activity that first the teacher does to start a lesson or learning. planning becomes foundation that can affect to the result that will be obtained. a good planning will support the implantation of appropriate learning and assessment and then meet a demand of learning objectives itself. planning activity in sma n 1 ngaglik and sma n 2 sleman started with make a lesson plan (rpp). making lesson plan begins by reviewing and adjusting the syllabus and basic competence that will be studied. lesson plan was made by the teacher with got help form mgmp forum. demand of curriculum 2013 in term lesson plan is still make the teachers difficult, because there are many components that must be considered in making lesson plan. it means that the teacher still difficult to develop lesson plan independently because the planning component including in lesson plan itself. lesson plan that use in both of school has appropriate component with demand of curriculum 2013. lesson plan is to make the learners to be more active and independent, it means have designed by system students centered that uses scientific learning. as a respond in implementation of learning, assessment tools were made to measure the achievement objectives. lesson plan that have been made includes the assessment that will be used, such as attitude assessment, knowledge and skill assessment. in both of school have been completed by various technique that should be there in attitude assessment, such as observation technique, peer assessment and self-assessment. in the authentic assessment guide revised edition the teacher demand to make grille first to make appropriate test accordance with kd and indicators of competence achievement. in practice, history teachers in both of school have not completed a knowledge assessment with grille of knowledge assessment itself. the study that has conducted by setiadi (2016: 173) shows the same thing that there are still many teachers who ignore the role and function of the grille. this situation indicates that planning of knowledge assessment is not yet optimal. while in skill assessment of the teachers have chosen skill that can make learner more active. learning history subject is different from sports and science learning those were easier to determine skill that will be developed by learners. history learning is learning that full of theories so required the teacher to be more creative in determine the skill that must be develop accordance with 95 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) the material is being studied. in planning, lesson plan that made already includes attitude assessment, knowledge and skill performed until follow up activity such as remedial and enrichment that will be done. beside it, it have equipped by indicator of assessment instrument and scoring rubrics that will be done by the teacher as step to process the students’ score. it shows the teacher already has planning in conducting learning and assessing the learning. implementation of assessment implementation of learning is activity that performed accordance with planning that has been made before. in this learning implementation there is an interaction between educators and learners. the teachers’ job in this activity is as facilitator for learners to develop their ability. historical is learning that develops critical thinking of learners towards past that have been studied. then, it will be examine the values that can be transferred from the past to now a day and future. according to hasan (2013: 176), historical learning in curriculum 2013 is no longer oriented to memorizing technique but it based on value. in reality learning history in both of school conducted by minimize memorizing method to the learners. while, learning that based on value has conducted in those school although is not often. it was because less of competence of teachers in develop the value that accordance with material being studied. implementation of assessment that the teacher do does not always appropriate with planning that has been made in lesson plan. the result of learning became different with the planning that has done. learning that teacher done refer to scientific learning, it means implementation of assessment still put first learners’ activeness. the teachers have made efforts to hone the critical thinking of learners to the material being studied. it was seen from the independence of learners that have done, it means learners got released to read the literatures that still related with the material, so the learners got more references. in addition, history learning in curriculum 2013 is no longer limited on learning just in classroom but also it can be done in community and classroom environment (sardiman, 2015: 6). this type learning is still less done on history learning either sma n 1 ngaglik or sma n 2 sleman. learning in curriculum 2013 requires facilities and infrastructures including relevan books, but the teachers thought that teacher’s book and student’s book is not enough as learning reference. the limited the material 96 journal of social studies (jss), volume 15, number 2, 2019: 85-102 in student’s book with the study that have been done by pujiono (2014: 260) [19] was that one of inhibiting factors in teacher to implementing curriculum 2013 was the limitation of new book, whereas learning in curriculum 2013 the learners requires to be active in find the material as a learning source. that situation make the teachers use other books and internet that can be accessed by the learners. this was accordance with the result that have been done by mardiana & sumiyatun (2017: 50)[20] it was that can be source of learning, but the other book and internet can be used as other source. in implementation of learning the teacher history in sma n ngaglik and sma n 2 sleman are conducting assessment activity. according to rusman (2015: 250) authentic assessment tries to combine teacher activity in implementation of learning, learners’ activity in learning, motivating, involvement of learners and learning skill. it is accordance with the study that have been done by kartowagiran & jaedun (2016: 138) who state that the teachers conduct assessing activity when learning is doing. assessing activity includes attitude assessment, knowledge and skill. according to muhidin (2013: 66) attitude assessment is main competence that has been there in learning history. nevertheless, the attitude assessment that conducted by bot of school was not optimal, it was still has deficiencies in implementation of attitude assessment. attitude assessment that has conducted by sma n 1 ngaglik conducted by use observation technique and peer assessment that still rarely done. attitude assessment in sma n 2 sleman has conducted by use observation technique and peer assessment and self-assessment. peer assessment in sma n 1 ngaglik was rarely conducted because the teachers argued that technique only will make relation among learners, so it is not optimal to be implemented. complaints against that technique accordance with study that have been done by retnawati (2015: 398), states that type of self-assessment and peer assessment became the assessment technique that complained by the teachers. assessing by observation technique has been conduct by both of school, but not found journal of attitude assessment through observation technique. it recognized by teacher if that was a hassle in attitude assessment. attitude assessment using observation technique requires more attention in its implementation because it should be written into journal. while, the teachers still burdened by activities and other position. finally, that activity was burden to be done by teachers. to overcoming the complexity in implementation of attitude assessment the teachers of sma n 2 sleman entered 97 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) attitude assessment by observation technique into skill assessment. besides, the teachers who routinely carry out the learning in the class will memorized with the learners who implement the learning. that result is different with the result of setiadi (2016: 175) that tells the teachers was not memorize yet deeply the learners so the teachers got problem to do observation to the learners. the implementation of knowledge in sma n 1 ngaglik conducted through written test and assignment, such as daily test, middle test, final test, and task of workbook and the other tasks. this proves that assessing by written technique still dominates cognitive assessment in learning, that result accordance with result of novianto & mustadi (2015: 13). meanwhile, implementation of knowledge assessment that has been conduct in sma n 2 sleman already includes written test, oral test and assignment. daily test in sma n 2 sleman was always conducted by using oral test and written test. it conduct by teacher to train the courage and critical thinking of learners, although in implementation it requires more time than assessment technique using written test. implementation of skill assessment is conducting through tasks that require the learners to develop their competence that related with psychomotor. various skills assessment planning in lesson plan has not yet emerged in implementation. skill assessment in sma n 1 ngaglik and sma n 2 sleman generally still use presentation assignment and paper, although once using task to make a maps. nevertheless, presentation activity or paper that conducts can improve learner’s ability. skill assessment in sma n 1 ngaglik conducted through presentation technique that aims to train critical thinking of learners. it was because each group is obliged to give question to the other groups. skill assessment in sma n 2 sleman conducted to train the learners doing the presentation without bring out the book and just sticking on interesting power point that made by added video and pictures. in this activity learners ability in delivering the result of discussion or material will be assessed by the other groups. it is assessing related way of delivering and clarity of material. skill assessment through presentation technique certainly can improve learners’ ability, but will be more optimal if skill assessment can be conducted with more various, so the learner will not get bored. it shows the difficulties that teachers face in implementation of skill assessment. this result is accordance with study that has been conducted by novianto and mustadi (2015:13) who states that skill assessment was still limited on performance appraisal. 98 journal of social studies (jss), volume 15, number 2, 2019: 85-102 processing the result of assessment processing the result of assessment is activity that demands the objectives of the teachers. assessment that gained in implementation of learning activity will be processed into values that include of attitude competence values, knowledge and skill. processing attitude assessment conducted by look the result of observation and the other technique. teacher of history subject in sma n 1 ngaglik sees that assessing attitude through observation not always have to be written in journal, because the teacher will definitely memorize which learners who stand out well or out less well. it is accordance with assessment terms that have been designed by the teacher that just look assessment only on the last of semester. while attitude assessment in sma n 2 sleman according to the teacher it can be into skill assessment because related with attitude of learners. same as sma n 1 ngaglik terms of assessment that has only provide one column for attitude assessment. this is certainly a drawback because there is no assessment that to be continue. in this implementation of attitude assessment was not accordance with theory that told by majid (2015: 57) who states that authentic assessment is a process of collecting various data that can give representation of learner’s development. generally, attitude assessment that made by history teacher in both of school did not run optimally. nonetheless, the teachers added that all of the teachers here have a role to support religion teacher and teacher of civics. that situation shows that attitude assessment not only limited to certain teacher. that was accordance with study of retnawati, hadi & nugraha (2017: 35-36), attitude assessment (spiritual and social) was specially conducted by religion teacher and civics teacher, while the other subject teachers rate indirectly and the result will be coordinate to the homeroom teacher. bk teacher and homeroom certainly has contribution in assessing their learner, so it can help final result of attitude assessment. learners assessed by bk teacher and homeroom teacher, so coaching can be done by history teacher when history learning progresses or can optimized by bk teacher and homeroom teacher. in both of school already have good coordination between history teacher and homeroom teacher. coordination can be done when there is learner who gets infraction so it will be coordinated with bk teacher and homeroom teacher. beside it will be conduct meet or dense in the last of semester to discuss attitude assessment of learners. processing of knowledge and skill assessment will be conducted by 99 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) teacher through calculating average of values that have been obtained during implementation of learning. it is accordance with authentic assessment guidance from government and on its practice the teacher will be not faced difficulties in processing assessment. follow up follow up activity is becoming important to do because it is as the final process in learning process. follow up activity generally is remedial activity. remedial is conducting for learners who have not reached ketuntasan belajar minimal (kbm) or minimum learning completion. both of school used to remedial using the same question with when final test. this is different with planning of follow up activity that has been made before in lesson plan. sma n 1 ngaglik applied remedial through oral test as effort to improve the ability of courage learners when answer the question from history teacher. through final value of assessment, the teacher will be known the achievement of learning objectives that have been designed in lesson plan. it is related to the success that have achieved and shortcoming that requires more attention as effort of improving teacher’s competence in implementation process of learning. conclusion a good learning process consists of planning of learning that implement according with character of learners and conduct in learning based on improving ability of learners, then conduct the assessing to measure the success rate and learning objectives achievement. authentic assessment becomes new assessment which has an assessing system more complex than before. this assessment is match conducting to assess learner’s competence gradually. it means assessing that has been conduct was to know development ability of learners in attitude aspect, knowledge and skill. implementation of authentic assessment in field still finds difficulties, especially difficulties that experienced by teacher. the difficulties that faced by the teacher such as on planning of learning in process of made lesson plan and grille of knowledge assessment and implementation of attitude assessment. various technique of assessment cannot be optimized by the teacher and assessment technique that have been conduct still limited on commonly assessment technique. it made government should make a good preparation in applied a new curriculum. training and seminars should be 100 journal of social studies (jss), volume 15, number 2, 2019: 85-102 should be conduct to support enhancement competence of teacher, so new curriculum can be well implemented. this study is expected can be reference as a form of review for the government to make efforts in improving teacher’s ability in conducting or doing authentic assessment accordance with difficulties and problem that will be faced or founded in field. acknowledgement this research is fully supported by affiliation research grant. references aman. (2011). model evaluasi pembelajaran sejarah. yogyakarta: ombak. azim, s., & khan, m. (2012). authentic assessment: an instructional tool to enhance students learning. academic research international, 2(3), 314. direktorat pembinaan sma ditjen pendidikan dasar dan menengah. (2017). panduan penilaian oleh pendidik dan satuan pendidikan sekolah menengah atas. hasan, s. h. (2013). history education in curriculum 2013: a new approach to teaching history. historia: jurnal pendidik dan peneliti sejarah, 14(1), 163178. kartowagiran, b., & jaedun, a. (2016). model asesmen autentik untuk menilai hasil belajar siswa sekolah menengah pertama (smp): implementasi asesmen autentik di smp. jurnal penelitian dan evaluasi pendidikan, 20(2), 131-141. majid, a., & firdaus, a. (2014). penilaian autentik proses dan hasil belajar. bandung: pt remaja rosdakarya. mardiana, s., & sumiyatun, s. (2017). implementasi kurikulum 2013 dalam pembelajaran sejarah di sma negeri 1 metro. historia: jurnal program studi pendidikan sejarah, 5(1), 45-54. miles, m. b., huberman, a. m., & saldaña, j. (2014). qualitative data analysis: a methods sourcebook. 3rd. muhadjir, n. (2002). metode penelitian kualtatif edisi iv. yogyakrta: rake sarasin. muhidin, a. (2013). the 2013 curriculum: stands on two contradictive traditions. historia: jurnal pendidik dan peneliti sejarah, 14(1). novianto, a., & mustadi, a. (2015). analisis buku teks muatan tematik 101 the implementation of authentic assessment in history learning ... (sulis setiani kusuma dewi, aman aman) integratif, scientific approach, dan authentic assessment sekolah dasar. jurnal kependidikan: penelitian inovasi pembelajaran, 45(1). pujiono, s. (2014). kesiapan guru bahasa indonesia smp dalam implementasi kurikulum 2013. litera, 13(2). retnawati, h. (2015). hambatan guru matematika sekolah menengah pertama dalam menerapkan kurikulum baru. jurnal cakrawala pendidikan, 34(3). retnawati, h. (2015). hambatan guru matematika sekolah menengah pertama dalam menerapkan kurikulum baru. jurnal cakrawala pendidikan, 34(3). retnawati, h., hadi, s., & nugraha, a. c. (2017). implementasi pemanfaatan software penulisan laporan hasil belajar siswa smk pada pelaksanaan kurikulum 2013. jurnal pendidikan vokasi, 7(1), 30-42. rusman, r. (2015). pembelajaran tematik terpadu. jakarta: raja grafindo persada. sani, r. a. (2016). penilaian autentik. jakarta: bumi aksara. sardiman, s. (2015). menakar posisi sejarah indonesia pada kurikulum 2013. istoria: jurnal pendidikan dan sejarah, 11(2). setiadi, h. (2016). pelaksanaan penilaian pada kurikulum 2013. jurnal penelitian dan evaluasi pendidikan, 20(2), 166-178. sugiyono. (2010). metode penelitian pendidikan. bandung: alfabeta. tatang., m. a (2010). manajemen pendidikan. yogyakarta: uny press. wiggins, g. (1990). the case for authentic assessment. practical assessment, research, and evaluation, 2(1), 2. yusof, n., amin, m. m., arshad, m., dahlan, h. m., & mustafa, n. (2012). authentic assessment of industrial training program: experience of universiti teknologi malaysia. procedia-social and behavioral sciences, 56, 724-729. 102 journal of social studies (jss), volume 15, number 2, 2019: 85-102 147 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 147-158 doi: 10.21831/jss.v18i2.45051.147-158 a survey of the mutual effects of mobile phone usage on the citizenship culture in developing countries seyed maziar alavi entrepreneurship department, faculty of management and accounting, qazvin branch, islamic azad university, qazvin, iran email: bagheshayegan@gmail.com seyed hossein hosseini*1 model-based management systems institute (samam), tehran, iran email: s.h.hosseini@samamsystem.com ali hosseini department of management, science and technology, amirkabir university of technology (tehran polytechnic), tehran, iran email: futurestudies@aut.ac.ir mohamad samaei department of industrial engineering, yazd university, yazd, iran email: samaeii.mohamad@gmail.com abstract information and communication technologies have made great changes to the lifestyle of human beings. mobile phones, with their rapid growth in different parts of the world, are essential parts of our lives. the mobile phone has helped to overcome location barriers and has had a great impact on people’s lives, especially in urban areas. in developing countries, the mobile phone has grown rapidly in the recent decade and has had a great impact on communication and other aspects of social life. the purpose of this study is to investigate the effects of the mobile phone technology push on the culture of citizens, in developing countries. through survey-type research, a sample of people in tehran, the capital city of iran, have been asked to fill out a questionnaire; then, after gathering and cleansing and analysing the data, some recommendations are added that could be used in urban policy-making in the various developing countries. keywords: citizenship culture, mobile phone, citizen education, citizenship culture promotion introduction today, ict has transformed the lives of human beings (floridi, 2007). mobile phones, and specifically smartphones, have had many impacts on urban life; for instance, on communication methods, traffic and businesses, especially in cities where residents enjoy a better network and internet coverage (townsend, 2000). the effect of ict on culture should not be circumscribed to merely mobile phone, but to every technological system such as social media. the behaviour of citizens on social media after a major political event can be simply observed and studied (fadillah & jandevi, 2020). in this way, the mobile phone had some transformational effects on citizenship culture (couldry et al., 2014). with the drastic growth of mobile networks and internet coverage in the last decade in developing countries, these countries also face great changes in people’s lifestyles * seyedhossein hosseini is now a research fellow at the brain and mind centre (bmc), the university of sydney, sydney, australia. this research was conducted before he joined bmc. 148 journal of social studies (jss), volume 18, number 2, 2022: 147-158 and cultures; in fact, the expansion of ict in developing countries has been so fast that these countries might need an adaptation phase (aksal & gazi, 2015)communication and technology (ict. this study focuses on how mobile phone usage impacts the citizenship culture in developing countries. in today’s world, information and communication technologies play an undoubtedly important role in human societies. hence, the development of these technologies is at a high growth rate and the use of icts including the internet and mobile phones is increasingly growing (ovčjak et al., 2015). smartphones and tablets are among the most available means of modern technology. moreover, smartphones let you have the advantages of internet accessibility, flexibility, ubiquity and “always-on” connectivity in one gadget (arpaci et al., 2015). given the increasing popularity of mobile phones as the main means of communication, it is important to examine their positive and negative effects to utilize their capacity to enhance citizenship culture. creating, expanding and deepening citizenship culture and social ethics could open many doors to developing countries in dealing with the urban and social issues they usually face (rice & sumberg, 1997). mobile phones have nowadays become an integral part of our daily lives (mcguigan, 2005). individuals are attracted to icts like the internet, mobile phones and fixed broadband connections to seek curiosity, creativity and diversity in their lives (choden et al., 2019). alongside the advances in science and technology, mobile services have developed, and the penetration coefficient of mobile phones has increased; this is a growing trend in the world and also in iran. as is shown in figure 1, there has been a remarkable growth in mobile phone registrations in comparison to the population, throughout the world (international telecommunication union (itu), 2022). figure 1: world’s mobile-cellular telephone subscriptions (international telecommunication union (itu), 2022). in iran, like other developing countries, the penetration coefficient of mobile phones and thus access to its services has increased. as illustrated in figure 2, more than half of iranians have access to the internet (international telecommunication union (itu), 2022). figure 2: comparison of mobile penetration rate in the world (international telecommunication union (itu), 2022) 149 a survey of the mutual effects of mobile phone usage on the citizenship culture in developing countries (seyed maziar alavi, et.all.) citizenship is one of the important indicators of a nation’s level of development, and, one of the important aspects of which is culture (verba & almond, 1963). citizenship is not conceivable without regard to citizenship culture; citizenship culture has evolved alongside civil society and government (manteghi & dinparvar, 2012). the mutual effects of mobile phone utilization and civic culture is investigated with a systems approach, and key effective factors are suggested (hosseini et al., 2022). as the issue of globalization has become more serious in recent decades, this phenomenon is one of the most important contemporary social issues, since dealing with urban problems, urbanization crises and citizen behaviour reform require a proper civic and urban culture (kim et al., 2016). therefore, to improve the economic, social, and cultural status of cities, there must be regular planning to promote the citizenship culture. we could avoid many economic and social costs by enhancing the citizenship culture, and these resources could be spent in the right place to minimize existing problems. in this regard, it is important to pay attention to modern technologies to improve citizenship culture. in this research, we used a survey method, and the data were collected using a questionnaire from a sample of 394 citizens of tehran, the capital city of iran, within the age range of 15 to 75 years old. then the data was analysed and the dimensions and the extent of influence of the factors affecting the status of citizenship culture are investigated with an emphasis on the contexts and potentials of the smartphones in urban areas. the importance of doing this kind of research in developing countries is that in such countries communication technology growth rates are very high; therefore, the cultural infrastructure of the society is not fully shaped to make adaptations to the new-coming technology. this paper is organized as follows: in the next section, the research background, research methodology and the analysis method are explained. it should be noted that the factors and variables used in the design of the questionnaire were identified and extracted from the previous literature. in the third section, the findings of the questionnaire are analysed in two parts: univariate analysis and bivariate analysis. the fourth section is a discussion in which some policy recommendations are briefly presented. these recommendations can be used by citizenship culture strategists and policymakers. in the end, research novelties and future research recommendations are presented. literature review the interaction between ict and society has been at the centre of attention since the 2000s (bradley, 2006). among them, several studies concern the potential of mobile phones to make contributions to programs the aim of which is to boost the citizenship culture. studies show that using mobile phones could motivate citizens to engage in civic and social matters (lee & park, 2018; pertierra, 2005). moreover, it is shown that there is a strong positive relationship between the intensity of smartphone use and bonding social capital (pang, 2017). the impact of education on citizenship culture is considered to be an important factor in urban management (tabatabaei, 2014). (khajenoori & kaveh, 2013) examined the impact of mass media, including mobile phones, on the sense of social security in urban society. another study by (chiu et al., 2015), explores the impact of online services on citizen behaviour and the role of governance in this area. (kord & orei-yazdani, 2013), identified the factors affecting the development of e-government and made suggestions that illustrate the importance of developing electronic infrastructure. in another study, (omidi & enshiyeh, 2009) examined the challenges and opportunities of using mobile phones in training farmers and crop producers. (tabatabaei, 2014) pointed out the role of government in the development of distance education on the mobile platform. (kim et al., 2016) examined the impact of mobile tourism services on attracting tourists and the role of government in providing such services. (royston et al., 2015) summarize previous research and represent strategies for mobile health care for individuals and then analyse their implementation effects. in their article, (manteghi & dinparvar, 2012), examine the process of creation and deepening of hidden and informal identities in student mobile and internet users as well as the effect of mobile phones on their education. (navabakhsh et al., 2010) investigated the effects of the internet and mobile on the youth and their 150 journal of social studies (jss), volume 18, number 2, 2022: 147-158 identity changes in urban society. finally, using a systems approach, (saleck pay et al., 2013), investigated the dynamics that resulted in social media network use among iranian students. although citizenship culture has been discussed in all the above-mentioned literature, no research has been conducted on the impact of new communication technologies such as mobile phones on citizenship culture. methods this research is based on survey-type fieldwork. surveying is a method of obtaining information about the views, beliefs, opinions, behaviour, motivations or characteristics of a group of people, who are members of a community. this statistical method is based on scientific research methodology (edwards et al., 1997). surveying is considered a scientific method in social research, defined as a standardized method of gathering information about individuals, families, or larger groups in a society. in fact, surveying can be seen as both a tool as well as a process of data gathering in a society. surveying is one of the methods through which one can describe variables and also examine and analyse the relationships among those variables (karimi & mozafari, 2015). therefore, the present study uses the surveying method and questionnaire technique to collect data and then analyses the collected data. in this study, the level of observation is individual. the population of the study is a group of 15 to 75-yearold residents of tehran, the capital city of iran. the sampling method in this research is multi-stage sampling. to choose a fair sample, we chose three different regions from tehran, which represent high, moderate and low socioeconomic levels of the community. then, according to the population of each region, which was obtained from the (national statistical portal, 2011) based on the national census of 2011, a proportionate number of questionnaires was distributed through the regions. finally, 394 questionnaires were distributed. in order to complete the questionnaires, individuals were selected randomly in the regions and completed the questionnaires. according to the cochran formula, the sample size has to be at least 384, regarding the population of 12.5 million in tehran; therefore, 394 questionnaires were collected in this study. (1) in this study, after determining the statistical sample, the initial questionnaire was designed and then reviewed. after making changes according to experts’ comments and getting the questionnaire approved, validity and reliability were measured. a valid measure measures what is desired to be measured (de vaus, 2013). according to this definition, to measure the validity of the measurement tool, we used nominal validity obtained by referring to the opinions of the experts. cronbach’s alpha coefficient was used to assess the reliability of the questionnaire. the coefficient is calculated as 0.8, thus, considering that it is higher than 0.7, the reliability of this questionnaire is considered appropriate. table 1: required number of respondents no. of items cronbach’s alpha 90 0.804 according to the literature, to measure the effect of mobile phones on the citizenship culture, we can consider the following dimensions: • the mutual effects of mobile phone usage and • social communications of the citizens • personal lives of the citizens • electronic services used by the citizens 151 a survey of the mutual effects of mobile phone usage on the citizenship culture in developing countries (seyed maziar alavi, et.all.) • raising the awareness of the citizens • the status of education of the citizens to design the questionnaire, we certainly need some unequivocal variables to work with. we derived several variables from the literature, based on which we designed the questionnaire. after that, we went ahead with the survey and after analysing the results, we found the importance of the variables. more importantly, we discovered the dynamics of the relationships between variables. table 2: respondents by gender percentagefrequencygender 56.5%223female 43.4%171male 100%394total figure 3: respondents by gender table 3: respondents’ level of education percentagefrequencylevel of education 5.120illiterate 00primary school 28middle & high school 21.986 high school diploma & associate degree 43.7172bachelor’s degree 27.4108master’s degree and phd figure 4: respondents’ level of education. 152 journal of social studies (jss), volume 18, number 2, 2022: 147-158 analysis of univariate variables in this section, two of the most important factors are presented in detail; then, a summary of the research findings is represented for the ten most important factors. the statistical description of “mobile phone and face-to-face communication” this item shows the in-person and face-to-face communications as a result of using mobile phones among respondents. the questionnaire results are mostly “low” and “very low”. the results are presented in table 4 and figure 5. a standard deviation of 0.8 indicates a high consensus among the respondent over the results. unfortunately, the excessive usage of mobile phones has resulted in the displacement of cyberspace instead of reality. high availability and the abundance of channels have made virtual communication means a replacement for real and face-to-face communication. this has even resulted in diminishing communication capabilities, especially among teenagers and young people. figure 5: statistics for face-to-face communication. the statistical description of “respect others’ privacy” this item shows the level of respect for others’ privacy that citizens maintain while using mobile phones. with 373 respondents, the highest number (37.9%) of responses were “high” and the lowest number of responses (2%) were “very low”. other statistics are presented in table 4 and figure 6. an average of 3.7 indicates that the overall results are upper medium. a standard deviation of 0.8 indicates a high consensus among the respondent over the results. according to the results, most of the respondents respect others’ privacy, while using mobile phones. however, the reality shows that it is not always true. the photos and video clips that show accidents, fights and other private scenes are mostly recorded by citizens’ mobile phones and are spread all over the social networks. it means that although such privacy invasion actions are unacceptable to the public, this creed is not so deeply rooted to make changes to their behaviour. table 4: statistics for respect others’ privacy respect other’s privacy number of responses levels statistics very low low medium high very high mean medium standard deviation 373 2 4.7 30.1 37.9 19.9 3.7 4 0.8 153 a survey of the mutual effects of mobile phone usage on the citizenship culture in developing countries (seyed maziar alavi, et.all.) figure 6: statistics for respect others’ privacy. univariate analysis of ten key variables there are several variables in the questionnaire. to avoid the prolongation of the word, we do not go on with the statistical description of every variable and present a summary of the results. among the questionnaire’s results, ten variables have the highest correlation and the least standard deviation. these ten variables are enlisted and briefly described in table 5. table 5: univariate analysis of ten key variables. descriptionvariable this variable measures the number of communication people have in person, and the results with a comparatively "high» correlation show that more people are less likely to visit friends and acquaintances; instead, they would rather communicate by phone, send texts, and use messaging applications, and social networks. mobile phone and face-toface communication 1 this variable measures the level of respect for the privacy of others on the mobile platform. according to the results, most people have “high” respect for other people’s privacy on the mobile platform. respect others’ privacy on mobile platform 2 this variable measures how much people teach others about ethnic principles in cyberspace. the results of the studies show that most of the statistical sample is less likely to teach these issues to others. teaching moral principles in the cyberspace 3 this variable measures the extent to which the community utilizes the mobile phone’s educational potential. according to the results, the sample community moderately utilizes these potentials. education on mobile platform 4 this variable measures the overall impact of mobile phones on different aspects of citizens’ personal lives by studying their social communication, dissemination of personal information in cyberspace, access and speed of mobile internet, giving and accepting criticism in cyberspace, etc. according to the results, most responses point to the “average” mobile presence in the individual lives of citizens. mobile phones and the personal lives of citizens 5 this variable measures the impact of mobile phones on social communication such as the degree of social isolation, the degree of instability of social communication resulting from mobile phone usage, the degree of anxiety, loneliness, and so on. the results show that with high consensus, the statistical population declared the effect of mobile phones on social communication to be “moderate”. mobile phone and social communication 6 154 journal of social studies (jss), volume 18, number 2, 2022: 147-158 this variable measures the level of parental awareness of the dangers and benefits of mobile phones. according to the results, the level of awareness is "high». parental awareness of the dangers and benefits of mobile phone 7 this variable measures the relationship between mobile phone usage among students and the degree of family emotional connection with them. according to the statistical community, the level of this relationship is “moderate to low”. mobile phone and emotional connection of the families with the students 8 this variable measures the extent to which social and national values become unstable, as a result of the presence of cyberspace. according to the results, the level of instability of social values is at the “average” level. mobile phones and instability of social values 9 this variable measures the level of agreement on the prevention of the dissemination of personal information in virtual networks. according to the results, a large part of the statistical community believes that this should be observed and that personal information should not be disseminated in virtual networks. mobile phone and publishing personal information on virtual networks 10 table 6: correlations of the variables correlationvariablesintensity an increase in the level of respect for the law will lead to a significant improvement in the citizenship culture. • respect for the law • citizenship culture strong positive the development of electronic services on the mobile platform will significantly contribute to education through this communication tool. • mobile electronic services • citizenship education via mobile phone protecting the privacy and preventing private issues from being disseminated on virtual networks will significantly enhance the level of citizenship culture. • respect other’s privacy • citizenship culture regard for citizenship behavior such as the rights of the pedestrian, refraining from throwing junk on the street, preventing water loss in parks and urban green spaces, etc. will enhance the level of citizenship culture. • citizenship behavior • citizenship culture moderate positive expanding the use of educational services on the mobile platform will increase the use of mobile urban services in society. • mobile educational services • use of mobile urban services increasing the delivery of mobile e-services will improve citizens’ compliance with urban values and norms. • mobile electronic services • citizenship culture level of education has a moderate positive effect on the level of social communication. • level of education • social communication 155 a survey of the mutual effects of mobile phone usage on the citizenship culture in developing countries (seyed maziar alavi, et.all.) instability of social values reduces the level of citizenship culture. • instability of social values • citizenship culture negative making changes to lifestyle in order to spend more time with mobile phones reduce the level of citizenship culture in society. • time on mobile phone • citizenship culture the increasing use of mobile phones causes loneliness and individualism, and, it the lowers the level of citizenship culture. • individualism • citizenship culture figure 7 presents a schematic representation of the relationships between the ten key variables. strong positive relationship moderate positive relationship negative relationship figure 7: relationships between variables. discussion about 60% of the statistical sample were women and 40% were men. the results show that around a third of the respondents, respect the citizenship culture at a moderate level. we have broken the relationship between mobile phones and citizenship culture into several variables. according to the results, among these variables, mobile phones and personal lives of citizens, mobile phones and social communication, mobile phone and education are at a moderate level. it was concluded that there is a direct relationship between citizenship education and citizenship behaviour, so it is suggested to focus on citizenship education in both formal (schools and universities) and public (event holding) forms. there is also a moderate, direct relationship between the use of e-services and citizenship behaviours; hence, it is suggested that knowledge-based companies especially in the private sector, be supported in the field of providing e-services on the mobile platform. there is a moderate inverse relationship between the lack of awareness and the utilizing the benefits of mobile phones in the promotion of citizenship. there is a strong direct relationship between respect for the law and the promotion of citizenship culture. there is also an inverse relationship between the instability of social values and the citizenship culture. that is to say, the more instable the social values in a society, the lower the 156 journal of social studies (jss), volume 18, number 2, 2022: 147-158 level of the citizenship culture. there is a relatively strong direct relationship between mobile electronic services and citizenship education through mobile. there is also a good direct relationship between respect for others’ privacy and citizenship culture; in other words, respecting the privacy of others will also enhance citizenship culture. finally, there is a direct and moderate relationship between lack of citizenship awareness and citizenship education via mobile phones. in other words, the less the citizens’ awareness of urban issues, the more citizenship education must increase. in this section, we want to extend the outcomes of this research to a more pragmatic level. the policy recommendations that are presented here, could be used by urban or cultural strategists and policymakers, especially in developing countries. as mentioned earlier, many of the shortcomings of citizenship culture could be fixed by facilitating citizen education. on the other hand, there are several topics other than citizen education that could fall under the category of citizenship culture promotional content; a very good example of which is sending notifications for festivals and other cultural events. hence, improving the citizens’ access to the citizenship culture promotional content could be a proper macro strategy that could be executed in many ways and through many channels. one of these channels is the mobile phone. for this purpose, the cultural content could be promoted on social networks and other media like mass sms services. city-wide wi-fi could be used to transfer the citizenship culture promotional content to the citizens’ mobile phones. in fact, many developed countries already use city-wide wi-fi solutions. these facilities could be provided free of charge by municipalities in high-traffic areas, urban public transportation vehicles, parks and other crowded places. free internet could open doors to promote citizenship cultural content. besides, there are many ideas to create citizenship culture promotional content. many stakeholders could help to create proper content; for instance, the education system could help by including citizenship culture promotional content in educational content, in a way that students are taught to make the best use of citizenship content or they are taught to take part in urban occasions promoted on their mobile phones. supporting the development of mobile applications for urban services could be a useful strategy. there are so many applications that could help citizens in their daily lives. for instance, navigation services are very important in helping citizens find the best routes, resulting in lighter traffic. supporting the development of these types of applications in the form of programming contests or startups could abet the private sector to collaborate in creating the content. to give another example, mobile applications could be developed to help waste management; for example, by showing the arrival time of the garbage trucks. a very large category of mobile phone usage in relation to the cities is the use of mobile phones along with other ict technologies in supporting the sustainable development and management of cities (kramers et al., 2014). as some good examples of the case, we can refer to home delivery services, payment services, ticketing and booking services and online conferences that all corroborate the sustainability of cities by lightening the traffic, consuming less fuel and consequently producing less air and environmental pollutants. conclusion as a result of the high growth rate of communication technology in developing countries, people are not socially and culturally acclimatized to wanton exposure to this technology. this paper considers the influence of communication technology (in this article mobile phones) on citizenship culture. to 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(1963). the civic culture. political attitudes and democracy in five nations. lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 70 strengthening social capital in implementing segoro amarto movement to alleviate poverty in yogyakarta city lena satlita, utami dewi, anang priyanto7 abstract this article aims to examine the efforts of stakeholders to strengthen social capital in implementing segoro amarto movement to decrease the number of poverty in yogyakarta city. the research method of this article was descriptive-qualitative. the data were colected through depth interview, focus group discussion, observation and documentation. the research shows that the implementation of segoro amarto movement gerakan segoro amarto (gsa) had not succeed yet in alleviating poverty in yogyakarta city since all of actors have not employed social capital well. in strengthening social capital, it needs the mixed between top down and bottom up approach in which the government, community and other stakeholders such as private business, universities and non-governmental organization actively involve in building and enhancing trust, norm and networks to implement segoro amarto movement. keywords: segoro amarto movement (gsa), social capital, poverty 7 faculty of social sciences, yogyakarta state university. email: lensa@uny.ac.id, utami.dewi@uny.ac.id ijss.vol.13, no.2, september 2017 71 introduction poverty recently is still one of the basic social problems that are problematic in all regions in indonesia including in yogyakarta. various poverty reduction strategies have been undertaken by reducing the burden on the expenditure of the poor, increasing the capacity and income of the poor, developing and ensuring the sustainability of small micro enterprises and forming synergy policies and poverty reduction programs but the results have not been as expected. poverty alleviation programs by the government are in fact not very effective in reducing poverty, because of data mismanagement, sectoral handling, and project approaches favor bureaucratic procedures and top down policies. however, it is not easy to alleviate poverty because poverty is a multidimensional problem that not only involves economic, but also social, cultural and political factors (heru nugroho dalam awan setya dewanta, 1995). moreover, the failure of various poverty reduction programs, presumably because poverty reduction programs tend to focus their efforts on the distribution of social assistance to the poor (asep suryahadi, 2010). assistance programs oriented government’s generosity can actually exacerbate the moral and behavior of the poor. moreover, rusydi syahra (2003) states that to overcome the economic difficulties, a community group is not enough just to rely on outside assistance but they themselves have to also jointly think and do the best steps by mobilizing all the potential and owned resources. social capital thus emphasizes the need for self-sufficiency in overcoming social and economic problems, while external assistance is seen as complementary to trigger initiatives and productivity that arise from within society itself. many research show that social capital has significant relation to poverty reduction. narayan and pritchett (1999) found that social capital was an important factor affecting household income in rural tanzania. grootaert (2001) found that social capital affected welfare by reducing the chances of households in bolivia, burkina faso and indonesia falling into poverty. aker (2007) found that households with higher levels of social capital were associated with an increase in household expenditure in rural tanzania. in addition, the research by lena satlita and dwi harsono (2013) show that social capital in yogyakarta society has potential to reduce poverty. but in reality the result of implementation of several poverty reduction programs has not been as expected because poverty is a multi-dimensional common problem. there are many problems that have occurred in poverty alleviation in yogyakarta city such as unclear poverty programs that enter to the urban village (kelurahan) level, lack of coordination among government agencies, inappropriate data validity, unsuitable target group, and unsustainable intervention activities. these problems cause poverty alleviation as endless, never ending. learning from unsuccessfull of various existing poverty reduction programs, and inspired by the success of the public movement "semaul undong " which was held in south korea in 1970, the government of yogyakarta city made a new strategy approach in the effort to overcome poverty in the city of yogyakarta by strengthening social capital that has existed for a long time in the people of indonesia, especially people in the lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 72 city of yogyakarta. social capital is the existing values of mutual help (gugur gunung), togetherness, caring and independence, which then by hery zudianto, the yogyakarta mayor year period 2006-2011, has became a new spirit in fighting against poverty in the city of yogyakarta. this spirit is then packaged in an integrated poverty alleviation called "segoro amarto" (smangat gotong royong agawe majune ngayogyakarta). vision of the gerakan segoro amarto/ segoro amarto movement (gsa) is sedaya nyawiji rila gumreget ambangun diri lan nagari, while its mission is to inculcating noble values of segoro amarto (independence, discipline, caring, and togetherness values), developing gsa at the grassroots (community) and increasing public participation in the context of development activities, in particular poverty alleviation. gsa principles are to increase the sense of unity on the basis of awareness to achieve a strong and prosperous society and build motivation to always eager in implementing segoro amarto vallues. while the purposes of gsa are to promote social justice in community, to make life more comfortable, prosperous, and independent, and to encourage community development by promoting the spirit of independence, discipline, caring and sharing, as well as togetherness vallues in order to jointly tackle poverty (tkpk yogyakarta, 2011). in 2015, the socialization has been carried out to all urban villages in yogyakarta city, after the segoro amarto parameter and family raportes have been completed in 2013. then in 2016, family book raport trial was conducted in six urban villages: prawirodirjan urban village, gedongkiwo, prenggan, terban, pringgokusuman, and pandean. the results of the family raport book trial by comparing with kms has indicated that in may 2017 there was a decrease in the number of poor families of 500 people from about 2900 families holding kms. however, the implementation of the segoro amarto movement has not significantly reduced the poverty in yogyakarta. this result occurs because there is commitment to employ social capital that has well existed in yogyakarta community. this article aims to examine the strengthening social capital of segoro amarto movement for the improvement of people's prosperity in yogyakarta city. putnam (1995) defines social capital as “features of social organization, such as networks, norms, and trusts that facilitate co-ordination and cooperation for mutual benefit”, the characteristics of social organization, such as networks, norms, and beliefs facilitate coordination and cooperation to obtain mutual benefits (rusydi sahra, 2003). in the implementation of segoro amarto, the community network and the spirit of mutual assistance and mutual help are social capital that are potential in reducing poverty in the city of yogyakarta. strengthening of social capital is an important thing to do given the urging of globalization that makes people in urban areas become less tightly in maintaining bonding and bridging social capital. strengthening of social capital can be done through internalization of segoro amarto values that is discipline, caring, togetherness and independence. in the process of internalizing the norm or value of segoro amarto, the government and the community play roles by employing top down and bottom up approach. ijss.vol.13, no.2, september 2017 73 method this article is the result of descriptive research with qualitative approach. the location of this study was in the yogyakarta city, which is in the urban village where the segoro amarto movement has taken place namely kricak, gedongkiwo and prawirodirjan urban villages. the subjects of the research were the parties involved in the segoro amarto movement: yogyakarta city tkpk, special staff of bappeda, urban village head, urban village tkpk, head of rw, head of rt and community members in urban village who are members of independent business groups and social activities groups established in order to create community independence in poverty alleviation. data collection techniques were documentation, interviews and observations, as well as the focus group discussion (fgd). validation is done by triangulation of data sources and triangulation techniques. data analysis was performed using inductive analysis (moleong , 1996) . result and discussion 1. potentials of yogyakarta city for poverty reduction yogyakarta city has potentials and opportunities that can be used as capital for reducing poverty. each village in the city of yogyakarta has economic and social potentials which can be developed in order to improve the welfare of poor citizens. economically, several villages have culinary potentials to be developed into the peculiarities of the region and the source of income. for example in umbulharjo, giwangan and kotagede, they have famous traditional food: kipo, yangko and wingko. meanwhile, pathuk urban village has bakpia industry as a source of people’s livelihood. furthermore, some areas in the city of yogyakarta are also famous for their handicrafts namely silver products, leather, fiber, t-shirts and souvenirs. rejowinangun is also wellknown as herbal village, a center for the manufacture of herbal j'ger (jamu gendong rejowinangun). besides having traditional foods and crafts, some areas in the city of yogyakarta have geographic potentials for business activities that support communities to increase economic welfare. village of gedongkiwo have winongo river bank and the code river which divides the city of yogyakarta and crossing several villages. it is potential to be developed as an alternative tourist destination moreover, the existence of social institutions in the city of yogyakarta such as arisan, paguyuban, paseduluran (group/organization of people that has spesific goal) and joint business groups are other aspects of social capital that have the potential in reducing poverty. the existence of these organizations or forum becomes a place for all society to share and help each other. social activities are coordinated in this forum so that the spirit of mutual assistance and mutual help are always awakened to the people of yogyakarta. for instance, in gedongkiwo there is winongo asri forum (fkwa) that has role to coordinate any social activities in order to keep the cleanlines and the beauty of winongo river as well as assisting economic activities of the angkringan (traditional food and style) traders along the banks of the winongo river. other community institutions include kelurahan community empowerment institution (lpmk) tegalpanggung, family welfare empowerment team, wksbm taruna jaya & lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 74 wksbm jaya bersama (rw 10 tegalkemuning), tegalpanggung art society, garbage mandiri, pangrukti loyo, gerbangmas, art and culture village, mertidesa, family welfare business, waste bank, paguyuban bener-kricak maju, paguyuban of tourism village (kampung wisata) and (kampung budaya) in kelurahan kricak. the detailed data on institutional potentials in the research object is as shown in table 1 below: table 1. community organizations in kricak, gedongkiwo and prawirodirjan n o urban village name of community organization role 1 . kricak a. kelurahan wisata (tourism village) coordinating the development of tourism potential b. kelurahan budaya (culture village) coordinating the development of cultural potential c. business organization/ culinary and herbal medicine industry developing culinary and trading potential d. paguyuban bank sampah (waste bank association) coordinating the management and recycling of waste into selling and use products e. green space forum (becak maju, segoro amarto and jatimulyo) coordinating the development of green open space in urban areas and settlements 2. gedongki wo a. kali winongo asri forum coordinating social activities to keep the cleanliness and beauty of winongo river and assisting economic activities of traders/angk ringan along the riverbank of winongo b. business industry group and culinary industry developing potential of small and culinary industries 3 . prawirod irjan a. productive business group and culinary industry developing small and home industries potentials (bamboo fans, coconut shells and convection) and culinary b. waste management association developing takakura cart method for healthy and beautiful environment and wastefree environment c. group of health organizations coordinating the provision of communitybased health services for children, mothers and the elderly. source: data analyis of researcher, 2017. this institutional potential is also supported by the strong spirit of mutual cooperation, mutual help and solidarity of the people of yogyakarta city. these potentials are also categorized as social capital. if so, the segoro amarto movement will be easier to be successfully implemented because the spirit of mutual cooperation, mutual aid among communities to alleviate poverty and to improve the society’s welfare, are at the core of the segoro amarto movement. spirit of mutual cooperation can be seen in jimpitan (money collecting) activities, patrolling (ronda malam) and other activities to help the less fortunate families in facing natural disasters or important family events (celebration), such ijss.vol.13, no.2, september 2017 75 as when a family member dies, marriage or other celebrations. moreover, nowadays yogyakarta city government has formulated parameter or indicators of each noble plliars in implementing gsa. each pillar consists of several values as principles of gsa. for example in discipline pillar, it consist of values: honest, obedient to the rules, timely, consistent, introspection, and responsibility. these values are broke down into several parameters/indicators.eachparameter/indica tor has fixed score the implementor and community can employ these indicators to measure whether the value has been achieved or not.. the community of targeted areas also has to fulfilled progress report (buku rapor). it has function to determine to what extent the community involvevement in gsa activities and its impact to reduce poverty. each family in rw should provide detail information on family identity, income and asset and monthly expenditure. another potential of implementing gsa is the establishment of private business. a number of private businesses operating in the city of yogyakarta may contribute in segoro amarto movement to improve society’s welfare. the spirit of mutual cooperation which is the main value of segoro amarto movement can succeed when communities can afford, both economically and socially, helping underprivileged communities. yogyakarta is a center of economic activity in diy where many hotels and shopping centers are located. it is an economic assets that can support poverty reduction. in sayidan, for example, a famous personal culinary business has regularly helped people affected by the disaster by providing a grant of rp 5,000,000.00 per family. if this is followed by all privately owned businesses in the city of yogyakarta, such as hotels and shopping centers, then poverty will be reduced. each month a private business can provide minimal funds, for instances, rp100, 000.00. this amount of collected money will be very great to help poor families. however, the segoro amarto movementis not identical with free of charge assistance. aid collected from private businesses can be used as working capitals or supporting to infrastructure development activities in order to improve people’s welfare. also, disadvantaged communities can be involved in labor intensive activities during the infrastructure constructions. in addition, the segoro amarto movement would be successful when it is supported by human resources (human capital) with a good level of knowledge. participation in the gsa is not limited in providing financial assistance. citizens with advanced knowledge or having a network/ wide business network, may help in giving assistance for the sake of new ideas emergence and new business opportunities in order to improve the welfare of society. in one region of rukun warga (rw) in the city of yogyakarta, a number of community groups has involved in community activities and helped in contributing ideas and introducing to other parties to help the community. for example, a bank clerk will assist the people in making proposals in order to get funding from the bank where he/she is working. it has also become a potential or opportunities for the successful implementation of the gsa. 2. strengthening social capital to alleviate poverty the potentials in yogyakarta city represent social capital that play significant lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 76 roles in reducing poverty. this article based on putnam (2013) and tenzin (2013) who state social capital as representation of social trust, social network and norms that encourage participation in community. the central idea of the network approach framework is that social networks are a valuable asset that generates an income stream for the household. social capital is built during interactions, which occur for social, cultural, or religious reasons (nasution, et all, 2015) .it enables people to build communities, to commit themselves to one another, and to knit social order. it is argued that a sense of belonging and the concrete experience of social networks can benefit people (yusuf, 2008). in other words, the assumption of the network approach is that individuals’ involvement and participation in groups (i.e. having social ties and relation with others in social activities) can have positive socioeconomic consequences, not only for the individual household but also for the community at large. the integrated movement of poverty alleviation known as segoro amarto movement (gsa) is a joint movement of the whole community for development, especially poverty alleviation, with emphasis on strengthening the cultural values of society which is reflected in attitudes, behavior, lifestyles and forms of togetherness in life that includes both physical and non physical aspects. this movement promotes the values of togetherness which not only the poor are given more opportunity to participate, but also the involvement of other parties, especially people with upper middle economy. in the implementation of gsa, the spirit of social solidarity, diligent, disciplined, hard work, mutual respect, and willing to sacrifice are developed to be the mental of community. these values or norms are the social capital that becomes the basic capital in the implementation of the poverty alleviation movement. putnam (in syahra, 2003) states that the social capital embodied in norms and linkage networks are preconditions for developing economy. there are three reasons it is important for putnam to say so. first, the existence social networks allow for coordination and communication can foster mutual trust among members of community. second, trust has a positive implication in social life. this is evidenced by a fact how the relation of people who have mutual trust (mutual trust) in a social network strengthen the norms about the need to help each other. third, different successes achieved through cooperation in the past time in this network will encourage the continuity of cooperation at a later time. putnam further said that social capital can even be bridging the difference among different groups ideology and strengthen agreement on the importance of empowerment community. through the implementation of the noble values of mutual cooperation and mutual assistance, segoro amarto movement will be more easily successful because the spirit of mutual help does not only expect assistance from outside communities or even the government, but people are trying to help each other with capital and ability they have. the spirit of gotong royong is seen in the activities of jimpitan (collecting money from each household), night patrol and other activities to help the poor people in the face of unfortunate or important family events or celebrations (hajatan). the chance of segoro amarto's success in improving the welfare of ijss.vol.13, no.2, september 2017 77 the people in yogyakarta city is also supported by the number of private businesses operating in yogyakarta city. the spirit of mutual cooperation which is the main value of the segoro amarto movement can be successful when economically and socially capable group of people help the poor. strengthening social capital is an effort to strengthen societal capacity (capacity building), by training and educating the public to better understand and know about the critical function of values and norms regulating behavior system. this strengthening of social capital concept is a concept that is expected to solve the various problems that arises in the management of development that comes at the beginning of the increasing awareness of the environtment important role in supporting development until reform developing mental attitude oriented (darsono wisadirana, 2015). strengthening social capital owned by the people of yogyakarta can be done through internalization of values or norms and network development that has been owned by community institutions in the city of yogyakarta. in strengthening social capital in implementing gsa, the government can play significant roles by enhancing community’s networks and institutional capacity. the government, by employing top down approach, can intervene the community to obey the norm. since 2013, the government of yogyakarta city and tkpk have launched raport book and value indicators of segoro amarto as tools for implementing this movement. the individual household has to fulfill the raport book and follow the value indicators to measure the achievement of each principles in segoro amarto movement namely discipline, caring, togetherness and independent. moreover, the government may strengthen the social capital by providing assistance and improving the capacity of community institutions. the government of yogyakarta city has given several aids to community organizations and business groups in each urban village. the government also provides trainings for members of those community groups to improve knowledge and skill. the objective of this capacity building is to empower human capital so that they can develop their living standard and alleviate poverty. many trainings are provided such as developing business, managing business, producing marketable goods and marketing products. another top down approach to strengthen the social capital is by legalizing the community institutions. by doing so, the society will have social trust to those institutions. hence, this institutions further can play roles to implement programs in developing economy and strengthen norms to help each other (putnam, 1995). in 2016, the government has launched the policy that every urban village should have for minimum one community institution in the form of paguyuban, paseduluran or business group. this institution then is the organizer for social activities to develop society’s economy. besides the government, other actors (private business, educational institutions and non governmental organizations) have play significance roles in doing social empowerment and enhancing social networks. those actors support the government to provide assistance and capacity buildings to improve the quality of human capital and community organizations. lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 78 the private businesses, for example, in the implementation of segoro amarto give regular fund for the community business groups so that these small business can run well. meanwhile, the educational institutions especially universities have functions to develop human and social capital through empowerment activities. by doing research and community services, the scholars play roles to build community awareness on the importance of social capital in improving social economy and decreasing poverty. moreover, the universities can provide capacity buildings for community organizations in maintaining organizations and business. finally, the non governmental organizations are also important in building social capital and enhancing social networks and trust. the top down approach intervened by the government and the roles of other stakeholders namely private business, universities and non-governmental organizations, are not enough to strengthen the social capital without active support from the community itself. the community is the key actor to reinforce social capital in implementing segoro amarto. the social networks, trust and norms as the foundation of social capital can be flourished by the active involvement of community in building and maintaining social capital. segoro amarto is called as a movement since the main actor of this program is community itself by employing active involvement in doing need assessment, planning, and actuating and controlling social organizations’s activities. the main aspect of strengthening social capital is the community awareness on the importance of social trust, norms and networks. therefore, the community can play significant roles in building social trust, obeying norms and enhancing networks in order to improve the social economy and alleviate poverty. in the implementation of segoro amarto, recently the community is aware that the development of their social lefe is depend on their roles in building and enhancing social, economic and human capital. in each urban village in yogyakarta city there is a leader who has lead the community to strengthen their capital. in kricak, this actor has played roles to identifying the local potentials and building the kampung wisata organization to support kricak’s development. this pioneer organization has motivate the establishment of other community organizations such as kampung budaya, small business organizations and green space forums in kricak. these institutions have developed social economy and supported in decreasing poverty in kricak. therefore, community participation through bottom up approach is essential in strengthen social capital instead of government’s intervention (top down approach) and stakeholders’s support. 3. challenges in strengthening social capital of segoro amarto movement in spite of some potential supports in the successful application of segoro amarto movement, there are a number of constraints and challenges in strengthening social capital in implementing segoro amarto movement. these obstacles are : a. the low level of community awareness that their social capital may support the economic development including alleviating poverty. this condition may be caused by the globalization and the ijss.vol.13, no.2, september 2017 79 individualistic character of people. the globalization has created less social interaction and hedonism style that affect community relationship. this also leads to the the condition of reducing mutual help and gotong royong activities in yogyakarta city. b. not all of citizens in yogyakarta city understood segoro amarto movement policy. people do not understand what and how the gsa’s objectives in helping poverty alleviation by exploiting the potentials of the community and employing the noble value of gsa. those values are social capital forms of mutual support, solidarity and mutual cooperation. this condition may lead to the lack of community participation in the gsa. c. community leaders, especially religious leaders have not been involved in the segoro amarto movement. their roles are significance since religious leaders have had a great influence in giving understanding to the community in embracing the social capital. d. noble values of yogyakarta as the social capital of the gsa have not been institutionalized in the community of yogyakarta. most people still think that the program is identical to the poverty relief money from the government . though gsa aims that people can alleviate poverty by themselves with the spirit of mutual help and solidarity. community members can participate in helping other community members (especially the poor families) by employing their capabilities. for example, the rich can help by providing money while community members who have advanced education can contribute to innovative ideas and others. the characteristics of poverty alleviation programs that are providing assistance and services have caused the poors (kms holders) become reluctant to participate in community driven development programs as segoro amarto movement. this is ocurred due to the mismanagement of government polices on poverty reduction programs and overlapping government agencies’s responsibilities. conclusion and recommendation a. conclusion strengthening social capital in implementating segoro amarto movement in order to accelerate poverty reduction in yogyakarta can be achieved by the active participation of community, stakeholder and government intervention. 1) yogyakarta city has social, economic and human capital potentials that may be enhanced to improve economic condition and alleviate poverty. 2) strengthening social capital in implementing segoro amarto needs a combination of top down and bottom up approach that requires the active roles of government, private sectors, educational institutions, nongovernmental organizations and the community. 3) in strengthening social capital to implement segoro amarto, the government can intervene (using top down approach) the community by employing regulations and empowering community. the regulations have function as guidance lena satlita, utami dewi, anang priyanto: strengthening social capital in implementing... 80 and tools to developing social capital. in addition, the government may take many empowerment programs, such as trainings and skill advancement to improve human and community organization’s capacities. 4) other actors or stakeholders in strengthening social capital are private business, universities and non governmental organization that play roles in enhancing networks and developing social capital. also, these actors can boost the community awareness on the importance of trust, mutual help and gotong royong for developing economy and reduce poverty. 5) the community is key actor to strengthen social capital since they are the target of segoro amarto movement. the community has role in taking need assessment of their needs and participating in the implementation of segoro amarto by increasing their social trust, mutual help and networks. b. recommendation 1) creating a model of social capital’s investment in segoro amarto movement in order to decreasing poverty by utilizing economic, natural, and human capital. 2) strengthening the institutionalization of segoro amarto by providing continuous and sistematically assistance to create social trust and independency. 3) increasing the participation of all society, especially religious leaders in the implementation of gsa by employing social capital in the form of social trust, norm and networks to achieve economic development. 4) synergizing the roles of government agencies in enhancing social capital by collaborating with private business, universities and nongovernment organizations. acknowledgement thanks to drpm ristek dikti of indonesia. this article is resulted from the research entitled “model pelembagaan nilainilai segoro amarto pada masyarakat yogyakarta” funded by drpm ristek dikti of indonesia in the scheme of applied product research (penelitian product terapan) from 2016 – 2018. references abuzar azra. 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(2008). social capital and household welfare in kwara state, nigeria. journal of human ecology, 23(3), 219-229. journal social studies vol 17 no 2.indd 241 “nomenclature changes, essence unchanged”: peripheral prisons reform and refusal to alter deterrence for rehabilitation babatope matthew ajiboye department of peace and conflict studies, faculty of social sciences, federal university oye-ekiti, nigeria email: babatope.ajiboye@fuoye.edu.ng olabambo evelyn akinyemi department of peace and conflict studies, faculty of social sciences, federal university oye-ekiti, nigeria email: olabambo.satimehin@fuoye.edu.ng ene norah awe department of peace and conflict studies, faculty of social sciences, federal university oye-ekiti, nigeria email: ene.awe@fuoye.edu.ng abstract the study focused on the nigerian correctional institution and its mandate at rehabilitating convicts in preparedness for life outside bar and by implication reintegrating reformed individuals who are believed to pose no further threat to serenity of the society. nigerian correctional service, previously known as nigerian prison service, like its peer institution in the world, is primarily saddled with the responsibility to correct and reform convicts with the intent of reintegration back to conventional society. however, in nigeria, this idea is journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 241-254 doi: 10.21831/jss.v17i2.42758.241-254 242 journal of social studies (jss), volume 17, number 2, 2021: 241-254 render null and void with the broad-spectrum conception that when a person is sentenced to serve a jail term, that ultimately signifies the end of his or her worth in the society. hence, the paper interrogates the nigerian correctional service as an institution vested with the priority of making convicts better individuals. emphasis was placed on the purported reformation of the institution in 2019. a secondary source was used for data collection and the content analytical approach was adopted which led to inferences drawn and logical conclusion established. the work reveals problems of welfare, infrastructural decay, and congestion coupled with pseudo rehabilitation obtainable in the institution. the study recommends that the nigerian criminal justice system deserve an overhaul. keywords: nomenclature, essence, prison reform, deterrence, rehabilitation introduction the correctional establishment is not only an integral part of the society but also a social institution designed to regulate, regiment and tame the excessiveness of convicts who have been sentenced to serve a jail term as a result of been found guilty of an offence by a court of competent jurisdiction. it is worth noting that these punishments are not arrived at haphazardly, in short, it is a rigmarole process that has to follow the logical pattern of law stipulated. following a chain of logical process is presumably done to at least avail the accused the opportunity of proofing his or her innocence as against the accusation levied against his or her personality. as one would expect, the cases could either fall into civil or criminal cases. however, as an establishment, nigerian correctional service (ncs) is created mainly to reform convicted people and make them better individuals for society. in essence, the whole idea of incarceration and the number of times confined in the correctional centers are not only devoted to punishment but in a way meant to serve as a learning curve for the convicts in preparation for reintegration back to society. in the words of former united states chief justice, warren burger (1995 cited in shajobi-ibikunle, 2014:98) argued that ‘to put people behind walls and bars and do little or nothing to change is to win a battle but lose a war’. he observed further that ‘it was not only wrong but also costly and dim-witted’. nigeria as an organized society has the institution named nigeria correctional service (ncs) formerly known as the nigerian prison service 243 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) (nps), like what operates elsewhere in the world; it is vested with the authority to correct, reform and debug its citizens who have run foul of the law or committed offences that carry jail punishment. obioha (2011:95) wittingly put that the main aim of establishing prison institutions in all parts of the world including nigeria is to provide a rehabilitation and correctional facility for those who have violated the rules, and regulations of their society. the reformation and rehabilitation of convicts is captured by the nigerian correctional service act, 2019. according to part 1, section 14 subsections (1) and (2) of the act, ‘the correctional service shall provide opportunities for education, vocational training, as well as training in modern farming techniques and animal husbandry for inmates’. subsection (2) holds that, following the provisions of subsection (1), correctional service shall establish and run, in designated custodial centres, industrial centres equipped with modern facilities for the enhancement of vocational skills training for inmates aimed at facilitating their reintegration into society (nigerian correctional act, 2019). however, chikwelu et al. (2018:1) succinctly avowed that: it is expected that when a law offender is incarcerated. he or she would be reformed or re-socialized to behave in a socially approved manner that could enable him or her to reintegrate back to society. it is also expected that the prison system would be effective in correcting the antisocial behaviours which are responsible for the imprisonment of certain individuals. however, this expectation may be probable in the nigerian prison context. apparently, in nigeria, it appears that the mandate of reforming convicts by the correctional service has been defeated very long ago. this observation is not only hinged on the public perception of the institution, but on the reality in nigerian society. the general view of the correctional centers is somewhat of hell an institution coupled with societal stigma accompanying an ex-convict even after serving the jail term. the public conclusion is the moment a judgment is preferred on a person with the last sentence being, ‘after careful examination, you are hereby sentenced to soandso period’, the people’s interpretation of the statement is that all hope is lost, and the individual sentenced to eternal condemnation. an attendant fact to the above view is not too divergent observation that many of the ex-convicts who after serving the compulsory jail term, gained freedom, yet, they continue to constitute a nuisance, menace and pose threat to the peace and tranquility of the society. due to this addiction, 244 journal of social studies (jss), volume 17, number 2, 2021: 241-254 many of them even go back to prison after violating the rules and regulations. with these scenarios, it does appear the number of years behind bars has not had much of an impact on them rather; it has become a futile and wasted experience. enthrallingly, in 2019, the nigerian government came up with the rebranding, reforming and repositioning the institution to meeting modern correctional institutions. part of this policy invariably led to the change of name from nigerian prison service (nps) to nigerian correctional service (ncs). however, a close shave and look at the institution suggest an event of putting ‘old wine in a new bottle’. that is, the institution has in the past and even now has all its focus on the punishment and deterrence aspect of the mandate leaving out the most important aspect (reformation and rehabilitation) which has to do directly with the society. according to ugwuoke (2010, cited in chikwelu et al. 2018:1) punishment continues to be an integral aspect of the nigerian prison system over and above the rehabilitation, reformation and reintegration of prison inmates. it is against this scenery in nigeria and the global importance of reformation that the paper critically examined the nigerian correctional service with emphasis placed on its effectiveness at reforming and preparing inmates for life after incarceration. the trust is thus established on the ground that to address a social malaise, it is required to undertake a holistic institutional transformation rather than the peripheral or dissection analysis of parts. the idea is to guarantee that the entire society is saved from being infiltrated by the trend on an incommodious range. methods in a bid to interrogate, cross-examine and comprehensively dissect the debacle rumbling correctional institution in nigeria, the study made use of qualitative method. however, the research design used for the study was anchored on descriptive expedition as the phenomenon under investigation could not have been properly explored and complete description of the state of affairs were made possible through the application of this method (fox & bayat, 2007). therefore, for the data collection, the study fetched data through secondary source. hence, literature materials were carefully examined by tracing written materials from sources such as books, journals, magazines, periodicals, conference papers, mass media reports and other materials found useful to the study. also, some internet resources related to the study were used and 245 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) vivaciously added impetus to the inquiry. furthermore, content analysis was carried out. the sequence of data analysis started with organising data, sorting through it, looking for and finding patterns, presenting data and deducing a valid conclusion became pretty easy. results and discussion the historical background of the correctional institutions in nigeria, formerly referred to as nigerian prison service could be incomplete without tracing it to the pre-colonial era. this has to do with the fact that among the major ethnic groups and even the lesser groups in nigeria, though raw in a sense, there had been recognition and establishment of prison centre or building meant to house the lawbreakers. for instance, ikoh (2011:2) observed that: in pre-colonial nigeria, history has told us about the availability of prisons, where people who deviated from the societal norms and values were either kept for trial or punishment. among the yoruba’s, there was a prison system in ogboni house. in tiv land, a building was set aside in the chief’s compound for offenders. there existed the ewedo in benin kingdom and the gidan yari among the hausa-fulanis. it is said that the modern prisons in nigeria started when western-type prison was first established in 1861 and also coincides with the declaration of lagos as a colony coupled with the establishment of the police force and court system in 1863 unavoidably laid credence for prison establishment. according to the publication of prisoners’ rehabilitation and welfare action (prawa) (2017 pp.1-2): the establishment of a police in 1863 the same year and four courts in 1863 to try sundry offences made the existence of prisons inevitable. this led to the setting up of the broad street prison (now christened, “freedom park”) in 1872 with an initial inmate capacity of 300. however, by 1910, due largely to an explosion in commercial activities, there already were prisons in degema, calabar, onitsha, benin, ibadan, sapele, jebba and lokoja. with the successful amalgamation of the southern and northern protectorates in 1914, by the british government, prisons establishment was solidified with variance of native authority prisons, provincial prisons, and maximum-security prison located in places like enugu, kirikiri in lagos, 246 journal of social studies (jss), volume 17, number 2, 2021: 241-254 owerri, onitsha, ogoja, nsukka, okitipupa, kano, uyo and others. with the termination of colonial rule and attainment of independence in 1960, it behooved on the nigerian government to establish the nigerian prison service. in 1972, retired general yakubu gowon issued decree no. 9 establishing and clearly defining the functions and responsibilities of prisons in nigeria, the decree was later changed to prison act 1990. however, with the reforms carried out in 2019, apart from the name change from prison service to correctional service, the nigerian correctional service act repealed the existing prison act. theoretical scaffold establishing a justification and theoretical base for correctional institutions, the study adopted two theories: the deterrence theory of punishment and the rehabilitation theory of punishment. these theories are germane to the study because the underlining idea of correctional institutions entails two things; punishment and rehabilitation of convicts. deterrence theory of punishment the deterrence theory of punishment is associated with the works of classical philosophers like thomas hobbes, cesare beccaria and jeremy bentham. as the name of the theory implies, criminals wouldn’t choose to break the law after thoughtfully considering the punishment that goes with their actions. in essence, the idea of punishment influenced and underscored the deterrence theory. this simply means that severe punishment must take its cause whenever criminal acts are committed. according to anzaku et al. (2015:2) by sentencing criminals to extremely harsh penalties, other people who might be considering criminal activities will be so terrified of the consequences that they will choose not to commit crimes out of fear. in a similar standpoint, onwudiwe et al. (2011:254) noted that, since people are rationally self-interested, they will not commit crimes if the costs of committing crimes prevail over the benefits of engaging in undesirable acts. from the above views as expressed by these scholars, it could be deduced that the idea of incarceration and the swift punishment that accompanies it, is not only a measure to deter offenders or dissuade would-be offenders, but to also keep the society going at the expense of both convicted and potential lawbreakers. however, due to the non-encompassing nature of the theory, that is, only the penal aspect was emphasized on without provision for the 247 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) psychotherapy aspect, and the changing trends in penal administration which in the 21st century is centered more on rehabilitation than chastisement, hence the need for rehabilitation theory of punishment. rehabilitation theory of punishment the rehabilitation theory of punishment gained prominence in the 20th century and of course, very much in force in the 21st century. the theory has its root in the utilitarian philosophy. the central argument of the theory is that, though punitive measures are needed for crimes committed in the society but they have consequences on both the offenders and the society, therefore, the goods produced by the punishment on the offenders and the society have to outweigh the impiety done to both. put differently, the reason for incarceration should not be solely focused on maltreatment or punishment alone; it has to also make them better persons who would not pose a further threat to society. anzaku (2015:3) observed that: under the rehabilitative theory of punishment, the essential element of focus is treatment. treatment in the sense of working with the individual in such a way that he will be able after a prolonged programme of training or treatment so-called to make a satisfactory adjustment to conventional lifestyle once he is released from official custody. in tandem with the ultimate goal of rehabilitation which is meant to avert crime in the future by preparing them with the opportunity to compete and excel in the larger society after the expiration of their confinement. though, it is often done within the ambit of law through measures like mental or psychotherapy treatment, exposure to educational programmes that can imbue them with the knowledge needed to impact significantly the society most especially after expiration of jail term, and encouragement of vocational or entrepreneurial skills to make them self reliant, thereby contributing to the growth of their immediate society. according to mcneill (2014:3): correctional rehabilitation is concerned with effecting positive change in individuals. as such it is the model most commonly associated with treatment programs or other forms of offenceor offender-focused intervention. at its heart is the notion that many offenders can change for the better, given the right support. the idea of correction implies that the offender can and should be ‘normalised’or‘re-socialised’ in line 248 journal of social studies (jss), volume 17, number 2, 2021: 241-254 with commonly accepted (though rarely explicitly articulated) standards of behaviour. the awful condition of nigerian correctional centres and rehabilitation starting this section with one of the beautiful quotations of former south africa president, nelson rolihlahla mandela, who was incarcerated for a whopping 27 years, he said; ‘no one truly knows a nation until one has been inside its jails’. he went further and asserted that ‘a nation should not be judged by how it treats its highest citizens, but its lowest ones’ (williams, 2019). the forgoing quote pictorially captured the reality of how outsiders judging nigeria without prior knowledge of its prisons or correctional centres. shedding light on the scenery conscientiously, ojeah (2020) argued that ‘the abysmal state of prisons nationwide has been a decades-spanning matter of great concern. these correctional centers tell tales of dilapidated and overcrowded cells, terrible sleeping conditions, barely edible meals lacking in essential nutrients and an absence of clean flowing water’. ajah (2018:4) wittingly quips that nigeria prisons are worse than hell. he was led to this analogy because many of the prisons are older than the nation itself. he further accounted that: the facilities are not upgraded yet, the inmates sent there are far more in population than the facilities were designed to accommodate. inmates are crammed; sanitary facilities are simply inhuman, diseases are freely shared, yet, more inmates are daily brought in to compound the already bad situation (ajah, 2018:4) the nigerian correctional service, though guided by the correctional act of 2019 which repealed the long-existing prisons act of 1990.the institution is also compliant with the international human rights standards and good correctional practices and united nations standard minimum rules for the treatment of prisoners, christened (the nelson mandela rules). the subscription is because the nation is an active and signatory member of the united nations. apart from this, the reformation that led to the change of name from prison to correctional service via the president’s assent of the nigerian correctional service act in august 2019 is also a determinant factor in this regard. however, this appendage should not be misconstrued as been easily facilitated or come by; it was the persuasion through the actions and voices 249 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) mounted by civil society groups, non-governmental organizations (ngos), religious organizations, intellectuals and concerted human rights activists which had long trailed the nigeria’s criminal justice dispensation and against the deplorable condition and treatment of inmates in nigerian prisons seems to have finally paid off. the interpretation of anyone reading on the prison reforms that took place in 2019 is that everything that has to do with the institution has fallen in shape, normalized and regularized. it is however pertinent to note that though there are changes as regards name and some other things within the system, yet, visibly enough are the sorry state of welfare of convicted and inmates awaiting trial. a conundrum was on thursday, april 9, 2020, made public by the comptroller general of nigerian correctional service, ja’afaru ahmed, when he gave a figure which indicated that 51,983 inmates are awaiting trial out of the prison’s total population of 73,726 inmates which is about 70 percent of the total population of inmates or three-quarters of nigeria’s total prison population (premium times, april 10, 2020). within five months from when the statistics were given by the comptroller general, the institution released another statistics consolidating the earlier assertion. according to the statistics, ‘as of 26th october 2020, the total number of convicted prisoners nationwide was 16, 662 deciphering 26 percent while the total number of prisoners awaiting trial was 48, 155 translating 74 percent’ (nigerian correctional service, 2020). the import from the above official reports from the comptroller general and the institution is that nigerian correctional centres are not only overstressed with a high number of people awaiting trial but also keep captive of innocent citizens at the expense of criminals. pragmatically, all of these shortcomings point to the weak criminal justice dispensation in the country. for onyeji & udegbunam of premium times: a report by nigeria’s national bureau of statistics covering data from 2011 to 2015, shows that 72.5% of nigeria’s total prison populations are inmates serving time without being sentenced, and spotting flaws in nigeria’s criminal justice system with proceedings often going on for years without conclusion. while lengthy court proceedings are an obvious problem, the figures in the nbs report also highlighted a worrying culture of arbitrary arrests by nigerian law enforcement agencies (premium times, april 10, 2020). apart from the inconsistent criminal justice system, the deplorable state 250 journal of social studies (jss), volume 17, number 2, 2021: 241-254 of facilities at the correctional centres and lack of awareness of what a 21st century correctional institution ought to be on the part of staff are two-fold problems the system is currently enmeshed with. numerous scholars have in the past highlighted these seemingly perennial problems in the institution. one of such scholars’ views on the terrible welfare of both personnel and prisoners plus the infrastructure put in place is that of erinosho (1999 cited in ikoh, 2011:5) who observed that prison workers are poorly uninformed, poorly paid, while prisons lack the resources needed to promote the welfare of inmates. remarking on the worrisome condition of prison infrastructures hosting inmates in nigeria, ogundipe (2006 cited in ajah & nweke 2017:362) argued that, its infrastructures and logistics have experienced centuries of neglect that have made the prisons at this time be a moral equivalence of hell. if worries about the level of infrastructures and logistics at various correctional centres could be as alarming as quantifying it with hell, only god knows what would qualify as an equivalence of the level of diet (food), medical services, water supplies, clothing and other basic needs inmates should have right to. this deprivation having existed for so long and even retained despite the purported reformation of the institution in 2019, it does appear that nigerian correctional service is condemned to have all its focus fixed on the punitive and penal aspect with little or no place for reformation and rehabilitation of offenders. there is no gainsaying that jail management in the 21st century has since moved from punishment of offenders to reforming and reintegrating them back to the conventional society. ajah (2018:300) remarked that: there is more to imprisonment than the opening and closing of prison gates modern penal management techniques emphasize reform of the inmate. the current attitude is to see imprisonment from the perspective of reform and rehabilitation rather than from the perspective of punishment. it is assumed that those who have committed crimes need help and should be assisted to live a good life. in nigeria, the true sense of rehabilitation has long remain an irony, even with the reform and number of initiatives captured in the nigerian correctional service act 2019 meant to reposition the institution for a better and efficient service delivery, this flaw has not been rectified. one begins to wonder if the reform of such monumental magnitude is expressly fine-tuned at addressing only the name of the institution at the expense and detriment of issues and concerns that the attention of the government. the submission 251 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) became necessary because as a matter of verity, there has only been a change of name and also uniform of personnel. without any contradiction incur, the nittygritty of why such reforms should have been carried out has been conspicuously missing. in other words, the much-publicized reform has not brought holistic changes to the institution. in an attempt to de-congest correctional centres, the president through the minister of interior, ogbeni rauf aregbesola exercised the prerogative of mercy by setting some convicted and individuals awaiting trial free, though, a kind and laudable gesture from the president. with the reforms recently carried out, one would have expected that the reforms should have led to the drastic reduction of inmates in the correctional centres. astonishingly, there still exists a high level of congestion in various correctional centres across the nation. the port harcourt prison, for instance, built to accommodate 800 inmates, had over 4, 000 inmates occupying its cells as at august 2019. similarly, kirikiri maximum prisons, with the capacity to hold only 956 inmates held about 2, 600 also as of august 2019. though the congestion is not solitarily occasioned by the high number of people awaiting trials, but as a result of prison facilities are overstressed (ojeah, 2020). almost two years after the purported reformation/revamping of the correctional institution, there lingers the problem of congestion. making this fact known on july 23, 2021, nigeria’s minister of interior, ogbeni rauf aregbesola, concord with this reality and subsequently promised to ensure a drastic decongestion of inmates across various correctional facilities as most facilities have been overpopulated to the brim. in his words, ‘the entire capacity of the custodian facilities is 57,278 but had 68,778 inmates which made the facilities overpopulated and overstretched in the cities’ (nigerian correctional service, 2021).given this recurrent anomaly that continues to pan out in the system even after the 2019 reformation exercise, it therefore becomes needless to emphasize that such an environment will be uncomfortable and can readily give rise to disease spread among inmates. not that alone, one could also doubt the type of rehabilitation taking place in such correctional centres. as a result of poor rehabilitation programmes obtainable in nigeria correctional centres which has certainly given rise to an increase in cases of recidivism in the system. alamu & makinde (2019:62) argued that the rate of recidivism, that is, ex-convicts returning to prison is becoming alarming and a daily occurrence in nigeria. the duo went further to aver that, prison officers now have second-time and serial offenders in the system to deal with. this surge cannot be said to be unrelated to the fact that while in the correctional 252 journal of social studies (jss), volume 17, number 2, 2021: 241-254 centres, convicts have not been adequately exposed, educated and imbued with the skills needed to earn a daily living after serving their jail term. with the vital condiment of rehabilitation missing, many of the convicts rather than becoming law abiders after a long period of incarceration unsurprisingly become arrant and unrepentant criminals. to put the final nail on the coffin, alamu & makinde (2019:62) observed that, rehabilitation of prison inmates has not affected them, as convicts became affected and dangerous contrary to societal expectations of rehabilitated individuals. bearing in mind that not too long, the federal government of nigeria carried out reformation of the correctional service and yet the statuesque remain in that it has not translated to institutional transformation capable of making convicts or reformed individuals that would comply with societal norms and laws. to however quest a bit more is to ask these few questions begging for answers; could it be that the reformation wasn’t institutional-based? or could it be that wholehearted implementation has been forgotten the moment the institution’s name was changed? and better still, that the implementation has been at a snail speed as a result of a lack of commitment and political will on the part of the government, a common trademark of government which have been plaguing nearly all of human spheres in the nation for years. conclusion inmates, whether convicted or awaiting trial kept in jail for so long without an appreciable measure of rehabilitation, could be more dangerous to society than the potential or would-be offenders who have not been caught. knowing full well that it is the true sense of what operates in the correctional centres nationwide; a time bomb waiting to explode and capable of consuming the entire society if not detonated on time. to address this, the paper therefore appraised the correctional institution in nigeria, the purported reformation recently carried out in the establishment coupled with the preparedness of the institution to shift grounds and embrace rehabilitation as its core function as against the visible retribution currently in place. findings show that formulations and conjectures of ideas meant to improve the institution; staff and inmate’s welfare are not the concern, but the problem lies somewhere in the heart of willful implementation. however, because nigeria is such a society whereby after identification of traditional lopsidedness or a societal malady and with public outcry trailing, the government does little to dowse the tension at the very hot peak, that moment also signifies the end of any reasonable effort by 253 “nomenclature changes, essence ... (babatope matthew ajiboye, olabambo evelyn akinyemi,ene norah awe) the government towards its curtailment. so, carrying out further research about the phenomenon which would enable them to combat future occurrence or similitude issues that might spring up at no given time has never been a priority. owing to this syndrome, the paper concludes that to lessen the number of outcries on the institution, the reformation exercise was initiated and carried out to address trivial issues like staff uniform change, name change and leaving out the core, most important and the nitty-gritty of the institution unchanged. references ajah, b.o. & nweke, j.o. (2017). prison facilities and the welfare of inmates in nigeria: a case study of abakaliki and awka prisons. world applied sciences journal. 35(3). 361369. ajah, b.o. (2018). educational training of inmates in awka and abakaiki prisons. nigeria international journal of criminal justice sciences. 13(2). 299305. ajah, b.o. (2018). criminal justice administration and panic of prison correction in nigeria. journal of law and judicial system. 1(2). 1-8. alamu, i. o. & makinde, w.a. (2019). challenges to effective implementation of rehabilitation programmes for prison inmates in southwestern nigeria: an empirical approach. canadian social science. 15(9). 61-68. anzaku, s.a. ismaila, g. a. agube, s.a (2015). the theoretical exploration of punishment and incarceration in nigeria? research journal of humanities and cultural studies. 1(8). 16. chikwelu, n.e. ajah, b.o. obiefuna, c.e. egbegi, f.r. (2018). correctional programmes within the prison community: the views and perception of inmates and staff in anambra state prisons, nigeria. developing country studies. 8(6). 1-7. fox, w. & bayat, m.s. (2007). a guide to managing research. juta publications. ikoh, m.u. (2011). the nigerian prison system and the failure of rehabilitation: an examination of incarceration alternatives. nigerian academic forum. 20(1). 18. mcneill, f. (2014). punishment as rehabilitation. in: bruinsma, gerben and weisburd, david (eds.) encyclopedia of criminology and criminal justice. springer. nigerian correctional service act (2019). https://lawnigeria.com (accessed 15 254 journal of social studies (jss), volume 17, number 2, 2021: 241-254 april, 2020). nigerian correctional service (2020). https://interior.gov.ng/nigeriacorrection-service (accessed 26 may, 2020). nigerian correctional service (2021). fg poise to ease congestion in correctional centres, https://interior.gov.ng/press-release/fg-poise-to-ease-congestionin-correctional-centres/ (accessed 10 april, 2020). prawa. (2017). nigeria’s awaiting trial prisoners. penal reform fact sheet. 1(1). 1-7. onyeji, e. & udegbunam, o. (2020, april 10). ‘70% of nigerian prisoners held without trial’. the premium times. https://www.premiumtimesng. com/ (accessed 7 may, 2020). obioha, e.a. (2011). challenges and reforms in the nigerian prisons system. journal of social science. 27(2). 95-109. ojeah, m. (2020) ‘prison reform in nigeria’ https://www.manifieldsolicitors. com (accessed 6 march, 2020). onwudiwe, i.d., odo, j. & onyeozili, e. c. (2011). deterrence theory https:// marisluste.files.wordpress.com/2010/11/deterence(accessed 7 may, 2020). shajobi-ibikunle, d.g. (2014). challenge of imprisonment in the nigerian penal system: the way forward. american journal of humanities and social sciences. 2(2). 94-104. williams, j.l. (2019). ‘beyond the nigerian correctional services act’, https:// www.cfr.org/blog/beyond-nigerian-correctional-services-act (accessed 5 may, 2020). journal social studies vol 17 no 2.indd 147 the impact of editorial policies and journal models on social humanities and communication studies related to covid-19; evidence from international and indonesian scholarly work mahfud anshori communication department, faculty of social and political science, universitas sebelas maret, indonesia email: mahfudanshori_fisip@staff.uns.ac.id henricus hans setyawan prabowo applied communication, vocational school, universitas sebelas maret, indonesia email: henricushans@staff.uns.ac.id abstract this study examines scientific publications during a pandemic through bibliometric network analysis. we explored three different journal databases to map covid-19 research in humanities and social sciences, then zoom in to communication studies. government policy, e-learning, anxiety, economic impact are popular keywords in international and indonesian articles on social and humanities, while disinformation, health communication, behavior change, and literacy are more prominent in communication articles. the researcher chose the keyword occurrence analysis as the basis for mapping the research theme. the bibliographic network was deployed in three strategies to obtain keyword data co-occurrence from research abstracts, keywords from journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 147-164 doi: 10.21831/jss.v17i2. 39552.147-164 148 journal of social studies (jss), volume 17, number 2, 2021: 147-164 researchers, and coder’s approval keywords. lastly, vos viewer is used to creating macro and detailed perspective networks for interpretation. the results show that journal policies and models affect the number of covid-19 publications in the journal. finally, this study provides an overview that normative theory and behaviorism play a role in social and communication research. keywords: covid-19, communication, editorial policy, education in indonesia, social humanities introduction since the outbreak first case of coronavirus 19 (covid-19) disease in wuhan, china, on november 17th, 2019, humans entered a new history in health history that it never been predicted before. everyone monitored the cases from television stations, newspapers, and social media every second, including how the chinese government has handled the case, from medical efforts to the lockdown; from conspiracy rumors to government policy. the virus vast widespread in various countries in asia, australia, and europe. until march 2021, according to the covid-19 real-tracking provider at johns hopkins university, 192 countries had been declared infected by this variant of coronavirus, with a total of 114,799,870 people in the world infected with the covid virus 2,550,344 died and 64,943,628 recovered. in indonesia, there 1,347,026 infected people, and 36,518 were deceased(johns hopkins university, 2021). this global pandemic also had a tremendous impact, starting from the health service system, education, socio-culture, and economy. every country seems to be competing with time in social restrictions (lockdown), increasing hospital capacity, finding and making vaccines, including deploying the military to prevent people’s mobility. public transportation, business, education, and entertainment and tourism sectors suddenly halted to cuts off viruses in human transmission. the covid-19 virus has a profound impact on higher education research. this impact is not only because this theme provides many opportunities for new research, but also the increasing number of publications and publication errors have become an ethical concern. mansourzadeh & shams (2020) noted that the impact of covid-19-related articles causes academic problems ranging from the retraction of research articles due to incorrect data, citation techniques, and inappropriate data instruments. 149 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) furthermore, soltani & patini (2020) found that horse racing-related publications on covid 19 had prompted the retraction of published articles, even though these articles had become a leading academic debate. he also found a case where an article retracted because they indicated it was also published in other journals by other researchers. as for moderate issues, corrections have increased as the publication of covid-19 articles ranging from the author identity, the contents of the article, tables, images to changes in keywords. (moradi & abdi, 2020). even though the correction was not an academic failure, it both the author’s and publisher’s negligence regarding the fast-paced publication. this study aims to determine other factors apart from the rapid publication of journal articles during the covid 19 pandemic. knowing the factors that affect the quality and theme of journal publications during a pandemic will provide more perspectives, that the speed of publication is not the single factor that affects the quality of journal publications. the author hypotheses that there are more subtle factors than horse racing publications: editorial policies, journal models, and different issues in understanding covid 19 from a social humanities perspective. by comparing the data between articles indexed in international databases with national databases in indonesia, the researchers attempt to find a description of editorial policies and types of journals that affect research themes. we also map research based on social science disciplines and humanities and zoom-in in communication studies; to obtain an overview of the developing research themes related to covid 19 from social research and communication. literature review watson (1958) has been described and predicted the editorial factors and the decline in the quality of journal articles since the rise of the internet era. in the 70s, editorial scientific journals had faced an increase in article manuscript, a bulk of article submission, and the trend of citing bibliographies that were fat but not accompanied by quality content. they also find the tendency of non-single authors and the accuracy of writing scientific articles. the shift in the publication medium from print to online considered as a factor that has contributed to changing the publication model rapidly, which on the one hand has the advantage of disseminating journal access, but on the other hand also changing the culture of the publication itself (kuney, 1970). 150 journal of social studies (jss), volume 17, number 2, 2021: 147-164 the issue of scientific publishing in higher education remain until the 90s, including the historical study of the role of peer review in scientific journals(kronick, 1990), lengthy abstracts (sobal, jefferey, ferentz, 1990), influence computers and information technology in writing journal articles and publications(harnad, 1990; odlyzko, 1995) as well as the credibility of journals published by commercial institutions in e-journal format(metz & gherman, 1991). recently, the study of scientific journal articles has much to do with the dissemination of journal articles. abby a. goodrum et.al.(2001) examined the role of the internet and the practice of journal citation in the computer science research community. they realize that the academic community moderated by information technology affects the process of producing scientific journal articles. they also found that the automatic indexation of the citation influences the dissemination of articles among researchers. furthermore, ziming liu (2003) found that collaboration writers are becoming a trend among researchers as evidence of the democratization of knowledge hierarchies, increased equitable participation, and greater sharing of resources. zimming also found evidence that the exponential growth of publication shortens the life of article citations. the number of uncited articles increased dramatically because of the rapid growth of publication. meanwhile, eric l.dey et al (2016) have studied the relationship between bureaucratic institutions and scientific publications. using two concepts about accumulative benefits and similarity in forms and institutional relationships, they placed the scientific publications on two binary sides; first, articles as a predominance of researchers/institutions and second as a form of teamwork that encourages similarity between research institutions. here, collaboration research leads to the similarity between the authors, which forces the researchers to work harder and join elite research groups. this elitist tendency can also found in the writer and editor of the journal. researching four major sociology journals, robert perrucci et al.(2019) see that journal publishers over a period of 50 years tend to provide more space for writers and editors from top-ranking educational institutions compared to other colleagues. the different missions of a journal also determine the selection of editors and writers. independent journals tend to choose editors and writings from top-ranking universities, and only one journal is more open than editors and writers from non-elite departments. rochman achwan et al (2020) highlighted that state-led university reform has driven changes in social 151 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) science studies in indonesia, where researchers have started international research networks by affirming efforts to elevate non-western theory as a competitive culture and excellence. this study reflects the impact of editorial policies and theme issues in a pandemic situation. we using bibliometrics to analyze social and communication themes and provide a theoretical picture of developing issues and how to predict changes in studies in the future (2011). methods there are two approaches to studying the academic literature, systematic reviews, and bibliometric networks. a systematic review examines an article’s content deeply when bibliometric networks focus on scientific networks based on text. the bibliometric mapping tries to obtain patterns, trends, and relationships in keywords. the second approach examines networks from the citation, co-citation, bibliographic coupling, author network, and co-keyword occurrence. since this study relied on research themes regarding the covid-19 issue, the researchers chose co-keyword occurrence analysis as the basis for the research map analysis. we selected three strategies to obtain keyword data co-occurrence i.e.:research abstracts, keywords from researchers, and coder’s approval keywords. we chose these strategies to eliminate the indexer effect. the indexer effect is an effect due to keywords personally generated by the researcher and the indexer manual/data. we implemented co-occurrence keyword analysis to obtain a broad picture of research themes and create a visual map of terms and the relations. to be more specific in looking at the covid-19 research map, we employing bibliometric networks and map visualization using the software vosviewer from the center for science and technology studies, leiden university. we analyzed keywords in co-occurrence and visualized them in vosviewer. vos viewer is considered by many to be easier to read than other similar applications. data collection the data was collected range from december 2019 to january 2021. it was scientific publication articles in various journals in indonesia. we retrieved 152 journal of social studies (jss), volume 17, number 2, 2021: 147-164 and extracted manually for 47021 articles at two database providers; the garuda portal (https://garuda.ristekbrin.go.id/) and google scholar (https://scholar. google.com/). in selecting these articles, the researcher used the search keywords “covid-19 “ for the garuda portal and “covid-19 “ and “indonesia” for indonesia google scholar. we had trained 5 junior students for retrieving and extracting data from selected sources in two weeks. students are provided with data retrieval techniques by predetermined protocol manuals, some of which are: a) journal identity from the title of author name, published edition and publisher must be clear b) abstracts and keywords must be mutually relevant, c) there is no duplication of articles in one data source. protocol manuals also allow coders to provide additional keywords if none of the keywords are sufficiently relevant to the article abstract. it is used to increase the degree of abstract and keyword relevance in co-occurrence. we used intercoder reliability to test data reliability. two trained coderstudents agreed to a term and determined it was accepted or rejected in-unit analysis. if the two coders had differents agreements, then the researcher justified using personal judgment. while the datasheet from scopus, we deployed the keywords combination in “covid-19”; “media”; “communication”; and limit to social and humanities. we limit the search in the article journal and final publication stage. the search obtained 7.761 articles. we use the same protocol to tread the scopus datasheet except for the intercoder keyword process. we skip the intercoder keyword process because the scopus database has a consistent structure in keyword phrasing. we immediately discard any article without abstracts and other information in the protocol. we distinguished search keywords from the three data sources based on the relevance of the unit of analysis. articles from indonesian journals were grouped manually in communication research based on the descriptions in the abstracts and journal’s type on the garuda portal and google scholar. whereas on the scopus datasheet, communication keywords are automatically included in the search stages, to be more specific in obtaining the desired data results. 153 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) data conversion we have faced non-uniform abstract and keyword data in indonesian journal publications; there were journal articles that only include abstracts and keywords in indonesian or english, and some were both, so the researchers decided to use abstracts and keywords in english. for journals that only have abstracts and keywords in indonesian, the researchers translated manually into english. this decision relied on two considerations; first, natural language processing (nlp) limited to english(søgaard et al., 2019); second, for comparison purposes with the datasheet from scopus, it is easier to use english than bahasa indonesia. data reduction the data reduction is to refine the research datasheet. the steps involved removing data in the following categories: a) duplication occurs, b) incomplete and, c) excluded first. duplication data is cleaned based on the title, while incomplete data was lacking the author’s abstract. meanwhile, the data types i,e, book chapters, notes, editorials, reviews, paper data, erratum, were removed first before two reduction data. we analyzed 3500 articles related to humanities and social sciences, and communication sciences after data fitting. data analysis data were analyzed using a network analysis approach. we build events together in full-counting based on article keywords, both from abstract and author keywords. to prevent the domination of homogeneous keywords (such as “covid-19”), the researchers chose normalized data using a linear logistic normalization approach. unless there is too little data, researchers opt for fraction normalization to make keyword relevance more visible. results and discussion publication and editorial policy the chart in figure1 and figure. 2 presents the data collection on journals with the highest publications in the scopus database from 2019 to 2021. we divided these articles into two categories: social humanities journals communication discipline. each journal with articles in covid-19 keyword in social and humanities categories selected and matched the journal name with 154 journal of social studies (jss), volume 17, number 2, 2021: 147-164 the list journal’s rank in communication categories by the scimago journal & country rank. research data has shown that social sciences, journals with the scope of environmental, cultural, economic, and human social, health and law relatively have more articles on covid-19 than the other journals. sustainability (issn 2071-1050; coden: sustde); is a multidisciplinary journal published by the mdpi group, a scientific publication group that publishes many journals in various fields. morbidity and mortality weekly report or mmwr cdc series (issn: 0149-2195 eissn: 1545-861x)) published in the united states covers the latest report on various health issues in the united states, on behalf department of health and human services. meanwhile, bio law journal-rivista at bio diritto (issn 22844503) is an interdisciplinary journal in the fields of law, life sciences, and bioethics. we estimate journal regulations and policies, such as journal vision and coverage, editorial policy, format, and periodicals due to the number of journal articles. the top three journals in figure 1. are multidisciplinary journals with an open-access journal format. sustainability is a semi-monthly publication, bio law journal-rivista at bio diritto is quarterly, while the mmwr series is published every week. figure 1. top five in number of the article in the social sciences humanities group of communication studies that publish related articles about covid-19 until march 2021, based on the scopus database. 155 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) we found a different policy from the top three journals in communication science that published articles on covid -19. the professional journal de la informacion (issn 16992407, 13866710) and the journal health communication (issn 10410236, 15327027) mode hybrid publication policy, and published bimonthly. the journal of science communication (issn 18242049) solely has an open-access policy and does not have a publication time frame. all of the journals mentioned above have policies to cover covid 19 research in special editions in both single and multiple editions, besides a regular edition. furthermore, we found a tendency for journal articles published in indonesia related to covid-19 to were published by and large in educational journals. in this context, we cannot separate the social humanities due to the unclear journal categorization in the primary database. figure 2. top five in number of the article in the social sciences humanities group and journal of communication studies that publish related articles about covid-19 until march 2021, based on the garuda portal database and google scholar jurnal imu pendidikan (issn 0215-9643), published by the universitas negeri malang, is a journal that focuses on educational issues with authorsresearchers from the lptk and education center. while cetta: jurnal ilmu pendidikan(e issn: 26150891) is a journal published by jayapangus press and issues education at all levels. meanwhile, there are non-educational social 156 journal of social studies (jss), volume 17, number 2, 2021: 147-164 sciences and humanities disciplines; a) salam; jurnal sosial dan budaya syar’i (sjsbs) (issn: 2654-9050) and b) adalah; buletin hukum dan keadilan (eissn: 26549050). salam journal concern with social and culture in islamic perspectives, meanwhile adalah focuses on islamic law issues. both of them are published by uin syarif hidayatulah, an islamic university in jakarta. the communication journals in the covid-19 publication are the aspikom journal (eissn: 25488309) and the communication science journal (issn 1693-302). they identify themselves as a communication journal. the association of communication departments in indonesia pubished jurnal aspikom and jurnal ilmu komunikasi from upn veteran yogyakarta. the kopis journal (issn: 2654315) is an islamic journal in communication (dakwah) and published by iai-tribakti kediri. they had around 4-5 articles related to covid-19 and had similarities in editorial policies, journal’s scope, and formats. all of the journals have an open acces policy, where most of them use online publication. map of research related to covid-19 the results from scopus database related to covid-19 is divided into three main groups: group 1 (“health”, “government policy”, “education”, “social security”, etc.), group 2 (“crisis management”, “pandemic” , “crisis communication”, “economy”, “anxiety”, etc.), and group 3 (“communication”, “higher education”, “curriculum”, “interpersonal communication”, “telemedicine”, “e learning”, “media social “etc.) figure 3. social and humanities research in the scopus database 157 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) the first two groups are the dominant group consisting of economic, legal, educational, crisis communication, and health approaches. whereas covid-19 articles related to education were about the curriculum changes, the use of social media and e-learning, and distance learning. figure 3 shown that covid-19 articles represent multi-perspectives that generally focus on the impact of covid-19 in multi-sector life, socio-economic culture, and politics. as a new issue in human history, covid-19 has social consequences on modern human life. covid-19 virus, which is transmitted directly between humans, causes humans to redefine social interaction has implications beyond health problems. the research themes in social humanities shown all elements in socio-cultural, political, and economic life have been affected by the pandemic. zooming to communication research, there are three main groups of communication studies about covid-19 , namely group 1 (“media content study”, “fact checking “,” fake news “, “ journalism “,” social media “,” political communication “etc.) group 2 (“ health communication “,” vulnerable age group “,” medical information “,” mental health “etc.) and group 2 (“china”, “mass communication”, “viral infection”, “viral”, “pneumonia”). from figure 4, we have concluded that articles about covid-19 in scopus indexed journals in the first cluster highlight crisis communications, especially those related to disinformation (fake news/fake information, misinformation) about covid-19. also, some articles question the role of disinformation, surveillance media, health campaigns, and warding off disinformation about covid-19. social media problems in political communication and social networking are also in this group, where this is related to mass media and disinformation. 158 journal of social studies (jss), volume 17, number 2, 2021: 147-164 figure 4 communication research in the scopus database meanwhile, in the second group, journal articles focus on health communication, especially related to the theme of changes in seeking and exchanging health information, health attitudes and behaviors, and the relationship between these behavioral changes and socio-economic conditions. the third group is articles that examine a lot of mass media relations in reporting on the covid-19 issue, with intense keywords, such as “china”, “viral” and “pneumonia” in addition to the keyword “coronavirus”. the third group has quite a lot to do with the first two groups in the context of the issues used, so it concluded that the study of covid-19 received enough attention in communication studies. in the research articles on garuda and google scholar databases, the three main issues that develop consist of group 1 (“government policy”, “economy”, “health protocol”, “human rights” , “islam”, “fatwa”, “tourism” etc.), group 2 (“education”, “effectiveness”, “blended learning”, “e-learning”, “distance learning” etc.), group 3 (“anxiety”, “attitude”, “behavior”, “literacy”, “social media”, etc.). it was in line with the issues contained in scopus indexed publications, where researchers in the social and humanities field focus their studies on government policies related to covid-19. the differences are second and third, where the scopus database focuses on social issues, psychology is related to changing attitudes and behavior in a new society. meanwhile, social science studies place the issue of education in the pandemic era as the second issue. 159 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) the focus on education issues in social journal articles in indonesian next cluster group, from group 4 (“children,” “home”, “learning”, “communication”), group 5 (“china”, “corona”, “ economic crisis “), group 6 (“ computer science “,” social science “,” humanities “, etc.) and group 7 (“ education, islam, online learning “,” global pandemic “and” government policy “). briefly, education is the dominant issue discussed in articles related to covid-19, but scattered into several small clusters. figure 5 social humanities research in garuda and google scholar database it is quite interesting from the garuda and google scholar databases, that many articles link the covid-19 issue with the keyword “islam”. several journals that intensively publish journal articles come from journals from islamic universities. such as the journal “adalah, buletin hukum & keadilan (eissn: 26549050) and salam: jurnal sosial budaya syar-i(issn 2654905), both of which are affiliated with the syarif hidayatullah state islamic university jakarta. the same explanation is also related to the keyword “hindu”. this term is also found because the journal ganaya from jayapangus press (e-issn: 26150913) is a journal of social humanities from bali which adequately studies the impact of covid-19 in the world of education and tourism. although their affiliation is not visible on the website page, the editors mostly come from the hindu dharma institute, denpasar, bali. jayapangus press also published the journal cetta: jurnal ilmu pendidikan (eissn: 26150891), which has the 160 journal of social studies (jss), volume 17, number 2, 2021: 147-164 second-highest number of articles related to covid-19. furthermore, we look at articles in communication journals. we have selected journals based on the article theme and journal identity (name, scope, purpose, and affiliated journals) from the garuda and google scholar databases. next, we lowered the threshold for occurrence keywords and chose fraction normalization to visualize research article data because of insufficient data. figure 6 shown that communication and covid-19 keyword are culstered into several groups, group 1 (“community”, “education”, “media”, “pandemic” etc.), group 2 (“coronavirus”, “epidemic”, “ government “,” government policy “,” psbb “,” lockdown “), group 3 (“ attitude “,” customer “,” “social media” and “technology”), group 4 (“application”, “distance learning “,” education “” e-learning “), group 5 (“ public education “,” social distancing “,” physical distancing “), group 6 (“ learning media “,” literacy “) and group 7 (“ marketing “ , “msme” / micro, small medium enterprise / umkm). figure 6 communication research in the garuda database and google scholar this overview generally guides the issue of covid-19 in indonesia communication science studies in indonesia on several themes, namely a) health communication in government policies regarding psbb/lockdown, social distancing and physical distancing, b) social media and behavior change, c) media technology in distance learning and e) economy impact in media. 161 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) meanwhile, covid-19 related to media issues and disinformation, family communication, and political communication/media framing, and cultural studies and social identity does not appear yet in keywords during the span of this research. discussion the results have shown that covid-19 in social studies, humanities, and communication influenced at least; first, the interdisciplinary vision and scope of the journal; second, editorial policy covering special editions related to the covid-19 theme; third, format, and edition of journal publications. first, the vision and scope of a journal determine the number of articles covering the covid-19 issue. for multidisciplinary social science journals, published journal articles come from a variety of perspectives and approaches. meanwhile, in monodisciplinary journals, including several well-known and highly ranked communication science journals, the covid-19 issue appears along with other unrelated communication issues. second, editorial policy determines the issues to be covered. although it is not reflected directly in the number of articles published, it is encouraged to increase articles related to covid-19. this policy also leads forms a linear knowledge space with the objectives and scope of the journal itself. third, the type and format of the journal. journals in the open access model with short periodicals time has more covid-19 articles compared to conventional journals that have longer periodicals time. furthermore, this research data has illustrated that journal affiliations in indonesia determine the keywords that appear and use in published articles related to covid-19. we found a similar pattern from scopus, garuda, and google scholar, that the research themes for social sciences are government policies, changes in attitudes and behavior, and education. meanwhile, on the communication science side, studies that have emerged have linked covid-19 to health communication, crisis communication, and the role of information technology in education. media studies in the credibility of information, disinformation, fake news, and social media, while the perspective of normative studies of media is not very visible yet. in research articles from indonesian journals, there are common topics in social sciences and humanities with articles’ topics from international research, although there are more studies on education. meanwhile, in communication 162 journal of social studies (jss), volume 17, number 2, 2021: 147-164 journals, the research problem has not been fully explored. it leads to the question of the relevance of normative media effects theory; a) whether information technology has change mass media roles, b) how the media are causing profound changes in self-identity and social-interaction. in other fields, behaviorism researchers gain momentum to study changes in attitudes and behavior at the individual, organizational and social levels. this research has limitations, especially in terms of exploring the contents of the article in detail. this research only looks at the big picture of the covid-19 studies in social humanities and communication science, but it cannot describe discourse in detail. for this reason, we need a systematic literature review to obtain a deeper picture of the contents of the article, starting from the research problems, theory, methods, and conclusions remarks. conclusion covid-19 is a very “trend-prone” issue in contemporary studies, where each researcher is competing to publish his research work quickly. it implies that many novice researchers in the sense of being professional researchers or in the context of senior researchers researching a new issue, in the case of covid-19) are trying to study covid-19 from a social, humanities, and communication perspective as quickly as well. communication scholars can start with ontological questions about various communication theories that have been researched and contextualized in the study of covid-19, not only explaining the covid-19 in perspectives of communication science studies but placing it in a continuum of rediscovery to communication scholarship(kling & mckim, 1999). 163 the impact of editorial policies and journal models ...(mahfud anshori,henricus hans setyawan prabowo) references achwan, r., ganie-rochman, m., alamsyah, a. r., & triana, l. 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(1958). the publishing game: getting more for less meet the least publishable unit , how does the editor of the new england sociologists say paper inflation is growing to the point that it is possible. 1137–1139. ijss.vol.14, no.1, september 2018 1 effectiveness of social problem solving model in improving social skills of transvestites in the special regions yogyakarta aman, ajat sudrajat, and lia yuliana1 abstract this study aims to find out: the effectiveness of character education models in improving social skills for transvestites in yogyakarta special region. this research uses research and development method which consists of four stages, namely: (1) preliminary stage, (2) the planning stage of character education models for transgender as the development of the initial product form, (3) the testing, evaluation and revision stages through practical learning improvement of social skills, and (4) implementation phase. the number of transsexuals who were sampled in the one-on-one trial in 2015 was 5 transvestites selected by purposive sampling. in the second year the trial was expanded to 1 management of kebaya shelter house and involved 22 transvestites. whereas field operational trials were conducted on 32 transvestites in kebaya and iwayo. data collection techniques use fgd techniques, questionnaires, interviews, observation, and documentation techniques. data validity uses expert validation, while the validity of qualitative data with source triangulation techniques, theory and methods. quantitative data analysis with descriptive analysis techniques and qualitative data with interactive models. the results showed that: field operational trials of 32 transvestites, it can be seen that there was an increase in transvestites' social skills after training the character education model of sps models for waria. the pretest results showed a good average classification with a mean of 3.20. while the posttest results indicate an increase to a good classification with a mean of 3.58. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. keywords: problem solving, social skills, of transvestites 1universitas negeri yogyakarta. email: aman@uny.ac.id aman, ajat sudrajat, and lia yuliana: effectiveness of social problem solving... 2 introduction character education is the overall relational dynamics between individuals with various dimensions, both from within and from outside, so that the person can increasingly live his freedom so that he can be more responsible for the growth of himself as a person and the development of others in their lives. character education as a pedagogy pays attention to three important things for human growth, namely the development of natural human abilities as differently owned by each individual (naturalist). in developing this natural ability, human beings cannot ignore their negative relations with the social environment (rosseau), and in this relationship between individuals and society, humans direct themselves to values (including foerster, marx, kohlberg, and dithrey). having a noble character is not automatically owned by every human once he is born, but requires a long process through care and education (the process of engraving). in arabic terms the character is similar to the ahlak (the root of the word khuluk), which is the character or habit of doing good things. alghazali (2010: 25) describes that ahlak is a person's behavior that comes from a good heart. the results of research at harvard university in the united states in (ali ibrahim akbar, 2009: 87), shows that a person's success is not determined solely by knowledge and technical abilities (hard skills), but more by the ability to manage themselves and others (soft skills ) this study reveals, success is only determined around 20 percent by hard skills and the remaining 80 percent by soft skills. even the most successful people in the world can succeed because they are more supported by soft skills than hard skills. this implies that the quality of students' character education is very important to be improved. education practices in indonesia tend to be more oriented towards hard skill-based education (technical skills) which are more developed in developing intelligence quotient (iq), but lacking in developing soft skills that are contained in emotional intelligence (eq) and spiritual intelligence (sq). learning emphasizes more on obtaining the results of the test results and the value of the test results. many teachers who have the perception that students who have good competence are having high scores on the test / exam, without looking at other indicators that are more important. social skills are the ability of individuals to communicate effectively with others both verbally and nonverbally according to the situation and conditions at the time, where these skills are learned behaviors. with social skills, a person will be able to express positive and negative feelings in interpersonal relationships, without having to hurt others. all social groups such as class, family, team, group, tribe, etc. consist of individuals (parker, 2003: 13). each of these individuals has different characteristics and depictions from one another. in this case, social skills are indispensable because they are ways or bridges to understand complex individual characters. social skills will bring someone to be more courageous in expressing each feeling, talking, and facing the problems that come. this is done so that they do not seek escape to other things that can actually harm themselves and others. johnson and johnson (1999) suggest 6 outcomes of having social skills, namely as follows: (1) personality development and ijss.vol.14, no.1, september 2018 3 identity. personality and identity are formed from relationships with others. as a result of interacting with others, individuals have a better understanding of themselves. individuals who are inferior in their interpersonal skills can change relationships with others and tend to develop inaccurate and incorrect views about themselves; (2) develop work skills, productivity, and career success. these skills are needed in the world of work, related to the acquisition of high wages, inviting others to work together, lead others, overcome complex situations, and so on. the need to develop skills because at present the industry is a very important part and sustainable development; (3) improve quality of life. the social skills a person has are also able to improve the quality of life. someone who is seen as having a good, open and friendly attitude towards others will be more accepted by the community; (4) improve psychological health; and (5) the ability to cope with stress (parker, 2011: 49). gresham and reschly (in gimpel and merrell, 1998) identify social skills with the following characteristics: (1) interpersonal behavior or friendship skills. this is related to the close relationship between attitude (attitude) and behavior (behavior) supported by an understanding of attitude that says that attitude is a tendency to act (abu ahmadi, 1991: 173); (2) behavior that is related to oneself, which is able to regulate itself in social situations, which includes skills in dealing with stress, understanding other people's feelings, controlling anger, and so on; (3) behavior related to academic success. in this case education becomes more functioned for the benefit of the need for labor in development. the approach to developing human skills in this way is known as manpower approach (muhadjir, 1992: 121); (4) acceptance of peers, including giving and receiving information, being able to apprehend the emotions of others, and so on; and (5) communication skills. the conception of social skills in this study is interpreted as the skills needed for life in a multi-cultural society, a democratic society, and a global society full of competition and challenges. social skills include communication skills, both orally and in writing and skills in working with other people, both in small groups and large groups (widoyoko, 2007: 415). research on social skills in this research activity is limited to cooperative skills (cooperation skills). skills in collaborating with other people are inseparable from the skills to become leaders. therefore research on cooperative skills is carried out through research on the ability to be a leader. based on the study of religious values, social norms, regulations / law, academic ethics, and human rights principles, the points of value are grouped into five main values, namely the values of human behavior in relation to the supreme god esa, self, fellow human beings, and the environment and nationality. the main values that are meant more clearly include: 1) the value of the character in relation to god (religious value); 2) the value of the characters who relate to themselves, namely: honest, responsible, healthy lifestyle, hard work, confidence, entrepreneurial spirit, logical thinking, critical, creative, and innovative, independent, curious, love of knowledge; 3) the value of character in relation to others or social skills which include: aware of the rights and obligations of oneself and others; adhere to social rules; respect the work and aman, ajat sudrajat, and lia yuliana: effectiveness of social problem solving... 4 achievements of others; polite; democratic; character value in relation to the environment; social and environmental care; nationality, nationalism, and respect for diversity. various terms are used to refer to wandu, including bencong, banci, wadam, namely acronyms, the words woman-adam, and transvestites which are acronyms of women (thowok, 2005: 52). according to atmaja (2004: 2) various designations and nicknames were given to the transsexual. waria is a man who dressed and behaved as a woman. transvestites are third gender, not third sex, because there are only two sexes in the world: phallus and yoni. transvestites are only personal with two opposite things: male sex, female heart (rowe: 2007: 7). transvestites in arabic are called khunsta, starting with their sex and soul, not the clothes they wear. transvestites are human beings who are different from others. he is male, has a type, but he has the nature and attitude like a woman. this has caused them to become minorities among the general public. transgender attitudes are always womanly, even though they are of the same type. the attitude of her female instincts comes naturally. while someone who is born as a woman and has a tomboy is not a transvestite. his male attitude arises because of environmental influences. research methods this study uses the research and development method. according to borg and gall (1989: 782), what is meant by the research and development model is "a process used to develop and validate educational products". in "research based development", which appears as a model and aims to improve the quality of education. in this research, research and development was used to produce character education model as an effort to increase social skills for transvestites in yogyakarta special region. the research and development research was reduced to four (4) stages of 10 steps, namely: (1) preliminary stage this stage is the stage of research and information gathering related to the existence of transvestites in yogyakarta special region, (2) the planning stage of character education models for transsexuals as the development of the initial product form, (3) the testing, evaluation and revision stages through learning the practice of increasing social skills in year 2, and (4) the implementation phase of character education for transgender as an effort to improve social skills. in this 1 year study, the number of transvestites who were used as the one-onone trial subjects was 5 people taken by purposive sampling in the city of yogyakarta. at this stage, the data obtained through the trial results are then analyzed descriptively through content validity and construct validity through both qualitative and quantitative approaches. quantitative approach in this study using a computer program, while a qualitative approach using informant review and triangulation techniques. with both approaches, this research further confirms the reliability of the model developed. in principle, in this study, quantitative findings were validated with qualitative findings so that the model had good criteria. in the implementation stage, the final results of the model that have been analyzed are good model designs as a result of development, then implemented in several groups of transvestites. in order to obtain ijss.vol.14, no.1, september 2018 5 good results, the valid model is applied in the field operational phase in several locations with heterogeneous characters. in principle, there is representation of types of groups with city, middle and lower levels. to find out the effectiveness of the model is done through field operational tests by giving pre-test and post-test. data analysis uses qualitative data analysis and quantitative data analysis. research results and discussion character education model to improve social skills for transvestites in yogyakarta special region through several models as follows: 1) character education model through social skills training (this type of education model will be effective if the activities are not too formal, time is adjusted to their free time , and there is concrete follow-up after the training activities are completed); 2) model of benefit principle for training participants (the principle of benefit for training participants is built on the needs of the trainees on the importance of social skills); 3) model of learning group formation (an institutional forum for program participant organizations formed on joint initiatives as an effort to facilitate coordination and discussion in study groups); 4) a sustainable coaching model for waria (for sustainable development it is also expected that there will be participation of the district government or other relevant agencies regarding character education programs for transvestites in their area); 5) facilitation assistance model for increasing social skills (intended to enable program participants to directly follow up on empowerment activities in the form of action programs both in education, culture, religion and art). this model of facilitation assistance will help participants to develop their character according to their interests, as well as encouraging participants that these activities have an impact on solving the problems they are facing in alternative forms of socialnormative behavior according to their needs. the model is suitable to be applied considering that they need the application of social skills in real life in the form of activities and creativity in normal social life (nur sasongko, 2009: 25) the above character education models can be explained that essentially the application of character education models for waria will be effective if it is adapted to their needs for the potential that exists in the environment in their social environment. the role taken by the government is solely intended to help or facilitate them to find the main problems that cause them to be discriminated against, and to build motivation, activity, and creativity to be able to rise up to build a better life that originates from themselves and collectively collectively and the potential that is owned, so that social behavior that reflects and is based on social skills will be increasingly stable. the better social skills they have, the better their socialization process will be in community life. the main model developed in this study is the character education model through social skills training with social problem solving (sps) where this type of education model will be effective if the activities are not too formal, the time of activities is adjusted to their free time, and there is concrete followup after training activities are complete. the development of this model is more focused on developing problem-based or problem solving-based models that relate to the aman, ajat sudrajat, and lia yuliana: effectiveness of social problem solving... 6 problems of themselves and their environment. the essence of the problem is the gap or gap between the real situation and the expected conditions, or between the reality that happened with what was expected (sanjaya, 2008: 216). in learning activities at school, this gap can be felt from anxiety, complaints, worries, and anxiety. therefore, the subject matter or topic is not limited to subject matter that comes from books only, but can also be derived from certain events in accordance with the applicable curriculum. as for this development research, problem-based learning model with problem solving method, to improve social skills skills for transsexuals are modified to become a social problem solving model. this is done considering the target subject is one who has a very simple mindset. it is difficult to apply problem solving methods as in formal school learning activities. this model of the social problem solving model is also carried out to train social skills which in this case are more focused on cooperative skills given the many variants of social skills. the model developed is carried out through integrated activities namely the improvement of social skills. to train social skills by exploring problems in their environment. the character education model to improve social skills for transvestites can be divided as follows. character education model for transsexuals to improve social skills is by developing problem-based learning models with problem solving methods into social problem solving (sps) methods. in this model begins with the reality of the developing education system so far related to character education which has complex variables, in this case the focus of research is on social skills as the target of the model. transvestite social skills as a component of character that will find a solution to solve this reality that has been so far that the social skills of transvestites are very low. to improve the social skills of transvestites, the social problem solving (sps) method was developed through steps: forming groups consisting of 45 people to discuss problems around them, identify problems and choose 1 problem that they think most risky in their surroundings through group discussion, writing down what causes the problem to arise through group discussion, identifying what efforts should be made to solve the problem, determining what business is most suitable to solve the problem, determining how to apply effort to solve the problem, and assess the success of the problem solving done. the character education model developed, begins with analyzing and identifying problems surrounding the social phenomena of transvestites through preliminary studies. the problems found through preliminary studies are the problems of transgender characters concerning social skills that are still concerning. even their situation is still discriminated which one of the reasons is because of their lack of social skills both in their social environment, and in the wider society. therefore, to improve the social skills of transvestites, a suitable character education model is needed. to find a suitable model, it is necessary to collect, analyze, and evaluate field data, plus efforts to diagnose needs and causes of low social skills of transvestites. based on the results of the analysis and evaluation, as well as the diagnosis of the needs and causes of low social skills, further development plans and implementation of character education models were developed to improve the social ijss.vol.14, no.1, september 2018 7 skills of transvestites in diy. the hope of the model as a result of research and development is able to solve the problem of low social skills of transvestites in diy. the character education model as an effort to improve social skills focused on the skills of transgender cooperation developed in this study is the social problem solving (sps) model used to implement character education for transgender people. research and development (r & d) activities through pre-survey, theoretical studies including relevant, empirical, and practical research studies in the field finally found the concept of social problem solving (sps) as a means to improve social skills for transvestites. the concept of sps is generated through a long process such as panel discussions, focused discussions (fgd), and product trials in the field. before this model was tested in a oneon-one trial for feasibility or clarity of models for transvestites, all model devices were validated by experts. theoretical, empirical, and practice studies in the field as well as intensive discussions with the transvestite research and management team and various parties through limited field trials showed that the concept of sps consisting of components of the learning process and model devices was good. furthermore, development products are described in the character education guide for transgender as an effort to improve social skills in the attachment of this study. after going through trials on two groups of transvestites, the following effectiveness was obtained. transvestite social skills table 1 details of pretest and transvestite social skill posttest no indicators group pre test pos test 1 can be a leader 2,90 3,08 2 can work with others 3,36 4,38 3 appreciate the opinions of others 3,35 3,58 4 can build a group spirit 3,29 4,12 5 willingness to maintain group integrity 3,53 4,35 6 want to listen to other people's suggestions 3,35 4,39 7 willingness to help others 3,35 3,95 mean 3,29 3,98 classification quite good good sps training was given to 22 transvestites in kebaya. based on the details of the table above, it can be seen that there was an increase in transvestites' social skills after training in character education models for waria. the pretest results showed a good average classification with a mean of 3.29. while the posttest results indicate an increase to a good classification with a mean of 3.57. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. there is only one indicator before training using the sps model which has a good value category, namely an indicator of the willingness to maintain group integrity. table 2 details of pretest and transvestite social skill posttest no indicators group pre test pos test 1 can be a leader 2,80 3,02 2 can work with others 3,35 4,37 3 appreciate the opinions of others 3,36 3,56 4 can build a group spirit 3,27 4,13 5 willingness to maintain group integrity 3,50 4,36 6 want to listen to other people's suggestions 3,36 4,36 7 willingness to help others 3,37 3,90 mean 3,21 3,56 classification quite good good aman, ajat sudrajat, and lia yuliana: effectiveness of social problem solving... 8 the current globalization process does not repel isolative condition at all, nor enable cultural development strangely. in such condition, the only method to prevent cultural conflicts is to implement dialogue between cultures. when sps training was given to 32 transvestites in kebaya and iwayo. table 2 above shows that, there was an increase in transvestites' social skills after training in character education models for waria. the pretest results showed a good average classification with a mean of 3.20. while the posttest results indicate an increase to a good classification with a mean of 3.58. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. there is only one indicator before training using the sps model which has a good value category, namely an indicator of the willingness to maintain group integrity. discusion and analysis character education model for transvestites to improve social skills is to develop problem-based learning models with problem solving methods into social problem solving (sps) methods, which specifically focus on social problems of transvestites in carrying out their lives in groups. in this model begins with the reality of the developing education system so far related to character education which has complex variables, in this case the focus of research is on social skills as the target of the model. the social skills of transsexuals as a component of character that will find solutions to solve it with the existing reality that social skills of transvestites are still low. to improve social skills, the application of the sps model is carried out through steps: forming groups consisting of 4-5 people to discuss social problems around them, identify social problems and choose 1 social problem that they think is most risky in their surroundings through group discussion, write down what causes the social problems to arise through group discussion, identify what efforts should be made to solve the problem, determine what business is most suitable to solve the problem, determine how to apply problem solving efforts and assess the success of problem solving. referring to table 1 in advance, it can be seen that there was an increase in transvestite social skills after training the character education model of the sps model for transvestites. the pretest results showed a good average classification with a mean of 3.29. while the posttest results indicate an increase to a good classification with a mean of 3.57. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. the indicator that has the smallest score is indicator 1, which can be a leader, namely the 2.90 pretest and posttest 3.08 with the categories before and after training, including the pretty good category. there are several other indicators that are also categorized as good enough with a score below 3.40 at the time before training, namely indicators that can work with others, respect the opinions of others, can build group spirit, want to listen to other people's suggestions, and willingness to help people other. while those who still get a pretty good score after training other than indicators of being a leader are indicators of respecting the opinions of others. ijss.vol.14, no.1, september 2018 9 field operational trials in table 2 of 32 transvestites, it can be seen that there was an increase in transvestite social skills after training the character education model of the sps model for waria. the pretest results showed a good average classification with a mean of 3.20. while the posttest results indicate an increase to a good classification with a mean of 3.58. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. the indicator with the smallest score is indicator 1, which can be a leader namely pretest 2.80 and posttest 3.02 with categories before and after training, including good enough categories. there are several other indicators that are also categorized as good enough with a score below 3.40 at the time before training, namely indicators that can work with others, respect the opinions of others, can build group spirit, want to listen to other people's suggestions, and willingness to help people other. while those who still get a pretty good score after training in addition to indicators of being a leader are indicators who respect the opinions of others. conclusions based on the results of the research and development carried out, through the process of data collection and analysis, it can be concluded the following research conclusions. 1. based on the results of the main trial of 22 transvestites, it can be seen that there was an increase in transvestites' social skills after training the character model of the sps model for transvestites. the pretest results showed a good average classification with a mean of 3.29. while the posttest results indicate an increase to a good classification with a mean of 3.57. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. the indicator that has the smallest score is indicator 1, which can be a leader, namely the 2.90 pretest and posttest 3.08 with the categories before and after training, including the pretty good category. there are several other indicators that are also categorized as good enough with a score below 3.40 at the time before training, namely indicators that can work with others, respect the opinions of others, can build group spirit, want to listen to other people's suggestions, and willingness to help people other. while those who still get a pretty good score after training other than indicators of being a leader are indicators of respecting the opinions of others. 2. the results of field operational trials on 32 transvestites, it can be seen that there was an increase in social skills of transvestites after training the character education model of the sps model for waria. the pretest results showed a good average classification with a mean of 3.20. while the posttest results indicate an increase to a good classification with a mean of 3.58. based on these data shows that all aspects that are considered good regarding social skills show a good and good classification. the indicator with the smallest score is indicator 1, which can be a leader namely pretest 2.80 and posttest 3.02 with categories before and after training, including good enough categories. there are several other indicators that are also categorized as good enough with a score below 3.40 at the time before training, aman, ajat sudrajat, and lia yuliana: effectiveness of social problem solving... 10 namely indicators that can work with others, respect the opinions of others, can build group spirit, want to listen to other people's suggestions, and willingness to help people other. while those who still get a pretty good score after training in addition to indicators of being a leader are indicators who respect the opinions of others. suggestions based on the conclusions described above, the following important things can be recommended. 1. for transgender group managers, social services, police, teachers, and observers of transgender social problems, it is necessary to consider the use of the sps model in developing characters, especially regarding social skills, especially the ability to work with them. 2. for the next researcher, the sps model must be further tested in a wider subject so that the sharpness and sensitivity of the model becomes more secure and can be applied to various characteristics of transvestites in 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(2004). waria: laknat atau kodrat. yogyakarta: pustaka marwa. 47 visiting the secondary social studies curriculum in perilous times tyrone ogaro gil jr leyte normal university, tacloban city, philippines email: tyrone.gil@lnu.edu.ph abstract in such perilous times and unabated marginalization, it is pivotal to pay a visit to the secondary social studies curriculum. this article will decipher the status of the implementation and academic location of secondary social studies in the emergency curriculum (melcs). through a careful examination of the most essential learning competencies (melcs), developed self-learning modules (slm), and field notes collected from the curriculum gatekeepers (secondary social studies teachers), the researcher was able to generate exhaustive and perplexing findings in remote teaching-learning of social studies. keywords: secondary social studies curriculum, social studies education, covid-19, philippines introduction the philippine educational system is undeniably heavily influenced by the american democratic system of education. as part of their benevolent mission, the americans helped the development of equitable formal education (casambre, 1982). as such, the curriculum framework and instruction were copiously designed on the existing curriculum of the united states. the location of social studies education in the post-war curriculum was obscure and unformidable, for it lacks the foundation, and the 1916 report on social studies was still not yet in full swing. without its deep and firm definition, the journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 47-62 doi: 10.21831/jss.v18i1. 43667. 47-62 48 journal of social studies (jss), volume 18, number 1, 2022: 47-62 recognition of social studies as a core subject and common purpose becomes a point of controversy in curriculum development. nonetheless, social studies in the philippine context started from the teaching of citizenry and values among young learners by the thomasites (american teachers-soldier deployed in the philippines) and later on by certified teachers. in 1911, though not yet called to be social studies, in secondary education, the social sciences entered the curriculum (history, geography, economics, and government) (acierto, 1980). in the contemporary curriculum framework, social studies had been established to be part of the core curriculum, incorporated in standardized testing (national achievement tests), and recognized as a field of discipline that instills civic competence, social efficiency, democratic values, disciplined thinking, and conservative knowledge in history, geography, culture, government, and economics necessary for active participation in a democratic society. in the bec curriculum, secondary social studies sustained it’s disciplinarian aspects where history, geography, and economics are facilitated as exclusive social science discipline. the interdisciplinary nature of social studies remained in the elementary curriculum (also called as “makabayan” which means a person who loves his/her country). the main goal of secondary social studies is to develop a learner equipped with the necessary knowledge, skills, and responsibility to be able to participate in a democratic, developed, and peaceful nation and the world (deped, 2002). following the expanding horizon approach, the curriculum starts with the study of the personal history of the individual (1st year high school/grade 7philippine history and geography), to exploring its neighbors’ history and topography (2nd year high school/grade 8asian studies and 3rd year high school/grade 9world history and civilization) to understanding how the country where he/she belongs developed and prosper (4th year high school/grade 10-economics). in this discipline-based curriculum, the social science disciplines taught in the secondary curriculum (history, geography, and economics) are the distinct structure of concepts, theories, and models (ross, mathison, & vinson, 2013). likewise, the pedagogical approach in presenting new knowledge must be rooted in how traditional social scientists from their specific discipline elaborate the content. moving forward, the revised basic education curriculum (rbec) made no significant development on uplifting the status of secondary social studies and diverting its approach to social education. though the educational aims illustrate the social need for empowering learners to be capable of selfdevelopment in the life course, instill patriotism and nationalism, and the 49 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) integration of indispensable ideal values. the subjects are still taught distinctively and principled based. the internationalization of the philippine educational system yielded an extensive revision and benchmarking for the social studies curriculum. with the implementation of ra 10533, otherwise known as the enhanced basic education curriculum, a new discipline (contemporary issues) was added to the curriculum framework, and a constructivist approach (inquiry-based teaching and outcome-based approach) was adopted for social studies teachers to follow when implementing the recommended curriculum. the allocated time for social studies instruction had immensely decreased. with only 3 hours per week, the social studies teacher must design a learning plan that corresponds to the time frame per topic at the same time, assuring that learners will be able to achieve the intended learning outcomes. barton (2012) stressed his concern about the rubber-necking of curriculum content for social studies, especially history, where teachers resort to teaching particularistic stories (dunn, 2010), which focuses on rote memorization of historical dates authorities involved, and historical sites. evidently, the increasing dominance of stem in the curriculum paired with the economic development goals of the nation on science and technology justifies the profound marginalization and slack of social studies. it is imperative for social studies teachers to exalt the timely significance of studying social studies in an interconnected global world. when the covid-19 pandemic strikes, schools are forced for temporary closure, and classrooms are made empty. the school community shortly implemented safety measures to combat the deadly virus and safeguard the safety of the school stakeholders. there had been planning and involvement of leading experts in education for learning to continue by designing a school system that will cater to learner’s needs and address the demands of the striving economy. (re)designing an emergency curriculum (hodkin, 2007) requires methodical planning for meaningful learning despite the constraints while considering the teaching and learning adaptations necessary for independent-remote learning. furthermore, it is imperative for curriculum developers to directly consult the teachers as curriculum implementers and as someone tasked in dispensing learning and involving students since they are the recipient and product of the curriculum standards. due to the overwhelming pressure for education to pursue, the deped initiated the planning for a curriculum revision, resulting in the implementation of most essential learning competencies (melcs) as an emergency curriculum. as an emergency curriculum, the melcs will be temporarily adopted by the compromised school system as the nation recovers 50 journal of social studies (jss), volume 18, number 1, 2022: 47-62 from the pandemic. this exploration will pay a visit to the status of the secondary social studies curriculum of the philippine educational system. perceived to be a backburner subject (blanchette, 2010), educators and researchers have been apathetic in conducting researches on social studies curriculum and instruction. thus, the results of this study will significantly examine the implementation status and rationale of the secondary social studies curriculum in the emergency curriculum. this will also yield strategies useful for effective instructional planning and delivery for school stakeholders when faced with another emergency curriculum. specifically, this study will expound on the following inquiry: 1. what is the status of secondary social studies in the emergency curriculum? 2. what is the purpose of secondary social studies amidst the pandemic? 3. how is secondary social studies being implemented and evaluated in the emergency curriculum? methods this study adopted the multiple case study design (yin, 2014), where several units of analysis had been examined to elucidate raw data from each unit. the curriculum guide, self-learning modules, and secondary social studies teachers were all rich data sources for this study. the curriculum guide serves as the primary source of analysis, while the self-learning modules produced by deped and the secondary social studies teachers will serve as supplementary sources of data in producing an exhaustive account of the status, purpose, and framework of the secondary social studies in the emergency curriculum. the selflearning modules will be reviewed thoroughly adjacent to the curriculum guide to evaluate its alignment, content structure, instructional methods used, and assessment tools. after the review, a focus group discussion (fgd) commenced validating the curriculum and module findings. as curriculum implementers, teachers play the significant role of curriculum gatekeepers (thornnton, 2005). this is why it is crucial for teachers to be interviewed as part of this study. the fgd comprises ten secondary social studies teachers in the junior high school equally representing each of the year levels and subject disciplines (grade 7=asian studies, grade 8= world history, grade 9= economics, and grade 10= contemporary issues). the interview transcripts from the fgd will either amplify or discredit 51 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) the treated data from the curriculum guide and self-learning modules. furthermore, the obtained data from the documents (curriculum guide and self-learning modules) will be treated through systematic content analysis (krippendorf, 2018), while the data collected from the in-depth interview will be analyzed through thematic analysis (braun & clark, 2019). the results of the analysis of data will be presented in the form of themes accompanied by theories and literature studies results and discussion the secondary social studies curriculum under the melcs through the implementation of deped order no. 12, s. 2020, also called the adoption of the basic education learning continuity plan for school year 2020-2021 in light of the covid-19 public health emergency, schools must ensure that they still uphold a safe and secure space for school stakeholders by adopting precautionary measures against the lethal virus. to provide a clear plan and sustainable learning community centers, the school’s implements the learning continuity plan, which contains a package of educational interventions that will respond to the challenges brought by the pandemic among learning institutions. the plan revolves around redesigning instruction for an alternative and remote learning delivery that will still produce competent learners and quality education. policy guidelines to facilitate safe operation of schools, ensure learning continuity, capacitate teachers, consideration of learner’s well-being, and the promotion of compassion are the key components of the lcp. part of the lcp is adopting the most essential learning competencies, commonly known as melcs, for educators. the melcs supplants the recommended curriculum guide (enhanced basic education curriculum k to 12) as the emergency curriculum that will respond to the predicaments of the global pandemic. the melcs is a curriculum framework consisting of practical and relevant competencies necessary to prepare learners to become productive members of the democratic, civil society and adapt to the industry’s influx demands. based on the recommended curriculum, the melcs is a succinct version of the curriculum guide that guides teachers on developing intended learning outcomes, designing learning experiences, selecting appropriate instructional media, and utilizing assessment tools without jeopardizing the delivery of quality education. this framework does not reduce the delivery 52 journal of social studies (jss), volume 18, number 1, 2022: 47-62 of quality education. instead, it supports the flexibility of educators in supplementing learner’s demands and withstanding the discordant educational system brought by the global pandemic. in this curriculum framework, the teacher’s role as curriculum gatekeepers is augmented, and as curriculum implementers, they possess the course of action in designing the learning experiences for successful learning. since most students prefer remote learning through a modular approach (hernando-malipot, 2020), teachers are instructed to develop self-learning modules to guide students in learning skills and knowledge offered by each discipline. thus, the melcs also serve as the basis for the development of contextualized and localized self-learning modules that are delivered on a unit basis to the student’s doorsteps. each module topic/unit is enclosed with a set of essential learning outcomes that learners must achieve, produce, possess, and/or perform before the next delivery of self-learning modules for another set of skills and knowledge to learn. as a discipline-based curriculum, the secondary social studies is exceptionally focused in developing discipline-based skills and concepts. evident in the melcs, there are certain instructional setbacks that occurs in the implementation itself. the significance of secondary social studies amidst the pandemic the association of middle-level education (amle) identified three major characteristics of the middle grades social studies curriculum. an instructional process where students and teachers are engaged in active and purposeful learning; a curriculum that challenges students’ critical minds, exploratory, integrative, and relevant; and the adoption of multiple teachinglearning approaches that capitalize on students’ diversified backgrounds (homana & passe, 2012). the organization stressed the vital role of social studies teachers in the civic development of learners. as a multidisciplinary and interdisciplinary field (ncss, 1994), the curriculum is filled with history, geography, economics, government, citizenship education, contemporary issues, and the humanities, each having their own disciplinary knowledge, set of particular skills, cognitive processes, and actual values for students to master (e.g., the development of historical empathy in history (perrotta & bohan, 2018; levstik & barton, 2004), financial literacy in economics (lucey, 2016), ethical responsibility in contemporary issues (berson & berson, 2003), etc.). the breadth of studying social studies legitimizes its place in the core curriculum and its indispensable role in building a nation with citizens who 53 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) perform their duties and responsibility in a democracy. the pandemic had even brought enormous opportunities and innovations to advance social studies in the curriculum arena despite of its underinvestment for the past years. the pandemic had escalated the level of the social studies curriculum to be even with the rest of the disciplines in the playing field of standardized education. this is augmented by maguth (2020) claims, where he enlisted curriculum innovations that supported the teaching and learning of social studies amidst the pandemic. in this historic pandemic where people are distressed globally, social studies is the “first civic responder”. drawing from the annals of history, economic crash, social problems, and conflict/crisis management learned from the social studies, learners can understand the current situation brought by the lethal virus. this addresses the problem of the relevance of social studies in the height of market-oriented and machine-like schooling. to achieve deep learning, social studies teachers must establish a culture of inquiry and reflective thinking in connecting past lessons to the current news to have an effortless lesson delivery. also, the pandemic revamped our attention on promoting the learner’s well-being. the emphasis on justice-oriented citizenship in social studies had been augmented due to the overwhelming inequities and human suffering in the battle against the pandemic (e.g., health accessibility, realignment of funds, prioritized groups, etc.). another curriculum innovation altered by the pandemic is presenting social studies in the real-world context. if there is a specific point in time where teachers are able to present social studies concepts in an authentic and direct context, it would be during the zenith of the pandemic. however, ferlazo (2020) cautioned us to practice trauma-informed teaching in spite of the waves of innovative teaching techniques. in times of extreme isolation and distancing, psychological trauma, and critical health issues, a powerful social studies (brophy et al., 2016) teaching and learning is even more completely necessary. self-learning modules the pandemic had partially impaired the delivery of the conventional teaching-learning process in social studies. however, the effectiveness of facilitating learning does not greatly depend on the learning modality, rather on the critical planning of the learning experiences and the teacher’s resilient drive that makes learning surpass the school structure. depending on the school’s resources and capability, the prevalent instructional method being utilized in implementing the emergency curriculum is remote learning 54 journal of social studies (jss), volume 18, number 1, 2022: 47-62 through self-learning modules or learning packets. self-learning modules are first introduced by de torynyay & thompson (1987) as a teaching strategy, a self-contained instructional tool that guides the learner through a step-bystep process in achieving educational objectives. this type of teaching strategy propagated in nursing and medicine education, where students are trained to become responsible and independent learners through interactive learning modules that undergone quality assurance and are evaluated by curriculum developers. candy and brookfield (1991) further explore the effectiveness of self-learning modules and explicates its four dimensions: (1) personal autonomy, (2) self-management, learner control, and independent learning approach. originally talking about self-directed learning, candy and brookfield warned teachers on the surrounding problems when using self-learning modules, such as work authenticity and access to learning resources. the contextualization of self-learning modules enhances the learning percentage of learners to its social environment that eventually leads to acquiring civic knowledge and democratic practice. that is why anggreani et al. (2020) stressed the importance of training social studies teachers in designing learning manuals or modules that will carry out innovative social studies learning in a contextualized and recognizable learning and environment. at the same time, fajarini et al. (2016) call for a problem-based instruction of social studies in self-learning modules to enhance learner’s analytical and problem-solving skills by engaging in real-world problems and solving divergent and convergent questions. the implication of technology had markedly transformed the production of self-learning modules. instead of generating a print-based module, the application of technology had made it possible for modules to be even interactive and experiential. the level of flexibility of this strategy will fit multiculturally diverse learners with varying learning needs. this claim is supported by the study of kaliyadan et al. (2009), where they underscored the potential of developing a stimulating teachinglearning process through interactive information technology-based self-learning module. following the dogmas of technological innovation, zerger et al. (2002) developed a self-learning multimedia approach in learning gis. having in mind the archetypal characteristic of technology, the level of engagement among learners is remarkable. nevertheless, social studies teachers must continue to evaluate the quality and effectiveness of self-learning modules as part of the process in instructional design and identify the frailty for improvement. though the slm we’re designed to suit the existing conditions of schools. the achievement of learning competencies must not be jeopardized. 55 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) the self-learning modules were crafted juxtaposed with the melcs to solidify the objective-orientedness and expected outcomes for the learners. the chunk of topics is converted to an slm, which contains essential parts of instructional design intended for independent learning. the learning experiences are well written to deliver formal and unequivocal instructions that will guide learners in accomplishing the task since there is limited contact with the teacher. depending on the year level, learners are instructed to write their work in the module or organize their work in a separate answer sheet. for young learners (k to 6), learners are directed to place their answers in the provided space. the purpose is for extension of learning, where the slm serves as a document for learning resources for future use of knowledge. in contrast, middle learners (grade 7 to 10 secondary learners) are exhorted to submit a separate sheet for their work in order for schools to reutilize the slm for the next school year. this instruction justifies the learner’s knowledge, resourcefulness, and ableness to validate the information. learners are given ample time and instructional support to accomplish the guided and independent learning tasks per module. paredes (2011) in her work on parental involvement as an instructional strategy, indicated that the higher the level of parents involvement as an instructional companion, the higher the level of parents involvement as an instructional companion, contributing to the students’ increase in school performance. however, the parent’s commitment to their children’s academic success must be monitored to prevent them from crossing the threshold of the zone of proximal development (vygotsky, 1978). in this case, social studies teachers are challenged to monitor student’s learning while guiding parents on assisting their children to learn. grade level quarter number of learning competency based on the melcs number of selflearning module 7 i 6 6 ii 6 6 iii 8 8 iv 9 9 total 29 29 8 i 6 6 ii 7 7 56 journal of social studies (jss), volume 18, number 1, 2022: 47-62 grade level quarter number of learning competency based on the melcs number of selflearning module iii 6 6 iv 6 6 total 25 25 9 i 6 6 ii 5 5 iii 6 6 iv 9 9 total 26 26 10 i 6 6 ii 4 4 iii 4 4 iv 4 4 total 18 18 table 1. the table shows the number of melcs and self-learning modules per quarter in each grade level (secondary) in the social studies curriculum. commonly, a week is allotted for each slm to be accomplished and submitted by the learners before acquiring the next slm for the week. this equates the level of social studies in the rest of the discipline in terms of time allotment for learning. however, as curriculum gatekeepers (thornton, 2005), teachers have the academic freedom to decide whether students will devote more time to learning specific knowledge and skills. nonetheless, social studies teachers must strictly adhere to the recommended academic calendar, especially when learners are candidates for moving up. there are also some features of the slm that downplays the delivery of experiential learning in social studies. first, it confines the teachers to design conventional learning experiences for learners to accomplish in a compiled units. cornett (1990) explains that secondary social studies teachers must balance the tension between an organized and systematic presentation of curriculum materials and the learner’s interest in learning. however, if the measures and standards of testing will frame the slm, it will deliver disparity in cornett’s instructional equation. second, the teaching of social studies 57 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) requires interaction in a multiculturally diverse setting. although slm can offer perspective-taking tasks and dilemmas that will assimilate learners in taking sides, it will never equate to the corporeal experience in the actual setting. if we also want our learners to build cultural relativity, foster tolerance, and appreciate diversity, we need to engage them with real-world experiences. third, the social studies discipline itself demands to be taught through experiential learning. to improve historical empathy (levstik & barton, 2004), we need to let learners explore the historical phenomena and its affective connection to the learner’s personal experience. if we want our learners to enhance their spatial skills, we must present mapping skills activity that will allow them to navigate places and landscapes, and if we want them to become responsible citizens, we must simulate them in learning conditions where they can politically participate and involve. finally, the work authenticity is subject to skepticism which will be discussed further. assessing learners in the melcs drawbacks of implementing remote learning include student’s work authenticity, diminishing human touch, and resource accessibility (gil, 2021). the conventional process of assessing a learner’s knowledge and skills follows a formal and informal means of collecting data. planning for valid and reliable assessment tools requires a series of configurations on the triangulation of the standard learning competencies, learner’s diversity, and appropriate assessment variation. the broadening purpose of social studies in the core curriculum adds up the complexity of developing a developmentally-appropriate assessment and evaluation tools that will address distinct skills, discipline, and expectations among learners. as egan says in 2003, “this expanded view of the purposes of social studies education is reflected across the curriculum and requires a much more sophisticated approach to assessment and evaluation.”. this statement still holds true until today. the problem of developing appropriate assessment tools in social studies had even been aggravated due to an abrupt capitalization of an emergency curriculum. the participants valued the meaning of developing an assessment tool that is differentiated but bears the recommended learning standard. however, due to the unforeseen obstruction, they are unable to consult their students for inputs, establish means for feedback and report, and decide on a better assessment experience. the assessment tools were designed by curriculum experts, prepared for distribution, and developed for the teacher’s disposal. for every learning competency, a corresponding formative assessment 58 journal of social studies (jss), volume 18, number 1, 2022: 47-62 is required for the learner’s to answer. likewise, the slm follows an outcomesbased framework where learner’s are expected to gain mastery of the subject by showcasing their newly acquired skills and knowledged through an output or performance (killen, 2000). most of the learner’s are able to submit on time however, few submit with a complete output. learners, like teachers, struggle to manage their tasks and accomplish tasks with insufficient learning materials, as mentioned by the participants. though open for skepticism, social studies teacher’s evaluate their learner’s work with integrity and honesty. unlike the elementary social studies curriculum that dives into the heart of propagating civic responsibility (gil, 2021), in the secondary, the social studies are disciplined-based. still being interdisciplinary, an overarching discipline dominates the learning standards, content, skills to be developed, and purpose. each grade level has a corresponding overarching discipline with predispositions to acquire disciplined-based concepts and skills (e.g., history aimed at developing historical thinking, geography enhances spatial thinking). thus, the planning for an objective-oriented and skill-based assessment tool is strenuous and stressful. another problematic thing in framing an assessment for remote learning is when assessing deep values of social justice, citizenship education, and democracy unless applied with technological innovations for a dynamic learning experience. in the height of standardized and marketoriented curriculum, we are reminded by the words of myers (2004) that “no single instrument, no matter how carefully constructed, can collect all the information needed for a comprehensive evaluation of student progress or be completely valid and reliable.”as broad as it can be, social studies teachers must offer vicarious and multidimensional assessment tools to gather relevant data to generate a sound judgment on the learner’s learning status. conclusion the present state of affairs of the secondary social studies in the emergency curriculum paints a picture of the future of social studies and the rest of the discipline in the core curriculum. if acclimatized further through remote learning, the collective effort of social studies scholars in voicing out the marginalization of social studies is on the verge of its demise. social studies teachers are inept with the sudden alterations of learning delivery. they had become foreigners of their academic territory. notwithstanding the constraints imposed by schools closing, the facilitation of powerful social studies demands 59 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) extensive interaction with the key componentsteachers, learners, and the community. applying concerted teaching strategies that seek to initiate critical discussion, perspective taking, informed decision-making, and reflection are restricted to be in the course of an independent learner. this undermines the etymology of “social” in the social studies. the essence of building a resilient community that operates on the values of democracy, cooperation, social justice, and civic responsibility is diminishing as the school regulation continues. are we ready for a new breed of citizens to lead society on its callow decision-making and sheer ignorance in the face of democracy? references acierto, m. g. 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(2019). reflecting on reflexive thematic analysis. qualitative research in sport, exercise and health, 11(4), 589-59 brophy, j., alleman, j., & halvorsen, a. l. (2016). powerful social studies for elementary students. cengage learning. candy pc, brookfield sd. 1991. self-direction for lifelong learning: a comprehensive guide to theory and practice. 1st ed. san francisco, ca: josseybass.567 p. casambre, n. j. (1982). the impact of american education in the 60 journal of social studies (jss), volume 18, number 1, 2022: 47-62 philippines. educational perspectives, 21(4), 7-14. de tornyay r, thompson ma. 1987. strategies for teaching nursing. 3rd ed. albany, ny: delmar publishers. 353 p. department of education-bureau of secondary education, patnubay sa operasyonalisasyon ng makabayan: 2002 kurikulum sa batayang edukasyon sa level sekondari. pasig city: department of education (2002). araling panlipunan (social studies) in the philippine makabayan learning area: problems and prospects in articulating social studies as a discipline. department of education. deped order no. 11, s. 2020 “creation of a task force for the management of the department of education response to novel coronavirus acute respiratory disease. retrieved https://bit. ly/3bookva department of education. dm no. 89 s. 2020 “clarifications on the most essential learning competencies (melcs) and other related issues. retrieved https://bit.ly/3yyx3al dunn, r. e. (2010). big geography and world history. social studies review, 49(1), 14. egan, k. (2003). start with what the student knows or with what the student can imagine?. phi delta kappan, 84(6), 443-445. fajarini, a., soetjipto, b. e., & hanurawan, f. (2016). developing a social studies module by using p roblem based learning (pbl) with scaffolding for the seventh grade students in a junior high school in malang, indonesia. iosr journal of research & method in education (iosrjrme), 6(1), 62-69. ferlazzo, l. (2020). social studies instruction in the age of the coronavirus. retrieved from https://www.edweek.org/ gil,tj (2021) a window to the curriculum: elementary social studies curriculum in the zenith of a global pandemic. hernando-malipot, m. (2020). deped: most students prefer ‘modular’learning over online. manila bulletin. https://mb. com. ph/2020/07/03/deped-moststudents-prefer-modular-learning-over-online. hodgkin, m. (2007). negotiating change: participatory curriculum design in emergencies. current issues in comparative education, 9(2), 33-44. homana, g., passe, j. (2013). not too hot, not too cold: social studies in today’s 61 visiting the secondary social studies curriculum in perilous times (tyrone ogaro gil jr) middle schools. in j. passe and p. fitchett (eds.), the status of social studies: views from the field (pp. 89-100). information age publishing inc. khalil, m. k., nelson, l. d., & kibble, j. d. (2010). the use of self‐learning modules to facilitate learning of basic science concepts in an integrated medical curriculum. anatomical sciences education, 3(5), 219-226. killen, r. (2000). outcomes-based education: principles and possibilities. unpublished manuscript, university of newcastle, faculty of education. krippendork, k. (2018). content analysis: an introduction to its methodology 4th edition. thousand oaks, ca: sage lucey, t. a. (2016). preparing preservice elementary teachers to teach about financial literacy: towards a broader conception. in international handbook of financial literacy (pp. 655-673). springer, singapore. maguth, b. (2020). awakening the sleeping giant: a commentary on social studies during the coronavirus pandemic. journal of international social studies, 10(2), 37-43. myers, j. (2004). assessment and evaluation in social studies classrooms: a question of balance. challenges and prospects for canadian social studies, 290-301. nelson, m. r. (1994). the social studies in secondary education: a reprint of the seminal 1916 report with annotations and commentaries. eric clearinghouse for social studies/social science education, 2805 east tenth street, suite 120, bloomington, in 47408-2698.. perrotta, k. a., & bohan, c. h. (2018). more than a feeling: tracing the progressive era origins of historical empathy in the social studies curriculum, 1890–1940s. the journal of social studies research, 42(1), 27-37. paredes, m. c. (2011). parent involvement as an instructional strategy: academic parent-teacher teams (doctoral dissertation, arizona state university). thornton, s. j. (2005). teaching social studies that matters: curriculum for active learning. teachers college press. vygotsky, l. s. (1978). socio-cultural theory. mind in society, 6, 52-58. yin. r. k. (2014). case study research design and methods 5th edition. thousand oaks, ca: sage zerger, a., bishop, i. d., escobar, f., & hunter, g. j. (2002). a self-learning 62 journal of social studies (jss), volume 18, number 1, 2022: 47-62 multimedia approach for enriching gis education. journal of geography in higher education, 26(1), 67-80. 63 developing writing skills among students with learning disabilities in english language mohamad ahmad saleem khasawneh king khalid university, saudi arabia email: mkhasawneh@kku.edu.sa eman khaled tawafiq alatoom the university of jordan, jordan. email: emankhaledtawafiqalatoom@gmail.com abstract this study explored the effect of active learning on developing writing skills among students with learning disabilities in english language in irbid, jordan. the sample of the study included (40) male and female students, who were selected purposefully, and distributed randomly into two groups. the first was one the experimental group that was taught using the active learning method, and the other was the control group that was taught according to the traditional method. the study used the writing test after checking its validity by presenting it to a group of arbitrators, and its reliability by the method of testing and re-testing using the pearson coefficient, which was (0.90). the results of the study showed that there were clear differences between the scores of the two study groups on the post-writing test. in light of the findings of the study, the researcher recommended training educational supervisors and teachers on practical applications of using the active learning method and evaluating it in the classroom through seminars and workshops in this field. keywords: writing skills, active learning, students with learning disabilities. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 63-80 doi: 10.21831/jss.v18i1.43723. 63-80 64 journal of social studies (jss), volume 18, number 1, 2022: 63-80 introduction active learning is related to learners’ inclinations and desires, in which creative, collaborative, exploratory strategies are used to make them progress through the different stages of education and enable them to make their own decisions after being trained in it with positive teachers. the positive teacher is the active teacher who is not satisfied with the information he obtained during university education only but is also keen on continuous education for life. the active teacher is keen to achieve interaction and to ensure the formation of integrated personalities of learners. he is also able to partner with families to develop the educational presentation service for children to contribute to highlighting the talented and distinguished learners (badir, 2012). writing is a means of communication that enables the individual to express his thoughts and feelings, write them down, and transmit them to others. through writing, the individual can see the ideas of others, and learn about the development that he has been made in the lives of individuals and societies. writing is characterized as an intellectual mental process that the individual performs after going through multiple stages and is the important channel of communication in the history of humanity. it helps the individual to show creative ideas in the form of written arts and others. this is what gives it the characteristic of permanence and continuity that distinguishes it from oral speech. teaching writing has become a main goal and objective that language education seeks, and this is what language teaching curricula want mainly to achieve (ashour and al-hawamdeh, 2010). writing is one of the tools of expression and translation of ideas that work in the human mind, and an important means of performance between individuals, groups, nations, and societies. writing is subject to foundations and principles that the teacher must observe. these foundations are represented in the teacher’s ability and belief in teaching writing, and that he is familiar with the psychological and mental aspects of his students. he also should have skills and abilities and possesses sufficient linguistic and cultural wealth. he should be able to exploit the students’ inclinations to write, progressing with the student from easy to difficult, and training in writing in the reading class to make the two processes go hand in hand (al-dulaimi and al-waeli, 2005). the problem of the study 65 developing writing skills ... (mohamad ahmad saleem khasawneh and eman khaled tawafiq alatoom) the ability to write is an important aspect of a student’s success in the basic stage. a student who cannot read or write cannot perform what is required of him. because english language is very important, especially writing in basic schools, it becomes vital for students in the basic stages. therefore, the school seeks to develop students’ experiences, upgrade their concepts and social information, refine their tastes, stimulate their passion for writing, and form their balanced personalities (bader, 2007). the mastery of writing skills is a major factor in the success of students, and this depends on the ability of the teacher to teach these students using various methods and strategies, including active learning. through the researcher’s work and his experience, he noticed that there is a weakness among students with learning disabilities in the writing skills in english language. therefore, this study aimed at investigating the effect of active learning as a means of addressing the phenomenon of poor writing. the study also attempted to investigate the impact of active learning on developing the writing skills of students with lds in english language. questions of the study the study attempted to answer the following questions: 1. what is the effect of the active learning method on developing writing skills among students with learning disabilities in english language? 2. are there any statistically significant differences in the development of writing skills between the mean scores of the experimental and control groups due to the gender variable? significance of the study it is hoped that this study will benefit teachers and educational supervisors in the procedures for developing writing skills based on active learning in teaching english language. the results of this study might help in focusing on modern trends for ways to integrate active learning strategies into new educational learning topics. this study might open the way for other similar studies to build teaching programs based on active learning. limitations this study has several limitations. the study is limited to the sample of students with learning disabilities in english language in irbid governorate 66 journal of social studies (jss), volume 18, number 1, 2022: 63-80 for the academic year 2019/2020. the study is also limited to investigating the effect of active learning on writing skills. literature review active learning abdul wahed and al-khatib (2001) indicated that active learning is linked to the concepts of cognitive theory and constructivist theory. students learn through their active participation in the teaching-learning process, as they think, analyze, speak and write what they have learned, and link it to their daily lives through realistic practices. sharon and martha (2001) stated that active learning is a process of dynamic inclusion of learners in educational situations, which requires them to move and actively participate in all activities under the guidance and supervision of the teacher. active learning encourages students to read critically, diversify in educational activities appropriate for students to achieve the desired educational goals, and support learners’ self-confidence towards various fields of knowledge. it also encourages students to ask different questions, work on solving problems, and contribute to measuring students’ ability to build and organize new ideas (zhang & li, 2021). active learning contains a diversity, plurality, exclusivity, and participation, so there are many teaching methods and techniques in active learning (thambu et al., 2021). first, the discussion method, which is one of the common ways used in active learning. the discussion technique urges teachers to continue learning, apply the learned knowledge in new situations, and develop the learners’ thinking skills. this method needs a good knowledge of the subject matter by the teacher. the teacher should be able to use the appropriate methods of asking questions and managing discussions. he also should be able to create a discussion environment (mental and moral) that encourages learners to put forward their ideas and questions with fluency and courage. second, micro-teaching, which is a learning situation that takes place in a short time (about 10 minutes on average) and involves a small number of students (usually between 5-10 students) during which the teacher introduces a specific concept, or trains students in a specific skill. micro-education has 67 developing writing skills ... (mohamad ahmad saleem khasawneh and eman khaled tawafiq alatoom) been used to allow the teacher to get feedback on this teaching situation and has been used in many areas, including pre-service teacher training, in-service training, micro-psychological counseling, supervisor training, pleading training, and college teacher training. third, brainstorming, which is one of the group discussion methods that encourage members of a group of (5-12) people, under the supervision of a teacher, to generate the largest possible number of diverse innovative ideas, spontaneously, in an open, non-critical atmosphere that does not limit the release of these ideas that could be solutions to a predetermined problem. writing skills writing is the means of communication through which an individual can express his thoughts and feelings, write them down and transmit them to others. writing also enables individuals to recognize the ideas of others and stand up to the development that he has made in the lives of individuals and societies. it is characterized as a mental and intellectual process that the individual performs after going through many stages (tortorelli et al., 2021). writing is a basic linguistic activity used in daily life. when an individual writes, he communicates his thoughts, news, and experiences to others, or expresses his feelings and emotions towards others. it is a container of thought, a heritage preserver, and a tool for expression and thinking. writing is not only a mechanism through which knowledge and news are communicated or transmitted, but it is a technique by which knowledge is transformed, generated, reconstructed, and organized in a new form of different forms of organization. writing is an internal process that helps writers examine their ideas. it is a dynamic process, with continuous movement between the product and the process, and embodiment and subjection are important to this process (shehata, 2000). the goals of teaching writing are closely related to the goals of teaching english language itself, as writing is the outcome of all the other language skills from listening to speaking to reading and writing. the goals of teaching writing, in general, come from the great importance of it, as writing has given the human community a great opportunity for communication between its members in different fields of life. through writing, the heritage of different civilizations has been preserved over time and generations. the individual can express 68 journal of social studies (jss), volume 18, number 1, 2022: 63-80 his thoughts and feelings in written linguistic forms, thus enhancing his selfconfidence by convincing others, in addition to gaining the ability to describe the events that take place around in various life situations (amer, 2000). previous studies mori (2020) explored undergraduate students’ preferred method of learning in an english classroom at a japanese university. the study used an explanatory design by conducting a questionnaire survey with 21 participants. students chose active as a style as their best method. they expressed their dissatisfaction with the traditional lecture style, and they preferred a more interactive method of learning. yaccob and yunus (2019) conducted a literature review to explores the use of collaborative online writing activity on esl learners’ critical thinking and active learning. the results showed the importance of using collaborative online writing activities to teaching and learning writing for esl learners. the review was a reference for future researches to ensure many esl writing activities to be more enjoyable, engaging, and meaningful. ismail and winarni (2019) explored the impact of active learning on the ability of students to develop their scriptwriting skills at the university of surakarta. the study used interviews, questionnaires, and observations to collect data. the results showed that students’ skills in writing improve with the use of active learning techniques and methods. st and winarni (2019) explored the development of an indonesian textbook model based on text and character and the impact of active learning on students’ writings. the study used the qualitative descriptive approach. the study collected data using observations, interviews, and observations. the findings showed that the used textbooks need reconsideration. the textbooks should include more active learning activities and techniques. sawyer et al (2017) compared active-learning techniques of cooperative learning and writing to learn. the study included 165 undergraduate students in developmental psychology courses. the study found that multimedia cooperative learning increased learners’ motivations. the results also showed that active learning techniques improved the academic level of students. methods 69 developing writing skills ... (mohamad ahmad saleem khasawneh and eman khaled tawafiq alatoom) sampling the number of the study sample included 40 male and female students. table (1) shows the distribution of study members by gender and the total number. table 1. distribution of the study sample according to gender and group gender control group experimental group total male 10 10 20 female 10 10 20 total 20 20 40 instrument of the study the researcher prepared a writing test, consisting of 40 items, as an instrument of the study. the test aimed at measuring the performance of students with learning disabilities in english language, based on the lessons provided to them. the validity of the writing test was verified by presenting the objectives and test items in their initial form to a group of specialized and experienced judges. the purpose was for reviewing and reformulating the test items, expressing their opinions in the linguistic form of its vocabulary, and expressing their observations in the test items in terms of clarity of its objectives, and the extent of its comprehensiveness. the judges checked the scientific accuracy of the paragraphs of the test, and their representation of the content and objectives to be measured or any other suggestions. after collecting the judges’ notes, some test paragraphs were modified, and some of them were reformulated to become more accurate. the reliability coefficient of the writing test used in this study was calculated by applying the test on an exploratory sample of (30) male and female students of the fourth grade from outside the study sample. the testretest method was used, where the test was applied twice with an interval of two weeks. the reliability coefficient using the pearson correlation coefficient was calculated, which was (0.90). this value is acceptable and justifies the use of the test for the current study. results and discussion 70 journal of social studies (jss), volume 18, number 1, 2022: 63-80 the two questions of the study were answered by calculating the mean scores and standard deviations of the performance of the study members on the pre and post-writing tests according to the teaching method (active learning method, the regular method). table (2) shows the results. table 2. the mean scores and standard deviations of the study sample’s performance on the pre-test and post-writing test according to the variables of teaching method and gender teaching method gender no. pre-test post-test mean score standard deviation mean score standard deviation traditional male 10 31.73 8.58 39.38 6.42 female 10 30.95 6.52 35.68 8.44 total 20 31.39 7.65 38.36 7.55 active learning male 10 37.19 5.24 45.60 0.99 female 10 31.00 4.40 41.34 5.44 total 20 34.71 5.59 43.89 3.76 table (2) shows that the mean score of the performance of the study sample on the post-writing test who studied using the active learning method was (43.89), which is higher than the mean score of the control group, which was (37.36). the mean score of the performance of the male students was (42.56), which is higher than the mean score of the female students, which was (37.90). to find out whether the differences between the mean scores of both groups were statistically significant, the accompanying two-way analysis of variance (ancova) was conducted for the effect of teaching method and gender. table (3) shows the results of the analysis. table 3. the results of the (ancova) analysis for the performance of the study sample on the post-writing test according to the variables of teaching method and gender source of variance sum of square freedom value mean square f-value sig. pre-test 109.821 1 109.821 2.61 0.111 71 developing writing skills ... (mohamad ahmad saleem khasawneh and eman khaled tawafiq alatoom) source of variance sum of square freedom value mean square f-value sig. teaching method 570.514 1 570.514 12.458 0.000 * gender 242.518 1 242.518 4.734 0.019* error 2801.74 66 41.466 total 3998.468 69 *statistically significant at (a≤0.05) table (3) shows that the f value for the teaching method was (12.458), which indicates that there are statistically significant differences between the mean scores of the performance of the two study groups (experimental and control) on the post-writing test. this means that the active learning method had a significant impact on learning english language among the sample of the study. table (3) also shows that the f value concerning the gender variable was (4.734) and at a level of significance (0.019), which indicates that there are no statistically significant differences between the mean scores of the performance of the two study groups (experimental and control) on the post-writing test due to gender variable. the use of the active learning approach is not affected by the gender of the student. this could be explained by that both genders received the same training and treatment. the modified mean scores have been extracted to find out to which group the differences are in favor. table (4) shows the results. table 4. the modified mean scores and standard for the performance of the study sample on the post-writing test according to the teaching method variable method gender no. mean score standard deviation traditional method male 10 39.61 1.46 female 10 35.06 1.70 total 20 37.37 1.12 traditional male 10 43.86 1.49 female 10 41.71 1.76 total 20 43.22 1.11 72 journal of social studies (jss), volume 18, number 1, 2022: 63-80 table (4) shows that the adjusted means score of the experimental group, which studied using the active learning method, was (43.22), while the mean score of the control group that studied using the traditional method was (37.37). this indicates that the difference was in favor of the experimental group, which was studied using the active learning method. this also confirms the effect of this method in developing writing skills compared to the traditional method. it is also noted from table (4) that the adjusted mean score for male students was (42.23), while the adjusted mean score for female students was (42.23), and this indicates that the difference was in favor of males. the progress of the experimental group over the control group in writing skills may be attributed to the students’ gradual development in writing through stages, each of which includes various steps and processes, giving them the freedom to choose the topic they wish to write on, and the student’s reincarnation of the true writer’s personality while writing. students had the chance to plan, write, review, correct and publish their topics. the diversity of activities and exercises accompanying each of the operations brought pleasure and joy to the writing process. this may also be attributed to the freedom of the active learning brought to students to express their ideas, write them down and work on arranging and revising them, without worrying about linguistic errors that may limit the focus on ideas, organization, and codification, interestingly and excitingly. recommendations the study recommends the necessity for researchers interested in developing methods of teaching imagination skills to work on organizing training programs for teachers, based on active learning, and to prepare a guide for teachers that can be referenced when using these programs to learn and teach writing skills in the basic stage. it is also recommended to train educational supervisors and teachers on practical applications for using the active learning method and evaluating it in the classroom, through the adoption of training programs, and the holding of specialized technical seminars and workshops in this field. english language teachers should use the active learning method in the classroom in the various units of the english language subject in the basic stage. 73 developing writing skills ... 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(mohamad ahmad saleem khasawneh and eman khaled tawafiq alatoom) a. s. (2017). which forms of active learning are most effective: cooperative learning, writing-to-learn, multimedia instruction, or some combination?. scholarship of teaching and learning in psychology, 3(4), 257. sharon, d. & martha l. (2001). learning & development. new york: mcgraw hill book co. shehata, h. (2000). teaching arabic between theory and practice. 1st edition. cairo: the egyptian lebanese house. st y, s., & winarni, r. (2019). active learning in scientific writing skill using indonesian textbook based on character education. in journal of physics: conference series, 1339(1), p. 012070). iop publishing. thambu, n., prayitno, h. j., & zakaria, g. a. n. (2021). incorporating active learning into moral education to develop multiple intelligences: a qualitative approach. indonesian journal on learning and advanced education (ijolae), 3(1), 17-29. tortorelli, l. s., gerde, h. k., rohloff, r., & bingham, g. e. (2021). ready, set, write: early learning standards for writing in the common core era. reading research quarterly. yaccob, n. s., & yunus, m. m. (2019). a review: esl learners’ critical thinking and active learning through collaborative online writing activity (google docs). jurnal penyelidikan sains sosial (jossr), 2(3), 35-42. zhang, h., & li, y. (2021). integrating active learning activities and metacognition into stem writing courses. advances in physiology education. 80 journal of social studies (jss), volume 18, number 1, 2022: 63-80 journal social studies vol 17 no 2.indd 255 alquran communication patterns and efforts to build positive communication iman sumarlan department of communication sciences, faculty of literature, culture and communication, universitas ahmad dahlan, yogyakarta, indonesia email: iman.sumarlan@comm.uad.ac.id rizki firmansyah department of communication sciences, faculty of literature, culture and communication, universitas ahmad dahlan, yogyakarta, indonesia email: rizki.firmansyah@lpsi.uad.ac.id hendra darmawan department of english education, faculty of teachers training and education, universitas ahmad dahlan, yogyakata, indonesia email: hendradar@yahoo.com abstract communication is an important matter in social life in building understanding and togetherness. this study aims to analyze the pattern of positive communication in the alquran. this research paper uses a qualitative with analisys texts method, with a descriptive and interpretative approach to obtain clear information from the alquran in communicating. human relations are not built properly if they ignore the values and main aspects of communicating, namely honesty, truth, and clarity. all aspects that in recent years have diminished and may have disappeared. alquran as a holy book contains journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 255-270 doi: 10.21831/jss.v17i2.43624.255-270 256 journal of social studies (jss), volume 17, number 2, 2021: 259-274 kalamullah as a form of communication to humans which is loaded with various communication messages so that it can be used as a guide for humans to interact because the alquran presents an ideal picture in communicating. this study uses a qualitative approach with a analisys teks method from the book of commentaries and sources with other similar topics. keywords: alquran, communication pattern, positive communication introduction in the islamic perspective, communication should realize two relationships at once, vertical and horizontal. so the sign of both success in communication is to choose the right method and sentence. in muamalah relations between people, if you choose the wrong word, the information that the speaker wants to convey can be less effective or even unclear (dewi, 2019). if not controlled can contain many lies. moreover, there have been so many hoaxes in recent years. this is as revealed by ramlani in his research which revealed a survey in 2017 conducted by the indonesian telematics society (mastel) 2017 on 1,116 respondents. respondents tested came from various groups such as students/students, professionals/employees, entrepreneurs, and unemployed. in the survey, it was revealed that the form of a hoax that was most often received was through writing, as many as 62, 10%; picture 37.50%; and videos as much as 0.40%. most hoax news distribution channels occur on social media (facebook, twitter, instagram, and path) as much as 92.40%; chat applications (whatsapp, line, and telegram) as much as 62.80%; websites as much as 34.90%; television as much as 8.70%; print media as much as 5%; e-mail as much as 3.10% (saputra, 2018). in 2018 there was 3,884 hoax content and hate speech spread on social media (hutagaol, 2019). the total number of hoaxes and hate speech in 2019 according to data from the ministry of information and communications amounted to 3,901 (kominfo.go.id, 2019). in 2020 for the march-april period, as stated by the head of the polda metro jaya, there were 433 related hate speech and fake news (anugrahadi, 2020). all of them are dominated by social media. until 2021, fictitious and disrespectful news is still milling about. hadith ifki or hoaxes are then increasingly followed by disrespectful language and terms which are not only mushrooming among teenagers, 257 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) especially when they communicate with older adults (ali et al., 2017). but, also in many circles. the communication problem continues in the implementation of da’wahh in the community which does not show significant results, this may be due to inappropriate communication so that the message conveyed is not well understood by listeners. because the preacher may equate the form of communication to all listeners (ali et al., 2017). on the other side, most of the media today does not provide educational value, which appears more in edutainment and infotainment), while still emphasizing its business, not as teaching that can be adhered to. the mass media also exposes a lot of mystery and mystical stories that are welcomed by the public; as if to satisfy their magical curiosity. the truth of the disclosure of the “unseen world” on television is never complete because it is difficult to prove the truth. as a result, the logical and critical minds of the people are shackled; think less rationally (ma’arif, 2009). so it is not surprising that today the media has undergone many changes, especially in terms of media functions so that directly or indirectly the media has an impact on all information submitted to the public(mildad, 2018). so for that reason, in 1986, mohd yusop husain in his article islamization of communication theory in asian media, suggested that the product weaknesses of existing media theories should be applied in the operationalization of various mass media such as radio, television, newspapers, magazines and so on, needs to be corrected immediately through the concept of islam as stated in the alquran and as-sunnah. the aim is, among others, to direct community development in a more positive direction (susanto, 2019). islamic teachings which include the alquran and hadith provide an overview and pattern of communication that can be applied in general preaching life. alquran not only commands a person to speak effectively but also ethically (markarma, 2014). according to jalaluddin rahmat in his book islam aktual states that in communicating, one should be “straight to the point”, straight, not lying, not convoluted, per the criteria of truth (ilyas, 2010). the nature of the words must be baligh, which can be interpreted as communication using effective language, targeted, communicative, per the communicant’s intellectuality, easy to understand, straight to the point, and not complicated (simamora, 2018). in the hadiths, we find many signs to communicate properly, such as “qulil haqqa even though murran” (say what is true even if it tastes bitter). second, falyakul khairan au liyasmut (say if it’s true if you can’t, be quiet). third, 258 journal of social studies (jss), volume 17, number 2, 2021: 259-274 laa takul qabla tafakkur (don’t speak before thinking first). fourth, the prophet recommended speaking well, as narrated by ibn abi dunya, “mention what is good about your friend who is not present at the meeting, especially the things that you like about your friend as your friend conveys your kindness to your friend. when you’re not there.” fifth, then the prophet saw said, “verily allah does not like people, namely those who overturn facts (facts) with their tongues like a cow chewing grass with its tongue” (sinaulan, 2016). so on that basis, this research focuses on how the pattern of the alquran communicates to humans and then makes it an inspiration to communicate with the community in social life and da’wah. so that it avoids lying, rude, and per the capacity of the listener. methods this research is a literature review that discusses the pattern of communication in the alquran. the researcher examines and focuses on studies based on three specific forms of communication texts in the alquran based on the explanations of existing interpretations. some of the references used include journals, magazines, books, and the internet. therefore, this research paper uses a qualitative with analisys texts method, with a descriptive and interpretative approach to obtain clear information from the alquran in communicating. the data validation is conducted by peer debriefing. this validation—involving an interpretation beyond the researcher and invested in another person—adds validity to an account (creswell, 2017). the data in this study were taken by observing the verses of the alquran relating to the various communication patterns built by the alquran in preaching and communicating, supported by the book of interpretation and studies related to forms of communication in the alquran. the communication pattern of the alquranic verses is sorted according to the form contained in several letters in the alquran, then their content is observed using the scientific interpretation of the religious department on information and communication so that the concept of alquranic communication is produced that can be applied in life. results and discussion three patterns of alquran communication 259 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) alquran is a holy book that contains the message of da’wah. and therefore the alquran has several patterns in its da’wahh communication. communication in the alquran, although the communication in it is unusual and unequal between the speaker and the receiver, nevertheless it belongs to a non-scientific linguistic phenomenon (rakhtikawati, yayan; rusmana, 2013). unusual and extraordinary that has a special shape, pattern, and purpose. in the alquran and hadith, various guidelines are found so that communication runs well and effectively. we can term it, as a rule, principle, or ethics of communication from an islamic perspective. these rules, principles, or ethics of islamic communication are a guide for muslims in communicating, both in intrapersonal communication, interpersonal communication in daily life, preaching orally and in writing, as well as in other activities (yanti, 2013). many patterns of communication are conveyed by the alquran and its verses, but in this discussion, only three patterns are presented from the many forms of communication in the alquran. in the thematic interpretation of the ministry of religion on communication and information, it is stated that the three patterns are: story, tikrar, and graduation. first, story. the stories told by the alquran are varied and varied, from the past people, prophets, and major events, all of which contain lessons and education. but the story presented by the alquran is not like a bedtime story for children whose content is fictitious and not factual. the alquran conveys that his stories are true and did happen. this method has its influence on the soul and mind, with logical and rationalist arguments. the alquran uses this method in several places, especially in the news about the apostles and their people. allah has told rasulullah saw and the best stories about good events, as a mirror for mankind (subqi, 2016). the purpose of each story in the alquran is to strengthen the soul of the apostle, namely as a reminder that what the prophet saw experienced was experienced by the apostle and the previous people and is even greater (depag, 2011). in addition, the stories of the alquran and the pattern of communication are to raise morals, stay away from shirk and strengthen faith (depag, 2011). yang values in modern communication theory are not up to that level. knowledge of the stories in the alquran is not an ideal goal of exposing the alquran but as a tool or instrument of analysis of a problem. according to al-buthi, the story in the alquran has the main purpose of realizing the generalpurpose brought by the alquran to humans. namely, calling and showing them 260 journal of social studies (jss), volume 17, number 2, 2021: 259-274 the right path so that they will find salvation in this world and the hereafter (yusuf, 2013). abdul hamid kasyki in the preamble of his book qisashul alquran mentions that the story in the alquran is not just words, it is a rule and law, it has a special nature as a da’wahh of faith from adam until the end of time. therefore, it cannot be compared with the stories written by humans whose contents are only frightening and contain a lot of sheer fantasy, not even worth reading and telling (kasyki, 2003). like a story, the story of the alquran generally contains elements of actors, events, and dialogue. but generally shorter, then we will find in some of the stories sometimes mentioning people’s names, sometimes not mentioning them, sometimes mentioning time sometimes not (anwar & muharom, 2015). this is also stated in the interpretation of the ministry of religion that the story in the alquran is not the same as the story in history books, it sometimes does not mention the place, time, and name of the perpetrator, even it seems incomplete in one place, not because the story has no end but the general description of the alquran. it only tells the substance of the stories in a certain context (depag, 2011). one of the stories that present great value in every form of communication is like that in the letter of yusuf. consider for example in surah yusuf (12): 23-24. “and the woman that joseph lived in his house tempted yusuf to submit himself (to him) and he closed the doors, saying, ‘come here.’ yusuf said: ‘i take refuge in allah, indeed my master has treated me well.’ verily, the wrongdoers will not prosper. indeed, the woman had intended (to do that) with yusuf, and joseph also intended (to do) with the woman if he had not seen the sign (of) his lord. thus, that we may turn away from him evil and abominations. verily, joseph is one of our chosen servants.” in another verse surah yusuf (12): 30, the woman referred to in the above verse is termed imraah aziz (azis’s wife). “and the women in the city said: “al aziz’s wife tempts his bachelor to submit himself (to him), in fact, his love for his bachelor is very deep. verily, we see him in clear error” in the first verse dhomir (the pronoun) when viewed in the verse only shows women and does not mention who the person is, in the second verse 261 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) does not mention names but uses another term, namely imraah aziz. although in some explanations it is stated that the woman in the intention is named zulaikha. responding to surah yusuf (12): 23-24 quraish shihab said that this was done by the alquran to protect one’s privacy, especially in the end that the woman repented. meanwhile, m. fairuz bin ali in his research states that the mention of women in the verse is to avoid the reader from imagining cases of synonyms with the character of women. the alquran subtly calls this temptation of imraah aziz to yusuf as rawadathu or haitalak (come here) not vulgar and not deep (ali et al., 2017). icol dianto added that yusuf’s integrity seems to be in his storywhen he was seduced by his master’s wife even though he had feelings too he realized his position was his master’s foster child so he refused the invitation to betray him. yusuf (as)’s personality was more radiating when he chose to be in prison rather than living in a luxurious palace, but close to the doors of betrayal and adultery (dianto, 2019). another form of the subtlety of communication in the alquran can be seen in surah maryam: 46 and as-shafat 102-103. the first letter tells how abraham preached to his polytheist father. ibrahim invited his father to monotheism, but he refused. and the communication of the prophet ibrahim with his father is described by the alquran in a polite and smooth language, yaa abati (kusnadi, 2014). similar to the second letter which is a dialogue between father and son, namely ibrahim and ismail, namely when ibrahim dreamed of slaughtering ismail as a command of allah swt when ibrahim told his dream to ishmael he answered exactly as when ibrahim called his father to monotheism, yaa abati. the story of prophet ibrahim as has relevance to interpersonal communication. that is the occurrence of many interactions that he did in the implementation of his da’wah, such as, interacting with his parents, with the people around him, with the rulers at the time, with his children, and interactions with the natural surroundings. so from all the interaction processes using forms of communication, various communication patterns are used. this happens because it adjusts to who the communicant is (yuliani, 2015). second, tikrar (repeat). meaningful mats or repetitions “repeating the pronunciation or its synonyms to determine (taqrir) meaning. in addition, there are also those who interpret tikrar as “saying something twice in a row or repeating the pronunciation of a meaning” (salihin, 2019). 262 journal of social studies (jss), volume 17, number 2, 2021: 259-274 in the alquran we find sometimes a verse with a similar editorial is found in other places and even those stories are often repeated in other places. however, this repetition has a different message. verses containing redactions of repetition are found in the alquran in up to 60 cases, these repetitions are usually because the connotations of each redaction are different, and therefore the meaning is different (baidan, 2002). the repetition of words or sentences in communication patterns is very familiar to language users. however, the scholars of interpretation are almost unanimous in stating that every repetition of a word in the alquran should have a meaning that is slightly or much different from the word or sentence that is repeated. the repetition of the alquran can be in the form of an editorial like that in surah ar-rahman or the form of content. all of these repetitions are intended so that the reader remembers the importance of it, besides that the message can penetrate deeper into the heart beside the repetition indicating the truth of the contents of the alquran (depag, 2011). moreover, many people believe that if the alquran is an educational book, repetition is sometimes needed for its effectiveness (mursalim, 2017)especially within recurrent neural network (rnn. ibn taymiyyah said: “no repetition occurs in the alquran is useless, but of course there is wisdom and meaning in it.”. this statement certainly makes sense, because the alquran is kalamullah that contains value i’jaz. if there is one side only from a weak alquran, for examplein the phenomenon takrar consideredby some is something in vain, then the existence of the alquran will be weak (anshori, 2015). this repetition according to salihin in his thesis is a form of affirmation, determination, renewal, and the magnitude of the case (salihin, 2019). one example of repetition of sentences that we find in the alquran because of the urgency aspect is seen in surat ar-rahman. in this surah, the word “fabiayyi allairabikuma tukazziban” is repeated 31 times and all of them refer to different contexts. jif saw each repetition of this verse is preceded by an explanation of the various types of favors that allah has bestowed on his servants. these types of favors are also different, so each repetition of the verse in question is closely related to one type of favor, and of course has added value (salihin, 2019). another repetition in the context of the majesty of the event is the mention of doomsday events. we find in many surah how the alquran describes judgment in different terms and becomes the name of the surah such 263 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) as al-haqqah, an-naba, al-qariah, al-adiyat, al-jaljalah, all of which speak of the last day with a different picture but essentially a picture of events it is one, the day of judgment. the difference in the description of the incident is adjusted to the listener’s understanding of it so that they can easily digest it. bint as-syati when commenting on the meaning of repetition in the letter al-insyirah “inna maal ‘usri yusra. fa inna maal ‘usri yusra” explains the noble meaning in the mention of faa inna maal ‘usri yusra with inna maal ‘usri yusra. the word fa in this verse indicates cause and effect, namely the expansion of the chest and ease. and the certainty of this is reaffirmed by the word inna plus the repetition of ‘usri yusra twice. the form of this sentence is not only to dispel doubts but also to indicate its true meaning (amin, 2019). a firmness that indeed after difficult will come easy. and as a form of affirmation of the words of the alquran about the reality that should have happened. the most important thing in repetition is not to mention in the alquran, even if the information we get from morning to night is only that which is reported in a certain period, then this can potentially change the paradigm of thinking, and that is the goal the alquran is trying to achieve in the future. his readers in every repetition of the verse. third, graduation (gradual). we know that the process of the revelation of the alquran to the prophet muhammad did not come down all at once and this has been agreed upon by many scholars, although there are slight differences between them. among them, as revealed by muhammad amin suma, the decline of the alquran was revealed at once to the sky of the world on the night of lailatul qadar and then it descended gradually to the prophet muhammad within 20, 23, or 25 years (suma, 2014). the difference between scholars regarding the periodization of the revelation of the alquran is also acknowledged by saad abdul wahid that the period of the revelation of the alquran is 20, 22, and 25 years according to him, this difference is closely related to the life of the prophet muhammad (wahid, 2011). quraish shihab in his book grounding the alquran divides the period of its descent based on the content of the alquran itself. the first period contains education for the apostles, an explanation of the nature of allah, and morality. the second period where there was a great struggle between the islamic movement and the jahiliyyah. the third period contains the principles of social life (shihab, 2002). the pattern of the revelation of the alquran is gradual, both in the sense that the verses of the alquran are not revealed all at once, or in the context of the determination of several laws which are also carried out 264 journal of social studies (jss), volume 17, number 2, 2021: 259-274 in stages. the communication pattern used by allah by lowering the alquran took place gradually over approximately 22 years (depag, 2011). in the process of decline, it was adjusted to the conditions and needs of muslims at that time. sometimes it is revealed one verse, two verses, even one surah (padli, erwin; mardiana, 2020). whatever the background, all the information above agrees that the alquran did not come down all at once. the alquran was revealed in stages so that the verses of the alquran strengthen the heart of the prophet allallāhu ‘alaihi wa sallam. if the alquran was revealed all at once, it would not only be difficult for muslims to memorize it— who are not good at reading and writing—but also understanding, appreciating, and practicing it. by being lowered gradually little by little, then the guidance of the alquran can be applied gradually as well. furthermore, it can be explained that the purpose of the verse is that allah swt wants the alquran to interact with the community. the holy alquran “lives” in their midst, dialogues, and solves their problems that arise from time to time. if the alquran came down all at once, then he could not interact and dialogue (depag, 2011). one example of this graduation can be seen from the gradual ban on khamer to muslims. at first, the alquran in surah an-nahl: 67 states that dates and wine can be used as intoxicating drinks, and from them there is good sustenance. in the next verse al-bakarah: 219 allah mentions that the evils of alcohol are greater than the benefits. in the next verse an-nisa: 43 allah forbids to pray if someone is drunk. and lastly, al-maidah: 90 firmly prohibits khamer, allah says that it belongs to the work of satan and should be completely abandoned. according to evi, the lesson of gradually decreasing the khamer verse is a form of human education in faith and therefore it requires stages. in addition, this stage is carried out for the greater benefit. moreover, this activity has been running in arab society for a long time and it is not an easy thing to get rid of it all at once (herawati, 2005). because if it is done, likely, the arabs will not just follow the prophet muhammad saw. from this pattern, we can say that a sentence that is conveyed without looking at the condition of masmu’ will certainly be rejected. alquran communication pattern= positive communication if you refer to laswell, the pattern of alquranic communication has shown the pattern he built in his theory known as the laswell paradigm 265 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) which includes; who, what, media, effect. michael charnley said that the communication process recognizes 5 (five) components, namely: (1) source (source); (2) encoder (communicator); (3) message (content of message or statement); (4) decoder (communicant); (5) destination (destination). the two communication formulas above have slight differences. however, this is not necessarily understood as the inconsistency of communication as a science (fachruroji, 2019). although the impression desired by laswell and charnley refers to worldly goals, for the sake of welfare and economic propaganda, we can add these two principles with more islamic values and goals. that is, in terms of effects and objectives, that communication should have an impact on positive social behavior, not only “down to earth” but also “sky”. if the alquranic communication pattern above is returned to islamic communication theory, there is a message that we can explore in the alquranic communication pattern. because the principle of islamic communication emphasizes the elements of the message, namely the treatise or islamic values, methods, style of speech, and use of language. islamic messages conveyed in islamic communication cover all islamic teachings, including aqidah (faith), sharia (islam), and morality (ihsan). regarding the method (kaifiyah), various guidelines are found in the alquran and al-hadith so that communication runs well and effectively. which is then termed as the rules, principles, or ethics of communicating in an islamic perspective (nashrilah, 2016). such as qaulan baligan, kariman, layyinan, sadidan, maisuran and others. so there is a value to be built in the pattern of islamic communication, namely morality. in yusuf’s story, for example, in the description above, the alquran does not want to fully reveal history, but it tries to describe the substance of a case in truth and when it is presented, it is not vulgar, deep, let alone expose the disgrace. in a further meaning, god’s communication in the story of yusuf reminds us of the true effects of the story, namely obedience to god, honesty, integrity to superiors, and guard against the disgrace of others. consider, for example, how moral values are built in the communication pattern in the letter of ibrahim. no matter how harsh and harsh ibrahim’s father was to him, one still had to choose polite words to his parents, yaa abati. it is a call of love and respect for someone to their parents. and this sentence was repeated by ismail to ibrahim, yaa abatif’al maa tu’mar (o my dear and honorable father, do what you are ordered to do). that is the message that the alquran builds in each of its stories. not only so that people remember but also 266 journal of social studies (jss), volume 17, number 2, 2021: 259-274 follow what the alquran says. it’s true when charnley mentions that communication should have a purpose. why does the alquran repeat its story, why do many of its sentences repeat themselves several times? the reason is simple because of the importance of the case so that every listener and reader can appreciate and not follow the trail and behave as what is conveyed. is not a teaching that cannot be delivered once? not because of a lack of vocabulary or no other theme, but so that the value can penetrate deeper into the heart. the alquran understands very well how to communicate efficiently, measurably, and effectively. the prohibition of khamer on early muslims was carried out without haste. the alquran’s phasing in the prohibition of this commandment is very rational. and the result is currently many of the muslims who do not consume it. this method can also be used in forms of communication in social life. the form of communication in one society will not be the same in another because of different customs and cultures, as well as in communicating to one person and another. for communication to be well received, the communicant’s capacity is well understood. if the diction in communicating is not exactly the desired goal in the communication, it may fail. conclusion communication, as jalaluddin rahmat said, can be a liaison of understanding between one another but on the other hand, it can be a source of dispute. conflicts and fights may be caused by the communication being unclear and vague, or containing lies and insults. so every peaceful social life must start by communicating, firmly, effectively, and politely. not only communication in the form of verbal but also non-verbal to minimize confrontation between each other. the alquran in this case presents forms of communication that are not only to create togetherness and peace between humans but have an impact on the life of the hereafter, so choosing words and regulating how to speak is very necessary. communication in the alquran looks firm, clear, true, easy, contextual, effective, and per the capacity of the listener. because the alquran came down as laws and rules that should be understood by readers and listeners. how the rules and laws can be implemented properly if the sentences in them look blurry. so the form of alquranic communication that emphasizes honesty, subtlety, firmness (repetition), and contextual ideals and should be 267 alquran communication patterns and efforts to build ...(iman sumarlan, rizki firmansyah, hendra darmawan) a barometer of a muslim in social interaction. so that dishonest, rude, and lying communication can be reduced and contextual ideals and should be a barometer of a muslim in social interaction. so that dishonest, rude, and lying communication can be reduced and contextual ideals and should be a barometer of a muslim in social interaction. so that dishonest, rude, and lying communication can be reduced. references ali, m. f. bin m., othman, c. r. binti, & bin, m. s. 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(2019). pola komunikasi jurnalistik dalam perspektif islam. al-hadi, 4(02), 1–13. https://jurnal.pancabudi.ac.id/index.php/alhadi/article/ view/742 wahid, s. a. (2011). studi ulang ilmu alqran dan ilmu tafsir. suara muhammadiyah. yanti, f. (2013). pola komunikasi islam terhadap tradisi heterdoks (studi kasus tradisi ruwatan). analisis, xiii(1), 201–220. https://doi.org/10.24042/ ajsk.v13i1.686 yuliani. (2015). pola komunikasi interpersonal dalam kisah nabi ibrahim as (suatu kajian dalam alquran surah al-baqarah ayat 258, surah al-anbiya ayat 52-68, surah as-saffat ayat 102). institut agama islam negeri padangdisimpuan. yusuf, m. (2013). membentuk karakter melalui pendidikan berbasis nilai. jurnal al-ulum, 13(1), 1–24. https://journal.iaingorontalo.ac.id/index. php/au/article/view/178 270 journal of social studies (jss), volume 17, number 2, 2021: 259-274 221 traceability model system as originality assurance method for honey product, indonesia jaisy aghniarahim putritamara socio-economic livestock department, faculty of animal science, universitas brawijaya, indonesia email: jaisyap@ub.ac.id rahmi yuniarti industrial engineering department, faculty of industrial engineering, universitas brawijaya, indonesia email: rahmi_yuniarti@ub.ac.id anie eka kusumastuti socio-economic livestock department, faculty of animal science, universitas brawijaya, indonesia email: anieka_05@ub.ac.id abstract honey is a hype product as immunity booster in the health shock covid-19. unbalance of supply and demand has raised the price and made the consumer could not afford it. besides that, global issue about unoriginal honey which spreads in society has made the consumer has negative stigma on smes honey product because it does not have complete food safety certification as commercial company. objective of the research was to increase the consumer trust through originality assurance for honey product from traceability system. the research is a case study with fgd method and then followed by interpretive structural journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 221-240 doi: 10.21831/jss.v17i2.42602.221-240 222 journal of social studies (jss), volume 17, number 2, 2021: 221-240 modeling (ism) analysis and business process notation as solution. result of the research showed that the distribution aspect has great power to affect the stakeholder and logistic aspects, due to success of both aspects are determined by distribution aspect. while the stakeholder aspect does not have any power to affect other aspect because if the business system has correct sop, then both aspects will have appropriate supply chain management. therefore, the solution is business process improvisation, so that to increase the trust local brand for honey product, it must be optimized through recording system of customer journey, so that the producer could trace the barrier and enabler factors about perspective of the honey originality.. keywords: distribution, honey, originality, stakeholders, traceability. introduction during the pandemic of covid-19, the consumer awareness to consume nutritious food products has increased. they consider deliberately purchasing the product based on the health aspect. one of them is the great contribution of livestock sector as provider of high nutritious foods and plays as immunomodulatory, which is required by community to support their health, so that the consumer demand for livestock product is increasing. the pandemic era has changed the consumer behavior to be more selective to choose the food products. if we study about the trend of food products, the herbal products have increased during pandemic. this is in line with the government’s appeal regarding health protocols to wear masks, social distancing, and maintain the immune system, so that it will establish new community activity that makes herbal products or supplements become the mainstay products as immune booster. the product becomes the target of household needs per capita after the primary food. one of the livestock products that contains high micronutrients and increase the immune system is honey. honey is a hype product during pandemic because it becomes supplementary needs for consumers to support their health after primary products. the health experts explain that increasing the immune is affected by digestive condition for about 70%, if condition of the digestive tract is good, the immune system will increase. this is in line with composition contained in honey, namely prebiotics fructooligosaccharide (fos) as good object for digestive bacteria, besides that honey contains antioxidant, polyphenol and 223 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) flavonoid that are needed by the body. the trend of buying honey is increasing drastically and it provides an opportunity for honey producer to increase consumer satisfaction in order to survive during the health shock. the era of modern technology and health shock factor have made the consumer to be more selective to choose honey product of the preferred brand. for certain group of community who have decreased purchasing power, they will choose products with affordable prices, while for consumers who have stable purchasing power, they still purchase honey even if costly, but they have received positive recommendations from consumers. based on information from susenas (central bureau of statistics, 2018) in 2017 whereas the millennial communities were 88 million or 33.75 percent out of the indonesian populations in which the majorities were generation y and z. the consumer characteristics in digital era are more selective against the product assessment. more native digital than immigrant digital has positive chance for development of the livestock business, which is accidentally as producing sector of food product because the millennial consumers have great power in decision-making to purchase. it also has negative effect in which the customer recommendations become the center of attention and consideration to purchase the product. if the consumers are disappointed toward their purchased product, so that they will express their dissatisfaction to 10 persons, but if they are satisfied, they will express positive recommendations to 5 prospective consumers. during health shock, food manufacturers should increase their alertness to avoid any disappointment when they design a product and its attributes to be more adaptive that conform to the consumer expectation and desire. according to sciffman and winsenblit, consumer behavior is defined as a study that relates to tracking and tracing the consumer action during they are searching, purchasing, using, evaluating, and deciding to repurchase or stop (sciffhman and wisenblit, 2015). this study describes how individual determines the available resources, so that the purchasing power determines a producer/ manufacturer to design a product. in this study, producer considers the product design by observing product, which mostly purchased by the consumers, factors that determine decision-making to purchase the product, when the product is purchased by the consumer, where does the consumer mostly purchase the product, recording the purchasing frequency of the consumer, frequency of the product consumption, method used by the consumer to evaluate the product, and consideration about what the consumer has to stop consuming the product. 224 journal of social studies (jss), volume 17, number 2, 2021: 221-240 the study becomes the parameter for producer to find out consumer journey, which affects on business continuation. product that has good brand image will always attract the consumer attention. however, producers really expect to have the same market share, particularly for honey product. up to now, a number of consumers still put in doubt the originality contained in honey product, and it is susceptible to negative issue about originality of the product. for certain consumers, honey is not a primary food. honey is a supplement to increase immune system. for consumers who are critical to product assessment, they have more knowledge about honey, so that they would not be easy to trust to the whole honey producers, because the product could be adulterated easily. few producers remove honey originality to gain more profits, such as producing synthetic honey (caramelized sugar liquid with a honey-like texture) and syrup honey that derived from bees, which consume sugar water (not nectar) so that if it is tested, it contains 50% sugar and 50% honey. certain producers who replace composition of pure honey with synthetic sweeteners from fructose may endanger the consumers because the product will trigger diabetes and increase cholesterol level from ldl. besides originality of honey, other factor that triggers whether the honey is original or not is the supply chain of honey product. therefore, to increase trust and credibility of the honey brand, traceability system is required as originality assurance method. smes is the business level, which is the most affected when credibility of a product becomes the main point of the consumer in deciding to purchase the product. during pandemic, the whole business elements strive to survive in order to develop their business in the midst of uncertainty due to health shock of covid pandemic. honey product is perishable food and when the government urges the community to stay at home and restrict activities outside, so that it inhibits honey distribution and automatically it reduces product absorption. massive impact of the pandemic on consumer purchasing power has forced producers to compete with each other strictly for the market. if honey product from smes is compared with commercial honey, smes requires specific strategy to survive in order to increase the consumer trust. selective behavior of the consumer has triggered smes to be more transparent and adaptive to the consumer needs today. such selectiveness is not only caused by the consumer behavior in modern era, which is adaptive to technology and information, but also the consumer consideration to get product based on priority scale due to low purchasing power of the consumer as a result of economy crisis. change in consumer behavior consists of individual behavior and 225 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) mindset, while change is defined broadly as change in social structure that will affect social development in the future. massive change is also well-known as reformation (nurmalia et al., 2019). impact of such change that can be perceived by the community is the economy aspect. it is due to each community decides to purchase based on their needs. if an economic change occurs in a country, its impact will affect on the community concerning with fulfillment of their needs whether decrease or increase (nurmalia et al., 2019). a change is a condition that cannot be avoided due to strong urge of external condition along with individual internal needs (arifah, 2020). based on the described problem above, the author initiated to increase consumer trust and facilitate the supply chain activities by increasing transparency of honey product from upstream to downstream through traceability system, so that the consumer will be able to access directly the information about agrobusiness from bees to honey product at the hand of end consumers. besides that, the producer will be easier to monitor development of the consumer change in order to produce an adaptive product in accordance with the consumer needs at that time. the producer fraud is imitating a product as the original one due to no transparency of marketing institution, which should inform the product line from upstream to downstream. therefore, in order to increase integrity of honey originality, traceability in supply chain must be applied as effective method to assure originality of honey product as contribution to food security during crisis (iwan, 2017). by the application of traceability system, a company will be able to identify the product lot that relate to batch of raw materials, processing, distributing the product and logistics, so that it will minimize withdrawal of the whole product lots, which had been produced. traceability system also establishes a company to increase competitive advantage through ability in documenting the offered product characteristics (olsen and borit 2013). the research used interpretive structural modeling (ism) to obtain traceability modeling system for originality assurance of honey product. a number of experts who observe food product assurance, also applied this method to assure that the food products are kosher (halal), but in this research, the author has concerned with originality (yang & bao, 2011) ism method is designed systematically to describe the structure of complex problems comprehensively due to the formed elements were resulted from fgd and the experts (banwet & shankar, 2006). besides that, ism method is also used to determine complex relationship among elements that 226 journal of social studies (jss), volume 17, number 2, 2021: 221-240 have been designed by the experts in an assessment system using exsimpro software (pfohl, et.al, 2011). some previous research used ism method to reduce operational risks and supply chain, which were caused by barrier factors because they were not relevant to the system. this method was also designed by food manufacturers to increase consumer satisfaction (bahadori and teymurzadeh, 2018). ism also assists the producer to identify and create critical barrier model against smes business, so that the business will be more adaptive (gardas, et.al, 2018). therefore, the author chose ism system because it is quite representative to measure complexity in marketing institution for honey product to monitor its originality. in early stage, the selected experts determined the crucial elements in supply chain of honey product that related to traceability of honey originality in order to increase credibility of local brand in smes level. the novelty of this research showed that so far there is no originality assurance of honey product. consumer credibility toward honey product is higher on commercial with complete assurance for food, so that the consumer trust is higher, however, more honey products from smes business produce original honey, but based on the consumer perspective, the credibility is still lower because there is no consumer assurance method for product originality from upstream to downstream. the first paragraph in each section should be left-aligned and each following paragraph should be indented. text should be single-spaced with no space between paragraphs. literature review consumer behavior towards honey product the pattern of honey purchasing decisions is based on consumer demographic factors. all segments decide to buy honey with consideration of authenticity, nutritional content, positive impact from health and hygiene aspects. kotler & keller (2012) that consumer trust has an impact on the consideration of other consumers to decide on a purchase. the company relies on consumer trust as a marketing referral to increase the trust of other consumers. traceability consumers in the crisis period have the main consideration in purchasing 227 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) products related to product safety. this is a determining factor for consumers to rise at the level of purchasing decisions. traceability is a solution to improve purchasing decisions. european union countries use the traceability system as a guarantee for food products kementerian perdagangan, 2015). the traceability system has 2 main performances, namely tracing and product tracking. the traceability system is optimal if the producer has a record of product flow from upstream to downstream. the technology needed in tracking and tracing starts from procurement, production processes, distribution, packing and labeling (handayani 2014). traceability systems help companies improve business performance through product lot identification systems and their relationship to raw material batches, processes, and product delivery processes. this system also gives companies a competitive advantage through documenting product characteristics (olsen and borit 2013). methods the research was conducted at agro tawon rimba raya for 2 months from april to june 2021 through survey method, fgd from case study. agro tawon rimba raya is producer in the field of various livestock agribusiness that concerns with bee breeding, which is integrated with tourism sector, so that the producer initiates the business model in the form of agro edu-tourism. the research locates at lawang district of malang regency. location of the research was determined using purposive method. it was selected as object that belongs to producer category, which develops business of honey products from upstream to downstream. objective of the research was to trace product originality at the marketing institution level in order to increase consumer trust in local brand. the initiated downstream optimization is transparency of honey product originality in agribusiness system (upstream to downstream) and then followed by improvement of business system to increase consumer credibility on local product of agro tawon rimba raya. issue about imitated honey product made the consumers to be doubtful and lead to low consumer trust, particularly for smes products. as a result, the producers could not improve the marketing strategy due to the designed tactic will be bias with negative recommendation from consumer because of low consumer trust. the impact is consumers prefer supplements from other commercial producers to meet their needs for honey, and even prefer products that are more practical in the form of processed products such as encapsulation rather than having to consume fresh honey and other products such as propolis, honey comb, bee pollen, and royal jelly. 228 journal of social studies (jss), volume 17, number 2, 2021: 221-240 the research used explanatory research with case study method on bee producers. yin (2003) suggested that case study is basically intended for analytic generalization (level one inference) in which findings of the case study were measured in relation to the extent of its contribution to the development of theory. objective of explanatory method focused on topic of the research, which will become the liaison between producer and consumer information to increase product value, especially in terms of product originality and data transparency, as well as information in downstream sector. during pandemic, smes in bee agribusiness sector will compete to develop resilient business through traceability optimization strategy of honey product. samples were collected through in-depth interview with the breeder, processing, the involved marketing institution and end consumer. data collecting process was started from determining the experts, namely the actors involved in originality assurance of honey product, and then followed with fgd to determine elements in accordance with agreement of the experts, ism analysis, data interpretation and traceability model implementation, and then improve business system that conforms to the current problem. during the research, fgd was intended to determine relevance of the elements of the stakeholder decision and prospecting consumer as a design for recording the consumer behavior and trust to local product. upstream-downstream observation includes identity of the producers, the involved marketing institutions, stakeholders who get involved in supply chain activities and logistic traffic. product identities include name of the stakeholders, business name, type of business, business license number, e-mail address, link website, item code, types of goods, time for receipt of goods, delivery time, coordinate or location of the agency/reseller. for bee breeders, identity is almost the same as stakeholders, only upstream and on-farm information is added. queen bee code, types of tree, cultivation cycle, feed, maintenance, and harvesting are concerned, so that the producer will be easier to trace the chain of product values and consumers will be assured for the product originality. method of the research used action research, which means that the researcher describes, interprets, and explains a social phenomenon. following the research, the researcher tries to intervene and result positive change, so that result of the research will be applied directly to get the impact. according to davison, martinsons and kock (2004) data analysis used interpretive structural modeling (ism) approach to design traceability system model for originality assurance of honey by involving supply chain management. ism analysis is a 229 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) representative decision-making analysis that conforms to the existed problem by describing elements of the traceability system, which has been agreed by the experts during fgd. after that, the experts will determine correlation among elements in current condition to be a model that will be analyzed. the resulted model will be used to build ideas and solutions against problems, which were faced by the producers. after being analyzed using ism to obtain model and solutions of the emerged problems, it will be continued with business process model notation (bpmn) analysis to improve the business. business process modeling notation (bpmn) is a business modeling that provides notation to describe standard of business process. bpmn modeling used flow chart technique that is assembled to form graphical model, which relate to business operational and flow control to describe job description (yohana, 2018). objective of bpmn analysis is providing adaptive notation in order to be easily used and understood by all individuals who get involved in business. so that everyone who get involved in diverse managerial levels should be able to read and comprehend quickly the process of diagram, therefore it is expected that it will be able assist in decisionmaking process. results and discussion tawon madu rimba raya (trrl) is the producer in honey agribusiness. business system is developed through integration with education-based tourism sector. the main product of trrl is pure honey, which is produced from some species of bees, and one of them is apis mellifera, bee pollen product, propolis, and some other honey products. the best seller honey is bee pollen infection as immunity booster and pure honey. nevertheless, the issue of artificial honey and syrup honey has lessened the consumer trust toward local product and its impact on the producer income. originality and traceability element of honey honey originality becomes global issue due to high supply and demand. consumers who do not understand the characteristics of honey, are susceptible to getting products at lower prices or even the same but of low quality because they are made from synthetic honey, mixed and syrup honey that contain 50% original honey and 50% supplemental feeds for bees, which are given by the breeder when the flowers do not bloom so that when harvesting the honey, its content is not pure. if previously the problem of honey originality was in the 230 journal of social studies (jss), volume 17, number 2, 2021: 221-240 distribution process, however, high demand and supply, competition among competitors is getting tougher in the face of the market, therefore it requires traceability from upstream to downstream. particularly when covid-19 breakout, the peoples have panic buying which leads to imbalanced market and even unpreparedness of producers in the face of economics and health shock. so that production capacity and the demand become unbalanced. if the demand is higher than product availability, the price will raise. if such phenomenon continues, the prices will raise but the purchasing power of the consumers will decline. such phenomenon is used to be experienced by during massive crisis whereas the peoples are worried as they could not fulfill their needs and do not afford to purchase the products when the prices rise. such cases mostly happen on food products which are categorized as primary needs. agricultural sector is superior sector that produces food products. when pandemic is breakout, the agricultural products increase drastically. before the economics shock as a result of pandemic, the indonesian consumers still afford to fulfill their primary needs even the foods, which are not the core of primary foods such as honey and milk because the peoples become more aware to choose healthy life style. therefore, during pandemic, having enough foods to meet such healthy life style becomes the main expectation of the consumers. honey becomes to be the top product that supports the aspect of human health because it belongs to food supplement. high demand but low purchasing power of the public has made the honey producers compete to get the market. there are many ways of marketing strategy to attract consumers such as low prices, best quality, great quantity, and uniqueness of the attributes on honey product. for reason of affordable purchasing power, a number of producers have produced synthetic (unoriginal) honeys, in which the basic substances are water and sugar that are easily found at marketplace in indonesia. if so far most research are optimized to assist consumer in identifying content of the pure honey, therefore, in this research author assists the producers to present information for consumers about honey originality in the form of business transparency from upstream to downstream through traceability system and business improvement that support problem solutions from supply chain and its traceability. based on results of the research, there are 2 elements that relate to originality of the honey product in tawon rimba raya lawang (trrl). they apply basic concept of food traceability. those 2 elements were determined by the expert in accordance with result of fgd (focus group discussion). the elements are distribution aspect and logistics. provision of element becomes 231 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) the reason for the expert to represent the main priority that needs to be studied more deeply due to distribution activities and logistics in trrl are sensitive to originality level of the honey. the following are expert priority elements for originality assurance of honey and its importance: honey originality at distribution level is an effort of the producers to assure honey originality to consumers directly, both during promotions and referral consumer (selling optimization by involving customer journey system and assemble the potential buyer as well as advocating with satisfied customers about the trrl products). the purpose is to increase trust whereas there is no marketing institution at distribution level which adds other material in honey product, so that its originality is assured. originality at logistic level means that producers assure and inform to consumers, directly as well as via promotion and attributes of the product whereas trrl should have product flow organization system from upstream to downstream, protection for honey originality, and honey identification, so that all institution have data related to identity from the acquisition of raw materials to finished products. on packaging process, producers also assure that the packaging materials do not reduce the level of honey originality and protect it from contamination by other substances. following the acquisition of 2 assessment elements for honey originality, and the next 3 elements are the assessment priority for traceability at the level of stakeholders, distribution and logistics. what distinguishes between 2 elements of honey originality and 3 elements of traceability that are prioritized by experts to be an element of assessment if element of the product originality is focused on the responsibility of the producers toward originality at the downstream scope, while 3 experts traceability do not only focus on product flow activities, but also traceability of the actors and their activities to maintain integrity of the honey originality. the following are 3 elements of traceability stakeholders, distribution, and logistics : stakeholder traceability is originality assurance of honey with traceability method on actors who contribute to product flow started from procurement to the end user. stakeholders do not only exist on downstream scope, but also all institutions who get involved in production and distribution of honey. the related stakeholders include the breeders, production division, marketing, agent and marketing institution who get involved in distributing the honey to consumers and finally to the end user. in traceability stakeholders, the actors play as verificator and guarantor for properness and originality of honey. 232 journal of social studies (jss), volume 17, number 2, 2021: 221-240 distribution traceability is traceability at distribution level, so that monitoring is carried out on the distribution flow of honey, starting from suppliers, marketing institutions, both agencies partnering with trrl or marketing actors. the activities include tracing and tracking the data that starting from types of honey products, expired batches, product coding, identification of honey quality at the time before being handed over to marketing institutions and guaranteed by marketing institutions who distribute them. objective of the distribution traceability activity is maintaining the honey value chain. logistic traceability is upstream-downstream activities which are intended to monitor product traceability that was carried out during logistics process. logistics traceability is one of strategies, which is optimized by the producers to manage honey agribusiness activities starting from procurement, processing, storage, and product control accompanied with information and documentation by involving the managerial principle of trrl supply chain. the traceability process does not only relate to product flow, but also understand the consumer behavior to produce products that meet the consumer expectations, so that it will be able to increase the consumer satisfaction. activity of the element as honey originality assurance at downstream level in the research, optimization of tracking and tracing system are optimized at the downstream level due to high sensitivity to product originality. it is due to the involvement of marketing institutions as actor to assist producer in distributing the products to the end user as the producers are not able to reach the product which can be assured its originality. therefore, information transparency is required to reach originality of the product for the end user. responsibility of the marketing institution as distributor, for example the agency, is an effort to increase integrity of trrl honey among products from the commercial brand even though its content is not pure, but the producer has an affordable price strategy in order to be affordable by the consumers, so that the consumers do not give priority to product originality. the following table presents the activities and responsibilities of actors on originality of honey at the downstream level : 233 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) table 1. activities of the actor at the downstream level element check point activity information actor status originality on distribution process content of promotion, customer journey about amount of supply and demand coding product information distributor internal and external originality on logistic process attribute product information starting from upstream, farm, packaging labeling, and storage coding product information farmer, manufacturer, distributor, retailer, agency internal and external stakeholders traceability data information from all stakeholders (farmer, processing actor, marketer, agency, retailer) recording data internal distribution traceability data information about attribute of honey product and their actors coding product information all of marketing agency internal and external logistic traceability data information about all agribusiness activity from upstream, on farm also downstream and their actor responsibility coding product information farmer, manufacturer, distrubutor, retailer, agency internal and external 234 journal of social studies (jss), volume 17, number 2, 2021: 221-240 based on identification of element in accordance with activities and actors in table 1 and continued with ism analysis, the purpose is to obtain priority values, which are selected by the experts in accordance with element of honey originality and traceability. the following table presents relationship among variables that have been agreed by the expert in structural self interaction matrix (ssim) model or it is so-called vaxo assessment matrix. table 2. ssim for originality bee product and its traceability no element a1 a2 a3 a4 a5 a1 originality on distribution process x v v v v a2 originality on logistics process x v a x a3 stakeholders traceability x a a a4 distribution traceability x v a5 logistics traceability x table 2. ssim informs that the experts determine relationship among variables that consist of v value, if the comparison of two variables where the row variable has a relationship with higher priority per level than the column variable. while a value is selected by the expert if the column variable becomes the main priority in comparison with the row variable. x value is selected by the expert if both variables are important and become the priority, and o value is selected if both variables have no correlation. the next analysis is determining the driving power and dependence as final reachability matrix test to acquire element from the superior to element that needs to be a top priority (because it has high dependence on other elements) as presented in table 3 below. table 3. final reachbility matrix (frm) no element a1 a2 a3 a4 a5 driving power r a1 originality on distribution process 1 1 1 1 1 5 1 a2 originality on logistics process 0 1 1 0 1 3 3 a3 stakeholders traceability 0 0 1 0 0 1 4 a4 distribution traceability 0 1 1 1 1 4 2 235 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) a5 logistics traceability 0 1 1 0 1 3 3 dependences power 1 4 5 2 4 l 4 2 1 3 2 based on result of reachability analysis, the key element that play great role is the higher driver power namely originality of honey product at distribution level by code a1. it shows that downstream activities, which determine consumer trust, are keeping the product originality at the distribution level. distributor has a strategy in which its content is adjusted with the customer journey, so that it will create a marketing strategy that conforms to the consumer needs based on originality of the product. this way is more adaptive due to the designed strategy is adjusted to the condition of the consumers. trrl has a recording strategy that facilitates the actors at the downstream level to tracking and tracing the honey product. the next analysis is micmac quadrant, which is intended to study the impact of each variable on other variables, so that the experts will be able to determine priority of the built strategy. the following chart is micmac quadrant based on result of priority for elements, which are selected by the experts in the analysis of originality and traceability for trrl honey. micmac analysis has 4 quadrants that include driver independent, linkage, autonomous and dependent. the independent variables have power to affect other variables but independent to other variables. linkage variables have great power to affect other variables but have high dependence upon other variables. autonomous variables do not have high influence and also do not have high dependence. dependent variables have low effect and high dependency on other variables. the analysis results of micmac are presented in figure 1 as follow. figure 1. micmac analysis of honey originality and its traceability 236 journal of social studies (jss), volume 17, number 2, 2021: 221-240 based on the analysis result of micmac, the element 3, stakeholders traceability is in quadrant ii or dependent, which means that this element does not have any power to affect other elements, but this element has high dependence upon other elements for originality assurance of honey product and its traceability. it indicates that actors who play in originality assurance of honey product started from upstream to downstream depend on sop trrl to guarantee that they sell original honey. if other elements such as originality assurance in distribution level, logistics and distribution traceability and logistics are successful in supporting originality process and its traceability, so that the stakeholders traceability will give good contribution to originality assurance of honey. element 2 is originality assurance for honey in logistics level and element 5 is traceability logistics are both in quadrant iii, which mean that both elements do not only have high power to affect other elements, but also have high dependency. the logistics success started from procurement, breeding, processing, and manufacturing as efforts to increase consumer trust through originality transparency by recording to guarantee the original honey and bring about great impact in distribution level and the stakeholders will be able to convince the consumer that it is the original honey. however, the logistics aspect depends on distribution element because the success of distribution will affect the success of logistics. elements 1 and 4 are in quadrant 4, which means that distribution aspect has very great impact, but it does not depend on other aspects of both stakeholders and logistics, because distribution level is determinant of success in which distributors directly deal with consumers who basically understand the needs and wants of the consumers. distribution process is a set of activities to fulfill the consumer needs. so that the producer ensures that the process of distributing the product to the end user is carried out properly, and supported by logistics outbound process, therefore quality and quantity of the product conform to the consumer expectations (cecilia, 2010) based on the concept of supply chain management, the main objective of logistics distribution is to optimize value to increase the product value chain from upstream to downstream (chopra and meindl, 2001). the analysis result of micmac below shows structuring level of honey originality elements and traceability as follow. 237 traceability model system as originality ... (jaisy aghniarahim putritamara, rahmi yuniarti, anie eka kusumastuti) figure 2. structuring the element of honey originality and its traceability based on structuring the element in figure 2, stakeholder traceability highly depends on logistics and distribution system, as well as its traceability, so that trrl requires a recording management to monitor the actor’s activities in supply chain management. for elements in dependency sector, it will establish a mutually beneficial and mutually influencing ecosystem business among elements for quadrant iv (originality on distribution and distribution traceability) as distribution aspect against quadrant iii (originality on logistics process and logistics traceability) as logistics aspect. if both have strong strategy, so that they will directly improve the stakeholder traceability system. so far, cv trrl has not had database retailer that remarket trrl honey to the end user, therefore, elements in quadrant i determine the success of other elements in quadrant ii and iii, if the distribution aspect has positive impact, so that the logistics aspect and stakeholders will give good contribution to originality assurance of honey product from traceability system. the producer gives priority to distribution problem as essential element in increasing product competitiveness. based on logistics management inbound and outbound where cost and relevance analysis, planning, technical and service evaluation are efforts for distribution improvisation. the existence of such optimization has made the producer to have opportunity to achieve competitive advantage (saremi h. and mosavi s. 2014). the chart below presents the business process model notation analysis with bizaggi modeler, which is designed to create appropriate distribution 238 journal of social studies (jss), volume 17, number 2, 2021: 221-240 system for trrl condition in facing the consumer doubts about originality of honey product. figure 3. business process notation for improving consumer trust based on the analysis result of business process notation using bizagi modeler, the strategy is optimized in distribution level (inbound logistics) because the relationship with consumer becomes closer to increase consumer trust in which trrl product is original honey. based on result of fgd with the expert, trrl has not had referral marketing strategy, so that in bpmn chart, the author has designed a strategy that conforms to cv trrl needs to improvise the business in the downstream level, particularly during the distribution process of honey. conclusion the distribution element in cv trrl is the strongest aspect that could affect logistic aspect and stakeholders in originality assurance of honey product, but it is not affected by the change of both affected elements. therefore, optimization of distribution aspect is required to improvise both elements by improving the business model to comprehend the consumer needs for honey by applying adaptive marketing strategy. acknowledgement special thanks to the institute for research and community service, 239 traceability model system as originality ... 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(2018). perancangan proses bisnis sistem human resource management (hrm) untuk meningkatkan kinerja pegawai. jimf: jurnal informatika merdeka pasuruan. 3(2). 23-32. ijss.vol.14, no.1, september 2018 23 research-based history learning model as the effort to strengthen character education and knowledge in sman 2 bantul bayu ananto w 3 abstract the purpose of research was to find out: (1) the implementation of research-based learning model in sman 2 bantul as a learning innovation of curriculum 2013, (2) the implementation of research-based learning model in history learning in sman 2 bantul. this research was a qualitative descriptive research using the qualitative approach of case study in sman 2 bantul. research subjects were the principal, the curriculum coordinator, the history teachers, and the students. the data obtained in the research were in the form of direct information from the subject, the observation and facts documents in the field in accordance with the research focus. the process of testing the data validity done in this research included the triangulation and reference materials. the data analysis techniques used in this research was miles and huberman’s model that were data reduction, data display, and conclusion drawing / verification. the results of the study are as follows: (1) research-based learning model can be a role model for other senior high schools that implement curriculum 2013. in its application in the school, this learning model was being regularized extracurricular for grade x students, as the introduction to research until the real practice in the field, hoping that when they become grade xi and xii students, this research-based learning can be applicable to each subject. besides, this learning model can strengthen the character education and also deepen the knowledge of the students. (2) in history learning, this research-based learning model can improve students' thinking ability that can be seen from their ability in discussing and expressing opinion that was much better than before. the research-based learning model applied to the history learning created a new learning model that was named the research-based history learning model. keywords: research-based learning model, history, character education, knowledge 3graduate program of history education, yogyakarta state university. email :anantabayu687@gmail.com bayu ananto w: research-based history learning model... 24 introduction in the world of education, one of schools’ keys to determine the quality of education is to use a learning program. since this matter is important, each school has a variety of ways, strategies, and approaches of learning for it to be maximized and effective. therefore, in the real practice, schools must adapt to the implemented curriculum. (leo agung, 2015: 4) the curriculum is very important in fulfilling the mission of the school, since it is the primary medium to achieve the goals and objectives of the school. the focus on curriculum planning and development is certainly a top priority of educational reformation (henson, 2010: 7). therefore, the curriculum is mandatory to be evaluated and improved every year in order to achieve the desired goals. in the academic year of 2013/2014, curriculum 2013 was implemented even though it was limited. only some schools that were ready to implement it were allowed to use curriculum 2013 and in the same time they could also be the example for other schools that were still in the development stage from the ktsp 2006 curriculum towards curriculum 2013. in curriculum 2013, character education is the primary concern. muhtar (2014) argues that until today, national education is still experiencing difficulties in producing qualified, capable, and creative graduates who can serve as a source of motivation in various fields of development. hence, an effort is needed to make schools produce graduates with quality and character. the addition of the character education into the school curriculum has become an increasingly popular response. this was because of their high emphasis on achieving high academic achievement, leaving small attention to the development of socialemotional competences (doods, 2016). idi (2014: 27) expresses his opinion that the main consideration of the curriculum changes from ktsp 2006 to curriculum 2013 was because of the character reason. some people argue that ktsp 2006 is too focused on cognitive, contains heavy students’ obligations, contains less character values, and is less science-technology and faith-piety oriented. the importance of character education for students is explained in regulations no. 20 of 2003 on the national education system in article 3 that state that the function of national education is to develop the ability and form the character and civilization of dignified nation in order to educate the nation. under the law, it is clear that character education is one of the goals of national education. this means that national education not only is focused on intellectual intelligence alone, but also leads to the formation of the character of students through character education. education not only is the implementation of teaching and learning process to gain students' intelligence but development of other potentials owned by the students so that they could have positive characters. as arthur (2005) points out in graff (2012), character education has recently regained importance in education. this is according to lickona (1991: 6) in (novianti, ijss.vol.14, no.1, september 2018 25 2017: 126-132) where in some countries around the world, education has two big goals: (1) to help young people become intelligent; and (2) to help them to be good. lickona (2013) adds that character education is used to shape one's personality through character education, whose results are seen in one's actual actions, good behavior, honesty, responsibility, respect for the rights of others, hard work, and so on. in accordance with lickona (2013) ki hadjar dewantara (2013: 485) reveals that character education, or the so-called character teaching, is used to support the development of the lives of children, physical and spiritual, from their natural characteristics towards good characters. he adds that character education questions and teaches all the properties and forms of goodness in human life, not only to be known and understood, but also permeated and desired until it is done by people. character education that becomes the main focus in curriculum 2013 makes every school demanded to be creative and innovative related to learning models so that the character values can be implemented. schools must provide character education facilities for the students. school is one of the important parts of the development of the students, as expressed by cooper et al (2012) in kinkopf (2016) who reveals that the teaching of characters or morality is still a concern in our ever-changing world. since morality is largely an unwritten interaction between people of the same culture, creating an area where students can share and discuss is considered important. morality and social responsibility relate well to the teacher and to the students’ home environment because teaching is an important part of moral development. in the curriculum 2013, character implementation has actually been tucked into every subject that will be taught in school, for example the history subject. in learning history, students are required to think critically, therefore it requires learning strategies, methods, or learning approaches that can be packed into a model of learning in order to help students in learning, being creative, and to help them to think critically while also implementing character education on the learning process. as suyanto explained in the history seminar in yogyakarta state university (2016), the history subject gives an understanding of the very simple things in life in cultivating the attitude of tolerance, being empathic, and appreciating the history of his life. suyanto added that the history subject placed in the curriculum has an important role and should be at the heart of other subjects. while sardiman (2015) argues that through learning history, it is expected that learners are able to develop historical intelligence through critical, creative, and imaginative thinking. with a historical intelligence, one can understand every phenomenon and socionational events carefully, clearly and comprehensively so it could give birth to a wisdom and history in depth. to maximize the role of learning history in curriculum 2013, it is necessary that learning models should be used as the reference for other schools in order to maximize the implementation of curriculum 2013. furthermore, curriculum 2013 is still dynamic and can change, the reference can be bayu ananto w: research-based history learning model... 26 proposed as an effort to improve the curriculum. one innovative effort to maximize curriculum 2013 and history learning is the application of research-based learning. achmadi et al (2010: 4) argue that researchbased learning or pembelajaran berbasis riset (pbr) is one of student centered learning (scl) methods that integrates research into the learning process. pbr is multifaceted referring to various learning methods. furthermore, roach (2000) in diah, et al (2010) adds that research-based learning (pbr) is a learning method that uses authentic learning, problem-solving, cooperative learning, contextual (hands on & minds on) and inquiry discovery approach guided by the philosophy of constructivism. furthermore, diah et al. (2010) in hironimus (2016) add that research-based learning is based on a constructivism philosophy that includes 4 (four) aspects: learning that builds learners' understanding, learning by developing prior knowledge, learning which is a process of social interaction, and meaningful learning that is achieved through a real experience. meanwhile, according to rohayati et al. (2015) in hironimus (2016) research-based learning model is a type of learning that is based on research with three stages: the first stage is the exposure stage, this is a stage to find out the ability of the students; the second stage is the experiment stage that is the provision of experience with research; and the third stage is the capstone stage that presents research results, oral and written. diah et al. (2010: 4) in hironimus (2016) suggest that research-based learning (pbr) is one of student centered learning (scl) methods that integrates research in the learning process. pbr provides opportunities or chances for students to seek information, develop hypotheses, collect data, analyze data, and make conclusions on the data that has been arranged. the approach of "learning by doing" is applied in this activity. the implementation of this research-based learning model will provide benefits for the students, teachers, and school. this research-based learning model requires learners to discover their own knowledge, attitudes, and skills as a manifestation of behavioral change. therefore, learning by using this model requires the maximum involvement of learners throughout the ability of learners to seek and investigate systematically, critically, and logically against a phenomenon to find what is desired. in other words, learners will develop their ability in the learning activities. learners are more independent to learn and more creative in learning activities in class. (hanafiah in sigit 2013: 31). in line with any new approach, implementation problems can always be identified, but if it is innovation, students will struggle with ideas that are randomly driven. such conditions are often difficult for individuals to start and tolerate because students do not yet know the purpose of the goal. therefore, orienting a wider idea in a critical thinking system is important, because it gives students the metacognitive "anchor" of that increase their tolerance to ambiguity. this is done by demonstrating how critical thinking can be used to increase generative capacity (creative) and how they can be used ijss.vol.14, no.1, september 2018 27 more "traditional" to increase evaluative capacity during the future feasibility analysis linked to ideas. (kevin 2014) to facilitate research-based learning applied to the learning of history subject in school, the method needs to be modified into a model of learning, for example the researchbased learning model implemented by sman 2 bantul as a form of innovation to maximize character education and knowledge in curriculum 2013. moreover, sman 2 bantul is considered as a top level senior high school that is a favorite school for learners in bantul. furthermore, in the regency, sman 2 bantul is one good example of schools in the implementation of curriculum 2013 for senior high schools. sman 2 bantul is the only senior high school in bantul that uses a researchbased learning model in its learning process. research-based learning model is considered effective in strengthening the character and knowledge of students, with the hope that their characters and knowledge will be more enhanced so that in addition to having the character values of curriculum 2013, the students also begin to form the soul of scientists. especially in learning history subject, character values such as the value of tolerance, the spirit of nationalism, and love of the homeland can be maximized. besides, this research-based learning model can be a reference for other schools in bantul district that will implement curriculum 2013 but still find difficulties in maximizing the learning process. research method this research uses qualitative approach of case study in sman 2 bantul on learning history subject. at first, the researcher did a deep examination of a situation or event by using systematic ways in doing observation, data collection, information analysis, and reporting result. according to gumilang (2016), qualitative research has two main characteristics: first, the data is not in the form of numbers, more in the form of narrative, description, story, written and unwritten documents; second, qualitative research has no absolute formula or rule for processing and analyzing data. qualitative research method according to sugiyono (2016: 15) is a research method based on postpositivism philosophy. it is used to examine the natural object conditions where the researcher is the key instrument. the data collection technique is done by triangulation (combination). the data analysis is inductive/qualitative. the results of this research method emphasize the meaning of generalization. this research entitled "research-based history learning model as the effort to strengthen character education and knowledge in sman 2 bantul". the reason for the use of this type of qualitative research case study is because this study aimed to reveal the data in depth about a phenomenon. qualitative research does not aim to examine the truth of a theory but develop an existing theory. in addition, qualitative approaches were used because the researcher wanted to directly see the reality that occurred in the field. based on this approach, it is expected that research-based history learning model as the effort to strengthen character education and knowlegde in sman 2 bantul can be described more thoroughly and deeply. the data obtained in the research are direct information from the subject and the bayu ananto w: research-based history learning model... 28 observation and facts documents in the field in accordance with the focus of the research. the researcher used purposive sampling technique where the informants were the sample criteria desired by the researcher. the informants as the data source of the research are the principal, the curriculum coordinator, the history teacher, and students of sman 2 bantul. the data collection technique is the most important step in research. without knowing the techniques of data collection, the researcher will not get the data that meet the standard data set. according to sugiyono (2016: 309), in qualitative research, collecting data is done on natural settings (natural conditions), primary data source, and the data collection techniques are derived more on observation, interviews, and documentation. the process of collecting data in this research location is described as follows: 1. conducting initial observation with an informal approach by meeting the history teacher. the researcher firstly introduced himself and expressed his purpose and goals. 2. doing a formal approach with legal permission letter. after formally submitting the permission letter, the next step was approaching the respondents who will be the informants with prior consultation with the history teacher. 3. conducting research activities. 4. data collection techniques used by researchers are described as follows: a. observation observation or direct observation is a research activity conducted directly to observe the social phenomena that occur in the field. in this observation, the researcher directly observed the location of the school as well as the predetermined model of the research-based learning model. according to patilima (2005: 69) in romi suganda (2013) observation is a data collection technique that requires the researcher to go to the field to observe things related to space, place, people, things, time, events, goals and feelings. in this research, objects that were being observed are the location of schools, facilities and infrastructure that support the implementation of researchbased schools, as well as the tools or media of history subject learning in sman 2 bantul. b. interview moleong (2000: 135) in romi suganda (2013) suggests that interview is a conversation with a specific purpose. the conversation is conducted by two parties: the interviewer who asks questions, and the interviewee who is being interviewed or who provides answers to the questions asked. in this interview technique, the first step was verbal question and answer stage with the informants in the form of systematic questions related to the problem and it became the objectives in this research with the guidelines of interviews that have been arranged and formulated properly. c. documentation according to sugiyono (2016:240) document is a record of events that have occured. documents may be in the form of writing, drawing, or monumental works of someone. written documents might be in the form of diaries, life histories, stories, ijss.vol.14, no.1, september 2018 29 biographies, rules, and policies. documents in the form of pictures might be photographs, live drawings, sketches and many more. documents in the form of works might be artwork that can be images, sculptures, films and others. the research document is a complement of the use of observation and interview methods in qualitative research. in this research, the complementary documents are rpp (lesson plans), syllabus, product of assessments of the students (scientific research), design of research-based schools, and photographs of the facilities and infrastructure that support research-based learning. data collection technique used in the research were: interview with principal, teachers, and students in sman 2 bantul; observation to obtain various concrete data directly in the field or research place; a literature study or often referred as a methodology documentation that is a process considered important in conducting a study where in finding for source, study results or studies related to the collection of data related to the research that will be conducted by the researcher. besides, a questionnaire was also used to find accurate information and relevant data from students to compare with the other data. after the data were obtained, they will be described and analyzed. the data analysis in this research was done at the same time of the data collection, and after it has finished. in this case, nasution (sugiyono: 2016) says that "analysis has started since formulating and explaining the problem, before going into the field, and lasting until the writing of the research results". however, in this research, the process of data analysis was more focused during the data collection process in the field. the next step was verifying the validity of the data through data authentication techniques. the data and information obtained from the data collection process using several data collection techniques that have been selected were then being analyzed by using the appropriate procedure according to the types of the data and design that had been formulated in the research design used. in qualitative research, data are obtained from various sources by using data collection techniques that vary (triangulation). bogdan in sugiyono (2016: 334) states that the data analysis is the systematical process of searching and compiling data obtained from interviews, field notes, and other materials, so that they can be easily understood, and their findings can be informed to others. this research used qualitative data analysis techniques. the data were processed so that conclusion or valid meaning can be derived. according to sugiyono (2016: 365), in qualitative research, findings or data can be declared valid if there is no difference between what the researcher reported and what actually happened to the object being researched. the process of testing the validity of the data conducted in this study include the data triangulation techniques and reference materials i.e. supporting evidence from the data obtained by researchers in the form of interview summary, photographs, field notes from observations, and documents from schools such as educational curriculum, event notes, research format, and many other. the stages of data analysis used in this research include: 1. pre-field analysis, that is the data obtained from preliminary studies, or secondary bayu ananto w: research-based history learning model... 30 data that will be used to determine the focus of the research although this focus is temporary. 2. analysis during the field according to miles and huberman model, that is the analysis performed during the data collection process and after the it has finished within a certain period. at the time of the interview, the researcher has done an analysis of the answers from the interviewees. if the researcher feels unsatisfied with the answers after being analysed, the researcher will continue the ask questions again, until ocredible data can be obtained. miles and huberman in sugiyono (2016: 337) state that the activity in qualitative data analysis is done interactively and lasts continuously until the end, hence the data is saturated. the activities in data analysis are data reduction, data display, and conclusion drawing/verification. results and discussion 1) research-based learning model at sman 2 bantul currently, the national education faces various challenges, especially in preparing the quality of human resources to be not only productive but also having characters. to be productive, people should not only be given expertise skills, but also character education as the guide in work ethic. (marlina, 2013: 34) the implementation of curriculum 2013 is an effort from the government effort to shape students who have the skills and the characters in response to the challenges of the world situation right now. hidayat (2013: 121) states that the reasons for the development of curriculum 2013 are: first, future challenges include the flow of globalization, environmental issues, advances in information technology, convergence of science and technology, and knowledge-based economy. second, the future competencies that include communication skills, the ability to think clearly and critically, the ability to consider the moral side of certain problem, and the ability to try to understand and be tolerant to different views. third, social phenomena that surfaced such as student brawls, drugs, corruption, and social unrest. lastly, it is public perception that education is overly concerned with cognitive aspects, students obligations that are too heavy, and the lack of characters. character education of curriculum 2013 must be well received by students. in order to be well received, each school is suggested to have some learning methods that can stimulate the ability and creativity of the students and make them have the characters as desired by curriculum 2013 (gunawan, 2014: 4) the research-based learning model implemented in sman 2 bantul is an answer to the challenges given by the curriculum that demands that schools have creative and innovative learning as well as character education implementation to the students. this learning model was implemented in 2013. as the school that became the role model of the curriculum 2013 implementation, sman 2 bantul should have learning models that can stimulate students' ijss.vol.14, no.1, september 2018 31 activeness as well as implement the 18 character values desired by curriculum 2013. to support the implementation of this research-based learning model, sman 2 bantul designed the design of "researchbased school" which is the rule and guidance for both the teachers and the students. explained are the efforts of sman 2 bantul in applying the research-based learning model. a. teacher research training sman 2 bantul teachers are suggested by the principal to apply creative learning models that can attract students and stimulate their curiosity so that the character education will be easily embedded in them. hence, research-based learning model is applied. before implementing this learning model, teachers were given a research training by the cooperation between sman 2 bantul and the lecturers from islamic university of indonesia (uii). the training was conducted to train the teachers of sman 2 bantul in teaching the students to conduct research that can then be justified. b. research teachers there were 22 teachers who were given the responsibility to teach the subject of research at sman 2 bantul. the duty of research teachers was to guide students from the stage of introduction to research, conducting research, writing reports, to being responsible for its findings. c. research extracurricular activity that is being regularized regularized research extracurricular activities were developed following the teaching and learning activities (kbm) with 2 lesson hours per week and allocated for grade x students. this regularized research extracurricular activity became something unique in sman 2 bantul since it is the only school in bantul that has research learning. as expressed by curriculum coordinator of sman 2 bantul, this research learning was formed as the school’s effort to introduce research to students, ranging from the introduction of research, writing research proposals, going into the field, until finally presenting the results of their research. this regular activity was available only for grade x students, as the introduction to research until the real practice in the field, hoping that when they become grade xi and xii students, this research-based learning can be applicable to each subject so that students will no longer find difficulties when the teachers apply the research-based learning. d. research extracurricular (research club) to support the students' interest in research, sman 2 bantul formed a research group or research club where learners can submit their research findings to be later submitted in scientific writing competitions. the result is quite a pride for the school. sman 2 bantul got the third place winner in national level. e. facilities and infrastructure that support the research-based learning to support the research-based learning, sman 2 bantul provides facilities and infrastructure that can be utilized by the students. described are the facilities and infrastructure thet support the researchbased learning in sman 2 bantul: 1) laboratory bayu ananto w: research-based history learning model... 32 there is a representative laboratory to support the teaching and learning process. the laboratory is used both in learning activities and research development for the students of sman 2 bantul. there are physics laboratory, chemistry laboratory, biology laboratory, language laboratory, social sciences laboratory, computer laboratory and multimedia laboratory. 2) prapanca library the library of sman 2 bantul is located in dewi sartika building and has a collection of thousands of books. equipped with air conditioners and internet, sman 2 bantul’s library has been using digital system until now. there is also one reviewer room with the capacity of 40 people equipped with a lcd projector, air conditioners, and computers, so it can also be used for learning. the books include textbooks, general and popular knowledge books, reference books, books that support science olympiad, storybooks, literary novels, and so on. visitors can borrow 2 books a week and can extend borrowing by contacting the librarians. 3) reading corner there are many places to read in sman 2 bantul. these corners are made as comfortable as possible to make it easier for studnets to read and look for references. 4) research club room this research room is established for the activities of students who are the members of the research club. beside their main duty in making scientific research, they can also have discussions and submission of the results of other students’ research to be later registered in the scientific research competition. the committee members of the research club are the students of sman 2 bantul itself. 5) scientific research competition sman 2 bantul has always been a participant in the of scientific research competitions. there are many achievements of the students who successfully won the scientific research competition in the national level. for students, this is a very valuable experience whose research can be continued in their the university level one day. in addition, the ability in critical thinking of the students will be much better, they can also strengthen the values of the character in curriculum 2013 and deepen its science. 2) research-based history learning model in sman 2 bantul from the observation of the lesson plan-syllabus documents and the results of interview with the teacher of history subject, a new learning model resulting from a research-based learning model that is implemented in history subject learning was found. the discovery was named researchbased history learning model. in its application in history learning, this learning model has indirectly enhanced the ability of the students affectively and cognitively. through the tasks of history research, students have actually strengthened the character education of curriculum 2013 and deepen their knowlegde. research-based history learning model is one of student-centered learning ijss.vol.14, no.1, september 2018 33 (scl) methods that integrate research in history learning activities. this model is multifaceted in reference to various methods of learning. this model provides opportunities or chances for students to seek information, develop hypotheses, collect data, analyze data, and make conclusions on the data that have been compiled. this activity applies the learning approach of "learning by doing". the implementation of the research-based history learning model will provide benefits for history learning, the students, history teachers, and school. in the application of curriculum 2013 that focuses on character education, this research-based history learning will be effectively applied. this is reinforced by a statement from hanafiah in sigit (2013: 31) who reveals that this research-based learning requires learners to be able to find their own knowledge, attitudes, and skills as a manifestation of behavioral changes. therefore learning by using this model requires the maximum involvement of learners throughout their abilities to seek and investigate systematically, critically, and logically against a phenomenon to find what is desired. in other words, students will develop their ability in the learning process. students will be more independent to learn and be more creative in learning process in the classroom. the research method used in this model was historical research method. the method of historical research is the method used in the research process of past sources that is used critically, analytically, and systematically and presented in written form. historical research method is divided into 4 stages, they are: a) heuristics (data collection) heuristics is the activity of finding and collecting the necessary resources. 1. primary source 2. secondary sources b) verification verification is a source-criticism activity to test the accuracy/authenticity and credibility of the source. 1. internal criticism 2. external criticism c) interpretation interpretation is an activity to interpret or find the meaning of facts and the relationship between one fact and another. d) historiography historiography is the process of aranging facts and their meanings chronologically/diachronically and systematically into historical writing as a story. as a learning strategy, research-based history learning model shares the same principles as discovery learning, inquiry and problem solving models. there is no principled difference in these three terms. in the research-based history learning model, the emphasis is on the historical research specifically on historical learning. by applying the research-based history learning model repeatedly, the character education in curriculum 2013 can be strengthened and its knowlegde can be learned deeply by the students. the use of this model can actually change the learning conditions from being passive to become active and creative, and from teacher-oriented learning to student-oriented learning. in applying the model, the teacher acted as a bayu ananto w: research-based history learning model... 34 mentor by giving the students the opportunity to actively learn, as how the teacher's opinion should be able to guide and direct students’ learning activities. the teacher started the learning process with several stages such as beginning with the preparation process, either from the program development such as lesson plan in which its preparation is already done before the learning process is implemented. the lesson plan itself can be used as the guide for the teacher in carrying out the learning activities that lead to a scientific approach, including observing, questioning, gathering information, associating and communicating. the learning activities of history subjet arranged in the lesson plan were divided into two points, namely: (1) the initial activity, where the teacher started from starting the learning process, providiung motivation to students; (2) the core activities, in which in the teacher was no longer the only source of learning but he/she guided the students to be able to actively seek, collect, and develop the materials they obtain. ultimately, the goal in the researchbased history learning model was to strengthen the character education of curriculum 2013 and to deepen its knowledge. then, in its application in school, this model can be the example of effective history learning activities. this learning model can be applied to the history learning in every school as an effort to strengthen the character education of curriculum 2013 and to deepen its science. in addition, this research-based history learning model can be an alternative learning for history teachers who want a learning activity that demands the students to be independent and creative. conclusion in its application in school, in addition to have the character education of curriculum 2013, this research-based learning model can deepen the knowledge of the students as well. it was because this model has indirectly enhance the ability of the students affectively and cognitively. through research tasks, students have actually strengthened the character education as well as deepened their knowledge. the character values of curriculum 2013 that students can obtain through this research-based learning model include being religious, honest, discipline, hard working, creative, self-democrative, knowledgeable, achievement appreciative, communicativ, love to read, environmental care, social care, and responsible. in the process of learning history, this research-based learning model can improve students' critical thinking skills that were visible from the learner's ability to discuss and express opinions much better than before. in addition, students' interest in history has increased with the strengthening of the characteristic values of the spirit of nationalism, the love of the homeland, and the love of peace and tolerance. the research-based learning model that is implemented in this history learning created a new learning model named research-based history learning model. based on the results of the research, the 18 character values in curriculum 2013 can be maximized in this model. this is indirectly experienced by the students through the tasks ijss.vol.14, no.1, september 2018 35 of historical research from the beginning that was determining the title of the research until presenting the research findings. in addition, in the learning process, students have also deepened their knowledge by sharpening their critical thinking skills. suggestions based on the results of the research, suggestions that can be proposed are as follows: 1. sman 2 bantul can be a good role model in the implementation of curriculum 2013 and can be the example for other schools in bantul that apply curriculum 2013 but still finds difficulties in maximizing the character education. 2. this research-based learning model should be developed further so that the implementing and strengthening of character education and knowledge can be maximized. 3. history learning can be done by applying research-based learning model as an effort to strengthen the character education of curriculum 2013 and deepen the knowledge of the students. 4. the research-based history learning model can be an alternative learning for history teachers who want a learning activity that requires learners to be independent and creative in emphasizing the character education of curriculum 2013 and knowledge. references achmadi, dkk. 2010. buku panduan pelaksanaan student centered learning dan student teacher aesthetic role sharing (star). pusat pengembangan pendidikan universitas gajah mada. agung, leo. 2015. sejarah kurikulum sekolah menengah di indonesia. yogyakarta : ombak dewantara, ki hadjar. 2013. pendidikan : pemikiran, konsepsi, keteladanan, sikap merdeka. yogyakarta : ust-pers diah, dkk. pedoman umum pembelajaran berbasis riset. ugm : 2010 dodds, diane m. 2016. the effects of character education on social-emotional behavior. masters of arts in education action research papers. paper 137. graff, chelsea e., "the effectiveness of character education programs in middle and high 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(2013). pengembangan kurikulum baru. bandung: pt. remaja rosdakarya offset hironimus, tangi. 2016. pengaruh model pembelajaran berbasis riset terhadap hasil belajar mahasiswa kimia. jurnal jipera vol 1 jilid 1 2016 hal. 16-22 bayu ananto w: research-based history learning model... 36 idi, abdullah. 2014. pengembangan kurikulum : teori dan praktek. jakarta : raja grafindo persada kevin, dkk. 2014. thinking innovatively about teaching innovation and ideation : getting students to think differently. journal of research in innovative teaching. volume 7, issue 1 kinkopf & casey. 2016. character education : teachers’ perceptions of its implementation in the classroom. delta journal of education. volume 6, issue 1, spring lickona. 2013. pendidikan karakter : penduan lengkap mendidik siswa menjadi pintar dan baik. bandung :nusa media marlina, m. e. 2013. kurikulum 2013 yang berkarakter. jupiis. vol. 5 no. 2 muhtar, tatang. 2014. analisis kurikulum 2013 ditinjau dari aspek nilai karakter bangsa. jurnal mimbar sekolah dasar, volume 1 nomor 2 oktober 2014, (hal. 168-175 noviani, nita. 2017. bildungsroman for character education in higher education : an indonesian context. international journal of education vol. 9 no. 2, februari 2017, pp. 126-132 sardiman. 2015. menakar posisi sejarah indonesia pada kurikulum 2013. jurnal pendidikan sejarah, fakultas ilmu sosial, uny) volume 11 no 1 september 2015 sigit. 2013. pembelajaran berbasis riset. jakarta : akademia permata suganda, romi. 2013. pengelolaan sarana berbahasa inggris. jurnal studi deskriptif kualitatif sugiono. 2016. metode penelitian pendidikan. bandung. alfabeta. hlm : 13 27 publicity or impact? the use of crowdfunding by indonesian social media influencers during the covid-19 pandemic nissa cita adinia universitas indonesia, indonesia email: nissacita@ui.ac.id mediana hanifa email: hanifamediana@gmail.com universitas indonesia, indonesia abstract indonesia is marching toward tackling challenges during the endless covid-19 pandemic. under a situation known as vuca (volatile, uncertain, complex, and ambiguous), a troop of social media influencers (smi) paved the way to create crowdfunding initiatives. shedding from the discussion of disaster capitalism, where individual or entities make profit from large-scale crises, also take advantage of the destabilized atmosphere, this paper analyses the initiatives of three indonesian social media influencers in raising funds through kitabisa. com from march to november 2020. under the hashtag #bersamalawancorona (together fight the corona), the biggest crowdfunding platform, kitabisa.com has gathered more than 158 billion rupiahs (11,2 million usd) taken from 5.655 campaigns during march to november 2020 period. these efforts are mainly pioneered by smis and their followers. combining desk review and social media analysis method, the paper revealed that the crowdfunding initiatives by smis portrayed two sides of a coin: on the one hand reflects the emergence of solidarity and social contribution to create a positive impact, and on the other, journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 27-46 doi: 10.21831/jss.v18i1. 39797. 27-46 28 journal of social studies (jss), volume 18, number 1, 2022: 27-46 generates publicity. it is, however, too quick to conclude whether the initiatives reflect a practice of disaster capitalism, because the publicity that they generated for these crowdfunding initiatives were not higher compare to publicity they gained from their everyday content. keywords: covid-19, indonesia social media influencer, crowdfunding, publicity, social media analysis, disaster capitalism introduction the coronavirus disease 2019 (covid-19) has triggered an unprecedented global health and socio-economic crisis. since the official first case, march 2nd 2020 to july 2021, indonesia has recorded 77.583 deaths of which 1.454 of them were medical professionals (nakes.laporcovid19.org, 2021, kawalcovid19. id, 2021). when the pandemic affects the population, solidarity emerges and the need to help each other grows. community action is a vital part of the public health effort during the pandemic. crowdfunding is a known platform to ignite community action to donate and gain more impact, particularly in helping the needs. in indonesia, since the beginning of the pandemic, social media influencers are among the many who initiated using the crowdfunding to support health professionals. kitabisa.com is one of the crowdfunding platforms in indonesia that has been used for various purposes, personal or social, from disaster relief to political campaigns. established in 2013, kitabisa has created the possibility to collect funds by taking relatively small contributions from many people. during the early outbreak of the global covid-19 pandemic, crowdfunding platforms were primarily used for fundraising. they were being used to help in combating the health crisis, including kitabisa.com. under the tagline “mari bergotong royong membangun indonesia” (let’s work together to develop indonesia), by may 2020, kitabisa has recorded 3,8 million users whom named “good people” (#orangbaik). approximately 64 thousand crowdfunding projects had been facilitated by kitabisa (kitabisa.com, 2020). the platform has been used by individuals, organizations, private companies, government institutions, social organizations (ngos), hospitals, and public figures, including influencers. kitabisa, as leading charity-donation platform in indonesia, is not without criticism. akbar and irwansyah (2019) argued the practice of charity was commonly given to the closest people, neighbors and close because of 29 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) family relationships. given the ubiquitous social problems, information and communication technology like kitabisa platform has shifted the focus of individuals in doing charitable practices. instead of practicing charity, kitabisa becomes platform that perpetuates a capitalistic economic system: selecting social problems as display (production), sharing the ads in their owned or earned social media channels (distribution), and being consumed by individuals who are now rather to have quick, easy and indirect (charity) transaction (p. 117). social media influencers (smis) are among the many crowdfunding users that utilize the platform for social cause. archer et al. (2021) stated the global pandemic has shown a spotlight on the sometimes-questionable influence of so-called social media influencers (smis) or ‘micro-celebrities’ or “microcelebrities (p.107). influencers have been recognized as being a strategic and powerful tool in promoting products and ideas (klassen et al, 2018; abidin, 2016). studies show that during the early covid-19, smis were increasingly engaged by major not-for-profit organizations, governments, particularly commercial brands to create and distribute content for purposeful objectives. in his paper, archer et al. argued that smis, just as private industries that make profit from large-scale crises, also take advantage of the destabilized atmosphere for personal gain by strategically positioning themselves as trusted information (and entertainment) sources, actively playing a role in deepening the inequality between those caught up in mass economic cutbacks with the ‘elite’ who is being looked to for solutions (2021, p. 108). archer et al. argued that under the spotlight of disaster capitalism, the smis exploited profit. in indonesia, smis use crowdfunding platforms individually to gather donations for the medical professionals impacted by the covid-19 outbreaks. rachel venya, atta halilintar, andovi da lopez, baim wong, arief muhammad, afgan, maia estianty were among the famous names to encourage donation via kitabisa (adikara, 2020) and have used the hashtag #bersamalawancorona and #kitabisalawancorona interchangeably. within the first month since the first case was officially announced, kitabisa released that approximately 8 billion rupiahs were raised by indonesia’s social media influencers and instagram celebrities (hasibuan, 2020). the fund, according to the statement, is allocated to supply health workers’ needs, especially in the form of personal protective equipment (ppe) such as masks, gloves, surgical gowns, and various other medical aids (disinfectants, alcohol, and thermal scanners) which distributed to covid-19 referral hospitals and other hospitals and clinics in indonesia (cnbcindonesia.com, 2020). 30 journal of social studies (jss), volume 18, number 1, 2022: 27-46 this paper aims to describe how three indonesia’s social media influencers used crowdfunding platform to create positive impact during the early covid-19 pandemic, and in taking the light of archer et al argument, to what extend the three capitalized their crowdfunding work for their own publicity. literature review social media influencers according to freberg et al. (2011, p.90), smis represent a new type of independent third-party endorsers who shape the audience’s attitudes through blogs, tweets, and social media. while abidin (2015) defines influencers as “everyday, ordinary internet users who accumulate a relatively large following on blogs and social media through the textual and visual narratin of their personal lives and lifestyle, engage with their followers in digital and physical spaces, and monetize their following by integrating ‘advertorials’ into their blogs or social media posts.” other literatures emphasize on its celebritiy-side, defining social media celebrities as individuals who became famous via their social media presence, as opposed to traditional celebrities who gained fame from film, music, and tv shows (khamis et al., 2016 in jin et al., 2018). jin elaborated that consumers have a stronger connectedness toward the non-traditional stars, and they perceive them as more authentic, which results in higher purchase intention of the endorsed products. these definitions imply an extensive network of followers; trusted tastemakers in one or several niches; engaging with the followers through social media; and monetizing their activities. other literatures use the term buzzers that generate electronic words of mouth for smis. research shows the role of buzzers and wom is significant in shaping a homogeneous consumption pattern. the audience no longer determines their choice of goods and services, as the media as well as social media influencers plays a role in shaping their choices (akbar, 2019). instead of growing as empowered individuals, in the era of digital media the public is the object of industry and capitalism. truth is no longer objective, but the media determines truth through the role of buzzers and wom (p. 225). 31 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) crowdfunding, celebrity’s crowdfunding, and social influence according to mollick (2014), crowdfunding is considered a funding method for a variety of new ventures, allowing individual founders of forprofit, cultural, or social projects to request funding from many individuals, often in return for future products or equity. crowdfunding act as a platform or agent connecting investors with entrepreneurs. one of the advantages of using crowdfunding is it is real-time and open insight to the funding history and information about fundraising campaign. there has been a rapid increase in celebrities participating in the crowdfunding, since they often represent higher credibility compared to other investors, especially if their image is congruent with the products (choi and rifon in agnihotri et al., 2021). agnihotri (2021) also found that individuals place a greater value on the opinions and actions of celebrities, as investors, if they have been successful as an investor in the past, even if the product was misfit with the celebrity’s image. zhao et al. (2016) called influencers’ ability to be key opinion leaders on social media as social influence. deutsch and gerard (1955) stated there are two elements of social influence, which are informative and normative influences. informative influence refers to digital reputation created from the influencer’s profile: the number of followers, volume of postings, and identity status (liu et al., 2020). profile attribution can be monitored and used by candidate donators to evaluate a crowdfunding project, initiated by an smi, thus it can affect donor’s funding decision. normative influence, on the other hand, refers to the result of spreading information process where netizens are susceptible to distributed contents, identifying them and re-uploading those contents, so it can influence users in term of their decision on funding (deutsch & gerard, 1955). cascades is the spreading of information process where contents are distributed to all social environments, starting from an individual uploading a content to be spread to his/her social environments and then it will be reuploaded and shared by other social circles and so forth (cha et al., 2008). publicity publicity is widely known as public visibility or awareness of any product, service, person, or organization. it may also refer to the movement of information from its source to the public (not always via the media). grunig (1992) mentioned public relations is often reduced to publicity. he argues that 32 journal of social studies (jss), volume 18, number 1, 2022: 27-46 publicity is a form of activity that should be associated with the sales promotion effort of a company to help air advertising and personal salesmanship. publicity is also known as an important strategic element and promotional tool due to its effect of intentional exposure on a consumer. this helps publicity gain an advantage over other forms of marketing, such as advertising, as it often boosts credibility (lord & putrevu, 1993). publicity is also created through reputation management in which organizations try to strive via the web. furthermore, as aula (2010) stated, despite the fact that publicity, both good or bad, can be beneficial for an organization, company, or individuals, much of it is paid. lord & putrevu (1993) claimed that regardless of its benefit within the marketing sector, publicity is lacking the ability to be repeated, in comparison to paid advertising. disaster capitalism klein (2007), the one coined the notion of disaster capitalism, explained that disaster have become the preferred moments for advancing a vision of a ruthlessly divided world, one in which the very idea of a public sphere has no place at all (p. 49). he elaborated, every time new crisis hits, the fear and disorientation that follow are harnessed for radical social and economic reengineering. each new shock is midwife to a new course of economic shock therapy. the end result is the same kind of unapologetic partition between the included and the excluded, the protected and the damned (klein, 2007). in their article, archer, wolf, and nalloor (2021) argued that smi has made the most of the new normal. “influencers deliberately position themselves to take advantage of the atmosphere of destabilization for personal gain” (p. 108). moreover, smis have effectively embraced the neoliberal capitalist system, by rapidly pivoting to benefit from the upheaval: strategically positioned themselves as trusted information (and entertainment) sources, actively playing role in deepening inequalities between those caught up in mass redundancies and economic cut backs, and the “elite” who is being looked up to for solutions. methods this is qualitative descriptive research. descriptive research seeks to systematically describe the characteristics of objects to be examined properly. three indonesian social media influencers are selected in non-probability sampling method, using two main criteria: he/she is social media influencers with 33 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) more than 1 million following users and has open crowdfunding platform for the purpose of covid-19 donation that enlisted in 15 top crowdfunding initiative at the early of covid-19 pandemic in november 2020. during the donation period, these influencers also used the same hashtag #bersamalawancorona (together fighting the corona). for ethical consideration, this paper uses smi 1, smi 2, and smi 3. the first step in addressing the research objectives, this paper used desk review to present a better understanding of how smis use crowdfunding platforms to gather their initiatives. this is done by observing their post on crowdfunding platform, kitabisa, as well as their promotion done in their social media channels. second step, to get the overview of publicity harnessed for the influencers, this paper uses social media analysis from the initiatives. social media analysis is the process of gathering and analysing data from social network such networks such as facebook, instagram, linkedin and twitter. sponder and khan (2017) described social media analytics as the art and science of extracting valuable hidden insight from vast amoung of semi-structured and unstructured social media data to enable informed and insightful decision making. smi’s twitter, youtube, and instagram were three channels that were analysed in this paper as they were used by the smi’s to generate and publicize their initiatives. results and discussion our research objects: among the highest paid indonesian smis and top initiators for covid-19 cause in indonesia under hashtag #bersamalawancorona, a number of institutions, celebrities and influencers have been involved in crowdfunding through kitabisa. there were approximately 5655 campaigns with a total of 168 billion rupiahs gathered under the hashtag (kitabisa.com, 2020). interestingly, from march to november 2020, the largest crowdfunding initiatives came from those who are prominent in social media platforms. most initiatives were aimed to help medical professionals needs during the early outbreak of covid-19 pandemic. the top 15 smis and their initiatives are : (1) rachel vennya (celebgram) – rp 9.2 billion; (2) dr. tirta (celebgram) – rp 5.1 billion; (3) arief muhammad dan tiara pangestika (celebgrams, youtubers) – rp 3 bilion; (4) adib hidayat (celebtwit/journalist) – rp 2 billion; (5) maia estianty (mucision) – rp 2 billion; (6) cathy sharon (actrist) – rp 1.9 billion; 34 journal of social studies (jss), volume 18, number 1, 2022: 27-46 (7) raffi gigi rafathar (artist/youtuber) – rp 1.5 billion; (8) alshad kautsar (youtuber) – rp 736 million; (9) hansol jang (youtuber) – rp 666 million; (10) andrea dian (actrist) – rp 635 million; (11) atta halilintar (youtuber) – rp 608 million; (12) cynthia tan (fashion designer/celebgram) – rp 575 million; (13) dwi handayani (celebgram/celebtwit) – rp 501 million; (14) velove vexia (actrist) – rp 418 million; (15) augie fantinus (tv and radio presenter/ youtuber) – rp 418 million (taken from: https://galangdana.kitabisa.com/ partners/bersamalawancorona in november, 2020) in this research, the discussion will focus on three influencers who have initiated crowdfunding: smi 1, smi 2, and smi 3. the three were among the afore mentioned names successfully gather billions of donations for the covid-19 crisis. as zhao et al (2016) concept on social influence, this section will explore the informative influence (of these smis as crowdfunding initiators. smi 1 smi 1 is 25 years old who has 5.1 million followers on instagram, and 1,3 million youtube subscribers in november, 2020. smi 1 is known for her social media contents on lifestyle, travelling, beauty, and family. influencer 1 created all the contents and uploaded them with her image as a modern muslim mother (kumparan.com, 2020). influencer 1 received job offers as endorser to promote various products and services that varies from household needs such as toilet cleaner brand, floor cleaner and halal dish detergent brand, as well as her own slim beauty product. influencer 1 also received endorser job for fashion and food products that often were uploaded through instagram story. several businesses owned by influencer 1 such as in culinary sector with sate goreng taichan, rumah sedep, and ngikan. besides, influencer 1 also has business on fashion sector including mahika kids and vel the modest (kumparan.com, 2020). smi 2 influencer 2 is a member of a prominent family in indonesia. the 26 years old man has a deposit of popularity because his family is quite popular in indonesia (correcto.id, 2020). influencer 2 becomes more popular by actively uploading contents through instagram and youtube. his instagram account has around 16 million followers, while his youtube has 26 million subscribers. these numbers are fantastic achievement which makes influencer 35 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) 2 as southeast asia’s top youtuber with the highest number of subscribers (liputan6.com, 2020). smi 2 is the eightieth richest youtuber in the world with monthly income approximately 23 billions rupiahs (cnbcindonesia.com, 2020). youtube is the main platform for smi 2 to gain his popularity, but instagram also has important role on it. contents around lifestyle, sports, automotive and games are mostly uploaded in smi 2 social media. in addition to that, smi 2’s creative avenue as a film director and singer were often highlighted as well as messages on the key to success and hard work. smi 2 endorses major brands including samsung and smartfren. smi 3 smi 3 is an influencer that also committed in crowdfunding initiative in the midst of covid-19 pandemic. the 30 years old man was firstly known through social media platform twitter under an anonymous account and a book that adapted to widescreen. his instagram account has 2.4 million followers while his youtube account has about 2.5 million subscribers. based observation, influencer 3’s instagram contents were focused on lifestyle, family and automotive. as reported by republika.co.id (2020), influencer 3 has developed eight businesses, starting from culinary, cellphone to journal book as well as platform to bridge sellers online and offline. he also endorsed major brands such as pepsodent, asus, and smartfren. the three smis have shown credibility both as successful entrepreneurs as well as marketing instruments, as product and services endorser, for major brands. during the first month of covid-19 outbreak, smi 1 started her crowdfunding project on march 16, 2020, while smi 2 and smi 3 started theirs on 17 and 18 of march 2020, respectively (kitabisa.com, 2020). table 1 shows the level of social media fame followed by the crowdfund initiative that each smi has created. table 1. crowdfunding initiatives by smis at the early covid-19 pandemic name of influencer smi 1 smi 2 smi 3 instagram account verified account verified account verified account number of followers*) 5,1 million 16 million 2,4 million 36 journal of social studies (jss), volume 18, number 1, 2022: 27-46 name of influencer smi 1 smi 2 smi 3 twitter account n/a verified account verified account number of followers*) n/a 104,7 thousand 4,9 million youtube account verified account verified account verified account number of subscribers*) 1,32 million 26,2 million 2,59 million volume of posts*) 84 videos 1,144 videos 399 videos title of crowdfunding initiative mutual help against covid-19 (tolong menolong lawan covid-19) help nurses! masks & ppe needed! (tolong para perawat! masker & apd dibutuhkan!) fight covid-19: emergency fund for the society (melawan covid-19: dana darurat untuk masyarakat) link of crowdfunding initiative https://kitabisa. com/campaign/ bersamacegahcovid19 https://kitabisa. com/campaign/ melawancovid19 https://kitabisa. com/campaign/ danadaruratcovid19 number of collected donation **) rp9,205,530,814 rp608,455,236 rp3,050,628,242 number of donator **) 138,173 individuals 8,633 individuals 45,788 individuals used platform kitabisa and instagram kitabisa and instagram kitabisa and instagram source: instagram, twitter, youtube, and kitabisa.com *) data taken in mei 2020) **) data taken in november 2020 from table 1 it can be inferred that smi 1 gathered more fund at the early stage of covid-19 pandemic with less followers than smi 2 and smi 3 and more donators joining her cause. 37 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) positive outcome from smis crowdfunding initiatives in november 2020, in their official statement, kitabisa recorded 158 billion rupiahs of donations from march to november 2020 period only. (latest financial audit from ernst and young, displayed in their page, kitabisa foundation collected a total donation of 835 billion rupiahs in 2020 only, and total revenue for administrative cost up to 36 billion rupiahs (kitabisa.com, 2022)). from each crowdfunding initiative, kitabisa provides a link that encourage transparency on the use of the fund. however, no detail financial report provided from each of the campaigns. table 2 resumes the funding distribution from the three smis crowdfunding initiatives taken from each smis’ initiative link. table 2. distribution of donation from each smi – recap pe r s o n / initiative reporting year distribution of donation beneficiaries form of donation location smi 1 2021 • health workers • covid referral (and non-referral) hospitals • underprivileged communities • funeral attendant • items of personal protective equipments (ppe) • 11 units of ventilators ui covent 20 • sanitary & hygiene equipment for public facility • multivitamins and personal hygiene/ ppe • meals and logistic for funeral attendant (not specified) 38 journal of social studies (jss), volume 18, number 1, 2022: 27-46 pe r s o n / initiative reporting year distribution of donation beneficiaries form of donation location smi 2 2020 • health workers • 14 hospitals • underprivileged communities • general public • personal protective equipment (ppe) • public handwasher equipment depok, bandung, banten dki jakarta north, central and east jakarta, bayan, banyumas, toli-toli, morowali, north sulawesi, sindang barang, halmaera, pasuruan, palembang, surakarta, pegadegan, bulili smi 3 2022 • personal • underprivileged entreprenerus. • small medium enterprises • startup capital for ntt communities (fishing boats, empowerment programs, training and education, lending-scheme capital) • business capital for smes and personal • business capital for warong renovation, shopping smes programs, vending charts) • essential needs (sembako) 15 provinces in indonesia 39 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) there is no detailed information whether the donators coming from each smis’ followers or from her/his own funds. smi 1 revealed she spent 775 million rupiahs for her covid-19 cause, whilst smi 2 proclaimed his march and april income as youtuber will be used for frontlines health workers in fighting the covid-19. from the provided link, each of smi provided a bit of infographic about the use of the fund, complete with photos with beneficiaries, number of donation. in this sense, positive impact on the fundraising initiative is perceived well by the donators. beneficiaries are diverse from medical / health workers, hospital organizations, underprivileged individuals and communities, small medium enterprises (smes) and funeral attendant as well as general public visiting public places. smi 3 has more savvy way in providing success story of the beneficiaries from underprivileged entrepreneurs or small medium enterprise owners who received his fundraising. the message shows positive impact resulted from the initiative rather than showing a mere of “funds delivery” (https://kitabisa.com/ campaign/danadaruratcovid19/latest-news, 2022). publicity harnessed from the smis’ crowdfunding initiative according to social media analysis carried in november 2020, it found a number publicity harnessed by smi’s crowdfunding initiative during the early covid-19 pandemic. the following table 3 describe publicity gained by each of observed smi from their social media channels. 40 journal of social studies (jss), volume 18, number 1, 2022: 27-46 table 3. social media analysis on smi’s crowdfunding initiative *) twitter instagram youtube smi 1 smi 1 doesn’t have twitter account, nevertheless, the publicity she gained on twitverse about her initiative ranked highest among the other. in 17 march 2020, kumparan (news portal) tweeted an article about her initiative and got 35 thousand likes and 12 thousand retweet and 742 comments. this made smi 1 enlisted in indonesia trending topic on march 17, 2020. in 20 march 2020, detik (news portal) also tweeted their article about smi 1’s initiative and got 3400 likes, 955 retweets, and 113 comments. smi 1’s fist instagram content on her crowdfunding initiative got 197 thousand likes, while her average post got approximately more than 300 thousand likes. her second posting on the initiative got more than 334 thousand likes. this is due to her success in gaining 4 billion rupiahs donation within 2 days period only. no youtube content about her initiative was posted here. smi 2 smi 2 promoted his initiative on his twitter account on 20 march 2020, proclaimed he will donate his income as youtuber to fight covid-19, especially, as he said, for the “income hero”. his tweet got 1300 retweets, 9600 likes and 658 comments, the highest interaction so far from his twitter. through similar content on instagram, smi 2 gained 700 thousand likes which is above average number of like on influencer 2’s instagram account of 500 likes. different from the others, its youtube channel, smi 2’s discussion on covid-19 topic did not interest its viewers, only 300 thousand views, even though the average number of views per video can reach 1.5 million for each content. there is no particular content with clear call to action like in instagram or his twitter. 41 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) twitter instagram youtube smi 3 data shows that contents which were uploaded by smi 3 on covid-19 crowdfunding through his twitter account got 3,100 re-tweeted, 10.2 thousand likes with 138 comments. then, for contents that smi 3 has uploaded on instagram, it got 305 thousand likes and bigger than average like at his content which around 150200 thousand times smi 3 did not upload any content that related with covid-19 to his youtube account. *) this social media analysis was carried 14th of november 2020 diagram 1. google trend analysis between smi 1,2,3 it is found that smi 1’s crowdfund initiative creates virality, as she successfully collected fund as much as 4 billion rupiah only within two days, to the point of earned publication from news outlets and twitter’s trending topic. indonesia’s record museum (muri) was willing to give smi 1 an award because of her achievement, however she decided to refuse the award, which action created another publicity (kompas.com, 2020). smi 2 and smi 3 also gained some publicity on his initiative. smi 2 gets higher interaction from his publicized post in twitter and instagram, as well as smi 3 on his instagram and twitter account. as youtuber, smi 2 post on his 42 journal of social studies (jss), volume 18, number 1, 2022: 27-46 crowdfunding initiative did not get much attention compared to his regular content. however, when cross-checked with google trend analysis, (outside smis’ social media channels) during march to november 2020 the smis’ crowdfunding campaigns. this can imply two things: first, with more than 26 million subscribers in youtube, smi 2 remained superior as opinion maker in digital media. second, publicity generated about smis’ crowdfunding initiatives may not as significantly contributed to their fame as their regular-everyday content. discussion responding covid-19 pandemic social media influencers in indonesia, initiated crowdfunding projects to help the most impacted parties. those crowdfunding were run through platform kitabisa and the initiatives have been spread widely by influencers through twitter, instagram and youtube. smi 1 smi 2, smi 3, are both influencers and celebrities that are popular and reputed individuals who received significant media attention. within a mere of two days, the initiative can gather more than 4 billion rupiahs (smi 1), a 600 million rupiahs in two months (smi 2), or 1,5 billion rupiahs (smi 3), such amount of fund that is hardly gathered by regular fundraising initiative. agnihotri et al (2021) highlighted the element of trustworthiness of celebrity endorsement that implies honesty, integrity, and believability of an endorser. in the light of agnihotri et al (2021) research, this paper found there was not any similar project in the past by each smis on the crowdfunding initiatives, nor showing congruity with their previous endorsed products, nevertheless individuals/ investors seemed trust the smis’ initiatives. this shows the role of smis as opinion makers not just in product marketing, but also in crowdfunding initiatives. smis’ initiatives through crowdfunding platform show how solidarity emerged at the time of covid-19. particularly at the early stage of outbreaks when physical distancing policy applied, people have urged to lend their hands for the needs. it has been proved with available crowdfunding actions under #bersamalawancorona, including that have been portrayed by the three smis’ initiatives. observation shows positive impact resulted from these initiatives as well as, further, on another level, encourage solidarity and increase social resilience during the uncertainty. 43 publicity or impact? the use of crowdfunding by indonesian social ...(nissa cita adinia and mediana hanifa) furthermore, with normative influence they have, (deutsch & gerar, 1995; chat et al., 2008) information spreading process from smi message have cascaded and distributed to wider social environment faster, which, later, generate publicity for smis’ celebrity’s reputation. looking at what archer et al. (2021) claimed how smis are making the most of new normal during covid-19 pandemic, referred as ‘disaster capitalism’ term, this paper found public awareness on smi 1, smi 2, and smi 3 is heightened in march 2020, but when it is looked as an overall experience from march to november period, the publicity harnessed from each of crowdfunding campaign were not as significant as their everyday content. incite on akbar & irwansyah’s (2019) argument on how kitabisa has perpetuated a capitalistic system for charity, this paper shows the significant role of social media influencers in creating mutual benefit. as the platform puts social problems in the shop window, smis partake in calling out and cheering those who need to express solidarity and generosity (in an easy and fast manner) effectively to donate, and in return, gain more publicity. conclusion crowdfunding initiatives during the early covid-19 outbreaks from three social media influencers have presented two side of a coin, one as expression of solidarity and social contribution, and the other as mean of publicity. however, it is too dubious to say whether the campaigns reflect a lot, of as what archer et al (2021) argued as, disaster capitalism. social media analysis between march and november 2020 shows publicity for the three smis was obviously generated, but not as significant as their regular contents. this paper is not without limitations, which paves the way for future research. this study does not dwell on each smi’ followers’ motive on selecting certain campaign, nor exploring deeply how each smi may represent symbol that can encourage action for their followers, or how the crowdfunding action during the pandemic has contribute to the betterment of each smi’s reputation management. a study with discourse network analysis that maps out how a discourse and actors are related and contested may be useful to extend and deepen this paper. 44 journal of social studies (jss), volume 18, number 1, 2022: 27-46 acknowledgement this paper is edited and revised from previous version that is presented for the the 4th international conference communication and business (iccb) 2021 held by london school of public relation (lspr) communication & business institute under the title “publicity or community resilience? the use of crowdfunding by indonesian micro-celebrities during pandemic, that it was selected as best paper. references galang dana kitabisa. 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(2016). a computational approach to measuring the correlation between expertise and social media influence for celebrities on microblogs. world wide web, 19(5), 865–886. ijss.vol.13, no.1, september 2017 17 the establishment of gereja kristen jawi wetan (gkjw) tunjungrejo yosowilangun subdistrict lumajang ismaul fitroh 2 abstract tunjungrejo is one of the unique village located in the region of lumajang. the uniqueness of the village can be seen in the presence of protestant religion. other uniqueness are their house of worship, namely gereja kristen jawi wetan (gkjw). brontodiwirjo has an important role to the development of protestant in tunjungrejo. brontodiwirjo as forest loggers tunjungrejo is also a teacher of the gospel in this region. along tunjungrejo forest clearing, many newcomers who are christians and non christians. to maintain the existence of protestant christianity, brontodiwirjo as forest loggers tunjungrejo apply the rule that people who want to settle in the region tunjungrejo be protestant. from this tunjungrejo society formed by the belief in one religion. as a result of the continued development of the protestant christian church he built a house of worship that is gkjw tunjungrejo. keywords: gereja kristen jawi wetan (gkjw), tunjungrejo, brontodiwirjo. 2lecturer in history education, university of pgri banyuwangi. email: ismaufitroh@gmail.com ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 18 introduction the protestant church in indonesia has been known since the time vereenigde oost indische compagnie (voc). the voc employees were members of the protestant church in the netherlands. to meet their spiritual needs in indonesia, with the approval of the voc leaders in batavia church assembly was formed in 1602. furthermore, in january 1621 the christian church in batavia celebrate holy communion. worship performed regularly at various places in indonesia, for example, in batavia, semarang and surabaya; in line with the expansion of trade and voc in these areas (end, th. van den, 1982: 96-97). the spread of christianity in java, started with the presence of maluku residents who joined the dutch soldiers. they were sent to the main dutch military region, such as batavia, semarang and surabaya. the early history of the gereja kristen jawi wetan (gkjw) is determined by two very different design the father emde and coolen. they represent two conflicting methods of missionaries (end, th. van den, 1985: 270). emde johannes was born in 1774 in germany of family farmers. emde grew up with a strong tradition of pietism. pietism is movement within protestantism in the 17-18th century which emphasized personal piety and appreciation of the aspects of faith as a christian faith that need to be considered in addition to the true teachings. he grew up in the tradition of 'pietistic' which demands total surrender to christ, but it soon turned into a reactionary (guillot, 1981: 21). end, th. van den (1985: 271) mentioned by emde is essentially a christian must accept the "christian kebudayan 'which for him means european culture. from because it requires that those new converts java, cut his long hair, leaving the typical javanese clothes, including a dagger, and dressed in european style, even as far as possible to learn the dutch language. puppet was no longer allowed to watch, as well as in required baptism for those who convert to christianity. coolen was born in semarang around 1773, and died in ngoro around 1873. his father was a russian, her mother from among the javanese aristocracy solo (akkerren, 1994: 69). there is interest from self coolen namely, because it introduces the gospel by giving him a form of java. in 1827 he obtained a plot of forest. the forest was, after the open, handed to the peasants in java. thus coolen become landlords resident ngoro, that's the name the new village was established that (end, th. van den, 1985: 271). nuance java on the introduction of the gospel is not just skin deep like the use of language but more than that. he presented the gospel in javanese culture. by coolen, gospel embedded in the mindset or world view, symbols, and expression are well known in the farming community of java. ngoro member congregation member was not baptized and not celebrate holy communion, because the sacraments were seen by coolen as things westernized alone. but several years later, members of the congregation were met with followers emde. they heard about the sacraments, and they want to baptized too. coolen became angry and drove them from ngoro, so they are forced to set another village that is mojowarno. since 1844, which became the center of christianity in eastern java is mojowarno congregation, under the ijss.vol.13, no.1, september 2017 19 leadership of paul tosari. policies taken tosari and jellesma, a representative of the dutch missionaries, is to relieve extreme attitudes emde and coolen, by choosing the middle road (end, th. van den, 1985: 272). jellesma many inmates who went on missionary activity in regions outside mojowarno. so that in the area of the new evangelization sprung candidates congregation. it started from an attempt reciprocation to the people of java, then j. esser (esser jp's father) in amsterdam october 19, 1845 established the committee on java while cooperating with zendeling in batavia, evangelism institute is providing support the missionary artisans, the top envoy gossner, heldring and witteveen. area targeted is madura and surrounding communities. for example madura community in bondowoso, bondowoso popping up around new christian communities, are like tunjungrejo lumajang, sidoreno, sidorejo, rejoagung, tulungrejo, purwodadi, ranurejo and wonorejo entertained by van der spiegel, who died in 1919. substitute spiegel is dedecker assisted teachers of the gospel tartib eprayim (sayala gkjw catechetical materials confirmation kriten church jawi wetan, 2007: 23). missionaries were done by the people of europe in the eighteenth century from nonchurch groups (groups that are not included on the group or church organizations, such as the colen and emde), as well as from the established church in east java to produce a group of people called the church (kruger m, 1959: 28). as these areas are divided by the order; (1) 1845-1860 brantas area (about mojokerto), (2) 1860-1885 areas around central brantas (about kediri), (3) 1885-1910 south of malang (malang south), (4) 19101935 thorough to the east and along the southern coast of java. from here it is a continuation of the church tunjungrejo churches in east java. the development of gereja kristen jawi wetan (gkjw) goes at the end of 1899 mojowarno already has eight branches, namely; bongsorejo, kertorejo, ngoro, segaran, guyungan, iyug, pule and surabaya. in malang city gkjw development begins in swaru (1857), peniwen (1880), wonorejo-bantur (1887), podokrejo (sitiarjo), tambakrejo, sumberagung. gkjw developments in kediri residency begins in maron-blitar (1851), purworejo-wates (1894), sindurejo wonosari, bulusari, tulungagung, banjarejo, jatiwringin, tonglur and gadangan. in the regions of besuki begins tunjungrejo (1897), tulungrejo (1911), purwodadi (1915), ranurejo (1922) wonorejo (1926), sidomulyo (1929), jember (1931), purwosari (1933) (kruger, m, 1959: 28 ). it can be concluded that tunjungrejo is the most early accept the teachings of protestant and developments in the region besuki gkjw. tunjungrejo village which is unique among them; (1) is the earliest villages in the region besuki gkjw development; (2) 99% of the villagers are christian protestant tunjungrejo; (3) tunjungerejo village has only one house of worship that is gkjw tunjungerejo. tunjungrejo gkjw establishment is the work of brontodiwirjo opener as forest and teachers of the gospel in tunjungrejo. tunjungrejo village which has many unique, then the village tunjungrejo can be made the object of research. through this background that researchers took the title "the establishment of the gereja kristen jawi wetan (gkjw) tunjungrejo yosowilangun lumajang districts ". ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 20 research methods in this study, researchers used qualitative methods. in accordance with a form of qualitative research and data types, the data collection techniques used in this study are as follows: 1. research setting this research was conducted in rural districts tunjungrejo rowokangkung lumajang 2. strategies based on the issues raised in this research, by emphasizing the detailed description of the sentence, complete and profound that describe the actual situation in order to support the presentation of data, the type of research used in this study is a qualitative study description. descriptive analysis is intended to obtain a clearer picture about the state of ongoing and more emphasis on the process and meaning. researchers tried to analyze the data with all the richness of his character full of nuances, as close as possible to the original shape than the statement of the amount in the form of numbers (sutopo, 2006: 40). the strategy used is a single case study. described by sutopo (2006: 140) that a single case study focused on the goal by one characteristic. this means that research is done only on one target, one location or one subject of the village tunjungrejo. in this study, considering the issues and focus of research has been determined in a focused and specialized so called case study stuck (embedded case study research). 3. data collection techniques a. observations observation conducted by researchers is the observation of passive participation. in this case sugiyono (2010: 312) explains that observation is a passive participation of researchers came across a research object, tetpai does not get involved in these activities. b. in-depth interviews this study used interview techniques in depth. according to patton (in sutopo 2006: 228) is flexible in-depth interviews, unstructured open tight, not in a formal atmosphere and can be repeated on the same informant. the question became more focused and lead to the depth of information and the nature of the question to switch over from one subject to another subject (moleong, 2013: 200). in this case, researchers can ask questions to the informant about the facts of an event besides their opinion on events there. interviews conducted by researchers here with pastors, elders, deacons and congregation gkjw tunjungrejo. c. registration document archive this technique is used to collect data originating of documents and archives. source documents and archives is a source of data often has an important position in research (sutopo, 2006: 80). types of documents collected in the form of securities of the village tunjungrejo, gkjw and baptism certificates, 4. the validity of data in this research, there are several ways that can be selected for the development of the validity of the research data. the validity of the data is an important concept that is updated from the concept of validity (validity) and reliability (reliability) according to the version of positivism and adapted to the demands of the knowledge criteria and paradigm itself. testing the validity of the data in this study using triangulation to get valid data. triangulation is a technique that utilizes data checking something else beyond the data for the purposes of checking or as a ijss.vol.13, no.1, september 2017 21 comparison against the data. triangulation is used in this research is triangulation of data sources and triangulation methods. a. triangulation of data sources triangulation in this study directs researchers to use various sources of data available means that the same or similar data will be more stable when excavated from the truth several different data sources. researchers can obtain from sources (human) different position with depth interview, so that information from sources that one can be compared with information from other sources (sutopo, 2006: 93). the data used in this study of archives and documents and court records regarding profi, the diversity of the circumstances, the implementation of teaching history, constraints and ways to overcome that teachers face in teaching the history of local history. b. triangulation method triangulation methods can be carried out by a researcher by collecting similar data but using a technique or method of data collection different and even more clearly the effort leads to the same data source to test the stability of the information. from the data, the results are then compared and conclusions drawn stronger data validity (sutopo, 2006: 95). in this study, collecting data about the profile gkjw tunjungrejo, circumstances gkjw congregation, noting documents and direct observation. 5. data analysis techniques the analysis conducted in this study is inductive. the nature of inductive analysis is closely related with the flexibility and openness of research and emphasize the importance of what is happening and are found in a field that is essentially based on the special characteristics of the context under natural conditions (sutopo, 2006: 105). the process of analysis in this study using an interactive model where each unit data obtained from diverse data sources always linked or compared with other data units to find a variety of things that are required according to the purpose of research. in this analysis model using the analysis developed by miles and huberman (in sutopo, 2006: 113) consists of three grooves activities, namely; (1) reduction of data; (2) servings of data (3); conclusion withdrawal and verification. results and discussions geographical conditions lumajang, is a district in east java province, indonesia. its capital is lumajang. the district borders on the north probolinggo, jember district on the east, the indian ocean in the south, as well as malang regency in the west. lumajang regency consists of 21 districts, divided again over 197 villages and 7 villages. the central government in the district lumajang. lumajang regency consists of 21 districts, namely: (1) candipuro; (2) gucialit; (3) jatiroto; (4) kedungjajang; (5) klakah; (6) kunir; (7) lumajang; (8) padang (9) pasirian; (10) pasrujambe; (11) pronojiwo; (12) randuagung, (13) ranuyoso, (14) rowokangkung; (15) sukodono; (16) sumbersuko; (17) senduro; (18) tekung; (19) tempeh; (20) tempursari; (21) yosowilangun (http://id.wikipedia.org/wiki/kabupaten_lu majang. retrieved on june 12, 2016). tunjungrejo village located in the southern part of the district yosowilangun, lumajang with an area of 509 hectares. tunjungrejo village bordering yosowilangan kidul and lor village in the north, the village wotgaleh west, yosowilangun kidul village east, and the village wotgaleh south (see ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 22 attached map 3). altitude tunjungrejo village area approximately 10 m above sea level. most of the population are farmers. gaminten time is the main river and the only one in the village area tunjngrejo and be a source of irrigation water rice fields. the 3 km long river and flows from north to south to the south seas (trawaca, et al 1997: 22). beginning missionary in tunjungrejo in those days the church voc does not attempt to take the gospel to the people of java. church in voc was indifferent to the missions. that's because voc concerns when the church to evangelize will increase indigenous resistance to voc which adversely affects the voc in the economy and will also cause a conflict of religions. voc is a trade organization with interests mainly in the economic field. in connection with that, the direction of church development is also under the influence of economic policy voc. voc actually have the authority to support the church to make efforts spread of religion, but the voc is less concerned with the problem that, to the extent they are not related to economic interests. churches that have formed since the voc looked not fulfill their duties and vocation as a container formation and the growth of the christian church, especially for the natives. in accordance with octroinya rights (license monopoly) that the funds and the power it has to be to help the process of evangelization that (end 1985: 270). the nature of the closed church services and all limited only for the elite of europe and the netherlands are making increasingly wide range of up never made it to the indigenous people, however the zendeling working on it. since the dissolution of the voc in 1799, churches in indonesia used as a church by the name of ¬indische krek, the church belongs to the state regulated, controlled and financed by the state (kruger m, 1959: 135). the entry of the interim administration of england from 1811-1815 (capitulation tuntang) create new policies, including conduct of business missions to the natives of the first on the island of java. evangelism is done with the use of envoys from missions british association which is a new policy of governor raffles as the official representative of the british government on the island of java. based on the approval of london in 1814 between the dutch and the british then in 1815 returned to the dutch indonesia. the return of power into the hands of the dutch east indies government, the political situation in indonesia such as the voc era. about evangelistic efforts are always closely watched. with the padri war and diponegoro war is an experience of the dutch east indies. to avoid losses that are not expected, the dutch set a ban on business missions to abiding society embrace islam and closing the island of java from a missionary (kruger m, 1959: 158). evangelism in java operated by someone nederlandsche zendeling genootschap (nzg) fully hesitations, because java is an area that many followers of his religion, islam while evangelism is prohibited to people who are devout converts to islam (end 1982: 187). evangelism nzg institution which is an association of missionaries in the netherlands have an important role in the history of the church in east java, including in tunjungrejo lumajang. evangelism in east java is done by people "lay off" of a missionary institute in ijss.vol.13, no.1, september 2017 23 europe. "lay off" are people who do not have the educational background of theology, but knowing or controlling the contents of the bible. in the history of the protestant religion in east java was originally defined by two very different design namely coolen and emde. they represent two conflicting methods of missionaries (end, th. van den, 1985: 270). coolen was born in semarang around 1773, and died in ngoro around 1873. his father was a russian, his mother came from the javanese aristocracy solo (akkerren, 1994: 69). coolen introduce the gospel by giving him a form of java, it had been the hallmark of christian teaching is carried out by coolen. java community began to recognize a christian without going through the explanation of the dutch clergyman. it becomes something interesting for the spread of christianity made by non-church circles. coolen did not zending derived from any institution. after graduating from europesche lagere school (els), he worked as a picture of the temple and ancient relics in east java. having quit his job in 1821 he entered military service as a cavalry surabaya during the reign daendels (guillot, 1981: 31). then in 1824 he worked as a cinder blandong in mojoagung. in his new job he knows an area that has an arable land and plenty of water in the area kawedanan mojoagung, pushing it intends to manage. after investigating the ngoro forest, with a recommendation wedono mojoagung he requested permission to open it. the permit approved by wedono mojoagung immediately recall the good relations between wedono mojoagung with coolen as cinder blandong in its territory. on july 3, 1827 he started to get a license contract for 30 years with a land area of 1,420 ha (mestaka i, 1985: 52). after the forest was opened, handed to the peasants in java. thus coolen become landlords resident ngoro, that's the name the new village was established that (end, th. van den, 1985: 271). since then coolen and his followers began to depart from mojoagung to forest ngoro to open a path. in a short time became more widespread forest clearing and in 1829 began to arrive people from the outskirts of the densely populated brantas river, from the north, as well as from central java and madura (guillot 1981: 32). for the newcomers, the new village have better livelihoods from where they were before. in further developments, coolen felt called to teach christian villagers ngoro. he presented the gospel in javanese culture. guillot (1985: 33) explains that coolen teach christians to take the samples contained in a puppet or a local legend. by coolen, gospel embedded in the mindset or world view, symbols, and expression are well known in the farming community of java. people who enter into christian must understand christian teachings well. teachings to christianity coolen called three rapal teachings. teachings are three rapal; the apostles' creed, the ten word and sacrament. the apostles' creed is the recognition of a person becomes a christian and acknowledge god, the father, and jesus christ. ten word is god's ten commandments that show human relationships with god and with fellow human beings, there are also restrictions that must be shunned (bible: exodus 20). the third is the sacrament is something sanctified and sacred and must be endured by any people who claim to believe, in this case is the baptism and eucharist (sarjonan 1981: 22). however, member ngoro congregation member was not baptized and ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 24 did not celebrate holy communion, because the sacraments were seen by coolen as things westernized alone. coolen influence gradually reduced in ngoro, this is due to differences of opinion about baptism taking place in society and also the expulsion of people who have received the baptism in surabaya. in this issue it is necessary to outline the figure presented evangelist who teaches baptism to the java community who embraced christianity, namely john emde. emde yohannes was born in 1774 in germany of a family farmer and died in 1859 (walterbeek, 1995: 18). emde grew up with a strong tradition of pietism. pietism is movement within protestantism in the 1718th century which emphasized personal piety and appreciation of the aspects of faith as a christian faith that need to be considered alongside the true doctrine. he grew up in the tradition of 'pietistic' which demands total surrender to christ, but it soon turned into a reactionary (guillot, 1981: 21). in 1811 emde be a sailor on a ship voc so get to indonesia. his master was trying to prove a mismatch scriptures genesis 8: 22 in indonesia, namely the prohibition of evangelism. scripture genesis 8: 22, namely: "while the earth remains, there will cease season sowing and harvest, cold and heat, summer and winter, day and night". after arriving in batavia in 1813 he entered the military, then he settled in surabaya as a watchmaker and married a javanese woman (wolterbeek 1995: 16). since 1814 he began to be moved to the gospel, and as a result he was jailed by the government for their prohibition for evangelism. emde wife and children actively participate in helping the missions in 1843, ie by distributing leaflets containing footage of the gospel passages (end, th. van, den, 1982: 204). end, th. van den (1985: 271) mentioned by emde is essentially a christian should receive a "christian culture 'which for him means european culture. from because it requires that those new converts java, cut his long hair, leaving the typical javanese clothes, including a dagger, and dressed in european style, even as far as possible to learn the dutch language. puppet was no longer allowed to watch, as well as baptism is required for people who convert to christianity. javanese people who first get a baptism occurred on december 12, 1843 in the protestant church surabaya (anonymous: 1928: 79). number as many as 35 people. they are called christians first in east java. knowledgeable people have heard of their baptism, they are trying in every way to ask for permission to go to the emde coolen and as an intermediary for the baptism (wahono, w, 1996: 5) ngoro first residents who receive baptism on 12 september 1844 is tosari by the name of paul, singotruno with yakubus name, ditrotuno with abisai name and eliezer with kunto its original name (anonymous: 1928: 89-90). those who have received the baptism back to ngoro, but by coolen they are not welcome anymore because they have been deemed in violation of the teachings of coolen which do not include the sacrament of baptism, which rendered them expelled from ngoro. they were expelled coolen, came back to their home areas there is also seeking new land for a place to stay. the new area is keracil forest that is located 7 kilometers north next to ngoro is now well known as mojowarno. since 1844, which became the ijss.vol.13, no.1, september 2017 25 center of christianity in east java is mojowarno congregation, under the leadership of paul tosari. measures taken by the tosari and jellesma (a messenger zending netherlands), is to relieve extreme attitudes emde and coolen, by choosing the middle road (end, th. van den, 1985: 272). establishment mojowarno village, christians can flourish in this place and find progress. the village of mojowarno, christianity began to be recognized standing. in mojowarno first established christian hospital on june 6, 1894 named zendings ziekenwiste mojowarno, and many christian schools such as elementary school (1854), sunday school (1876), tk (1876), school teacher (1900), his (1919) and school of paramedical and midwifery (1894), so that history to christianity java entering a new era (the supreme council, 1996 :: 21). the development of christianity does not just stop at mojowarno but they thrive and spread as far east as to malang, lumajang, jember, banyuwangi and up to bali. gkjw further developments as follows: at the end of 1899 mojowarno already has eight branches; bongsorejo, kertorejo, ngoro, segaran, guyungan, iyug, pule and surabaya. in the area of malang started from swaru (1857), peniwen (1880), wonorejo-bantur (1887), podokrejo (sitiarjo), tambakrejo, sumberagung. in areas kediri beginning of maron-blitar (1851), purworejo-wares (1894), sindurejo wonosari, bulusari, tulungagung, banjarejo, jatiwringin, tonglur and gadangan. in regions of besuki begins tunjungrejo (1897), tulungrejo (1911), purwodadi (1915), ranurejo (1922) wonorejo (1926), sidomulyo (1929), jember (1931), purwosari (1933) (kruger, m., 1959: 28). the establishment of gereja kristen jawi wetan (gkjw) begins with the number of people who claim to believe in the lord jesus christ as their savior and their holy baptism of the first on december 12, 1843 in surabaya, east java. since that time their numbers grew and formed the ecclesiastical communion on december 11, 1931 under the name "christian pasamuwan djawi pasamuwan-ing land djawi wetan". new on june 27, 1932 the name was changed to gereja kristen jawi wetan (gkjw) recognized by the government in the besluit governor general indies number 53 (staatablat no. 372) that call this ecclesiastical communion with the name of oost javaansche kerk (wahono, w. 1996 : 2). tunjungrejo gkjw establishment can not be separated from the establishment of the village which was originally called pedukuhan tunjungrejo tunjung white. no figures were instrumental in the founding of the white forest hamlets namely brontodiwirjo or iprayim setoe brontodiwirjo who is the son karulus wirjoguno derived from mojowarno (r. wirosodarmo jebus, 1930: 17). brontodiwirjo as those who deforest tunjungrejo contribute to the development of the next gkjw in tunjungrejo. brontodiwirjo born on june 9, 1859 in mojoroto, graduated from the school teachers mojowarno gospel in the era of j. kruyt sr. later became master of the gospel in the church kertorejo. brontodiwirjo married to sarilan surobrojo loso's son, and blessed with five children namely prawito kertodiwirjo, apriyun, tartip iprayim, mursidi and jinem. brontodiwirjo life running smoothly, until the death of his wife brontodwirjo. after brontodiwirjo wife died, brontodiwirjo affair with the wife of the dutch people. perbutan uncomplimentary was known by j.kruyt sr ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 26 and its citizens, which in turn brontodiwirjo dismissed from master gospel. dishonorable dismissal due licentious acts that cause brontodiwirjo embarrassed and decided to move from kertorejo (interview with mr. setyo putranto, 10-06-2016). brontodiwirjo desire to move away from kertorejo purbowiyoto a relative unknown who became a teacher schools in lumajang. poerbowiyoto give advice to move from kertorejo and open up new areas in the region, namely the forest tunjung white lumajang which is covered land, uninhabited, owned by the government. this land can be opened with the permission of the dutch government at that time (see annex i and maps document 1). brontodiwirjo behavior due to improperly during in kertorejo, cause tunjungrejo village called village of repentance. brontodiwirjo departing from kertorejo together with poerbowijoto towards the forest tunjung white, of lumajang delivered an acquaintance peburu poerbowijoto who used to hunt in the forest white tunjung named casino. after seeing the state of the forest white forest brontodiwirjo determined to move on and apply for a permit kertorejo chronicle the forest. the circumstances surrounding forests forest white among others west is a stretch tanjung flower (lotus) and white flowering shrubs interspersed with water plants and a variety of water birds, among others pelung, meliwis, and crane are having fun looking for food, and lay eggs. on the east side there are large trees, shrubs with a variety of sounds of birds and other animals such as tigers, snakes, wild boar, etc. not only that, brontodiwirjo propaganda to his relatives to participate chronicle tunjung white forest. after settling in hamlets tunjung white brontodiwirjo widow remarried with one named rasipah because sarilan died, his marriage was blessed with a son named erti (trawaca, et al. 1997: 3-8). as the opening of the white forest forest many newcomers who come from christian or not of christian background. the people who settled in the hamlet forest white should be white tunjung christian congregation. increasing the number of community forest white pedukuhan equal to the increasing number of citizens of the christian church tunjung white. increased congregation tunjung white reviews their lead spiritual coaching service led by master gospel brontodiwirjo. teachers gospel brontodiwirjo assisted by masirun and tartip i-prayim, roomates masirun then replace the task as a teacher of the gospel in the church of the white forest when brontodiwirjo died. brontodiwirjo as a preacher in the church of the white forest hope that future generations continue to run on the truth and not make mistakes like that once he did (interview with mbah nodo, 12-06-2016). forest white hamlet known christian formation in 1905 by nzg, rev. j. kruyt sr in mojowarno. by geography, tunjungrejo participate malang residency, but adjacent to the besuki residency, whereas in bondowoso are messengers zending "java comitee" that rev. van der spiegel (interview with rev .. adi sucipto). another pastor silphorst at that time stationed in kangean island of madura. the committee on java task is to preach the gospel to the madurese. forest white hamlet layout is closer to bondowoso than mojowarno, then about 1905 rev. j. kruyt sr as messenger services zending nzg submit the christians in tunjung white ijss.vol.13, no.1, september 2017 27 to van der spiegel of java comitee. that's what led the congregation white tunjung the the government including malang residency, but in the group of the regional assembly besuki (wolterbeek, 1995: 171). after brontodiwirjo, chairman of the white forest pedukuhan replaced by prawito kertodiwiryo, the eldest son brontodiwiryo. at the time of this prawito leadership, pedukuhan white tunjung converted into pedukuhan tunjungrejo. (trawaca, dkk.1997: 8). in 1914 the leadership of pedukuhan tunjungrejo replaced by dinar wirjosoemarto, one brontodiwirjo law. at that time tunjungrejo changed to rural hamlet with the village name tunjungrejo meaning (= the name lotus flower, rejo = crowded) therefore wirjosoemarto dinar is the first village chief in the village tunjungrejo. to advance tunjungrejo village, dinar mirjosoemarto establish polyclinics and seeking funding for the clinic life. the polyclinic is located in the village hall (now). fees collected for the daily needs of the villagers and the community gathered by the search committee funds the clinic. in 1929 the village head tunjungrejo replaced by srojo titiwardojo roomates is also one brontodiwirjo law (interview with mbah nodo, 12-06-2016). the initial activity of the church in evangelistic efforts to the community because it was very well received not only the ecclesiastical ministry related in rituals, but also aspects of daily life, for example the economy, especially in agriculture. in addition the service is also manifested in the field of education with the establishment of schools and health field zending the clinic. during the japanese occupation, since 1942, official government duties runs as usual, but in terms of youth activities, the japanese government formed a line to increase of its military forces in indonesia. the military force recruited from indonesian youths with heiho name, folder, kaibodan and seinendan, while young women from indonesia in the form of fujinkai, and sukarini. the term village head was replaced by the term "kuco", while the government area is divided into "asuco" and kumico "that is level with the neighborhood region rukun tetangga (rt) and rukun warga (rw) (trawaca, et al. 1991: 11). tunjungrejo village formed a youth among the body's defense keibodan tunjungrejo village with supratik leadership. the activities include holding keibodan tunjungrejo marching drill 2 times a week, building barracks guard from south to north of the village at a distance each 500 m. among youth under the age of 20 years formed ranks to become rearguard seinendan keibodan. among tunjungerjo village women formed fujinkai led wonodyatsih. peasants are people who are not included keibodan and seinendan required to follow romusha is becoming the workhorse for building castles defense of japan (interview with mbah nodo, 12-062016). tunjungrejo public economy at that time was completely in control of japan, people should not keep rice at home, crops must be paid in japan. village barn, granary famine, and the church closed barns. the activities are prohibited also the village clinic opened. efforts to meet the needs of clothing, food, rural communities tunjungrejo finally accustomed to eating rice maize, cassava vegetables, velvetleaf and kale to fill his ismaul fitroh: the establishment of gereja kristen jawi wetan (gkjw)... 28 stomach (interview with setyo pack putranto, 10-06-2016). upheaval east java christian church in tunjungrejo result, the missionary who take care of and support the financing of schools zending are all captured by the japanese occupation army for the title of "christian" is identified with "accomplice dutch" (supriya, 1981: 180 ). in tunjungrejo sriadi preacher at that time being held, thanks to the schoolteacher suyatno sriadi released by east java governor at that time items, namely takara. takara at the time dutch was the ruler of rice mills in yosowilangun, at the time that takara know suyanto who founded and runs the cooperative in the village tunjungrejo. that relationship continued until the time of japan and takara become governor of east java (trawaca, et al 1997: 14). at the time of japan sekolah rakyat (sr), known as zending school was taken over by the japanese government. school children do not receive a full education for schools teaching more focused on military activities. preferred subjects are japanese who taught first grade until graduation. every day before class held a japanese flag ceremony by singing kimigayo (interview with mbah nodo, 12-062016). after the proclamation of independence of indonesia, east java christian church eager to bounce back. among the congregations there were still able to maintain the viability of the former schools zending, by forming a committee in charge of managing the local school. in general, using the name christian education governing body (bpk), each stood no relation to one another. to be able to take care of christian schools more, then in 1950, the supreme council has established the christian education board (bpk-gkdw). due to the increasing number of problems faced, then for the sake of agilitystep motion, based on the decision of the 44th session of ma tgl.30 october to 1 nop.1963, then in 1964, the cpc-gkdw has established the foundation called "foundations of christian education board geredja djawi wetan (ybpk-gkdw)" (supriya, 1981: 212). it is seen in the village school, the which he founded tunjungrejo tk. thabita ybpk and junior christian ybpk under the auspices gkjw tunjungrejo. conclusion the establishment of gereja kristen jawi wetan (gkjw) in tunjungrejo not be separated from the role brontodiwirjo. brotodiwirjo as opening the village he was also a teacher of the gospel to the church tunjungrejo. rules set by brontodiwirjo that people who want to settle in the village must tunjungrejo protestant cause all people who live in tunjungrejo protestant. this makes the village tunjungrejo as one christian village in lumajang region. the spread of protestants who do brontodiwirjo received appreciation from citizens tunjungrejo, the which resulted in the increasing number of protestant believers in tunjungrejo. the amount of the congregation, demanding reviews their proper place of worship, it can be the tirrenus in 1953 with the construction of the building gkjw eligible to worship. references akkeren, p.v. 1969. dewi sri dalam kristus: sebuah kajian tentang gereja di jawa timur. terjemahan oleh b.a abednego. 1994. jakarta : bpk gunung mulia. ijss.vol.13, no.1, september 2017 29 anonim. 1928. ngulati tojo wening. bandung: ac. nic & co. 2007. sayala gkjw materi katekisasi sidi gereja kristen jawi wetan. malang: dewan pembinaan teologi gereja kristen jawi wetan. end, th. v. d. 1985. harta dalam bejana (sejarah gereja ringkas). jakarta : bpk gunung mulia. end, th. van den, 1982. ragi carita sejarah gereja di indonesia. jakarta: bpk gunung mulia. guillot, c. 1981. kiai sadrach riwayat kristenisasi di jawa. terjemahan oleh asvi warman adam. 1985. jakarta: grafiti press majelis agung. 1996. tata dan pranata greja kristen jawi wetan dan perraturan majelis agung tentang badan-badan pembantu majelis. malang: majelis agung gereja kristen jawi wetan kruger, m. 1959. sedjarah geredja di indonesia. jakarta : bpk gunung mulia mestaka, i. 1985. jalur perkembangan gkjw i. batu: stecilan. sarjonan. 1981. gereja kristen jawi wetan dan gerakan oikumene. dalam badan pekerja harian majelis agung, mengenang 50 th majelis agung greja kristen jawi wetan 11 desember 193111 desember 1981 (hlm 210). malang : majelis agung greja kristen jawi wetan sjamsudin, h. 2007. metodologi sejarah. yogyakarta: penerbit ombak. surakhmad, w. 1982. pengantar penelitianpenelitian ilmiah. bandung: tarsito. syamsudin, h. 1996. metodologi sejarah. jakarta: depdikbud supriadi . 1981. pelayanan di bidang pendidikan. dalam badan pekerja harian majelis agung, mengenang 50 th majelis agung greja kristen jawi wetan 11 desember 1931-11 desember 1981 (hlm 210). malang : majelis agung greja kristen jawi wetan. trawaca. 1997. mengenang 1 abad desa tunjungrejo (tahun 1897-1997). tidak diterbitkan wahono, w. 1996. tata dan pranata gkjw dan peraturan ma tentang badan-badan pembantu majelis, malang: ma gkjw. wibowo koesno. 1981. pekabar injil di tengah-tengah kehidupan, pertumbuhan dan perkembangan gereja kristen jawi wetan (gkjw). dalam badan pekerja harian majelis agung, mengenang 50 th majelis agung greja kristen jawi wetan 11 desember 1931-11 desember 1981 (hlm184). malang : majelis agung greja kristen jawi wetan. wolterbeek, j.d. 1995. babad zending di pulau jawa. jakarta: tamana pustaka kristen. (http://id.wikipedia.org/wiki/kabupaten_lu majang. diakses pada 12 juni 2016). interview with pdt sucipto adi interview with pak setyo putranto interview with mbah nodo 95 the fulfillment of standards on child cares (taman penitipan anak (tpa) and taman anak sejahtera (tas)) for the quality improvement of alternative care with the child protection perspective1 rita pranawati universitas muhammadiyah prof. dr. hamka, jakarta. vice chair of indonesian commission on child protection (kpai), indonesia email: rita.pranawati@uhamka.ac.id naswardi naswardi universitas muhammadiyah prof. dr. hamka, jakarta, indonesia email: naswardi@uhamka.ac.id sander diki zulkarnaen data analyst at the indonesian commission on child protection (kpai), indonesia email: sander@kpai.go.id abstract the increasing need for child care in the industrialization era as alternative care on both taman penitipan anak (tpa) and taman anak sejahtera (tas) match the quality and child protection perspective. this study measures the quality of child care from three aspects, namely institutional, human resources, and service programs. this study uses a quantitative method, applying questionnaires 1 this study is the result of kpai’s (indonesian commission on child protection) program on monitoring and evaluation of the child care in 9 provinces. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 95-114, doi: 10.21831/jss.v17i1. 39521. 95-114 96 journal of social studies (jss), volume 17, number 1, 2021: 95-114 interviewed and data processed using spss. the samples of this study are tpa and tas in 9 provinces representing the diversity. the study found that about 44% of child care do not have a license which will affect services. the staffs have adequate quality but it is necessary to hold a selection process ensuring the child protection perspective and a good track record. training is necessary to improve the knowledge and skills related to child protection and development. there is still 20% of child care that needs to improve the quality. keywords: child care, standard, child protection introduction in the era of industrialization, people’s need for alternative care such as daycare during parent working hours is increasing. the rise of women’s education and participation in the labor force (wijayanto & wulan sari, 2019), the difficulty of finding, and the high cost of domestic workers who qualify as caregivers, has an impact on the increasing need for child care. child cares, which in indonesian law is manifested in the taman penitipan anak (tpa) under the ministry of education and culture and taman anak sejahtera (tas) under the ministry of social affairs, are a choice of the care rights fulfillment during the parents’ work. in this paper, both tpa and tas are entitled to child care. parenting is a basic right of children which is the foundation for children’s development. parenting is the process of ensuring children’s development and educating children (hastuti, 2015). in the indonesian child protection act article 7 point 1, parenting by the parents themselves is the basic right of the child. but the practice of parenting can be held by large families, grandparents, domestic workers, and sending kids to child care. kpai’s findings, 73.8% of fathers and 74.2% of mothers stated that their care was assisted by others, including child care (pranawati et al., 2015). tpa is a substitute for the role of parents in caring, socialization, and education conducted by caregivers and educators (kusumastuti, 2013). when there is a transfer of care, including in child care, parents should ensure that the temporary transfer of parenting also has good qualities for child protection. the need for child cares has not been comparable yet to the standardization of quality. child care by definition is the provision of care and education to children within a few hours when the parents work either in the form of institutions or home-based for children of different ages (bredekamp, 97 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) 2017). in indonesia, the rules on institutional child care exist under the ministry of education and culture by decree number 137 of 2014 on the national standards of early childhood education. in this case, tpa becomes part of early childhood education from 0 to 6 years old. taman anak sejahtera (tas) is under the ministry of social affairs stipulated in the regulation of the minister of social affairs of the republic of indonesia number 2 of 2012 concerning taman anak sejahtera. tas is intended as a form of social services to provide care, parenting, and protection for children from 3 months to 8 years. the standardization of child care services should include the perspective of child protection. the cases that occurred in samarinda (dharmastuti, 2019) and bali (mardiastuti, 2019) where the child died while in child care became an example of the importance of child care standardization. child care performs the alternative care as long as the parents are working or unable to care. standardization of child care is not enough only by regulating the curriculum, facilities, and infrastructure, but also developing the perspective of child protection. the child protection perspective will provide a framework for the implementation of child protection, including in the implementation of alternative care in tpa and tas. this study will answer how the quality of tpa and tas implementation in indonesia, the quality of human resources organizers, and how the quality of service programs in tpa and tas. literature review most child care studies have not addressed child care from the child protection perspective. this literature review will discuss child development, child care studies, and daycare standards. child development every child has a dignity that must be fulfilled his rights to well grow up. in the ministry of social affairs regulation number 21 of 2013, parenting is an effort to meet the needs of compassion, attachment, safety, and sustainable welfare in the best interests of the child. every child has the potential to develop regardless of their physical and intellectual circumstances (daniel, b., wassell, s., gilligan, r., & howe, 2010). children’s development will be greatly influenced by an assessment of their past and current conditions to reduce vulnerability and to improve child resilience. the golden age of children from birth to 6 years is an important period to receive stimulus as a process of child development both physical, 98 journal of social studies (jss), volume 17, number 1, 2021: 95-114 psychic, and intellectual. the golden age is a golden phase in development that only lasts once and should receive full attention from parents (sit, 2017). the 0-6-year old phase has the complexity of growth and development that is important for children’s development. at the age of 0-6 years, there is a period of conception until birth, babies up to 2 weeks, phases of two weeks to 2 years, early childhood to six years, and phases 6 to 12 years (hurlock, 1996). from those child’s growth phase, the child’s phase occupies a very important phase, which is 4 out of five phases of growth and development. development is not only progress but can be reversed if the development does not go well (hurlock, 1996). during this golden age, children experience physical development from the growth of cells and organs to the development of gross motor that produces physical abilities such as walking and fine motor such as writing. besides, according to bloom, up to 8 years, brain development achievement reached 80% (sit, 2017). while socially, children learn to interact, language skills, values, and religion. while in the emotional aspect, children tend to express emotions freely and openly (uce, 2015). overview child care studies studies on daycares have focused on the aspects of health, infrastructure, communication, and language. kusno’s study (2014) discussing the linguistic modesty of teachers’ and caregivers’ imperative sentences to children in tpa, krisnana et al study (2016) found that the role of caregivers’ asah (3a, asah, asih, asuh, the principle of indonesian caring) is quite strongly related to the development of children’s language. meanwhile, azeharie and khotimah study (2015) at tpa melati bengkulu, found that the primary communication through the effectiveness of interpersonal communication from teachers to students is with openness, empathy, support, and emotional attachment of teachers and students. maulidina and sumartinah’s study (2015) discusses narrative approaches to tpa design. simonsen’s study (2010) stated that the availability of daycare has an impact on women’s work and the daycare prices negatively impact the work of mothers of children in child care, while clark et al study (2019) the childcare subsidies have a diverse impact on marital status and across incomes and for the poor of africa. the failure to meet women’s needs for childcare has an impact on the promotion of women’s economic empowerment. ralston’s study (2020) discusses the disruption of the caregivers’ gadget 99 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) with the child welfare perspective and ethical analysis, while de moura et al’ study (2014) states that education has an effect on the keller parenting system as well as the need for caregiver trajectories involved in childcare. while in terms of health, tucker et al (2011)ontario, approximately 45 percent of preschoolers are insufficiently active.with the large number of preschoolers who attend childcare (54% study mentions the excess activity of children in child care so that curriculum revision is necessary. geoffroy et al.’s study (2006)and elevated levels of cortisol have been implicated in the onset and development of mental health disorders. our objective was to quantify the associations between daycare and cortisol and to identify individual and environmental conditions under which daycare attendance is associated with cortisol concentrations. methods: we used cohen effect size statistics to quantify these associations and to compare them across 11 published studies that were identified with medline and psycinfo. results: cortisol levels increased during the daycare day, whereas they decreased when children stayed at home. the mean effect size was d = 0.72. the magnitude of the daycare-stress relation seemed to vary under 3 specific conditions. first, the effect size was larger for children in low-quality daycare (d = 1.15 mentioned that the presence of children in daycare with lowquality conditions, in children with temperament, there can be an acceleration of atypical cortisol so that the daycare is expected to have a role to reduce mental health problems. meanwhile, the dodds et al study (2014)providing access to a large portion of children at a vital point in their development. few rigorously validated measures exist to measure healthy eating and physical activity policies and practices in this setting, and no such measures exist that are specific to the childcare setting in australia. methods. this was a cross sectional study, comparing two measures (pen and paper survey and observation found that the value of healthy eating practices has a higher potential for kappa scores than assessments of physical activity in both policy and practice. childcare standard daycare standards should have a license that has standards of safety, health, facilities such as clean and safe room materials according to the child, restroom, parents waiting room, and, the ratio of children and caregivers (hikmah, 2014). besides, the standard of daycare has trained caregivers, availability of educational game tools, and an adequate learning place (hikmah, 2014). while sulistyasih (2016) divides the standardization of childcare based on the reference from the director-general of early education into management, learning, infrastructure, financing, and assessment. 100 journal of social studies (jss), volume 17, number 1, 2021: 95-114 some studies on daycare are conducted from a variety of points of view. kindergartens, including childcare, in tembalang, semarang still does not have standard facilities (putriana et al., 2016). the problems include the lack of officers in charge to handle and the lack of effective communication. while the study delly, et al (2018) found that the standard operating procedure on the sterilization of milk bottles only applied at the age of 3 years, while the standard operational procedure of lunch, health services, naps, and toilet training are run well. while the study staton et al (2019) found that 83% of registered childcare did not match 1 of 20 sleep the safety guideline targets. hiryanto research (2007) on the early childhood education (paud) program, especially childcare and play group in yogyakarta province, found that the implementation of 10 points on paud program has been implemented with all variations. the level of educational quality achievement of both the minimum management standard and the quality standard of educator and the minimum service standards have been carried out with variations. while the supporting factor of achieving the quality of education is increasing public awareness on the importance of early childhood education and good dissemination. while the obstacles are financial problems, lack of understanding of educators about early childhood, and lack of participation in the rural communities. a study on the partnership of caregiver group and the east java provincial education office found that health services were poorly documented, there was no curriculum, and the lack of caregiver skills (kurniawaty et al., 2019). kusumastuti study (2013) stated that parenting is given following the basic rights of children, namely the right to live, develop, participate, and be protected, but has not elaborated how it is practiced. meanwhile, indrawati and hadayani study (2014) mentioned that the parenting pattern in tpa aisyiyah riau is democratic. in the technical guidelines issued by the director of paud development, there are procedures for establishment, implementation, and evaluation (direktur pembinaan paud, 2015). the principle of service is ‘tempa, asah, asih, and asuh’ that means the realization of good physical qualities of children, support, compassion, and the formation of good behavior and personality qualities. in terms of implementation, consists of curriculum, learning, parenting, educators, educational personnel, assessment of student development, facilities and infrastructure, management, and finance. moreover, there is also the detection of growth, health, and nutrition services. further, the evaluation of the program includes reporting and coaching. 101 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) this study has constructed the childcare standards from a child protection perspective. this study will examine three aspects, namely the institutional quality, human resources, and the quality of service programs. in the institutional aspects, it will analyze institutional prerequisites including the status of operational legality, availability and quality of the organizational structure, the vision and mission, programs, and the standards operational procedures. the institutional indicator is the key of institutional quality to provide planning and pursuing child care services. the second aspect is human resources who run the parenting process. human resources who run services are very important to have a child protection perspective because they are the backbone of serving. the human resources consist of employees, caregivers, teachers, and accompanying teachers, administrators, and managers. some indicators measured are human resources selection, professional support, education level, training to improve the knowledge and skill about child protection and child care implementation rules. the third aspect of this study is the service program. this aspect portrays the recipients of service programs, the implementation of caregiving, the availability of facilities and infrastructure, services, and support. in terms of program recipients, it will analyze the demographics of the beneficiaries, the period, and the background of the placement in childcare. in the caregiving process, it will discuss the ratio of children and teachers/caregivers, and the financial aspect. the availability of facilities and infrastructure aspect will seek the building facilities and waiting rooms, playing facilities, sleeping rooms, decent toilets, food and breast milk dairy storage, and security systems. the availability of services and support includes partnerships and cooperation, sports, religious education, child and parent counseling, interest talent tests, health and immunization checks, availability of nutrition and supplementary food, availability of playgrounds, caregiving, and availability of paud. insitution 1. operational license 2. structure 3. vision and mission 4. work planning 5. standard operational procedure on service 102 journal of social studies (jss), volume 17, number 1, 2021: 95-114 human resources 1. selection 2. professional staff 3. level of education 4. professional training 5. knowledge and skill of child protection and childcare services program beneficiaries demographic beneficiaries duration in the child care background of placement c a r e g i v i n g / e d u c a t i o n process teacher/caregivers-children ratio finance facilities and infrastructure building waiting room playing facilities sleeping room toilets food and breast milk dairy storage security system services program and support partnership and cooperation sport religious education interest talent test health check and immunization nutrition and supplementary food, kindergarten availability caregiving methods this study uses quantitative methods with the instruments interviewed. sample selection is done by using purposive sampling at tpa, tas, and a kind of childcare based on organizing, ownership, locus, and cost. the sample in the 103 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) study consisted of 75 respondents representing 75 tpa and tas in 9 provinces (dki jakarta, aceh, bali, banten, dki, west java, west kalimantan, riau islands, north sumatra, and yogyakarta) and 20 city districts in indonesia. from the aspects of ownership and management, child care consists of stateowned enterprises, communities, ministries of institutions, local governments, universities, and foundations. the survey was conducted with face-to-face interviews using questioner. interviewers are trained to overcome bias, understand the purpose and purpose of research, understand each question in the questionnaire and have skills in the interview. quality control applies by pre-testing the reliability of questions and training to interviewers. the data is processed using spss software. furthermore, the data is cleansing and analyzed for later written results. result and discussion institution fulfillment of the institutional of services prerequisites is very important for the implementation of childcare. the existence of these prerequisites is proof of the seriousness to provide alternative parenting services, namely child care. the quality of service will be determined by the readiness of the organization’s devices. child care is legal to operate if it has legal entity documents, registration marks, or operating licenses. without one of these permits, the agency is not yet compatible with child care services and it could violate the rule. the study, which found that 44% of child care does not have any of the legal documents for childcare. while 30.7% have an operational license, 13.3% have a legal entity, and 12% have an agency register. the absence of legality will have an impact on the performance of childcare services that feel no need to maintain quality, not be supervised, and no need to provide the best service for child protection. in terms of vision and mission availability, 29.3% of child care does not have one. while in terms of organizational structure, around 12% of child care does not have. some child care does not have a mission vision to direct institutional child care. child care has the potential to run naturally without a definite purpose. when the child care does not have an institutional structure, it will impact on overleaping tasks, the existence of tasks that are not done, up to arrangements and services that run unplanned. 104 journal of social studies (jss), volume 17, number 1, 2021: 95-114 in terms of the availability of work programs, there are still 18.7% of daycare that does not have a work program. the running of childcare is potentially natural. the work program directs child care so that childcare services have clear planning and evaluation activities. moreover, 25.3% of child care does not have standard operating procedures. standard operational procedures provide technical guidance on the implementation of activity to comply with the rules. whereas sop such as breastfeeding of breast milk, if there is a sick child, if there is a child who fell, security procedure, pickup must be clear so that there are no incidents that harm the child. the cases in bali and samarinda are examples of the absence of sop. graphic 1 institutional prerequisites human resources human resources in the implementation of child care become one of the core keys because they are the ones who will provide services. the study found only 5% of service employees were male. the age of staff consists of 21-30 years old (37.3%), 31-40 (33.3%), age 41-50 (18.7%), age over 51 years (8%), and age 18-20 years and under 18 years (1.3%). it turns out that there are still those who employ a child. recruitment becomes an important process in the implementation of childcare. the purpose of the recruitment is to look at the professional capacity, ensure the perspective of child protection, as well as look at its track record, whether it has ever been involved in cases of violence against children. this 105 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) is an effort to prevent violence against children. the study found that 57% of employees were selected, namely 66% caregivers, 59% of teachers and accompanying teachers, and 62% of caregivers/managers. from this condition, it is known that there is still much childcare that does not make selections. this can certainly have an impact on the service if the human resources of the service are not selected, and it will influence the quality assurance of its services. staff who are not selected will have an impact on the seriousness of supervising the running of childcare. caregivers, teachers, and accompanying teachers will take care of the children immediately. while employees will support the process of running services, therefore they must still have a child protection perspective and a good track record. professional support is very important for childcare to run effectively. professionals such as doctors, counselors, psychologists, social workers are necessary and they can collaborate with other parties such as local hospitals, but the services can still be provided in child care. from this study, the availability of doctors/nurses is 23%, social workers and counselors respectively 16%, psychologists 23%, and the most are teachers at 65%. the limitation of professionals can be pursued by cooperating with other parties so that there is the fulfillment of children’s health rights, supervision of child development, and assistance to parents in need. the education of the staff will also have an impact on the running of child care. education managers or administrators as much as 49.3% are undergraduate, high school and post-graduate respectively 21.3%, doctoral (4%,) elementary and not finished elementary 1.3% and 2.7% respectively. this study shows that childcare managers are very diverse in education, from doctorate, elementary school, to not finishing elementary school. while the service employees as many as 57.3% educated undergraduate, high school as much as 40%, and did not finish elementary school as much as 2.7%. the small part of child care is still with the support of human resources who do not finish elementary school that still needs to be improved in the future. the perspective of child protection and understanding of child development is very important for running child care services. training concerning childcare, child psychology, early childhood education, and child protection is important for childcare staff to establish knowledge and skill of care, nurture, and children treatment. the knowledge and skill are part of efforts to prevent violence against children. this multiple response study found that training for implementing employees consisted of childcare (56%), 106 journal of social studies (jss), volume 17, number 1, 2021: 95-114 early childhood education (28%), child protection (6.7%), child psychology 1.3%, and the rest of 8% has no training. from this study, it appears that the perspective of child protection must be developed to run parenting and education in childcare. the study also found that 66.7% of staff did not have a training certificate. of 33.3% who have a certificate, those certificates are from baby sitter training which is more technical parenting and no child protection and development knowledge. concerning regulation, 81.3% of respondents know the child protection act and 73.3% know the national education system law. a total of 77.3% of respondents know the regulation of the minister of education and culture number 137 of 2014 concerning the national standard of early childhood education, while knowledge related to the rules of taman anak sejahtera, respondents said that 62.7% of them understand. that knowledge is the basis for childcare running services. services program this section will explain the description of the program beneficiaries, the implementation of caregiving, facilities, infrastructure, as well as service and support programs. the study found that the largest program recipients were 2-3 years old (38.7%), continued by 4-5 years old (16%), 5-6 years old and 3-4 years old 14.7% respectively, 1-2 years old (10.7%), and 3-12 months (5.3%). besides, the most service period is more than 8 hours (46.7%), 6-8 hours (37.3%), 4-5 hours (14.7%), and 1-3 hours (1.3%). the reason for placement in childcare is due to busy work (73.3%), no caregivers (13.3%), close to work (8%), and other reasons (53%). in the childcare guidelines from the ministry of education, the ratio of caregivers aged 0-2 is 1 caregiver to 4 children, ages 2-4 years is 1 to 8, and ages 4-6 years is 1 to 15. for 3-12 months of age, the ratio is not ideal at 37.4%, for 12-24 months of age as much as 30.7%. the age of more than 2 years is ideal in general. the lack of a caregiver-to-child ratio can have an impact on the quality of care and the potential for violence to occur in the child due to caregiver fatigue. from this study, the ownership of child care service providers belongs to the government, foundations, and individuals. childcare places are in private offices, government offices, factories/plantations, campuses, and housing complexes. in finance, there are 61.3% of individuals, 16% of regional revenue expenditure budget, 13.3%o f foundation, 5.3%, of national budget, 2.7% 107 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) grants, and 1.3% did not answer. the fee of service program costs 52% below one million, free at 29.3%, 1-2 million at 12%, 2-3 million at 4%, and 3-4 million at 1.3%. the fee is beyond the late pick-up penalty. childcare demands exist ranging from all of the workplaces and housing complex and consist of childcare with a free cost because of government support, middle, to the upperclass cost. in terms of facilities fulfillment, there is still childcare that does not have good facilities. the study found that 14.7% of childcare do not yet have a viable and adequate building. besides, there is also no separate waiting room for child pickup which is 36%. if childcare does not have a decent and adequate building, it can have an impact on the quality of childcare services, especially concerning child safety. further, the absence of a waiting room can also have an impact on security when picking up children. in terms of special resting rooms, there are still 29.3% who do not have a resting room, while for mattress, and bed facilities, there are still 16% who do not have such facilities. the most wanted of child care services are between 6 hours to more than 8 hours. if the child care does not have a sleeping room, it will take effect on their growth. graphic 2 child care facilities playing facilities are very important because the age of the child is playing period. of these studies, there were still 12% of childcare who did not have an indoor playground. whereas indoors is needed when the air is hot or raining. indoor playground is also areas for nurturing and learning to stimulate its growth, provide stimulus with music, movement, and other play activities. while the ownership of outdoor playground reaches 80%, which means there 108 journal of social studies (jss), volume 17, number 1, 2021: 95-114 is still childcare that does not have an outdoor playground. stimulus through movements can be reduced with the absence of outdoor playgrounds. while the ownership of adequate and safe toys reached 86.7% which means there is still a small percentage of child care that does not have a decent and adequate toy for children. nonetheless, toys are one of the important tools for children’s development. graphic 3 playing facilities the availability of toilet facilities, breast milk and food storage, and security systems are very important in childcare services. the availability of proper and adequate toilets is at 93.3%. whereas toilets in childcare in indonesia will be used to urinate and defecate, clean the child’s body, to bathe. the facilities sometimes still use an adult perspective which the existence toilet is an adult toilet rather than a child toilet. the storage of milk and food is only 76% have it which means some childcare that has not been supported to exclusive breastfeeding and additional regarding child condition such as allergies. only 50.7% of child care have a security system and almost the other half do not have one. this can have an impact on child safety. availability of essential services is prominent to support child care services. the study found that 96% provided caregiving, while the remaining 4% potentially provided only education. nutrition and supplementary food services are available in 83% of childcare. religious education following the religion of the child in terms of the introduction of religious practice is available in 79% of childcare. sports services and paud are at 77% respectively and which means there are sports activities and paud although not in all childcare. health screening and immunization services are available in 76% of childcare and 24% of childcare do not provide health care. child and parent counseling 109 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) services are only available in 61% of childcare while the rest have not provided such services. in certain cases, parenting at home is less conducive, parents do not understand basic parenting skills, so counseling is required for both children and parents. partnerships and cooperation to improve the quality of services are paramount, for example, cooperation with health centers for health services and immunization but only 47% of childcare has partnerships and cooperation. the talent and interest test are only in 25% of childcare which is important to support their growth. graphic 4 security, stockage, and toilet facilities graphic 4 supporting services institutional childcare still has constraints in terms of licensee, mission vision, operational standards procedures, and programs. permit constraints are still reaching 44%, the mission-vision of the institution is almost 30%, the work program is up to 18.7%, and the structure is 12%. license is fundamental in 110 journal of social studies (jss), volume 17, number 1, 2021: 95-114 the establishment of childcare, as well as the completeness of the organization, along with work programs and performance standard operating procedures. according to this study, approximately 20% of child care still does not have organizational completeness. the completeness of the organization becomes very important to strengthen institutional services, both from the vision of the mission, as well as the structure. clarity of institutional entity will result in work programs and standard operating procedures for childcare services. as for permits, child care permits are in the education local government office or under the ministry of education, whereas childcare for children under 2 years of age is more dominant in parenting. the existence of child care under the educational law needs to be further evaluated considering that parenting itself becomes the domain of the ministry of women empowerment and child protection. in general, the human resources of child care managers are adequate even though there must be improvements. the previous selection only reached 60%. such improvements include the need for selection for each individual who will be involved in the child care to check the child protection perspective and its track record. professional support is very important for the supervision of children’s development. in this study, the support of health workers, social workers, counselors, and psychologists is still 20% which means it still needs additions. child protection knowledge is not a priority in the child care staff training. training on child protection perspectives has not reached 10%. the childcare staff is working for children which requests understanding of child protection. training on early childhood education is also only reached 28% and there is still child care who do not hold training. the caregiving training is only at 56% childcare. while the current certification of childcare staff is a baby sitter training without knowledge of child protection and child development. training both concerning knowledge and parenting skills that contains the child protection perspective is the standard of training for the prospective child care team. the need for child care is increasing because of the condition of working parents and it must be equivalent to the quality of service. in general, there is a fifth of child care that still needs to be improved. the ratio of caregivers and children who are not ideal as much as approximately 33% are under the age of 2 years. despite this, children under the age of two still need high attention. in general, there are still approximately 20% of childcare that does not have good 111 the fulfillment of standards on child cares ... (rita pranawati, naswardi naswardi, sander diki zulkarnaen) facilities in the availability of buildings, bedrooms and facilities, and waiting rooms. playing facilities is very important in the child development phase. the availability of indoor playground and toys are still at 12% that are not yet viable but already 80% which have an outdoor. furthermore, in terms of toilets, most childcare has decent toilets, but in terms of storage of milk and food, there is still a quarter of daycare that does not have such a system. providing food and breast milk is important to succeed in stunting prevention. while the big homework related to the security system in childcare because it only reached half of child care. in terms of service support, there are 20% of child care that needs to add nutritional and supplementary food support, religious education, sports, paud, services, and health. in general, childcare still needs to improve cooperation, parent and child counseling services, as well as interest talent tests to direct children’s development. conclusion the study found that the need for childcare due to the busyness of parents is quite high. however, there are still 44% of child care that has not been licensed which will influence the institutional quality of child care, including the vision of the agency’s mission, structure, work programs, and operational standards procedures. in terms of human resources, the selection of all childcare staff is very important to ensure the track record and perspective of child protection. the support of professionals is very important such as health workers, social workers, counselors, and psychologists to improve the quality of child care services. then, training to improve knowledge and skills with child protection perspectives should be conducted as a process of mainstreaming safe and child-friendly child care services. in terms of services, approximately one-fifth of child care is still in need of service improvement. among them are the ratio of caregivers and children under 2 years, building facilities, outdoor playgrounds, and childfriendly toys, storage of milk and food, nutritional and food support services, religious education, sports, paud, and health services. child care also needs to improve cooperation and partnerships, counseling services, and support the development of child interest talents. studies on the quality of services specifically and childcare studies with specific locations are very important in line with the increasing needs of child care. 112 journal of social studies (jss), volume 17, number 1, 2021: 95-114 references azeharie, s., & khotimah, n. 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(2019). analysis of decision to work of female workers in indonesia. economics development analysis journal, 8(3), 290–300. https://doi.org/10.15294/edaj.v8i3.29529 48 ki hadjar dewantara and rabindranath tagore’s thought about education supardi, shodiq a kuntoro, siti irine astuti dwiningrum 5 abstract this study aims to: (1) describe the struggle of ki hadjar dewantara and rabindranath tagore in case to create the education; (2) find ki hadjar dewantara’s and rabindranath tagore’s thought about education. this research was qualitative research, using historical approaches. analysis of data was conducted in interactive way. this results show that, (1) ki hadjar dewantara and rabindranath against the colonial education system which were intellectual and hegemonic. both developed education, that way taman siswa (ki hadjar) and shantiniketan (tagore). (2) ki hadjar and tagore had a concept that education is power effort, guidance, to guide the growth of children. principles of education of ki hadjar are reflected in principles of taman siswa and panca dharma taman siswa. tagore saw education as a liberating process of obtaining the ultimate truth, which frees the shackles, provides a wealth of inner light, along with love. ptinciples tagore’s education was reflected in education institution, namely education in communion with nature, freedom, self expression, and internationalism and university. key words: thought, education, ki hadjar dewantara, rabindranath tagore 5 yogyakarta state university. email: pardi@uny.ac.id. ijss.vol.14, no.1, september 2018 49 introduction education is essentially the liberation, freeing man from the bondage of ignorance, freeing man from other human bondages. education also has the meaning of humanizing humans or humanization. humanist education is a system and process of education that brings children as students in education. humanization education does not make children as objects of education. thus ideally education departs from children, by children, and for children. education at this time has not been fully able to provide a sense of peace and independence to children. without a sense of peace and independence, the child's soul is always under threat, whose impact is harmful to the child's growth and development. the role of power in education is also one of the reasons why true education as independence, actually confines individuals or society from freedom. in connection with the role of education as a perpetrator of power in a critical manner tilaar (2009: 146) reveals: it turns out that the process that occurs (in education) is a process of domestication or taming, which remove creativity and makes humans or learners into robots that just accept the transmission of existing cultural values ..... thus the praxis of education in educational institutions become a place to tame individuals to obey their master's will. the education process becomes the process of domestication of human children. the result is not liberation but make the students to be fool research conducted in 2013-2014 by the plan international and the international center for research on women (icrw), as quoted by republika, 25 january 2015), about violence in schools concluded that 84% of indonesian children experienced violence in school. the research also concluded that 70 percent of children in indonesia had witnessed violence, both in the form of abuse, verbal abuse, psychological abuse and abuse in cyberspace. violence experienced by children is also carried out by adults, even teachers or parents. according to a 2014 indonesian child protection commission (kpai) survey, 56% of children claimed to have been beaten by a teacher. the hegemony of education on a nation's power over other nations also occurs in the process of colonialism and imperialism. as an example of two former colonies, namely india and indonesia. two countries that have been affected by the hegemony of british forces for india and the netherlands for indonesia for hundreds of years feel how strong the hegemony of western education is. the nature of western imperialism which does not want the advancement of education in colonized countries makes the practice of dualism in education in colonized countries. the impact was the widening gap between the colonized and the colonizers. the practice of hegemonic education in the colonial period caused various educational resistance in various countries. india and indonesia are examples of two nations that gave birth to various resistance movements against the hegemony of western education. the resistance education movement gave birth to great figures in india and indonesia, such as rabindranath tagore and ki hadjar dewantara. both are educational figures in two countries that have a close historical relationship. both also have a relationship of thought about education. the two figures supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 50 turned out to have a relationship, especially in education thinking and praxis. the injustice and arbitrariness of the invaders against the indonesian people in the social field, especially education, has inspired ki hadjar dewantara to carry out an educational struggle for the indonesian people. rabindranath tagore is famous for his educational laboratories, named shantiniketan and sriniketan located in bolpour near the city of calcutta (now kolkata) india. shantiniketan, which is currently developing into an international university visva-bharati university, is the place of rabindranath tagore's teaching experiment. various students from various parts of the world learn about art and culture. the close relationship of shantiniketan and taman siswa is evidenced by the sending of several taman siswa students to continue their studies in shantiniketan such as ki subroto and ki rusli (dewantara, 1977: 132). both figures from different nations have a lot in common in viewing education as an important way to achieve life perfection. that's why both of them devote a large part of their lives to education. besides opposing a colonialistic education system, both figures also oppose the traditional intellectualistic education system. both ki hadjar dewantara and rabindranath tagore developed progressive education that place children as subjects of education. the thinking of the two figures is interesting to study, because it is still in accordance with the educational struggle of the present. this research aims to; (1) explain the educational struggle of ki hadjar dewantara and rabindranath tagore, and (2) find the concepts of ki hadjar dewantara and rabindranath tagore's thoughts on education. research methods this research is a qualitative research, with a historical approach, conducted from january 2014 to february 2017. research locations are in indonesia and india. data sources in this study include the work of ki hadjar dewantara and rabindranath tagore both written them and written by others. data collection techniques consist of documentary techniques, namely the works of ki hadjar dewantara and rabindranath tagore, as well as the writings of others about ki hadjar dewantara and rabindranath tagore. data analysis in qualitative research as revealed by cresswell (2015) begins with preparing and organizing data to be analyzed, then reducing the data into themes through the coding and summarizing process, and finally presenting data in the form of charts, tables, or discussions. research findings and discussions ki hadjar dewantara and rabindranath tagore have a similar foundation of life. both were born and raised in an eastern tradition that was full of cultural and religious values. rabindranath tagore was born in the community of bengali hinduism, while ki hadjar dewantara lived in the midst of the life of the javanese-islamic community. religious values and community traditions influence the thinking of these two figures. ki hajar and tagore both experienced life in europe to study the life of western society. ki hadjar dewantara studied the thoughts of revolutionary education leaders, especially when experiencing a period of exile in the netherlands. rabindranath tagore is a ijss.vol.14, no.1, september 2018 51 literary and educational figure who is one of the figures admired by ki hadjar dewantara. tagore's thought provided some inspiration for the taman siswa education founded by ki hajar dewantara in yogyakarta indonesia on july 3, 1922. ki hadjar dewantara's educational struggle ki hadjar dewantara's educational struggle cannot be separated from the educational experience from childhood to adulthood. ki hadjar dewantara has a child name r.m. soewardi soerjaningrat, born on may 2, 1889 in yogyakarta, was the grandson of king paku alaman yogyakarata sri paku alam iii (kanjeng gusti hadipati haryo suryosastraningrat). the social pedagogical in the paku alaman palace was very influential on the inner spirit and spirit of ki hadjar dewantara. the combination of java, islam and the west emerged in soewardi's life from childhood (soeratman, 1983: 16). the main education experienced by ki hadjar dewantara is family education and environmental education of the paku alaman kingdom. ki hadjar dewantara had studied religion specifically at the kalasan islamic boarding school, the yogyakarta area, and the els school (europeesche lagere school) or often called sd belanda iii in kampung bintaran yogyakarta (soeratman, 1983: 18). in 1904 he graduated from els / elementary school and went on to kweekschool or teacher school, but only went for one year. in 1905 ki hadjar dewantara began his education at stovia (school tot opleiding van inlandsche artsen) in jakarta, but he did not finish. as surjomihardjo (1986: 54) says that after leaving stovia, ki hadjar dewantara was interested in the world of journalism and helped the sedyo utomo newspaper (in javanese), and midden java (dutch) in bandung, and de expres (in dutch in bandung) ki hadjar dewantara works in several places, including in bandung in a newspaper de expres, a newspaper that was brought up by douwes dekker (soewito, 1985: 18). aside from working in journalism, soewardi was active in political activities, and even served as chairman of the bandung branch of the islamic union (si). collaboration with leaders of political movements made ki hadjar become braver or radical. ki hadjar dewantara's radical soul became clearer when the celebration of the netherlands kingdom independence 15 november 1913 was held. indische partij disbanded in march 1913. ki hadjar dewantara and tjipto mangoenkoesoemo established the indlandsch committee tot herdingking van nederlands honderdjarige vrijheid (son earth committee to commemorate the hundred dutch independence year) or the more famous bumiputera committee. the committee aims to mobilize the aspirations of the people who protested the organization of the celebration. soewardi's writing with the title "if i were a dutchman (als ik een nederlander was)" was a reaction to the dutch east indies government's plan to celebrate the 100th anniversary of dutch independence. as a result of this writing soewardi was sentenced to exile in the netherlands on august 18, 1913 to september 6, 1919. for 6 years, ki hadjar dewantara was exiled in the netherlands. together with his wife (soetartinah), ki hadjar dewantara spent the time to study when he was exiled. ki supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 52 hadjar dewantara followed the lager onderwijs education, while soetartinah attended the teacher frobel education course, which later taught at frobel school in weimaar (soewito, 1986: 97). then, ki hadjar dewantara gained success in obtaining a teacher's certificate in 1915 (soeratman, 1983: 68). ki hadjar dewantara arrived in indonesia on september 6, 1919, immediately mingled with his mother's struggle in the nip. ki hadjar dewantara on july 3, 1922, established a struggle education, which later became known as the perguruan taman siswa standing under the name of nationaal orderwijs instituut taman siswa / national park student institute (tsuchiya, 1992: 103). the reason of ki hadjar dewantara (1977a: 56-57) giving the name of the college was revealed in our school which calls itself "college" (paguron: java) which comes from the word teacher. the literal meaning of the college is the place where the teacher lives. anyone can take the origin from the word "college" (paguron: java) which comes from the word teacher, the literal meaning of the college is the place where the teacher lives. anyone can take their origin from the word guru (teacher) , which is learning, so the word can be attached to the definition: the center of the study. the center of the study with the direction that has been formulated, as well as the teacher's home. ... learning in the main paguron is teacher who provides life guidance. education or college is one of the efforts against the intellectualistic and hegemonic colonial education system. in various writings, ki hadjar dewantara criticized the education system at that time. for example, the writings of ki hadjar dewantara (1977a: 104) who criticized colonial education, were revealed in wasita volume i no. 05. february 1929. teaching to our people is now less satisfying, and disappointing. the establishment of his does not yet have the same quality as schools that the government has built for european and priyayi groups. his graduates are only capable of being clerks whose salaries are equivalent to houseboys or chefs. in addition, many his graduates lost their popular character because they felt they were european because they mastered european language, so they were separated from the nature of their people. until 1928, taman siswa had grown up in various parts of the country. entering the 1930s the development of taman siswa was increasing rapidly. as written by ki hadjar dewantara (1977a: 65), in 1932 there were 166 schools and 11,000 students. statistical reports 1937-1938, mentions that there are 190 branches, 225 schools, 197 in java and madura, 37 in sumatra, kalimantan 4, sulawesi and bali 1. all branches have low schools, there are 20 secondary schools, 6 teacher parks, and 1 high school. the number of taman siswa instructors has reached 700 people, 100 of whom are female teachers, with 17,000 students, of whom 4000 are women. this is certainly big number for an education that does not have large capital. taman siswa capital is social capital, so that rapid growth is supported by the people's power in mutual cooperation. the principle of taman siswa freedom is one form of consistency in the struggle against colonialism. determination of not receiving financial assistance from invaders encourages creative students to seek sources of educational funding. ki hadjar simultaneously fought against various policies of the dutch east indies government which were considered unfair. for example in 1925, when the government issued ordinance no. 260, in ijss.vol.14, no.1, september 2018 53 1925 which gave power to the rulers who ordered teachers to close schools for public order. even then there were arrests of several people's school figures after the communist rebellion in 1926. the government continued to supervise illegal schools, even then the ordinance no. 494 of 1932 which gave stricter regulations to the administration of illegal schools. teachers must obtain teaching permission from the local government if they want to teach in wild schools. ki hadjar dewantara responded to the policy objectively. first, that there is a tendency for schools that are less qualified and only seek income. secondly, ki hadjar dewantara criticized the supervision of schools which were considered dangerous. to oppose the ordinance, ki hadjar dewantara called for a declaration of passive resistance, quiet opposition, rejection of ordinance, and demands to unite in the taman siswa circles. personally ki hadjar dewantara sent a letter of protest to the colonial government. the ordinance also strengthens ki hadjar dewantara's spirit in developing national schools. in pusara novemberdecember 1932/1933 volume iii no. 2-3-4 ki hadjar dewantara (1977a: 114) wrote the article the growth of national universities above the colonial west schools school system (western colonial-based school system). in the writing, ki hadjar dewantara uses the slogan, "every house is a college, each person is a teacher, with or without ordinance" the concept of education according to ki hadjar dewantara ki hadjar dewantara considers that the main goal of education is developing character. he opposes education that only promotes intellectuality. in wasita magazine in 1930, ki hadjar dewantara (1977a: 15) revealed the following. education in general means the effort to advance the growth of character (inner strength, character), mind (intellect), and the child's body. in the sense that taman siswa must not be separated by these parts, so that they can advance the perfection of life, namely the lives and livelihoods of the children we educate in harmony with their world. the three elements, namely attitude, mind, and body cannot be separated because each is connected. even in the definition above, ki hadjar dewantara called "forming character" as the first designation in defining education. the things that must be prioritized in education (wasita volume ii no. 1-2 julyaugust 1930) are related to the nature, customs, influence of the times, and relations with other nations. ki hadjar dewantara makes the community as the center of education, because in that society the true nature can be seen. the development of a society cannot be separated from the history of life which is continuity or sustainability from generation to generation. ki hadjar dewantara also emphasized that education is a guide to life, as he (1977a: 20) revealed. education is guidance in the lives of children. the purpose of education is to guide all the natural forces that exist in the children, so that they as human beings and as members of society can achieve the highest possible safety and happiness. in the definition above, ki hadjar dewantara emphasized that education is only a guide of life. this implies that education supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 54 belongs to children, not to parents. education is from within, not from outside. because of its nature as a guide, the educator must not force the child. education has a purpose to provide guidance for human life in order to achieve life progress towards humanity, as expressed by ki hadjar dewantara (1977a: 342). as a cultural effort, education aims to provide guidance in the life of a child's physical and soul, so that later within his personal-nature lines and the influence of all the circumstances surrounding him, children can progress in their inner and outer life towards humanity. ki hadjar dewantara says that education has a purpose to help students achieve life perfection. the perfection of life to be achieved is human beings who have the same degree as other communities in the foundation of independence. the highest education and teaching are contained in the nature. to understand the nature , it requires a person who has a mind that must be present from the sharpness of wishful thinking, the smoothness of taste, the strength of will, which is perfectly sense. that's why ki hadjar dewantara explicitly calls the ultimate of educational goals is related to the perfection of human life, as he expressed (1977a: 94), "the ultimate ideals of education or the purpose of education is the perfect human life, so that it can fulfill all the necessities of life born and the mind we get from nature" in wasita magazine, august 1930, ki hadjar dewantara (1977a: 3-4) stated that education was intended to influence the independence of children. "the influence of teaching which generally frees people on their lives is born, while the freedom of inner life is from education." in further explanation ki hadjar said that education must prioritize the independence of inner life, so that people will be more aware on their obligations and rights as members of the union (people ). based on various statements above, it is clear that achieving the perfection of life is the ultimate goal of education. a perfect human being is an optimal human development of mind, soul and physical. the principles of ki hadjar dewantara's education can be explored from the ideas of how to carry out education, as well as the struggle of ki hadjar dewantara in developing taman siswa. the principle of ki hdjar dewantara's education was to reject regering, taucht, and order, as he stated: the principles of western education are regering, taucht and order (commands, punishment and order). especially in practice, such training will then act as rape of children's inner lives. what sre the impacts? children are damaged in character, because they always live under duress and punishment, which is usually not worth the error. if he becomes a parent, he will not be able to work, if he is not forced, if he is not ordered. if we just imitate such things, we will not be able to form people who have personality (ki hadjar dewantara, 1977a: 13) coommands, punishments, and order are considered by ki hadjar as actions that force children, so they actually damage the child. to replace the regering, taucht, and the order, ki hadjar dewantara offered a peaceful principle. for ki hadjar dewantara, rules and penalties are still needed in education, but as learning that educate the principle of ki hadjar dewantara's education is contained in the principles of taman siswa and panca dharma taman ijss.vol.14, no.1, september 2018 55 siswa. the principles of taman siswa, which came out in 1922, affirmed the rights of selfregulation, independence, culture, popularness, independence, and wholeheartedness. ki mangoensarkoro distinguishes the terms principle and basic of taman siswa. as quoted by surjomihardjo (1986: 139) the principle statement is referred to as the principle of taman siswa 1922, while the basics are the reformulation of all taman siswa experiences until 1947, known as the panca dharma. panca dharma contains five things, namely; independence, nature, culture, nationality and humanity. the principle of nature means that human as a god's creatures is one unity with the nature. this means that humans and nature are inseparable unity with the universe created by god. he only succeeded in his life as long as he followed and obeyed the nature that has many positive things for humans, including the provision of facilities in achieving the ease and success of human life. education is designed in unity and integration with nature to achieve common goals.independence is based on the nature of human being born into the world in freedom, in the sense of having genuine human rights to live and carry out their lives. the principle of culture enhances the necessity of maintaining the values and forms of national culture by bringing national culture into progress in accordance with the intelligence of the times and the progress of the world. a sense of love for the homeland or nationality is the basis of taman siswa's struggle, because the sense of nationality is the key to successful development. the basis of humanity, means that human effort or service is essentially for the sake of human dignity. humans always make every effort so that their human needs and living needs are fulfilled adequately. the boarding school system is an educational thinking of ki hadjar dewantara that supports the principle of culture. in the boarding school system, the children must learn to help themselves and live modestly, they should also be accustomed to helping, taking initiative and pursuing purity towards the peace of mind, all by remembering the customs of the people. from the time of hindu buddhism, islam, to the colonial period the boarding school system was embedded in the lives of indonesian people, as ki hadjar dewantara (1977a: 15) states, "we prioritize boarding school system as a tool to integrate the teaching of knowledge with cultural teaching, a system which is not new in our nation's history " the principle of the education proposed by ki hadjar dewantara is tripusat of education. the boarding school system, according to ki hadjar dewantara also allows trisentra system to be implemented which is one of ki hadjar dewantara's views on education. the concept of trisentra in education holds three elements, namely family, nature of college, and nature of youth movements. ki hadjar dewantara believes these three modes of education will strengthen the social feelings of children, as he (1977a: 70) reveals. which education can we run inside and outside of school at this time that can bring about, add to and exhilarate the feeling of sociality of indonesian children? in his life children are three social sites that become centers of education that are very important to supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 56 him, namely the family realm, the nature of the college, and the nature of the youth movement. tri-con concept (continuity, convergence, and concentricity) supports the principle of humanity in the fifth dharma principles. ki hadjar dewantara (1977a: 227) based the explanation of these three principles from how the indonesian nation took the culture of other nations. continuity means that the lifeline of indonesian people is a continuation or continuity with past lives. convergence, means that the indonesian people cannot live alone, separate from other nations. concentricity means that after the indonesian people unite with various world cultures, the personality of the indonesian nation must be maintained and affirmed. although the indonesian nation has one central point, but in concentric circles, the indonesian people still have their own circle. rabindranath tagore's educational struggle rabindranath tagore was born on may 6, 1861. rabindranath tagore's father, debendranath rabindranath tagore, was a figure of great concern for education. family life is influenced by the roots of the teachings of the upanishads. rabindranath tagore was born at a time when original education was dimmed by the british government education system in india / british india (mukherjee, 2010: 4). at the age of 7, tagore studied at normal school. in the book my boyhood days (1945) he recounts his life in childhood to school days. after completing his education in kolkata, tagore was sent by his parents to continue studying in england to become a lawyer. travelling to study in england is not in accordance with the plan expected by his family. tagore is less interested and talented to become a lawyer. mr. tarak palit gave tagore a new way to study literature in london. tagore began undergoing a new period, namely education in london even though it was quite short, only three months. tagore felt that the education derives from human relations when studying in england, as he revealed (1945: 86), "i was able to study in the university for three months only, but i almost got my understanding in english. culture from personal contacts. ”in the final article on my boyhood days, tagore said that he had obtained western and eastern compounds while studying in england. even tagore felt he had found the meaning of a new name, as he revealed it. tagore grew and developed along with the indian nationality movement. although tagore was actively involved in the movement of congress, there were several roles in the indian national movement, but does not indicate that tagore devoted his life to politics. tagore also creates the jana gana mana song, which later became the national anthem of india. in the second decade of the twentieth century, tagore's prestige became more global. the success of his translation of his works increasingly made him famous in european countries, to enter other continents. on november 14, 1913 tagore received a prestigious award, the nobel prize for his services in literature. this award made tagore more famous, in line with other figures such as albert einstein. in december 1913 tagore was awarded a literary degree from kolkata university. ijss.vol.14, no.1, september 2018 57 tagore was 40 years old when he began to pursue an educational institution (19001901), it was a new period in his life. in 1901, tagore decided to stay in shantiniketan, continuing the ashram education that had existed since his grandfather's time. the establishment of the shantiniketan school is tagore's decision to provide humane education, which gives children freedom of expression. in the early years of the establishment of the school, rabindrananth only received five students, one of whom was his son (sykes, 1945: 47). the more people who know schools are unique and interesting, the more people will enter their children in shantiniketan. schools continue to grow, reaching hundreds of students both male and female. at the end of 1918, tagore laid the first stone for the construction of visva bharati university, although its construction was only active in july 1919. the university was officially opened on december 22, 1921, 20 years after the foundation of shantiniketan's education was put. the college is at the same time an effort of tagore to realize universalism in the life of the world community. the university implies a place of universal knowledge or 'world culture', also contains the meaning of the idea of world unity (visva) and india (bharat) to seek knowledge. the college motto is yatra visvam bhavati ekanidam, which has meaning where the whole world meets in one place (sykes, 1945: 75). tagore aspires visva baharti university to be the center of world culture, as he expressed "which should be a true center for all different eastern cultures", he went on to mention the three main cultures namely indian civilization itself, the far east, and islam . until now the education founded by tagore is still growing, even becoming one of the indian cultural heritage. visva bharati university is one of the central universities, which has students from various parts of the world. tagore's education concept tagore considers that education has meaning and purpose of how to enable the mind to know the ultimate truth. tagore expressed the meaning of education in sahu (2002: 199) "education meaning enabling the mind to find out that ultimate truth which emanates from bondage of dust and gives us wealth not of things but of inner light, not of power but of making, making this the truth of own and giving expression to it. ”based on the statement, tagore had the view that education as a process of obtaining ultimate truth, which frees from bondage, provides wealth not material but inner light, not power but love. according to tagore, the basis for education is feeling, because education is related to the heart and soul, not just intellect and physical. tagore's educational philosophy is very close to nature, or close to naturalism. tagore's natural philosophy was the main talk of "the schoolmaster" which was his lecture during a visit to japan. according to tagore, the goal of nature is to give the child the fullness of growth, and that in dropping our aim to give some specific direction. how the role of the natural environment in education is reflected in the learning principles applied by tagore in shantiniketan. to achieve perfect growth, freedom is needed. according to tagore, there are three types of human supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 58 freedom that must be fulfilled, namely freedom of mind, freedom of soul and freedom of will. to give freedom of mind, true education, for tagore, leads to efforts to build a common life. actual education according to tagore in jalan (1976): 143), "consists of knowing the useful material that has been collected, to know its real nature and to build along with the life of a shelter for life" tagore's opinion is clear and may provide clarity that education is an effort to build a common life. for tagore, education has a universal nature, which aims to form perfect human beings or whole people. as revealed by gupta (2005: 29) tagore stated that the purpose of education is to give one sense (awareness) of a person's identity as a 'total man' or a whole person, and to bring education in harmony with life. the whole person, for tagore, was a person who considered himself first and foremost as a human being, who did not make offspring and social status as the most important things in his life. the whole person also does not consider power, caste, beliefs, religion, and strata as the most important things in his life. tagore says that the ultimate goal of education was to reach full maturity. tagore explicitly states that the aim of education is "to keep alive to the last moment of life that is infinite aspiration which is necessary for full manhood. to attain full manhood is the ultimate end of education; everything else is subordinate to it." , 1976: 41). the term full maturity, as tagore said above, has the meaning of maturity in individuals. mature individuals, of course individuals who experience development according to their nature. another goal according to tagore is achieving full deification. in my school's writing, tagore emphasized the importance of balance education. education, for tagore, has the highest goal of a harmonious life in all its existence, as he reveals (1917c: 116) below. we may become powerful by knowledge, but we attain fullness by sympathy. the highest education is that which does not merely give us information but makes our life in harmony with all existence. but we find that this education of sympathy is not only systematically ignored in schools, but it is severely repressed. from our very childhood, habits are formed and knowledge is imparted in such a manner that our life is weaned away from nature, and our mind and the world are set in opposition from the beginning of our days. thus the greatest of educations for which we came prepared is neglected, and we are made to lose our world to find a bagful of information instead. the principles of education in tagore's thinking can be seen in the praxis of education in shantiniketan which later developed into visva bharati university and sriniketan. this educational laboratory is a living artifact that continues to grow to the present. both institutions describe how tagore's philosophy, principles and education principles. tagore's principle of education describes the harmony of the relationship between nature and humans. this illustrates the proximity of his educational philosophy to naturalism. sahu (2002: 197) identified four tagore educational principles namely education in communion with nature, freedom, self-expression, and internationalism and university. ijss.vol.14, no.1, september 2018 59 the principle of education in communion with nature, according to tagore, in obtaining results and influence, the atmosphere is more important than rules and methods, physical buildings, textbooks, instruments, and classroom teaching. tagore developed learning that prioritized the use of open nature as a learning environment. by learning in the open, it is hoped that children will become more independent and learn spontaneously from nature. tagore pays attention to the natural relationship with children's education. that's why tagore always tries to get children closer to nature. in this case, tagore (1917c: 119) states as follows. i am not for banishing footgear altogether from men’s use. but i have no hesitation in asserting that the soles of children’s feet should not be deprived of their education, provided for them by nature, free of cost. of all the limbs we have they are the best adapted for intimately knowing the earth by their touch. for the earth has her subtle modulations of contour which she only offers for the kiss of her true lovers—the feet. principle of independence proposed by tagore departed from his belief in granting great independence to children as the key to education. tagore wants children like birds who are free to fly, as he revealed in sahu (2002: 198), "i believe that the object of education is the freedom of mind which can only be achieved through the path of freedom". the self-expression principle implies that education ideally develops selfexpression of creative students. selfexpression can be done with various forms of craft and art. according to tagore, handicrafts and arts are spontaneous forms of original spiritual and natural meaning. handicrafts and arts are academic studies at shantiniketan. according to tagore, every human being has the potential that needs to be developed. human potential can be expressed in various forms of self-expression. art is a form of expression of the soul of human beauty. sports, handicrafts, dancing, and various other forms of self-expression must be developed, so that all human potentials are unearthed. therefore tagore looked at all important subjects. that each individual has special features in self-expression, that is a natural thing. because of this, visva bharati is one arena of self-expression in the arts, and other sciences. principles of internationalism and university, tagore believes in the unity of all humanity or international brotherhood. he thinks about universal humanity, as his message to the students in shantiniketan, "make friends with strangers and offer you hearts to one another ... you have come here with the mission of realizing the fundamental unity of humanity through cooperation and love" (sahu , 2002: 199). tagore's ideas of internationalism were very clear in his lectures on nationalism. when giving various lectures in japan and america, tagore criticized many crimes of nationalism. nationalism is considered tagore as a source of world greed on behalf of the nation. for this reason, internationalism is a dream of the end of life that tagore considered capable of bringing a comparison of the lives of the world community. supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 60 to provide one solution to the problem, tagore revealed in his writing about an eastern university (1922: 171-172). we must find some meeting-ground, where there can be no question of conflicting interests. one of such places is the university, where we can work together in a common pursuit of truth, share together our common heritage, and realise that artists in all parts of the world have created forms of beauty, scientists discovered secrets of the universe, philosophers solved the problems of existence, saints made the truth of the spiritual world organic in their own lives, not merely for some particular race to which they belonged, but for all mankind. tagore's goal of establishing a university is as a meeting place for differences between nations, in order to find universal peace. as tagore said, we must find a meeting area where there will be no conflict of interests. one such place is a university, where we can work together to teach the truth together, share our shared heritage, and realize that artists all over the world have created forms of beauty, scientists have discovered the secrets of the universe, philosophers have completed problems of existence, the saints make the truth of the spiritual world a part of their own lives, not only for their race, but for all humanity. conclusions and suggestions conclusion ki hadjar dewantara and tagore showed resistance to the hegemonic and intellectualistic colonial education system. both develop the concept of education, rooted in the history and culture of society. taman siswa, which was founded by ki hadjar dewantara in 1922, and shantiniketan, which was founded by tagore in 1901, which later developed into visva bharati university and sriniketan, were concrete evidence of the educational struggle of the two figures. the educational thinking of ki hadjar dewantara that liberated illustrates the combination of critical education thinking that developed in the west, with the culture of indonesian society. education, as explained by ki hadjar dewantara, is the effort, guidance of life, and cultural endeavors that are based on civilization to guide the growth of children, in order to enhance humanity, develop culture, in order to achieve independence and perfection of life. the educational principles of ki hadjar dewantara are contained in the principles of taman siswa and the dharma of taman siswa. principles of panca dharma; independence, nature, culture, nationality, and humanity which are the essence of the seven principles of taman siswa. ki hadjar education principles rejected the commands, punishment and order, to be replaced by the principle of peace. these principles coincide with the concept of the cottage system, education center, and the concept of tri-kon (continuous, convergent, and concentric). tagore views education as the process of acquiring ultimate truth, which frees fetters, providing wealth in the form of inner light and love. the purpose of education is to make perfect human, make life harmonious, and get unity of truth. tagore's effortsalways bring people closer to nature, freedom and universal truth. these are reflected in his thinking which emphasizes four principles, namely; 1) education in communion with nature, 2) freedom, 3) self-expression, and 4) internationalism and university. development of education that is global in mind, does not need to forget the cultural roots of a society or ijss.vol.14, no.1, september 2018 61 nation. tagore's idea of making culture a base for education, with the concept of concentric circles can be applied to make education stick to history and culture. suggestion education should lay the foundations of independence for children, so that children have the opportunity to develop according to their natural sense. it is necessary to critically clarify the implementation of education in the present time i.e. is it in accordance with the principles of free education. this is based on the fact that education in indonesia is often associated with ki hadjar's educational thinking, but in reality not all ki hadjar's thoughts are consistently practiced by the indonesian people. references cresswell, john w. (2015). research design, pendekatan metode kualitatif, kuantitatif, dan campuran edisi 4.(terjemahan achmad fawaid dan rianawati k.p. new california: sage publication. (buku asli diterbitkan tahun 2014). gupta, kalyan sen. (2005). the philosophy of tagore. burlington: ashgate publishing company. www.ashgate.com jalan, ridha vinod. (1976). tagore-his educational theori and practice and its impact on indian education. disertasi doktor, tidak diterbitkan, university of florida, florida dewantara, ki hadjar. (1951a). hal pendidikan; diktat k.h.d. pusara. djilid xiii no.3, 59-64. _______. (1955). pangkal-pangkal roch tamansiswa. dalam buku peringatan tamansiswa 30 tahun 1922-1952. yogyakarta: majelis luhur tamansiswa. ----------. (1977a). karya ki hadjar dewantara, bagian pertama: pendidikan. yogyakarta majelis luhur persatuan tamansiswa. ----------. (1977b). karya ki hadjar dewantara, bagian kedua: kebudayaan. yogyakarta majelis luhur persatuan tamansiswa knight, george r. (1982). issues and alternatives ind educational philosoph., michigan: andrews university press kpai. (2014) . survei kpai, 56 % anak pernah dipukul guru. dalam http://www.kpai.go.id/berita/survei-kpai56-anak-pernah-dipukul-guru/diakses tanggal 08 januari 2017 mukherjee, himangsu bhusan. (2013). education fo fullness, a study of educational thought and experiment of rabindrananth tagore. new delhi: routledge taylor & francis group. first published 1962. sahu, bhagirathi. (2002). the new educational philosophy. new delhi: sarup & sons. sykes, marjorie. (1945). rabindrananth tagore. calcutta: longmans, green & co. ltd. soeratman, darsiti. (1983). ki hajar dewantara.jakarta: direktorat sejarah dan nilai tradisional soewito, hadi, irna hn. (1991). soewardi soerjaningrat dalam pengasingan.jakarta: balai pustaka surjomihardjo, abdurrachman. (1986), ki hajar dewantara dan taman siswa dalam sejarah indonesia modern. jakarta: sinar harapan. tagore, rabindrananth. (1915). sadhana, the realisation of life. new york: the macmillan company -------. (1917). nationalism.new york: the macmilan company -------. (1917b). my reminiscences. new york: the macmillan company http://www.ashgate.com/ supardi, shodiq a kuntoro, siti irine astuti dwiningrum: ki hadjar dewantara and.... 62 -------. (1922). creative unity. london: the macmillan company -------. (1945). my boyhood days. calcutta: visvabharati tilaar, h.a.r. (2009). kekuasaan dan pendidikan, manajemen pendidikan nasional dalam pusaran kekuasaan. jakarta:rineka cipta. tsuchiya, kenji. (1992).demokrasi dan kepemimpinan, kebangkitan gerakan taman siswa, diterjemahkan dari democracy and leadership: the rise of the taman siswa movement in indonesia, penerjemah, h.b. jassin, jakarta: balai pustaka. 117 the structure of poetry in the collection of lawas kusaremen lawas sia by sanapiah amin maghfiroh fajrin universitas negeri yogyakarta, indonesia email: fajrin.maghfiroh@gmail.com maman suryaman universitas negeri yogyakarta, indonesia email: maman_suryaman@uny.ac.id abstract various of lawas sumbawa encountered a connotative meaning of speech and contains a philosophical element. similarly, the studies that have been encountered before, more raised elements of symbols and meanings semantically and philosophically. to get the hidden side through the lawas, then the study will be used semiotics fitting to find out what kind of relationships that exist in the structural side of the old language with the meaning of culture. in this case the researcher tries to study the text from the aspect of lawas structure to know its relation with local culture. this is done to find out what kind of system relation signature exists in the old. these signs produce the meaning of denotation, connotation. semiology in this research was used to know the structure of lawas, cultural form and cultural messages system contained in lawas. lawas of kusaramen lawas sia had the structure of poetry consisted of physical structure and inner structure. lawas physical structures consisted of journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 2 (2019), pp.117-144, doi: 10.21831/jss.v15i2.25231. 117-144 118 journal of social studies (jss), volume 15, number 2, 2019: 117-144 figurative languages; rethorical language, images and inner structures, among them the poet’s tone, poet’s attitude, and themes. keywords: structure of poetry, phsycal structure, inner structure, lawas introduction lawas was the oral literature of sumbawa that is passed down from generation to generation. lawas was used to express themselves tau samawa (sumbawa people). the shape of a pantun (traditional poetry) consisting of 4 stanzas and can also be formed as a poem. the presence of words in the old is calculated from various aspects, both the meaning, the strength of the image, as well as its symbolic reach. words in the old serves as a means of conveying ideas or expressing a sense, in addition to functioning as a medium that communicates the results of community community thinking through the poignant sense of poetry. in addition to the old, there are also other oral literature in the form of tuter (folklore), panan (puzzle), ama (proverb) (kalimati, 2008: 75-76). the existence of sumbawa language, in fact, is minimal speakers, especially in the new generation in the era of modernization. similar to facts experienced by other parts of indonesia, universally the existence of regional languages began to decline. deddy mizwar as vice governor of west java said that the embedding of language is very important and urgent. indonesia as the second richest country in the world has almost 800 languages, 169 of these languages are now threatened with extinction due to the swift currents of globalization and have only speakers between 500 and 1000 people (jakarta newspaper, 2/8/16). the appreciation of society among young people today is very minimal, even many of them who do not understand the language of sumbawa found in oral literature sumbawa area or the song of his people. in this modern age there is a tendency of samawa bases (sumbawa language) sooner or later to be extinct. literature works to develop the existence of regional languages and become one of the containers to develop local cultural wisdom, its existence is very close to the community and education. however, it is not very appealing to today’s teenagers. departing from that, research on the old study of west sumbawa becomes crucial thing if examined will be a lot of knowledge of language and culture. 119 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) lawas that will be researched by researchers derived from lawas class of kusaremen lawas sia by sanapiah amin. this legendary writer is one of the poets of sumbawa origin and the author of folklore in sumbawa. lawas kusaremen legas sia classifieds were identified as having varied types, ranging from children, youth, and parents. in the old text affixed the connotation and content with cultural symbols that become icons of traditional and cultural traditions of sumbawa. this is what attracts researchers to study the hidden meaning in lawas. various of lawas sumbawa encountered a connotative meaning of speech and contains a philosophical element. similarly, the studies that have been encountered before, more raised elements of symbols and meanings semantically and philosophically. to get the hidden side through the lawas, then the study will be used semiotics fitting to find out what kind of relationships that exist in the structural side of the old language with the meaning of culture. in this case the researcher tries to study the text from the aspect of the old puis structure to know its relation with local culture. this is done to find out what kind of system relation signature exists in lawas. these signs produce the meaning of denotation, connotation, and myth. semiology in this research is used to know the structure of old poetry, cultural form and cultural messages to be known form of sign system contained in old. one component that can match or be variations of concepts in semiotics is the structural signs of poetry. as mentioned in the following quotation.readers competent in semiotics may argue that there is no such thing as semiotics of resemblance. in this case, resemblance should be considered to be an umbrella term that covers various concepts, such as iconic, iconic signs, similarity, analogy, categorization, metaphors, mimesis, mimicry, onomatopoeia, and others (maran, and ester, 2010: 9). the one mentioned in this term of semiotic concept is metaphor and categorization, it indicates that the physical structure of poetry includes a part of variation in peeling a text semiotics. by knowing the structure of poetry then later can be known relation signs such as what makes the sign system on the collection of lawas. metaphors are included in the style of figurative language, in essence the style of language has certain types as described by keraf, (2010: 129) that the style of language based on meaning is measured by the directness of meaning, ie whether the reference used still retains its denotative or existing meaning deviation. if the reference used still retains the basic meaning, then the language is still plain. but if there has been a change of meaning, whether 120 journal of social studies (jss), volume 15, number 2, 2019: 117-144 in the form of connotative meaning or has deviated far from its denotative meaning, then the reference is considered to have the style as intended here. regardless of the connotations of the two terms, we can use both terms in the same sense, that is, an evaluative or emotive language deviation from ordinary language, either in (1) spelling. (2) word formation, (3) construction (sentence, clause, phrase), or (4) application of a term, to obtain clarity, emphasis, decoration, humor, or any other effect. the trope or figure of speech thus has various functions: explaining, reinforcing, animating dead objects, stimulating associations, raising laughter, or for decoration (keraf, 2010: 129.) the field of linguistic studies dealing with a meaning of a particular speech symbol or concept is usually semiotics. semiotics are commonly used in research related to structural texts such as poetry. like the following quotation. with respect to the signifier/signified opposition (or expression/content) constituting any sign, there are three basic kinds of structural analysis one can perform, depending on whether the structure includes (1) only the signifier (e.g., an analysis restricted to the versification of a poem), (2) only the signified (e.g., a traditional thematic analysis), or (3) both the signifier and the signified (e.g., an analysis of the relations between the sounds and the meanings of the words used for rhyming in a poem) (hebert, 2011: 13). lawas sumbawa has many local icons and symbols that existed in the poet’s writing style in the form of tradition, daily activities and social value in the text. the old subject that the researcher sourced from the old collection of books “kusaremen lawas sia” which interpret the culture of sumbawa. it is also a special interest in researchers to explore the language and culture of sumbawa that aims to bring the community and the next generation to the cultural heritage of the old oral literature itself. that stated was conclude research question, 1) how lawas physical structure contained in the collection of lawas kusaremen sia, 2) how lawas inner structure that was contained in the collocetion of lawas kusaremen sia, 3) how was myth in thecollection of lawas. literature review semiology is a science of semiotics that learns about signs. as allen puts it in the following quotation. what does barthes mean by semiology? sometimes referred to as semiotics, semiology is the general science of signs posited by saussure in his lectures on linguistics published posthumously in 1915 as course in general linguistics. saussure imagined a science that would be able 121 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) to read systematically all human sign systems. semiology is therefore frequently used to refer to the analysis of signs other than those found in linguistic sign systems (allen, 2003: 39). there are several theories that barthes discloses in structural semiotics. zaimar (2014: 19) namely the theory of myth, singnikansi theory, and theory to find ideas/ideas, and how to spread it. some of these categories are barthes’s semiology system that has relationships with each other. in essence, the barthes semiology system consists of signifier, signified, and signification that are divided into two levels, namely denotation and connotation levels. semiotic analysis is related to the sign system. he describes a signifiant understanding of his signifies as a two-stage process. this is based on barthes via hoed, (2014: 85) then in terms of sign production, signifiant called expression (e) (expression, disclosure), and signifie as contenu (c) (content or concept). for barthes the relationship (relation or r) between e (expression) and c (content) occurs in human cognition in more than one stage that can be seen in figures 1 or 2. this is the degree of denotation and connotation. the e-oriented secondary system is an expansion of terms of expression, while the contents are unchanged. by barthes the phenomenon is called metabahasa and is represented as shown in figure 1 where metabahasa occurs when the relationship (r) between e and c is explained using different e. the secondary system which is oriented to c is the extension of the sign (content), while the marking facet has not changed. the connotation occurs when the r relationship between e and c is interpreted by developing its c-term, so that a new r is emerging which often corresponds to its primary system (hoed, 2014: 159). figure 2. konotasi historically, by inducing meanings that are apparently recoverable (even if they are not lexical), connotation establishes a (dated) literature of the signified. functionally, connotation, releasing the double meaning on -principle, 122 journal of social studies (jss), volume 15, number 2, 2019: 117-144 corrupts the purity of communication: it is a deliberate “static,” painstakingly elaborated, introduced” into the fictive dialogue between author and reader, in short, a countercommunication (literature is an intentional cacography (barthes, 2002: 9). the statement explains that connotation is a marker whose function has multiple meanings, which makes secondary meaning in exposing a phenomenology or myth. because of the sign reading and meaning of the signifier. to help the meaning, it needs a gradual expansion of meaning. from roland barthes signification theory proposed can help understand myths. the significance theory was not much different from ferdinand den sausure’s proposed theory, it’s just that the theory of signification uses two stages with denotation and connotation terminology.through the semiotics theory of roland barthes was expected to answer the relation of the sign system in poetry. this will answer how the sign system was in oral literature, lawas of kusaremen lawas sia. methods this research was qualitative descriptive research based on semiology of roland barthes approauch. the data source is the collection of lawas “kusaremen lawas sia” by sanapiah amin, which is held by the west sumbawa regency government. the unit of analysis of this study consists of, the physical structure of poetry in the form of images, figurative language, rhetorical language, and concrete words, then the inner structure of poetry in the form of poet’s attitude, tone, and theme. techniques of collecting data through written relics such as archives, literature, and so on, then record techniques hold data recording with the help of tabulation data. the stages of the research are 1) determining the sample purposively, 2) determining the unit of analysis, 3) categorize and coding, 4) data analysis will be done after data collection are completed 5) compiling inference. poetry is a literary work that is generally the subject of analysis and criticism. this is because the contents of poetry that has aesthetic value that has a relationship with language and social culture. as pickett discloses (2015: 72) poetry is similar to art in many respects. an interesting aspect of poetry is the textual and visual impact that have been many forms of criticism and analysis that have evolved over the years regarding his writing technique. so, various techniques can be done to criticize and analyze a poem one of them with the field of semiology for example.furthermore, poetry is formed 123 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) over the constructive structures. suryaman and wiyatmi (2012: 34) in general the basic material of poetry is the language. the language in question, semiotic, includes two types, namely signifier and signified. the element of poetry is a signifier, the element observed by the senses, such as hearing and or vision. they include sounds, words, lyrics, verses, and typography. the sign is the meaning of the marker. there is a searchable meaning in the dictionary. however, there are many meanings that need interpretation. elements of poetry markers are elements whose meanings need interpretation. according to waluyo (2015: 118) the structure of poetry was built by two main structures namely, the physical structure consisting of diction, imagination, concrete word, majas, persification, and typography; and inner structures consisting of tones, themes, feelings, and messages. the physical structure of poetry is the medium of expression of the inner structure. this referential analysis method was consisted of references to poetic structures consisting of physical structure and inner structure. 1) conduct text analysis to get data by reading and recording the data and its code into the data card. 2) determining the unit of analysis, unit analysis is the smallest component of the text where the event is examined and the characterization of the variables (categorical properties). unit of analysis to be taken in the form of physical structure and inner poetry in the old text in accordance with research problems. 3) determination of the sample will be done purposively. sampling is adapted to the data criteria referring to the subject of the study. sampling will be incorporated into the analysis unit ie leksia. 4) categories and codes, is to categorize data according to label of data segment referred. then, each category will be identified according to the unit of analysis and coded data on each finding and then record. 5) data analysis will be performed after data collection is completed. data analysis will be done in accordance with the instrument provisions of the researcher and assisted by the data analysis table. 6) arranging inference, ie making conclusions on the data analysis conducted by researchers. from the results of the analysis will be presented description of the findings and explanations that answer research questions. the compilation of references will be explained by the table of research results to facilitate the reading of the results. 124 journal of social studies (jss), volume 15, number 2, 2019: 117-144 results and discussion the results of this study and findings were lawas of kusaramen lawas sia had 1) the structure of poetry consisted of physical structure and inner structure. lawas physical structures consisted of figurative languages; rethorical language, images and inner structures, among them the poet’s tone, poet’s attitude, and themes. 1. physical structure a. figurative language and rethorical language the style of language in this lawas there were two, namely the style of rhetorical language and figurative or figurative style of language. both styles of language are categorized as a style of language that has an indirect meaning, or according to keraf (2010) style of language based on the meaning measured from the directness of meaning, ie whether the reference yag still retain the meaning of denotatifnya or existing deviations. first, the figurative language contained in lawas of kusaremen lawas sia were personafication, metaphor, and simile. however, the type of figurative language that dominates the text is the style of the metaphorical language. second, retorichal language in lawas of kusaremen lawas sia was conssited of tautology, irony, and hiperbol. the language styles contained in lawas of kusaramen lawas sia averages use meanings that deviate from their denotative meanings. there are a number of figurative languages dominated by metaphors and similes, while the style of rhetorical language is dominated by ellipsis. this indicates that the people of sumbawa often use figurative language in the phrase. can be seen from the following of this citation of lawas verse. 1) methapor lawas “buya rejeki” kusumping kemang sudasa iring ning sikir seribu teno’ rungan kuerana *(buya rejeki/7/) translition i caught the interest of sudasa accompanied by a thousand remembrance listen to me later 125 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) in lawas of buya rejeki stanza second, explained about editing a girl is a fortune which was likened to the hard work in process. but all that is not escaped from gratitude with the expression of dhikr and prayer. the signs that emerged from the old is the start of the audiotory image that utilizes the sense of hearing evidenced from the phrase “listen to me later”. then, the figurative language that exists is a metaphor, because it represents an object to express the purpose of its expression, the flower of arts. 2) personification the following four bosses of stanosis have the structure of ellipsis language poetry, due to the dense language structure. lawas badosa kemano peseku aku angin rasa basarungan lemanoto ling napeno *(badosa 4/9) translation whispered to me the wind often tells the story not to be known by the crowd can be seen, the persona language style of the word “wind”. the word wind is like a human being,that was to say a story, while the word whispering is usually done when what was said does not want to be known by many people. the meaning of the connotation is the concealment of sensitive things symbolized by the wind, because the true wind can not be seen but felt. the word wind tells the style of persona language because the nouns that seem to be turned on like human beings characterize the language of speech personaficatin or replace humans with objects. so, things seem to be able to tell a story, but in essence he likened humans. 3) simile unlike the case with the following quote of humble polish. the quotation indicates the existence of the divine 126 journal of social studies (jss), volume 15, number 2, 2019: 117-144 lawas “polak hajat” nomanda kalako kuada mara umak tampo ilang kabali bintu rasate *(polak hajat/2/7) translation: nothing useful i exist like the waves hempas lost the upside down slams the heart the signifier on the polak hajat text was located on the second line. the sign is the style of the simile language, affirmed by the word “like” indicating the comparison of a useless person with crashing waves. through the description of the structure of poetry it can be explained “there was no use i exist” signified the desperation and pessimism of the things faced. in the sentence clearly compare two things namely the comparison of self with the waves. 4) tautology lawas “sangila”: kutakal rip pancarpati semanmo katoan rungan kaseli anak tungining *(ngining/1/4) translation: i sat on the shade of starch do not look for news from the shoot of the poor child the rhetorical language of tautology between the old stanzas and the old man in stanza 7 which together link about pancarpati. this indicates that the subject of pancarpati becomes a sign of reflection. lawas sangila kubungkak luk angkang baremang ai mata lalo niri totang kemang pancarpati *(sangila/7/4) translation leaves the front face unmoved tears falling down remember the flower starch 127 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) pancarpati was likened to a comfortable place, the tautology sentence in both texts is a reinforcement or emphasis on the term pancarpati. in the old ngining mentioned pancarpati is a place bernanung, in the old text sangila, mentioned pancarpati is a missed flower. these two things are the same object with the meaning of different purposes. first, pancarpati is a kind of henna planted commonly planted in front of the house or in the villages, the second pancarpati is a place bernanung. this is actually the same aim at the essence of a comfortable place that is home or village. the longing expressed in the legendary text of the sangila affirms that pancarpati is a comfortable place to lure. 5) irony lawas “bangka”: birulet nanga talulung peno tubeling nalempat aku kaleng kusia e…*(bangka/3/6) translation: blue talulung sea water many people say do not cross i said i would cross lawas of bangka explained that many of the dangers that exist in the middle of the sea, so many people say, especially in the sea talulung, so who want to cross there prohibited by the elders. however, because of the individual’s individual courage, defeating all the words of danger, with the intention that he will still go. this statement is mentioned in lines 2 and 3 which celebrate the language of irony, meaning that it states that it is forbidden to cross, but it does the opposite or does not conform to the original statement. 6) hiperbol lawas “sangila” gila e parana genggang lempat boa benrang bayan jorong ning katantang ila *(sangila/1/4) translation very crazy strong body cross the mouth of the bayan river missed from shame stanza one on lawas of sangila has a visual sign system that states a vision of the poet about the mouth of the bayan river that 128 journal of social studies (jss), volume 15, number 2, 2019: 117-144 someone passes. this old one also has a hyperbol-style language, ie rather exaggerated until mentioned very crazy. marked by the phrase “very crazy body genggang” which means strong. sangking strong person to forget the shame, so that implied a sinidiran in this old. 7) elipsis ellipsis is the omission of the word complement in the sentence. it was stated by hee (2018: 11) ellipsis is not a single phenomenon and can take different forms of variety. therefore, if the forms of ellipsis are varied and if they represent several phenomena, it also implies a variety of phenomena in grammar. the citation of retorichal languge example in lawas kusaremen lawas sia was in buya rejeki stanza ten. that citation mentioned about. lawas “buya rejeki” lamin dapat makaniat serek bomong pina tapat kubayar nasar ko keramat *(buya rejeki/10/4) translation if it has been intend tear off the janur make ketupat i pay a vow to the grave the physical structure contained in the lawas was the rhetorical language elispsis that has no subject sentence. that can be seen in line one and two. the sentence “lamin dapat mokaniat” has meaning “has been intend”, but the subject and object was not found or mentioned in the text. that stated, if in the tradition of the people of sumbawa, got the thing that is intended to be fulfilled is the sustenance missed by the almighty. it is usually appreciated in the form of gratitude. one form of gratitude is paying his vow to the shrine or the grave. b. imagery of poetry in the collection of lawas kusaremen lawas sia the physical structure in the old kusaremen lawas sia has several types. the structure in the form of images or images is a picture, namely the depiction of the senses used by the poet. the images used by poets in lawas kusaremen lawas sia include visual imagery, auditory imagery, tactile imagery, olfactory imagery, kinesthetic imagery. furthermore, the description described in old kusaremen lawas sia 129 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) is dominated by visual and kinesthetic imagery. we can see from the example contained in the following quotation the interactions that often occur in livelihoods are at sea. because the sea is the link to cross one island to another. incoming ships usually contain merchandise or new merchandise. here’s the old quote buya fortune. the social system that is reflected in this old form of trading activity. relation to the old can be seen through the signs, one of which is the visual image, in the sentence bari 1. the sentence describes the golden vessel, the meaning is, the gold vessel is symbolized to be a source of search for sustenance because in addition to work as a voyage or crew screen, there people can do the buying and selling as well. small sampan that anchored on the beach will be seen enthusiastic by the citizens because the signs of fishermen are bringing the source of fortune, especially if it comes is a large ship patterned gold as stated in the excerpt of the old text. c. concrete words concrete words has the meaning the concret words like the noun in languistics. concrete words in poetry was words that the senses can capture. it was stated by waluyo (2010: 78) if the concrete words could present images. its mean, concrete words in poetry is one form of symbol meaning in poetry. in the example, this following citation of lawas was describe the meaning of poetry by symbol of concrete words. buya rejeki balangantu adil boat pinane langsung ko kaba mana susa katawasi *(buya rejeki/4/3) translation walking a fair man footsteps directly to the kaaba though hard to keep laughing it was stated keywords contained in the old stanza is the ka’bah is a place of worship of muslims, while it means that if read with one sentence and the other is about a just person. thus, its relationship with the cultural system is a matter of worship. the structure of poetry that existed in this old is almost complete, physical structure that there is even so complete, ranging from images in the form of kinestetik, evidenced through the word “walk”. another is the figurative language metaphor is contained in the direct sentence to move the foot to the 130 journal of social studies (jss), volume 15, number 2, 2019: 117-144 ka’bah means slelau worship. then, on the inner structure all are met except the tone factor and the theme is about spiritual belief, and the religious background of the islamic poet. islamic religion is very attached to the people of sumbawa, see the customary law is based on islamic law, it is this that forms many attitudes and customs that exist in the region sumbawa. the form of the existing cultural system of worship, while the myth that can be studied is about people who have good personality, because of diligent worship. 2. inner structure the inner poetry of lawas structure consists of poets, tone, and theme. the attitude of the poet is an expression of attitude that is motivated by certain factors. 1) feeling poets attitude the most dominated in the old is the attitude of the poet by sociological and psychological, as this following citation that was describe poets attitude in one of lawas in lawas of kusaremen lawas sia. lawas “notang” mepang tumpan ae jawa adapang tana makasar ompapo bangka letelet *(notang/5/3) translation where to get java rattan it’s in the land of napier tired of this sail boat lawas notang stanza two was depicted the overseas outer regions, namely to the island of java. it is characterized by a poetic structure that fills the old structural. in the following passage it is explained that a person is looking for javan wood, but it is in makassar. the poetry structure filled in stanza 2 consists of the kinesthetic physical structure, which can be proved beyond the phrase “tired of this sailing boat” means conducting a voyage that clearly indicates the existence of a movement of activity. this can be attributed also to the inner poetic attitude of the poet, who knows the history of javanese rattan with sumbawa, but instead searches for makassar. in this case, poets have an important role of sociological or psychological experience factors with societal attitudes. then, just as with the first verse notes, themes relate to seeking sustenance. 131 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) 2) tone the tone is the poet’s attitude to his readers. viewed through its tone, the poet much patronizes and dictates in the sense of advising the reader. not to forget also the element of religion became a lot of things touched on the theme, related to the customary law of the people of sumbawa adheres to islamic law. lawas “ngining”: mariga cina ling siding kadu lalo bolang lonto maras lampa tuliseno *(ngining/4/4) translation: mariga chinaon the side try going roots happy to meet the event described by the cina mariga analogy mentioned in old ngining. mariga cina was a kind of medicinal plant that grows in the yard or is intentionally planted. mariga cina was a drug that has long roots and become the keyword of the old lawas. mariga china is likened to someone who is recommended to connect the relationship termed by root roots. lawas is a private theme of the community, using the style of personafikasi language that revives the chinese mariga objects as human beings. the relationship with chinese mariga is a plant that is likened to grow itself and is desirable to be planted in many places so that many also get the usefulness as a medicine. mariga china in this case likened to people who live alone. the poet’s tone of old is patronizing, because based on the background of the poet whose sociological experience is mature, the poet seems to remind the private readers of the sumbawa people that care, so it is necessary to keep the relationship. through struktual relationships are used as markers, then the signature is the attitude of kinship, namely the form of care among fellow to connect the relationship to the neighbors and the community broad. 3) theme themes was clearly defined in all lawas texts. lawas theme of kusaremen lawas sia was to seek sustenance, spiritual belief, social interaction, personal community, mutual cooperation, welfare, economy, marriage, kinship, love story, and education. here was another lawas threw about his honestness and not lie. 132 journal of social studies (jss), volume 15, number 2, 2019: 117-144 it was likened to a flower stem spell. lawas “kemang” puti mora jontal utan nongka kupendek ling bola gayo batang bunga eja *(kemang/1/5) translation white as clean as utan palm never play lie it is said to be like a flower spell a clean white like a palm tree likes the sanctity that wants to show that there is no lie and the perpetrator was completely honest with what was done. it was said to be like a flower spell. once lawas explanation. seeing the signs of this lawas physical structure was consisted of visual imanji present in the first and third rows. the poet sees a white and clean lontar supposedly as a flower, suggesting that the poet’s background was based on his psychological and psychological experience. then, he also affirmed with the concrete word of spelling meaning a beautiful flower of a kind of kantil flowers, or kenanga flowers that are considered very beautiful by the people of sumbawa. many were mentioned in lawas term was symbolized to a woman. in connection with the explanation of the physical structure earlier, the theme in this lawas was a love story, it was proved by the expression of praise for a woman who is so holy and good temperament. so there is interest in a woman in question. the phrase reflected a cultural attitude of an honest person. sumbawa people more often use the proverbs and poetry if expressing love or innuendo to someone with a polite and honest attitude. that is the myth that existed in this lawas want to show the behavior of people who have good personality is clean and sacred likened to lontar clean and beautiful flower spell. from that stated and many sign in the text, the conclude was about love expression, it mean the lawas of kemang theme was love story. 133 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) table result of poetry structure of lawas kusaremen lawas sia category sub category varian data sources a. phsycal struct ure 1) imagery 1. visual 2. auditory 3. kinesthetic 4. tactile 5. olfactory notang2,5, buya rejeki3,4,7,8,9,11, sangila3,1,5,7 ngining1,4,6,7, rara1,4,5,6, bola1,3,5,8, bangka2,3, polak hajat2,6,9, kapincuk2,4,5 ,puntisang5,1,4,3 sate batemu7 , balong ksb5, batana emas3 balong bajatu3,4,6,7, 8,9, lawas nyorong2 marari3, balong parange3,9, rara2,5 polak pet7,8, roro3, kemang1,2 puti kuning1,5,6, mantung3,4, kemang nika1,2.3,4,7, nesal2,badosa4, baguru2 kewa nene3, parenang kubir3 ,durhaka6 134 journal of social studies (jss), volume 15, number 2, 2019: 117-144 category sub category varian data sources figurative language alegori metaphor personafic ation simile notang1,, buya rejeki3,4,7, sangila3,1,5 ngining4, rara1,6, bola1,5, polak hajat2,6, kapincuk1 ,puntisang1, 3,4, harlah iv2, batana emas2, sedia sedo1, desa susa9, lawas, marari3, rara2 ,polak pet8,roro3 kemang1 ,puti kuning5, mantung3 kemang nika1,2.3,4,7, nesal2 135 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) category sub category varian data sources concrete words lantung ka’bah bunga melati, bunga eja anggur bawean ayan daun pisang nene’kaji daun lontar notang2,5, buya rejeki3,4, sangila7 ngining1,4,6,7, , kapincuk2,4,5 ,puntisang5,1,4,3 nyorong1, balong ksb5, sedia sedo1 balong parange9, kemang1,2, puti kuning1,5,6 mantung3,4, kemang nika3,4,7 136 journal of social studies (jss), volume 15, number 2, 2019: 117-144 category sub category varian data sources 4) reth oric al lang uage a) tautology b) irony c) hyperbol d) elipsis notang2, buya rejeki4,8,9,10 ,11,12, 7 ngining1,4,6, kemang1.2, rara1,4,5,6, bola5, bangka4 polak hajat2,6,9,1,7, kapincuk2,4 ,puntisang1, 34,5 balong ksb5,7, batana emas1, sedia sedo1 durhaka1,6, balong bajatu3,4,6,7, 8,9, marari3 balong parange3,4, rara5, polak pet7, puti kuning1,5,6, mantung3,4, kemang nika1,6, badosa4,1, baguru1, 137 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) category sub category varian data sources inner structure 1) feeling a) social and psychological experience b) education and employme nt c) age d) religion notang1,5, buya rejeki3,4,7,10 ,11,12, sangila1 ngining1,4,6, 7, rara1,4,5,6, bola1,bang ka2,3,4 polak hajat2,6,7,9, kapincuk2,4 ,5,1 ,puntisang1, 4,3 sate batemu7 , nyorong1, balong ksb5,7, batana emas3,1,2, balong bajatu3,4,6,7, 8,9, harlah ksb iv2, sedia sedo1, desa susa9, marari3, balong parange3,9,4 , rara4,5, polak pet7,8, roro3, kemang1, puti kuning1,5,6 mantung3,4, 5, kemang nika1,2.3,4,7,6 ,nesal2,badosa4,1, baguru2,1 kewanene3, parenang kubir3 ,durhaka6,1 138 journal of social studies (jss), volume 15, number 2, 2019: 117-144 category sub category varian data sources 1) tone a) patronize b) dictate c) working closely with the readers ngining1,4,6, rara4, bola3,8, bangka2,4 polak hajat7, kapincuk1 , badosa1 ,kemang nika2, baguru1, balong ksb7 , harlah ksb iv2 batana emas2,3, sedia sedo1, balong bajatu4,9 lawas nyorong2 , polak pet7 139 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) category sub category varian data sources 2) theme a) seeking sustenance b) spiritual trust c) daily intercourse d) private society e) gotong royong f) prosperity g) the economy h) marriage i) kinship j) the story of love k) education notang1,2,5, buya rejeki3,4,7,8, 9,10,11,12 sangila1,3,5,7 , ngining1,4,6, 7, nesal2, rara1,4,5,6, bola1,3,5,8,b angka2,3,4 , polak hajat2,6,7,9, kapincuk2,4 ,5,1 ,puntisang1, 4,3,5, sate batemu7 , nyorong1, balong ksb5,7, batana emas3,1,2, balong bajatu3,4,6,7, 8,9, harlah ksb iv2, sedia sedo1, desa susa9, marari3, balong parange3,9,4 , rara2,5, polak pet7,8, roro3, kemang1,2, puti kuning1,5,6 mantung3,4, 5,1, kemang nika1,2.3,4,7,6 badosa4,1, baguru2,1 , kewa nene3, parenang kubir3 ,durhaka6,1, lawas nyorong2, marari3 140 journal of social studies (jss), volume 15, number 2, 2019: 117-144 the signs in semiology were usually symbolic materials, objects, and images. as bouzida’s search (2014: 1003) the marker has the material nature of whether the sounds, objects, or drawings of his concept of a marker are an extension of what saussure describes though he disagrees with it in some respects, it is also impossible to separate it. from the signified that they have associative properties. the first result of the research is, the structure of poetry consists of physical and mental structure. the physical structure in lawas of kusaremen lawas sia had several types. the structure in the form of images or images was a picture, namely the depiction of the senses used by the poet. the images was used by poets in lawas kusaremen lawas sia includied visual imagery, auditory imagery, tactile imagery, olfactory imagery, kinesthetic imagery. furthermore, the description described in old kusaremen lawas sia is dominated by visual and kinesthetic imagery. then, the style of language in this lawas there are two, namely the style of rhetorical language and figurative or figurative style of language. both styles of language are categorized as a style of language that has an indirect meaning, or according to keraf (2010) the style of language based on the meaning measured from the directness of meaning, ie whether the reference yag still retain the meaning of denotatifnya or existing irregularities. the language styles contained in lawas of kusaramen lawas sia averages use meanings that deviate from their denotative meanings. there are a number of figurative languages dominated by metaphors and similes, while the style of rhetorical language is dominated by ellipsis. this indicates that the people of sumbawa often use figurative language in the phrase. furthermore, concrete words, its function is as a keyword or affirmation of intent in lawas text. some nouns and places become parts affirmed by poet as symbols and signs in the connotation language used. among them, such as flower spell, jabal hood and others. the second structure of the poetry structure is the inner structure. among them are the attitude of the poet (feeling), tone (tone), and theme (theme). first, the attitude of the poet is an element of inner attitudes that many appear in the text. some of them are motivated by elements of sociological and psychological experience of poets as cultural and sumbawa indigenous people. a strong religious background element in the poet’s self as well as the age-old link that has been half a century more. the second is tone. viewed through its tone, the poet much patronizes and dictates in the sense of advising the reader. not to forget also the element of religion became a much-touted thing in the theme, 141 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) related to the customary law of the people of sumbawa adhering to islamic law. third, the theme is clearly affirmed in all lawas texts. lawas theme of kusaremen lawas sia was to seek sustenance, spiritual belief, social interaction, personal community, mutual cooperation, welfare, economy, marriage, kinship, love story, and education. conclusion the results of this study and findings were lawas of kusaramen lawas sia had the structure of poetry consisted of physical structure and inner structure. lawas physical structures consisted of figurative languages; retore language, images and inner structures, among them the poet’s tone, poet’s attitude, and themes. it was stated that lawas was the result of people’s thinking on a highlevel pattern because the community had known the analogy, thus describing the advanced and adaptive society. lawas text kusaremen lawas sia had a poetry structure consisting of physical structure and inner structure. it states that lawas is the result of people’s thinking is in a high-level pattern because the community has known the analogy, sehigga describe the advanced and adaptive society. in addition, the structure of images in the old text that is dominated by visual imagery in the form of images of vision and kinestetik in the form of motion. the geographical conditions of the sumbawa region surrounded by mountains, oceans and rice fields are the objects of visual and motion imagery depicted by community work as sailing fishermen, farmers, timber workers, and everyday patterns of active daily behavior. this can be seen from the poetry structure that dominates the labeling of lawas kusaremen lawas sia was the style of metaphor language and the attitude of the poet. therefore, it is concluded, the myths in the old most of the stages start from the identification of the structure of poetry. judging from the use of many language styles, it is also concluded that the people of sumbawa tend to use parables and figurative language in expressing their intentions. it is also often encountered in everyday life. acknowladgements literary works are part of the cultural spirit of society, so it was lawas that reflects the life of the community. seeing the fact of the lack of appreciation of society and the present generation with the work of lawas literature, this research is expected to be the motivation and awaken the public in general will 142 journal of social studies (jss), volume 15, number 2, 2019: 117-144 pntingnya local literary works as a cultural heritage for future generations. this is also overwhelmed by mujib’s opinion, as a regional cultural actor who grew up in the old family of poets that the old facts are currently troubling, because the teenagers and children are still lay with the old production, it could be a time the old poet will be lessened its existence. references allen. g. (2003). roland barthes. new york: routledge. amin, s. (2011). kusaremen lawas sia. sumbawa barat: vectorikaprint. barthes, r. (2002). s/z roland barthes. (translated by richard miller). new york: athenaeum. bouzida, f. (2014). “the semiology analisis in media studies –roland barthes approach”. proceedings of socient14, international conference on social sciences and humanities. hebert. l. (2011). tools for text and image analysis an introduction to applied semiotics. (with the collaboration of nicole everaert-desmedt). rimouski: allée des ursulines. hee, y.e. (2018). a coverative study of subject ellipsis in chinese korean sentence. international journaf of humanities and science invention (ijhssi) vol (7), issue 4, pp.01-10. hoed, b.h. (2014). semiotik dan dinamika sosial budaya. depok: komunitas bambu. jabar gelar kongres bahasa daerah nusantara. (5 agustus 2016). koran jakarta, halm. 4). kalimati, w.s. (2005). pilar-pilar budaya sumbawa. mataram: mahani persada offset. keraf. g. (2010). diksi dan gaya bahasa. jakarta: ikrar mandiriabadi. maran, t. and ester v, et all. (2010) sign system studies. international journal of semiotics and sign process in culture and living nature, tartu university vol (38) (1/4). pickett. m. (2015). the structure and poetry of e.e. cummings. journal of art and humanities vol. (4), no. 11: 72-77. suryaman, m. & wiyatmi. (2012). puisi indonesia. yogyakarta: penerbit 143 the structure of poetry in the collection of lawas kusaremen ...(maghfiroh fajrin, maman suryaman) ombak. waluyo, h. (2010). apreisasi puis. jakarta: pt gramedia pustaka. zaimar, o.k.s.( 2014). semiotika dalam analisis karya sastra. depok: pt komodo books. 144 journal of social studies (jss), volume 15, number 2, 2019: 117-144 sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 30 the revitalization of deliberation values in the education of democracy in indonesia: a study of soedirman figure values sardiman, ajat sudrajat, djoko suryo3 abstract this research aims at analyzing the importance of deliberation values in developing democracy education in indonesia. this research is a qualitative-historical research, i.e. reconstructing the expression and role of soedirman struggle and his figure values, especially the value of deliberation. the values were then explored thoroughly using a sociological approach and some of the religious dimensions to get an idea of a more fundamental deliberation value as the principles of democratic development.the results show that soedirman was successful becoming a leader both within the civil and military community and capable of upholding the values of the deliberation in performing his figure tasks. however, the deliberation values tend to be fading in this reformation era. also, democracy is liberal and tends to be overly practiced. this should be improved by developing democracy education through the revitalization of deliberation values. the revitalization can be realized by performing dialogues and following deliberation traditions practiced by soedirmanin order to strenghtenthe implementation of pancasila-based democracy (pancasila democracy). keywords: figure values, deliberation, democracy. 3yogyakarta state university, gajah mada university. email: sardiman@uny.ac.id ijss.vol.13, no.1, september 2017 31 introduction talking about the deliberationvalues in indonesia may remind us the content of the fourth principle of pancasila. the fourth principle is “democracy guided by the inner wisdom in the unanimity arising out of deliberations amongst representatives.” based on the fourth principle of pancasila, the founding fathers have determined that democracy becomes the principle in the implementation of indonesian democracy. therefore, democracy in indonesia is wellknown as “pancasila democracy” in fact, the implementation of pancasila-based democracy in the nation and state life in indonesia does not run as it is. pancasila democracy has not been implemented consequently since it was introduced by the founding fathers in proclamation era, during the period of independence defense, liberal democracy, guided democracy, being reviewed in new order, and continued in reformation era. even, many people in the reformation era consider that democracy is “over”. this was confermented by the president jokowi in his speech at an inauguration of hanura party central board in sentul, bogor, 22 february 2017 (kompas. com. 22, february 2017). the “over” democracy is also indicated by the widening of extreme political articulation opportunities such as liberalism, radicalism, fundamen-talism, sectarianism, terorism, and teachings which contradict with pancasila ideology. pancasila gets less attention. even, it becomes jokes for some people (there was an artist who mock the fifth principle of pancasila as bebek nungging/twerking ducks (rachmanto, 2016: 1). the overly practiced democracy leads to the unreadiness of infrastructure and immature mentality of the society especially in relation to politics. this is indicated by horizontal conflicts which frequently occur after the implementation of general elections, either in legislative general election, presidential election, or governor election, for instarnce a chaos that was triggered by arguments of the defeated parties and cheating allegations addressed to the winner of the elections. moreover, the growing of money politic practices show that the political actors feel unconfidence to exist in the indonesian democracy stage. the developed democracy tends to be build based on desire, short term reasons, and without affection. life which is marked by the arising desire and ambition as well as lost of affection has brought public space as a conflict arena and unsafety situation. for instance, violence increases in the form of murder, fighting among groups in the society, and among students. they occur because brotherhood and deliberation values have been faded. the decreasing of deliberation values has resulted in the weakening of peaceful feeling and mutual respect among humans. people feel suspicious do not trust each other. thus, transparency as the important element in democracy life can not be developed. consequently, various problems in social life can not be solved. the accumulation of various problems in the society may create massive disappointment which impacts on trust crises toward the government as the facilitator of nation and state life. this, for sure, must not happen. based on the explanation above, some questions can be formulated as follows. why doesn’t pancasila-based democracy run consequently? how significant are the deliberation values in developing democracy sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 32 education in indonesia? how can deliberation values be revitalized and actualized?. with regard to those questions, it can be confirmed that there are problems in the implementation of democracy in indonesia. this paper provides description about the issues dealing with some questions above through the studies of soedirman’s figure, especially deliberation values. research methods this research is a qualitative-historical research, i.e. a qualitative research employing a historical method. this research is intended to understand the meanings of individual or group attitude and action which describe social or humanitarian problems (related to soedirman figure) (creswell, 2009: 59).this research was conducted in cilacap, yogyakarta and various regions in east java. the subjects of this research include soedirman and some informants who know soedirman as the source-persons. this research deals with the efforts of reconstructing past human activities regarding the role expressions and struggle of soedirman and formulating his figure values. the steps taken after determining a research title consist of collecting sources (heuristic), criticizing sources (verification), interpretating (to build) meaning and the last is writing (gottschalk, 1983:34, see also helius sjamsuddin, 1996). in collecting sources, the researcher obtained many documents from headquarters of army in bandung, interview results performed by history team of army to the sourcepersons who lived at the same era as soedirman and knew him well. in addition, interviews were conducted with the witnesses when soedirman became the leader of guerilla. selecting the appropriate sourcepersons should consider: who, when, where, and how the role played by the sourcepersons regarding the events or figures which will be reconstructed (abd rahman hamid & m. saleh madjid, 2011:19-22). after criticizing the sources, the researcher performed an interpretation. this stage include analysis and synthesis processes (kuntowijoyo, 2013: 78). the objectives of these processes are to analyze deliberation values as the results of the role expressions and struggle of soedirman. in analyzing the delibera-tion values, sociological approaches were applied with some religious dimensions in order that the values become more meaningful (inspired by concept of scientific cum doctrinaire (mukti ali, 2004: 57) some explanations are linked to verses of the koran. therefore, hermeneutics method is required. this method is employed as a tool to strengthen interpretation process, explain and rationalize the values which have been analyzed (palmer, 1969:23). more-over, psychological approach is used (sartono kartodirdjo, 1982) to know the attitude and behavior of soedirman thouroughly so that it may help formulate the values behind his attitude and struggle. the last stage is writing or making a report. this writing process include the efforts to answer some questions, such as: “what, who, when, where, how and why” (berkhofer, 1980: 284). with regard to this, explaining skill is needed based on the causality principle (suhartono w. pranoto, 2010: ).then, the presentation of the writing uses an active-dynamic language and has dramatic power (to build the readers’ spirit and emotion) (mccoy, 1974:11). research findings background of soedirman figure soedirman was born in rembang, bodaskarangjati, purbalingga, on 24 january 1916. he was a son of karsid and sijem who were ordinary people (dinas sejarah tni ad, 1985:229). when he was a baby, he was taken by r.tjokrosoenarjo family as an adopted child. the family belongs to high social class known as priayi. ijss.vol.13, no.1, september 2017 33 r.tjokrosoenarjo is an asistant of wedono (head of sub-district) in rembang, bodaskarangjati. he is a husband of tarsem or turidawati (sijem’s sister) (s. kadarjono, 1961:12). r. tjokrosoenarjo and turidawati did not have a child. therefore, r. tjokrosoenarjo took soedirman as an adopted child. sijem did not mind about it. sijem family then lived in r. tjokrosoenarjo family environment. soedirman’s childhood has a unique story. since he was a child, soedirman’s personality was influenced by sub-culture around his family. borrowing a terminology of clifford geertz (1976), in r. tjokrosoenarjo family, there were some figures from different subcultures, i.e. r.tjokrosoenarjo and his wife named turidawati who represented priyayi subculture, siyem represented ordinary people (wong cilik) subculture, and small praying house with the religious teachers represented religious person (santri) subculture. r. tjokrosoenarjo had inherited some values such as heroism, religious, and disciplines. turidawati as a mother was represented as a noble woman who taught politeness value, while siyem had taught modesty and hardwork values. in addition, the environment of small praying house and religious teachers at school had instilled religious faith and obedience to soedirman. soedirman grew to be a religious, discipline and hardworker person. during his study in mulo (meer uitgbreid leger onderwijs) wiworo tomo, he started to show his strong figures. soedirman actively involved in various organizational activities at his school. during his study in mulo, the islamic values of soedirman had improved. he never missed five times prayers. even, he frequently performed a midnight prayer and sunnah fasting (based on mokh. samingan’s testimony). among his classmates and teachers, soedirman was known as a pious and religious student, so he was called “kajine” or a religious person (soekanto, 1981:51). after he graduated from mulo wiworo tomo, soedirman was fully active in muhammadiyah organization. firstly, soedirman was active as a member and then he became leader of hizboel wathan (hw) boyscout organzation in cilacap. he guided his juniors in hw to perform discipline, to be hard worker and independent, do not complain and desperate, have strong belief, and do not miss five times prayers (sardiman am., 2000: 51). instead of being active in hw, soedirman was also active in pemuda muhammadiyah organization (muhammadiyah youth organization) to develop his skill. in addition, he was appointed as a leader of muhammadiyah youth organization in banyumas in 1937 due to his skill and capacity. then, he was elected as the leader of muhammadiyah youth organization in central java province (dinas sejarah tni ad, 1985:198). with regard to this, his responsibility was heavier. therefore, his duties as a minister of h.w. in banyumas region was given to soeparno, a teacher at mu’alimin muhammadiyah purwokerto. however, soedirman was still actively involved in the programs held by h.w. (s. sulistyo atmodjo, 1991: 15). in this position, soedirman became so busy that he sometimes did not think of himself. soedirman also concerned on education for native people. he became a teacher in his muhammadiyah cilacap and he was an idol teacher for his students. also, he was elected as the principle in that school. soedirman had an obsession to improve the education for the natives. through education, the intelligence and social life quality of the native people will improve. this is a strategic step to decrease the influence of ideology and bad practice performed by the colonials (sardiman am, 2000:102). entering japanese colonialism era, soedirman became a popular figure in the society. after japan formed pembela tanah air (peta) or country defender corp in 1943, sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 34 soedirman was recruited as a daidanco of peta in kroya. when japan developed jawa hokokai organization in 1944, he was recruited as well. (tjokropranolo, 1992: 26). after indonesian independence, soedirman became a commander of bkr (badan keamanan rakyat/ peoples security board) in banyumas. “government edict” concerning the establishment of tkr (tentara keamanan rakyat/ peoples security army) on 5 october 1945 was followed up by forming tkr in many different regions. moreover, soedirman was appointed to be the commander of tkr regiment in purwokerto. after tkr was managed nationally, soedirman was appointed as a division v commander of tkr or as a colonel who ruled kedu and banyumas regions (nasution, 1977: 26-27). in november 12, 1945, a conference was held in tkr headquarters in yogyakarta to elect the tkr commander. in that conference, soedirman was elected as a candidate of great commander of tkr (johannes, 1978, berita buana, 15 february, 1978). he was inaugurated on 18 december 1945 because soedirman had to concentrate to encounter ambarawa battle toward the allies force which was supported by dutch force. by 1946, the situation in jakarta was getting unsafe. the central government of the republic of indonesia was moved from jakarta to yogyakarta, on 4 january 1946. due to the critical political situation, the strategy of diplomacy was performed by sutan syahrir. as the prime minister, sutan syahrir discussed with the dutch and the allies as the mediator to determine indonesia’s future. one of the diplomatic strategies was performing linggarjati agreement in 1947. moreover, renville agreement was implemented in amir sjarifuddin cabinet in 1948. personally, soedirman disagreed with that agreement since dutch was tricky i.e. in the perspective of de facto, they only admitted that the regions of the republic of indonesia consisted of java, madura and sumatera. soedirman, in this case, fought for the sake of 100% sovereignity of ri (kedaulatan rakyat, 5 july 1946). moreover, after renville agreement was signed, the dutch only recognized ri’s regions in the perspective of de facto consisting of yogyakarta and some parts of east java. the content of that agreement was a “disaster” and clearly betrayed the ideals of proclamation (adam malik (1984:192). even, as a complaint, oerip somohardjo resigned from his position as an advisor in military field (nasution, 1984:77). soedirman was really disappointed and shocked. but, as a democratic state official and religious person, he tried to understand the political reality gracefully. he kept fighting until the dutch left from indonesia. soedirman became a victim of re-ra policy (his degree was lowered) and he had to face fdr/pki or indonesian comunist party rebellion led by muso and amir sjarifuddinin in madiun which sparked on 18 september 1948. soedirman mind fighting the native people. the rebellion can be overcome immediately. it seems that the accumulation of soedirman’s psychological burden effects his physical condition. he was sick and had to be cared intensively. when he was sick, the dutch conducted military aggression to the ri regions in 19 december 1948. knowing that the dutch had attacked, like a miracle, soedirman got up and took over the command to lead the battle toward the dutch (pour, 2010: 81). his physical was actually vulnerable, but his spirit was never weakening. he had to lead guerilla war. for about six months, he took more than 1000 km journey, his mental, physical and wealth were dedicated for the sake of the indonesian sovereignity. soedirman’s figure values in general, value is considered something that is important in humans’ life. due to its importance, value becomes a belief that could influence someone’s behavior. according to hill (1991: 4) ijss.vol.13, no.1, september 2017 35 when people speak of values they are usually referring to those beliefs held by individuals to which they attach special priority or worth, and by which they tend to order their lives. a values is, therefore, more than a belief; but it is also more than a feeling. in line with hill, milton rokeach (1969:160) says that value is a belief that influences and directs someone’s attitude and behavior even it becomes self assessment and other assessment instruments. therefore, values are something that are essential and valuable as a belief that could be a guide in human life. value plays important roles, i.e. as an attracting power and a base for a human’s attitude and action. in addition, it encourages humans to realize the values they find in actions. values will drive and direct toward humans’ self indetification through the activities they do (rokeach, 1969: 160). therefore, values can be a guidance for life and personal establishment, even for national personality. based on the arguments above, soedirman’s figure values can be understood as something good and essential, something that is valuable and exists behind thought, attitude and behavior of soedirman. according to the witnesses who were close and knew soedirman well, there were leadership values owned by soedirman. for example, according to adisoelardjo’s opinion, soedirman’s classmate, soedirman was a helpful friend. moreover, sarwono, his schoolmate in mulo (1978) said that soedirman is a firm, discipline, and religious man, diligent in doing religion’s instructions. soewarjo (1978), another schoolmate of soedirman in mulo explained that soedirman had good personality, modest life, firm in action and obey religion’s instructions. soedirman is a responsible, democratic, and mature person.when he became a leader of hw, he performed good characters such as leadership, hardwork, and discipline. in addition, according to abimanyu (1978) the great commander soedirman was a pious, honest, modest, and confident and never give up. he was a wise figure, the real patriot who voluntarily dedicated his soul, physical, even wealth for the sake of the nation and state. meanwhile, according to suadi (1974) (the document of army headquarters, history office) who knew him well when they joined peta exercises in bogor said that soedirman was a friendly, democratic, mature, transparent, open person in discussing everything. also, he was a family man. he was pleased to work hard and sacrifice for the sake of his nation; being assertive and firm (especially when the decision had been made through deliberation); having strong belief and faith but still performing high tolerance; easily apologizing and forgiving other people (document of markas besar ad, dinas sejarah). soedirman has complete values which can be a role model in social life. according to ary ginanjar (2009), among those values, they can be formulated into some main values. the structure of values proposed by max scheler as written by wahana (2004: 60-61) consist of (1) purity values, i.e.religiosity and piety, (2) spiritual values, i.e. honesty and affection; (3) vitality values, i.e. nationality, unity, democracy; (4) happiness values, i.e. modest and hardwork. soedirman figure values can alsobe arranged based on the sequence of the principles of pancasila, i.e. first principle, religiosity; second principle, affection, caring, responsibility; third principle, nationality spirit, unity, and sacrifice; fourth principle, democracy, deliberation; fifth principle, i.e. modesty, discipline, and hard working. this paper analyzes soedirman figure values, especially democratic and deliberation values which had been practiced by soedirman empirically. democracy, derived from greek’s word democratia, demos which means society, dan kratia which means government (hasan sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 36 sadeli, dkk. 1980: 784). democracy is governmental system from, by, and for the people. something in life is actually derived from the people, discussed by people, and agreement is taken for the sake of people’s goodness. in general, democracy is the order of the government that admits the right of the people to determines or influences political decisions either directly or indirectly (representative system). historically, democratic values have grown in old greek rome era. precisely, when there was a change of military tradition into a social life order or dialogue-based political social order in athenadeliberation is intended to look for an agreement. they also started to solve various conflicts through deliberation, peacefully, without violence (doni koesoema, 2007: 210). also, in establishing a social life order or governmental system, a dialogue was also performed to achieve agreements in regulating life. historically, democracy is closely related to deliberation. deliberation is a process of thoughts sharing. deliberation is an opinon sharing performed by some people who deal with a problem (ilyas ismail, 2009:242). deliberation can be performed to take decisions regarding simple problems in family life scope and also in a government, national and state life. deliberation is also an important political activity in realizing people’s well being. deliberation offers freedom of thinking to develop thoughts and alternative ideas which are appropriate to formulate an agreement which can be used as a guidance of life. the more freedom and wider thinking the people have, the more alternatives ideas to formulate rules in social life will be. due to the importance of the deliberation aspects in people’s lives, khalifah umar bin abdul aziz states that “indeed, deliberation and thought sharing is a blessing and key of wellbeing. the decisions made based on deliberation and thought sharing will not be wrong and firm heart will not be lost” (ali muhammad ash-shallabi, 2014: 35). democratic life is, therefore, can not be separated from deliberation activity. democracy is togetherness, not competition or hostility because the real democracy is intended to find out the solution for all. soedirman is a democratic figure who liked deliberation much. for him, deliberation is a part of worship because it is instructed by god. it is explained in the koran of ali imran: “ …so pass over (their faults), and ask for (allah´s) forgiveness for them; and consult them in affairs (of moment). then, when thou hastaken a decision put thy trust in allah. for allah loves those who put their trust (in him).” (the koran, surah ali imran (2): 159). the god’s verse teaches human in order to perform deliberation optimally to reach the best agreement.then, the agreements are implemented and rely on god for the results. it means that there is no complaint and no one blames each other, because in a deliberation, each has used his/her thought sincerely and seriously. this is the best pactice in the nation and state life. so, if the democracy applies representative system, those who represent people should be wise, pious, good, smart, visionary, and sincere for the sake of people’s wellbeing. these characters are possesed by soedirman. the revitalization of deliberation values as democracy education processes why is the revitalization of deliberation values needed to be realized in the nation and state life in indonesia? it links to the implemen-tation of democracy in indonesia. there are many critics which state that the implementation of democracy in indonesia is not in accordance with the nation’s personality, pancasila. pancasila-based democracy is democracy that is based on the principles of deliberation and togetherness values intended for people’s wellbeing. ijss.vol.13, no.1, september 2017 37 pancasila democracy contains religious awareness aspects and refuses atheism; builds truth and love; based on good attitude and personality of indonesia; balance among individuals and society, between human and their god physically and mentally (taufik abdullah (ed.) (2015 : 273). in its implementation, individual’s fredom is not absolute but it should be suitted with social responsibility, public interests and common interests in the nation and state life by keeping the principles of togetherness. therefore, there is no ”majority dominance” or ”minority tyranny” in the implemen-tation of pancasila democracy (taufik abdullah (ed.) (2015 : 274). all problems in the nation and state life are solved based on the principle of togetherness through deliberation. pancasila democracy is a democracy which is based on deliberation and appropriate with indonesian personality. unfortunately, this noble democracy does not run as it is. for the reason of applying modern democracy, indonesia has popularizedan election model which utilize the principle of one man one vote. in this case, indonesia has implemented the elections of president, vice president, and also governor directly. however, the election process usually remains many basic problems. constitutionally,this practice is not relevant with pancasila democracy. also, it has grown passion and haslimited conscience in democracy. in this context, there is a competition in which political groups will defeat other political opponents. if the political opposition is lost, then the winning political group will be happy. the emphaty of the citizens disappears. winlose-solutionis ap-plied. money politic practices for the sake of winning the political power are increasing. as a consequence, dissatisfaction of the loser may sometimes cause a chaos. in the reformation era, there is a term ”overly practiced democracy”, even some call democracy as an “emergency democracy” (alfan alfian, 2009: 48). during the new order, democracy was “blurred”, but the reformation era offers wider freedom of democracy. the imple-mentation of democracy has accelerated in the reformation era. the direct presidential election, one man one vote, is the proof of the imple-mentation of democracy. however, indonesia does not show readiness regarding the culture, structure, and infrastructure for example, the practices of impolite political manners, winlose-solution, low self esteem of democracy actors so that it leads to money politic practices, conflicts and crash among candidates because of low political awareness. the description above shows that the democracy in indonesia is built through general election and politically it is unable to create safety and wellbeing of the people. the national and local general elections only become power seizure for the elites. the general election using political party system is still fragmented and unable to create a clean and dignified government; authoritative, protective, and stable government; and attentive government toward the people interests (soepriyatno, 2008: 5).the strong, civilized, and noble people’s representatives who are prioritizing mind and heart to perform deliberation for the sake of the people’s wellbeing are rare. with regard to the problems above, the tradition of deliberation should be revitalized, performed, and strengthened in every institution, either in government or private institution, even representative / legislative institu-tion. the revitalization process of the deliberation values is a process of democracy education intended to realize a democracy that is appropriate with indonesian culture. the revitalization process will educate society to be smarter in selecting and determining their representatives in legislative and executive institution, i.e. people who have a wide vision so that they can perform deliberation wisely based on sincere heart (not only ambission for winning) for the sake of the people’s wellbeing. sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 38 according to muh. yamin, deliberation principles offer some advantages. (1) deliberation will smoothen the way of struggling and working based on god’s teaching (because deliberation is a god’s instruction, as stated in the koran. surah asysyura (42): 38). (2). the nation is not only thought by individuals, but it becomes the responsibility of all components of the nation. (3). deliberation will reduce or even eliminate mistakes of the nation life practices (taufik abdullah (ed.), 2015: 213). the revitalization of the deliberation values can be performed by learning from history. educating through a history-based learning is a ”toll road” educational process because it provides direct examples. therefore, it requires people who have wide insights, who are willing to use heart and clear thoughts, who always respect other, and who have ”positive thinking.” educating and learning through history have become traditions during prophet muhammad saw era (najib khalid al-‘am, 2002: 121). historybased education offer some benefits, i.e. (1) learning history may give influences on mental and thoughts of the learners. even, the events are still lasting or leaving marks/ sites/evidences which can be observed by using five senses. (2) it provides an open dialogue, so that it will develop thinking and insight, either by teachers or students. theoretically, history has provided a lessonas explained by morthon white (1969: 1) stating that learning the past can become a mirror/to be imitated (the good ones) for present time and it can give enlightenment for the future. moreover, history is full of moral learning (wang gungwu, 1968: 5). history can be a media for the nation’s character building. howard gardner (1993: 7-8) gives a strategy to improve the leadership and nation life by learning and performing dialogue with the histories of the great figures, such as marthin luther king, jr., margaret thatcher, and mahatma gandhi. the analogue of this idea is performing dialogues and implementing the examples from soedirman’s leadership practices which always prioritize deliberation. therefore, the revita-lization of the deliberation values by performing dialogues and imitating deliberation practices of soedirman in the nation and state life is an educational process to implement pancasila democracy. since soedirman became a leader of hw and muhammadiyah youth (pemuda muhammadiyah) in banyu-mas, he often practiced deliberationn in making decisons. the deliberation offers various opinions. for soedirman, those different opinions are an advantage. the most important thing, for him, is how each person can understand or recognize the weakness of their opinions and be willing to respect others’ opinions (sardiman am. 2000:60). also, when soedirman became a teacher and principle in his muhammadiyah, he was popular as a democratic and inspiring principal. he was also known as a fatherly and mature person to his subordinates (dimiyat’s testimony, in sardiman am, 2000: 89). the deliberation skill of soedirman was also performed when he was making an agreement with japanese army concerning weapon submission (s. sulistyo atmodjo, 1991: 58). in the beginning, japan refused to submit their weapons to indonesia because it violated the provision of the allies. soedirman reconfirmed and convinced regarding the future of japanese people in indonesia after indonesia’s inde-pendence. soedirman tried to reconvinced japan about the advantage and disadvantage if they refused to submit their weapons to indonesia (mayjen abimanyu’s testimony, 1977). considering soedirman’s charisma and the honesty of indonesian delegation, resident iwashige and the official of japanese army agreed to submit all the weapons to indonesia, under the condition that their safety was guaranted and the weapons would be returned if the allies asked them (radik utoyo sudirjo, 1985: 41). soedirman then agreed on it. due to late night, ijss.vol.13, no.1, september 2017 39 the weapons handover was performed in the next morning. soedirman then gave instructions and his authority to abimanyu to run weapons hand over process from japan. in the battle, soedirman never skipped deliberation tradition. when dealing with ambarawa battle, soedirman performed a deliberation with other commanders to arrange strategies to win the battle. in that meeting, soedirman proposed a great and sudden attack simultaneously from various sectors from the nearest distance. then, the reserve army was formed in the second layer and the attack was done simultaneously. the attack was proposed on 12 december 1945 at 04.30 wib. (t. wedy utomo, 1978). in that strategy, there was no “supiturang” strategy (abimanyu’s testimony, 1978). all agreed with the ideas proposed by soedirman. the great attack ran as it was. in the battle, the indonesian strugglers successfully casted out the allies and dutch from ambarawa. that is the advantage of deliberation, i.e. building togetherness. in a critical situation, soedirman still kept performing adialogue and deliberation to determine the next step of struggle that should be taken, for example, when the military agression ii which was performedby the dutch on 19 december 1948. the dutch armies had entered the city, the shot guns had been directed to the palace, soedirman still firmly wanted to meet the presidentof soekarno. soedirman asked the president to leave the palace immediately and led the guerilla war. however, the president chose to keep living in the palace and asked soedirman to leave the palace to take rest because he was sick (salim said 1991: 98). soedirman did not want to live in the city because it was so risky and he wanted to go outside the town to led the guerilla war.throuhgthis dialogue, they finally understood the argument each other. pay attention to thedialogue between president of sukarno and soedirman below (cindy adam.s report (2011: 306) “dirman, you are a soldier. yourplace is in the battle with your armies. your place is not my place to flee. i must live here….. soedirman answered “… if bungkarno washere, you would probablybe killed… and if i move from here, the dutch wouldprobablyshoot me? (sukarno said). in those things, i certainly would die……” soedirman immediately balled his hand up and said “…..i would warn the dutch, if they hurted soekarno, there was no forgiveness. the dutch would experience a massacre. soedirmanthen stepped outside slowly. a moment later, he anxiously visited bung karno and asked. “whatis the last instruction before i leave?”. sukarno answered, “do not perform battle in the streets of the city…but move your armies outside the city. dirman, performed the battle until death. i ask you to deploy all the armies to villages. move your armies in all valleys and hills. place your subordinate at every bush. this is guerilla war. eventhough we had to return with amputation without using drug or using banana leaves as the bandage, do not let the world says that our independence is a gift in a diplomat’s bag. show world, we buy independence expensively, with blood and sweat and desire that is neveroff…indonesia … will never give up”. that is the dialogue between the president and soedirman. the agreement was achieved with different opinions (president sukarno was still in the palace with the possibility of being catched by the dutch, while soedirman was out of the city to lead guerilla war). both gave spirit each other for the success of each for the sake of the united indonesia, nkri. during guerilla war, soedirman never skipped the deliberation habit. every step that he took was often deliberated with his guards in advance. even, when he stayed several days in bajulan, nganjuk, in the middle of the forest, there was a cemetery and he used that place for doing the meeting. therefore, the monument existing in bajulan described soedirman who chaired the deliberation. on sardiman, ajat sudrajat, djoko suryo: the revitalization of deliberation values... 40 12 january 1949, soedirman performed a deliberation with minister soepeno and minister soesanto tirtoprodjo, the member of bpknip nona soesilowati in the resident house in banyutowo. they discussed about military government and emergency laws (tarjo, 1984: 36). soedirman had dialogues and deliberations with some commanders in each sector. this was usually done through courier that usually brought letters from him to the field commanders or vice versa. for example, the testimony of mbok mangoensoekarto or sri soekamti who had ever become a trusted courier of soedirman. even, sri soekamti was almost killed by the dutch army because she was accused as the indonesian army’s wife (buana sunday, 7 december 1975). due to the habit of performing dialogues and deliberations, those values had been embedded to soedirman’s personality. therefore, in ordinary condition or daily life, when he was “talking” with his friends, soedirman often talked about the importance of deliberation to solve the problems, including the problems of the nation and state life. for example, when soedirman was talking with i.j. kasimo, soedirman said that various opinions and different opinions in the government were solved easily through deliberation. soedirman had ever said to i.j. kasimo (1970) as follows. “mr. kasimo! actually, if we perform good ethics as the base of all different opinions among us, we can solve the problems easily at dining table while having a cup of tea” (i.j. kasimo’s testimony, 1970) (the document from army headquarters, history office). the real deliberation to achieve an ideal agreement is considered the best for the society. in this case, deliberation becomes a filter in order to get the best agrrements. the filter in this context is dialogue and thought sharing among deliberation members whole heartedly and wisely. employing a fresh mind, they proposed their best ideas and insights which were expected to realize people’s wellbeing for the sake of the nation and state’s advancement. for example, the election of president and vice president or governor and vice governor through deliberation will obtain the candidates who had been filtered their quality to struggle for the people’s interests. the mechanism of democracy performed with the real deliberation, wise attitude, and sincere feeling will avoid money politics practices and power ambition. democracy that is based on deliberation is the form of the pancasila democracy strengthening. conclusions and suggestions conclusion the implementation of democracy in indonesia, since the introduction of liberal democracy, guided democracy, pancasila democracy in new order, until now in reformation era, has not been relevant with the concepts of the real pancasila democracy. even, liberal democracy is developing recently and tends to be “over” because it has neglected deliberation values and principles. the representative system that forms the highest forum to deliberate and build togetherness has transformed into competitions and conflicts that are characterized by win-lose-solution characteristic.the problems related to democracy must be overcome by revitalizing the deliberation. one of the strategies is performing dialogues and taking the examples of deliberation that had been practiced by soedirman. this process is an indirect educational process to strengthen the implementation of democracy in indonesia based on indonesian culture or pancasila democracy. suggestions based on the conclusions above, some suggestions are offered as follows: 1. this research is a theoretical research. therefore, it is important to conduct further research about the implementation of pancasila democracy. ijss.vol.13, no.1, september 2017 41 2. it is necessary to conduct seminars and studies regarding the implementation of democracy in the reformation era linked to the concepts of pancasila democracy or deliberation-based democracy. 3. deliberation values are important to be habituated in school environment, for example through character education programs. references abimanyu. 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(1969). foundations of historical knowledge. new york, evaneton and london: harper torchbooksharper & row, publisher ijss.vol.13, no.1, september 2017 1 multiculturalism in globalization era: history and challenge for indonesia habib zarbaliyev 1 abstract indonesia is multicultural country in which the conflicts between etchnics may occur. with regard to this, indonesia must implement a multicultural education which focuses on (1) regions, ethnics and traditions; (2) faith; and (3) tolerance. in addition, indonesia must assure multicultural security for its citizens, such as, keeping energy security, economic security and cultural security. this will provide a solution to the conflicts, or significantly minimize possibility of conflicts to occur. the current globalization process does not repel isolative condition, nor enable cultural development strangely. in this condition, the strategy to prevent cultural conflicts is to perform a dialogue between cultures. keywords: multiculturalism, globalization, indonesia 1azerbaijan language university habib zarbaliyev: multiculturalism in globalization era... 2 introduction according to the harper collins dictionary of sociology (1991), multiculturalism is a recognition and development of pluralism as specificity of some people. multiculturalism focuses on problems of cultural diversity protection, for example, protection of ethnic minority language. likewise, multiculturalism considers different relation between minority culture and majority culture”. the meaning of multiculturalism firstly considers ethnic, race and cultural diversity, and values used for this diversity basis. the majority of states in the world have ethnic, religious and cultural diversity. initial definition of multiculturalism is democratic state strategy aiming at gaining competency “quality” to mutually affect in this state. multiculturalism is peace existence principle based on tolerant attitude to other cultures. principally, multiculturalism is social phenomenon affecting other social phenomena (politic, economic, culture, morality, diverse societal consciousnesses, etc.), and exists in mutual relation with these phenomena. in multiple ethnic society, multiculturalism as politic aiming at protection and development of ethnic, race, religious and cultural diversity, creating similar requirements to development of ethnic-cultural values of majorities and ethnic minorities, creating basis for different cultures, mutually affecting. thus, multiculturalism begins based on cultural domination idea in social development, recognition and interest implementation of ethnic-cultural groups. demand of these groups is based on language and religious problems. if ethnic, race and cultural diversity is regulated by state, or not regulated truly, it will result in serious problems, even conflicts in various societal development fields. therefore, true regulation of this diversity has very wide practical meaning for each multiple cultural state. as described above, multiculturalism considers protection and development ethniccultural diversity and the basing values. it is a part of protection for human independences and rights. state doing propaganda of multiculturalism will give great effect to increasing of state politic, a part of state ideology. multiculturalism is cultural existence philosophy built in dialogue idea. based on this idea, multiculturalism presents new cultural type. this cultural type is based on three following vital principles: first, multiple cultural principles: these principles pronounce each culture as unique culture. second, tolerant principles: these principles fertilize tolerance to individual difference. third, principles of self-identity-to-rights determination: these principles determine that each nation has rights to cultural identity without implementing ethnic centralization. one of main requirements for crossing and approaching different cultures have also limit. likewise, approach and cross of different culture have also limit. each culture tries to self-protect, self-develop and, therefore, self-assure wealth and various ethno-cultural values, religions, politic, economic, professional, cooperative, etc. of socio-cultural groups. to achieve consensus associated with composition of universal values, first we need ijss.vol.13, no.1, september 2017 3 to assure meaning core of the values. according to russian sociologist, n. lapin, values are generalized goals playing role of fundamental norms, and media to achieve them. the values help choose individual behavior and, thus, assure integration of society. each of values and all values find manifestation in individual and society. there are two basic values: traditional value and post-traditional value [jlanhh 2010, 105-107]. there are also invariant cultural values typical of all cultures, namely, values being universal values. each society forms structure of values reflecting ethnic characteristics and history of the society. fulfillment of conception need of people is main requirement for global dialogue and crossing cultures. conception is not only a need, but also universal values that must be established in each individual at level of each society and global unity. in all systems of human and society values, main place takes cultural values. cultural values, in turn, are divided into two groups: first, all prominent intellectual, artistic ad religious works; second, life together principles, namely, stereotypes of custom, tradition, awareness and behavior, law. all of these play vital role in developing integration of society, conception, solidarity, and mutual help. both groups of cultural values form core of culture and determine uniqueness [canoxnh 2006, 46]. different cultures belonging to the typical systems of values for each, and different views on human place in society and world, always cross and contact one and other. however, until some recent periods, the different cultures are extent to which isolated from relation with one and other. process of current globalization do repel the condition of isolation, and do not enable development of cultures strangely. in such situation, the only way to prevent cultural conflicts is to implement dialogue between cultures. in mutual relationship of different cultures, only tolerance is insufficient, therefore each of cultures principally expansionist. the carriers of culture always assume that culture is the best, highest, and therefore necessary that other carriers of culture need to accept. dialogue may be only situation of conception. and it especially needs some general values, principles of relationship accepted by all. in different cultures, opinion on values are also very different. for example, attitude to human rights. as understood, although opinion on human rights is product of west civilization, these rights are deriving from biology, stating human characteristics. therefore, the rights are called as natural rights. there is an opinion stating that human rights are results of certain development from civilization established in concrete region, namely, in europe, and therefore other regions of the world are not obligated. according to other opinion, although human rights historically are formed in specific region and cultural border, now the rights are universal. therefore, in future, human is impossible to imagine outside the rights. however, it is feasible to assume that, in systems of different cultures, there are different attitudes concerning problems associated with human rights (especially problems associated with name of individual rights and society rights, etc.). therefore, discussion on human rights is also associated with different conceptions of human freedom, habib zarbaliyev: multiculturalism in globalization era... 4 dignity. the important is that the discussions are feasibly hold in dialogue framework. elements and principles of a system may not be viewed in other systems using pressure of politic, economic, or information technology. universal values have universal contents, namely, contents typical of all human, and only different from expressive form. some of the values, we need to emphasize in human personality values. the values dominate in attitude to society, state, region, etc. as universal values, we can also emphasize on inner heart values. d.s. likhacov call these as core of general culture [jinxaqeb, 2006]. although the different cultures, views of cultures on human, on rights and human liberties are also different, all cultures must follow a criterion – protection of dignity, human liberty, and justness. the different cultures facing potential challenge can achieve general values together through dialogue. it is the only way for cultures to selfprotect and develop. if not, any cultures separately cannot reject the challenges (especially challenge of technology). implanted foreign values, standards of other cultures in one’s mind give negative impact on society relationship formed historically, hamper stable development. 20th century politic history also confirmed that invasion to traditional societies through politic change recipe, revolution, finally result in chaos and disorder. unfortunately, in 21st century, some advanced states still continue efforts to implement their standards, lifestyle, cultural standard in third world in reasons that their cultural systems are highest. afghanistan, iraq, libya, syria, are unfinished products of such opinion. politics of advanced states pursuing goal shake support of difficulty, culture, religion of world civilization, ignore interest, norm and national tradition, limit sovereignty of states, adapt to structure of all civilizations with eurocentric model, are hidden dimensions of globalization. different from euro-centrism containing primitive opinion such as inequality of civilizations, cultures, cultural excellences of europe, civilizational approach, campaigning for originality lifestyle uniqueness of nations categorized as different socio-cultural groups, and their efforts to protect self-identity, reject unilateral opinion, homogenous opinion on world development. this approach humanism is also that thus approach rejects hierarchy of civilizations, and two parts, namely, progressive and undeveloped parts. these are important factors for cultural dialogue, because dialogue must be based on principles of equality, collaboration and mutual exchange, must reject implantation of cultures, values and standard having stronger possibilities, in other cultural carriers’ mind forcedly. it is impossible to disagree with s. huntington that method of development typical of west is never general way for 95% of world population. although west is unique, but it is not universal [huntington, 1996]. the relationship and mutual exchange of cultures are important steps for approach of different civilizations and nations. it firstly requires assurance of integration for all states, nations, and people to establish new, more just world order. this integration must be based on values and principles already accepted by all states, namely, values, principles included in charter, documents of united nations and other international ijss.vol.13, no.1, september 2017 5 institutions. it consists of respect for human rights and liberties, high respect evaluation and individual dignity, law supremacy and regulation, respect of one reared in a different social-cultural society, equality to different cultures, mutual exchange with free cultural values and scientific, technical and productive innovation, prohibition to force values and standard of “high civilizations” in other sociocultural setting. universal values established in development process of different cultures can and must form basis of movement for the integration of cultures. unfortunately, globalization is still moving to integration of mass consumer cultural values, not to integration of humanity values. therefore, establishment of values for all humanity must be main goal separately for all cultures, carriers of the cultures, and all people. integration, relationship must not pursue goal to create “global culture” at all. we need to support any efforts to preserve uniqueness, values and traditions of all cultural types, we may not allow destruction of humanity cultural panorama. in theory of values, also naming principles of social, ethnic, and human aspects have important significance. if a society is based on social values only, it may cause incurrence of ignorant, indifferent attitude to culture alone and world culture. in traditional societies where ethnic values are prioritized, individual dependence of custom, tradition, norm and ethnic stereotype usually give negative effect on individual formation as person, on development. domination of ethnic values results in rejection to realize and recognize other cultures. such societies consider national interest alone. finally, it results in negative characteristics such as sovinism, excessive nationalism. on the other hand, domination of society tendency to other cultures, values of the cultures, finally cause rejection of the society from the national cultural values (deculturation), and create condition to distribute to mass “quasi culture”. therefore, even development of society may be possible if only there is balanced social, ethnic and human values, if the values can mutually affect. to create so condition that society must comply with important requirements. intercultural communication and interconnection are associated with socialization of cultural difference. people must not feel satisfied with only cultural difference, must realize core of the values deeply, must recognize, accept uniqueness of other cultures and consider it in behavior. each nation has view alone on system of values, and no one may force value system alone to other groups. in relationship between nations, equality of value system is most important requirement for sate equality, peace coexistence of nations and states, and for equal dialogue. diversity of cultures ion international society exists objectively, and this diversity is a systemic organizing factor of world diversity. therefore, respect for available diversity is most important cultural point of global peace treaty. efforts to replace cultural diversity only becomes a model based on economic or military power, it means to destroy international peace basis. without realizing and accepting specificity mutually, system of values, moral standard, polite standard and lifestyle of each state, without creating harmony between them, are impossible at all to achieve stable world order. in dynamic and changing world with habib zarbaliyev: multiculturalism in globalization era... 6 mutual effect, mutual cultural screening, can be assured only in condition of uniqueness maintenance of each culture. cultural conservatism, fear of cultural uniqueness loss alone as result of connection with other cultures, imperialist attitude to other cultures, are main threat against peace, safety. real and stable peace can be established only in basic cultural diversity. human diversity increasing, mutual relationship intensity between cultures require importance of democratic factor. only democracy as human development way basis without conflict enables formation of tolerant and consensus situation. dialogue needs open civilizations and cultures, whereas open society ideal is formed and reinforces in social life organization condition democratically. solution to global problems is impossible to achieve without dialogue of cultures, states. in turn, it needs relationship democratization between civilizations, cultures, states. historic experience indicates that best form for civilization development, society development and solution to problems are democratic. distributed democratic ideas and liberalism also prove that human can dialogue only in democratic condition. dialogue as form and method of main communication of subjects are equal (individuals, groups, states, religious confession, cultures, civilizations), based on democratic principles, giving possibility to gain conception and consensus in solving global problems. of course, equality of dialogue participants does not mean that nondemocratic states, authoritarian and totalitarian regimes must have perspective, same possibility. not at all. dialogue gives possibility to give positive effect to politic relationship, international culture, also to internal politic life of participant states, motivate nations to democratic change, and gain positive experience one and other. historic experience also indicates that reinforcement of instability social stress, cataclysm, etc, democracy can create condition of incurrence of repressive regimes. experience of west states where democracy in cultural international relationship can be established without ignorance of difference between different civilizations or with west model introduction of society life democratic organizing brutally, but in dialogue of cultures, tolerantly, recognition of diversity, and adaptation to different states’ interest. only democracy which has change into main factor of relationship between civilizations, but playing a catalyst role and dialogue coordination of cultures, collaboration and conception, can gain universal democratic status. moral and material support given to public institutions reinforcing collaboration between people classified into different regions and nations, fertilizing integration feeling and responsibility in each nation, and each person, is main task of cultural dialogue. in 2nd november 2001, if efforts to present international condition as cultural conflict solution increase, in 31st session of public assembly of unesco, participant states with unanimous voice to accept public democracy on cultural diversity. this declaration suggests dialogue between cultures as a best way to assure peace, and, thus, firmly reject thesis on unavoidable conflicts between cultures and civilizations. in normative document received first, it is confirmed that human needs cultural ijss.vol.13, no.1, september 2017 7 diversity as far as nature needs biologic diversity, protection of cultural diversity is ethical imperative, ad not separated from respect for human personality. 21st century challenge actualizes importance of culture in terms of society development, international safety assurance. international safety is unlimited only to military and politic aspects, but it is wider meaning, and contains economic, social, cultural aspects and dialogue development between civilizations. now, in more than 150 states, there are a number of national minorities and diversities. only 30 states do not have national minorities or diversities. it accounts for 30% of population. in such condition, it is very important to realize a must to take steps associated with cultural dialogue development in national and international levels. in modern world, we also see increasing migration flow concerning economic, social, cultural and ecologic aspects of international safety. according to un statistic, total migrants in the world from 1990 to 2005 increased by 36 million persons, and in 2006 it increased by 192 million persons. after incidents in middle east, total migrants increased more. process of migration also caused increasing interconnection to different cultures. although migration flow is led to point to advanced states, but migration caused consequences in all parts of world. according to some sources, now, in the whole world, more than 800 million persons experience limitation, discrimination in politic life based on nationality, religion and language. world experience indicates that, although sometimes minorities gained some social and economic rights, but cultural rights of them are not protected. it caused incurrence of new threats. from this aspect, interconnection of cultures can be mutually screening factors of cultures and international safety assurance. in globalization era, if science, education, communication develop speedily, processes such as migration, urbanization, increasingly widen, in addition to the increasing mutual relationship, mutual interplay between states and nations, frequently also found in intolerance, religious extremism, and ethnicity. unfortunately, issues such as discrimination of race, religion and nationality, xenophobia, gives negative effects on mutual relationship between different cultures. therefore, in organizing society development, role of intolerance as peace relationship mechanism increasingly develop. in such condition, tolerance problems change into one most actual problem mostly discussed in the whole world. in declaration “tolerance principles” accepted by unesco on 16th november 1995, it is stated that tolerance mean acceptable and understandable and respectable diversities of culture, self-protection forms and ways to manifest human individuality correctly. society tolerance is measured by levels of education, openness, communicability degree and expressive freedom, with owned ethnic and moral values. social and psychological requirements of tolerance are as follows: high rate of society prosperity; maintenance of cultural originality, esteem enabling to respect other cultures and personalities, society fairness, possibility to communicate to cross-culture, communication experience with representatives of other cultures and nations, habib zarbaliyev: multiculturalism in globalization era... 8 adequate law state and society, possibility to solve international conflicts and others based on law, respect for human rights [xappnc, 2002, 354-355]. there are several tolerance levels such as civilizational, international, ethnic, social and individual levels. in international relation, tolerance is main requirement of collaboration and coexistence of peace states, without dependence on big-small economic development rate, ethnic and religious origins. ethnic tolerance is stated in tolerance to foreign order, custom, tradition, opinion and ideas. ethnic tolerance usually appears in problematic situation in conflict situation with other ethnic groups.civ tolerance means non-violence between different cultures. social-cultural tolerance, as individual moral characteristics, is assumed as tolerant attitude to other people, regardless ethnic origin, nationality and culture. tolerance is stated in efforts of interests and different views to gain mutual respect and conception. components of social tolerance structure are respect, empathy, kindness and friendliness. tolerance as conception culture for “other” people forms dialogue basis and viewed as way to prevent ethno-cultural conflicts. culture is meaning and main values of human. outside culture, states and nations eliminate the meaning. as result of globalization process, culture of each state strongly experiences internationalization. in such situation, main problem is maintenance of cultural space more enabling maintenance of national personality. it is the core of balance problem. to find this balance and help conception between different cultures and civilizations, we need to comply with principles and requirements. one suggests that, in globalization era, cultural homogenization seems to occur and the cultural homogenization seem to be wined by west cultural hegemony (westernization), because they are supported by strong mass media. however, uniformity assumption by west culture is not true fully. world is integrated in one system through communication media, but integration totality does not occur between cultures, because each nation signify and appreciate global culture using their own cultural basis, so that the result is global cultural reproduction with local image. thus, product of cultural globalization is multiculturalism phenomenon. ethnic conflicts in multicultural society multicultural society contains potential conflicts. conflicts occur because multicultural society contains various interests, institutions, organizations and social classes which do not always have similar and harmonic interests. conflicts may be caused by many issues [suharno, 2015, 67]. conflicts can be caused by social polarization separating society based on certain grouping. conflicts cannot be separated from social life. occurring conflicts are also unavoidable in society. society is viewed as social structure consisting of associative and disassociative processes which only may be distinguished analytically. conflicts are reflections of interest conflicts and instincts to oppose [suharno, 2006, 3-4]. schmeidl and jenkins [1998, 66] categorizes ethnic conflicts as conflicts with certain ijss.vol.13, no.1, september 2017 9 characters having complex cause. the cause may suggest various factors as follows: first, social-economic factors: (a) mutual claim in dominating limited resources, (b) social jealousness deriving from economic gap between migrants and native people. second, social-cultural factors: (a) emotional motivation of ethnicity, (b) sentiment between religious believers. third, socialpolitic factors: (a) uneven power distribution, (b) incompliant individual or groups as parties dominated toward sanction given by incumbent parties, (c) dispute between incumbent groups and subordinate groups [see suharno, 2015, 68]. let’s analyze multicultural condition in indonesia from the factors. indonesia is a state with islands full of cultural diversities and wealth, races, ethnics, faiths, religions, local languages and others. although full of cultural diversities, indonesia remains to integrate complying with slogan “bhineka tunggal ika” (diversities with integrity) diversity is a condition in society life. diversity available to indonesia is wealth and beauty of indonesian nation. the government must be able to motivate the diversity to be a strength to realize national integration and unity leading to better indonesia. “bhineka tunggal ika” is slogan of indonesian nation expressing integration and unity deriving from various diversities. although indonesian nation consists of diverse ethnics with diverse local cultures, but this nation has same language and motherland, namely indonesian language and motherland. likewise, red-white national flag is national identity symbol and this nation in integrated under philosophy and state basis of pancasila (five principles). reality of a nation showing conditions of ethnic, cultural, religious, race and group diversities leads to choice to comply with multiculturalism principles. the multiculturalism principles have consciousness that the nation is not single, but it consists of many different components. multiculturalism emphasizes on principles of togetherness values between diversities of national ethnics, cultures, religions, races and groups. all national ethnics, cultures, religions, races and groups principally exist and therefore must be treated in context of sameness (sit and stand in same level). indonesia also takes the principles, which are then formulated as “bhineka tunggal ika”. history indicates that indonesian nation stands strongly between diverse available national ethnics, races, regions and groups. for example, malayan language is chosen as integration language root which then develops as indonesian language. in high awareness of all national components agree a consensus together to make malayan language a integration language which can solve and bridge national component relationship problems. custom, art, familiarity, language, and physical forms belonging to available national ethnics in indonesia are different, but the different ethnics have similarities such as law, rights to land ownership, partnership and social life based on kinship system. integration of indonesian nation must have guidance which may uniform opinions, behavior in daily life. thus, similar steps and behavior are formed in indonesian nation. the guidance is pancasila. “bhineka tunggal ika” does become very important in the middle of diversities of customs and cultures of indonesia. it is habib zarbaliyev: multiculturalism in globalization era... 10 wasteful that meaningful slogan only becomes complementary eagle to decorate wall. “bhineka tunggal ika” is tool to integrate indonesian nation indonesia also has other national integrating tools such as: state basis of pancasila, red-white flag as national flag, indonesian language as national language and integrative language, state symbol of eagle, nationality song of indonesia raya, struggle songs. diversities of ethnics, races, and groups may not be difference, but these should be richness of indonesian nation. indonesian nation has duty to always preserve integration and unity in a state with “bhineka tunggal ika” slogan. to create an integration in society having high diversities of social groups, we need sacrifice level, great tolerance attitude and strong efforts to oppose prejudices and discriminations. tolerant attitude sincerely accepting and appreciating difference from other individual or groups. tolerant attitude necessary to develop to realize integration in diversity is not to belittle other ethnics or cultures nor assume highest and best ethnics and cultures; accept ethnics and cultures as national richness; prioritize state than local interests or each of ethnics. given diverse cultures are expected to reinforce tolerant attitude and mutual help and nationalism. indonesian nation must pride, have diverse national ethnics, cultures, regions, races and groups. diversities of national ethnics, cultures, regions, races and groups are invaluable national richness. it means that multiculturalism in indonesia is an issue which cannot be avoided. however, in fact, such condition is not followed by better social condition. eve many disorders face social life in indonesia currently causing various conflicts and stresses. in indonesia, relationship between regions, ethnics and cultures does not always distribute evenly. conflicts between regions, ethnics, ethnic groups, clans, various religious believers occur in a number of stages from indonesian history during some recent centuries. in 20th century, such conflicts occurred more frequently. in certain periods, indonesian authority also made decisions resulting in intolerance, discrimination. for example, in new order, indonesian authority accepted a number of regulations against chinese descents, limited what related to their culture, including buddhism and confucianism regions. in 1966 and 1998, president suharto tried to minimize moslems and maximize christians in the government. in early 1990s, two groups in indonesian military government competed to make indonesia an islamic state or a secular state. transmigration politic intensified in netherlands colonization period, in early 19th century, was implemented in suharto’s governmental period. the transmigration program determined moving some people from islands such java, bali and madura having higher population to islands such as ambon, great sunda and papua having lower population. in western areas, most of people were moslems, christians were few, whereas in eastern areas had majority of christians. therefore, movement of javanese and madura people with islamic region to areas with non moslems, it was criticized sharply as politic to islamize non-moslems in the eastern areas. one suggests that events occurring in 2005 in eastern areas of indonesia occurred in poso (sulawesi), these were also religious conflicts as result of the politic. ijss.vol.13, no.1, september 2017 11 basically government leader and power structure of indonesia has main threat against internal national safety and the main threat is conflicts between ethnics and regions, and terrorism and extremism manifestations as result. more intensive conflicts as result of serious economic and politic crisis during 1970-1990 were more acute. violence against chinese ethnic on may 1998 in jakarta was first great scale manifestation from the conflicts. after the violence was over, clash based on regions, terrorist actions killing many people in areas of northern sumatera, in sulawesi and maluku where communities of moslems and christians lived together, took place during some years. from time to time, similar clashes also faced ethnic groups and regions. example is clash in west kalimantan occurring in 1999 between dayak ethnic with majority of christians and some of them prayed idolatry and malayan moslems between dayak people and moslems from madura, between dayak people and hinduism people from bali. in my opinion, main cause of all conflicts was not ethnic and religious reason, but social and economic one. similar clashes also face west irian, between animism believers from papua people and transmigrant moslems. explosion occurring in december of 2000 in catholic churches in java and madura could also be evaluated as manifestation as result of conflicts caused by social and economic crisis than religious conflicts (confessional). frequently extremist struggle for the sake of main role of islam in indonesian state and society is also categorized as religious conflicts (confession). for example, separatists of aceh who wanted to establish independent islamic state were given sanction. each of different ethnic and religious conflicts facing indonesia basically had different reasons, and, at the time, there were also general reasons of the conflicts. most of conflicts had deep historic root, but new wave of main cause was due to serious and difficult condition in social-economic life and contemporary politics. destructive conflicts disturbed national integration process. therefore, we need solutions to conflicts between ethnics more permanently, not solutions which “only have political nuance only” so that there are left problems developing into new prospective conflicts [suharno, 2015, 68]. effective method to prevent conflicts between ethnics, nations are educations. multicultural education as emphasized above, effective method to prevent conflicts between ethnics, nations, is multicultural education. along with epoch development affected by globalization, many social-cultural crises occurred in society. for example, degradation of appreciation and compliance with law, ethics, morals, and social politeness. narcotics and other social disorders distributed widely. therefore, multicultural education is effective method to build awareness in multicultural society. orderliness in social-cultural life can be realized through multicultural education. there are some opinions of experts concerning multicultural education. andersen and cusher [1`994, 320] stated that multicultural education is education concerning diversities of cultures. james banks [1993] defined multicultural education as education for people of color. it means that multicultural education wants to explore habib zarbaliyev: multiculturalism in globalization era... 12 difference as inevitability (godsend). where, in such condition, we can accept difference in full tolerance. multicultural education is response to school population diversity development, as rights equality demand for each of groups. it can mean that multicultural education is education consisting of all students without discriminating groups, such as, gender, ethnic, race, culture, social stratum, and region. multicultural education is defined as education with cultural diversity in responding to demographic change and cultural setting of certain society or even the whole world. a number of multicultural-based education definitions are associated with certain disciplines, such as, anthropological, social, psychological educations, etc. classical definition emphasizes on multicultural-based education essence as perspective experienced by each individual in complex and diverse human encounters culturally. this definition also reflects importance of culture, race, gender, ethnicity, regions, social and economic status, and exclusions in education process. other definition means that multiculturalism-based education is a vision on education which should be feasible and proper for all students. this education prepares students for their citizenship in plural and associated cultural and language community, illustrates social, economic and politic reality widely and systematically as to affect everything occurring inside and outside schools, re-widen rejected optima; education. it also discusses creation of educational institutions providing dynamic learning setting, reflecting equality inspiration, similarity, and excellence. although these definitions are different, but all of them underline that education must be based on multiculturalism. indonesia consisting of diverse different people such different regions, ethnics, races, cultures, customs, languages, etc. make society a plural one. such diverse life becomes challenge to integrate indonesian nation into one force, which may appreciate society diversity and difference. it can be done by multicultural education implanted in children through learning in schools and homes. a teacher is responsible for giving education to students and assisted by parents in seeing difference occurring in their daily life. however, multicultural education is not only limited to school age children but also to state society in general through agenda or seminars increasing importance of tolerance in diversity make society accept that they live in difference and diversity. according to specialists, indonesia has three great challenges in implementing multicultural education, namely: (1) regions, ethnics and traditions. actually regions are vital association in indonesian life as a nation. after all, it will be destructive to harmonic society force when it is used as politic weapon or economic facilities for individual or groups. in this case, regions are associated with life ethnics and traditions of a society. each individual has used religious principles to guide him/her in societal life, but to not share knowledge from religious faith to others. it can only be done through multicultural education to achieve goal and one’s principles in appreciating regions; (2) faith, plural society always considers risks of various differences. risks of suspect/fear or unbelief in others can also occur when there is no communication in plural society; (3) ijss.vol.13, no.1, september 2017 13 tolerance, tolerance is highest form, indicating that we can gain belief. tolerance can be reality when we assume that there is a difference. belief is an issue which can be changed. so that, tolerance must not always maintain belief. achievement of goal as indonesian human who may be democratic and living in indonesia needs multicultural education [munib, achmad, 2009, 100]. important multicultural education in indonesia is alternative medium to solve conflicts, students are expected to not abandon cultural root, and multicultural education is very relevantly used for democracy as exists now. coordination of multicultural education in educational world is assumed to be real solution to conflicts and disharmony in society, especially in indonesia society consisting of various social and cultural elements. in other words, multicultural education can be instrument alternative to solution to social-cultural conflicts [media indonesia, 8th september 2008]. cultural structure of very diverse indonesian society becomes challenge for educational world to manage the different into an asset, not source of conflicts. now, multicultural education has two great responsibilities, namely, to prepare indonesian nation to face foreign cultural flow in globalization era and integrate nation alone consisting of diverse cultures. in reality, multicultural education has not been used in true portion. so, schools and colleges as educational institutions can develop curriculum of multicultural education with individual model complying with educational autonomy or school alone. learning models concerning nationality do have existed. however, it is still less to appreciate each ethnic, culture and ethnicity. it can be seen in various conflicts of current national and state life reality. it means that understanding on tolerance in society is still less. so, coordination of multicultural education can be found successful if formed in sell of each students with mutual tolerant attitude, not opposing, non conflicts caused by cultural, ethnic, language difference, etc, http://emarakhmawati.blogspot.co.id/2013/ 02/pentingnya-pendidikan-multikulturaldifference.html. pm is found successful if process involves all elements of society. it is cause by life aspect multiple dimensions covered in multicultural education. expected changes are creations of safe, peaceful, tolerant conditions in society life, and not always result in conflicts caused by cultural, ethnic, religious, race and group difference. multicultural education must be regulated carefully in order that students do not abandon cultural root, therefore, intercultural meeting in this global era can be serious “threat” for students. students need to be given wide understanding on many cultures, in order that students do not forget cultural origins. challenge in indonesian educational world now is very heavy and complex. so, efforts to anticipate must be serious and followed by concrete solution. if not responded seriously in especially educational field responsible for quality human resources, the students will lose direction and forget their cultural origins alone. multicultural education as basis to develop curriculum becomes very important if, in giving a number of materials and http://emarakhmawati.blogspot.co.id/2013/02/pentingnya-pendidikan-multikultural-difference.html http://emarakhmawati.blogspot.co.id/2013/02/pentingnya-pendidikan-multikultural-difference.html http://emarakhmawati.blogspot.co.id/2013/02/pentingnya-pendidikan-multikultural-difference.html habib zarbaliyev: multiculturalism in globalization era... 14 contents of learning, must be mastered by students in certain measure and level. state prioritizing multicultural education and implementing it according to epoch demand, will prevent all types of fundamentalisms, radicalisms, separatisms, race, ethnic, religious discriminations, etc. multicultural security diversity of ethnics and cultures or multiculturalisms formed in historic process, and the basing ethnic-cultural values play a vital role in developing nations and states. however, if this diversity is not regulated by state, neither regulated correctly, if the state follows not relevant multicultural politic, therefore it results in great problems, even conflicts in various society development areas. therefore, correct regulation of this diversity has practical meaningfulness for each multicultural state. unfortunately, in some states, multiculturalism alone does not produce expected positive results. before finding answer to question “in what state does multiculturalism not fruit and what are products? let’s determine what basing on ethnic and religious diversity in the state historically. historically, some states selfavoid from any diversity, and form monoethnical and mono-cultural state; whereas, in some other states, diversity is primordial. in first case, foreign multicultural values entering into a state are not so easy to integrate in the state where multicultural values have been formed. in similar states, implantation of new values must be artificial/false. therefore, for some west states, for example great britain, france, german, it does not mean that there is no objective cause of this model failure. in some states, national/ethnic diversity since early history mutually forms one and other. without distinguishing “primordial diversity”, we will not be able to explain cause of multiculturalism failure in a state or a cause of success in other states. note, where do multicultural values fail? in states having experienced new waves from migration of groups bringing new multicultural values to the states. and the formed values do not accept these new values, because these are unusual. but, in indonesia, all of these values are formed from origins. it is the main problem. “primordial” diversity does not contain migration elements, but maintains core of coexistence. what is multicultural security? we know some components of national security system of state. economic security, cultural security, energy security, food security, etc., each individually and totally is vital components for state existence. multicultural values being part not separated from spiritual and ideological life are multicultural values as security components, we should enter into this system. a state must assure multicultural security of citizens, such as to keep energy security, economic and cultural security. multicultural security consists of a number of principles. the principles require that each state self-feels as erective, just organism and having continuously renewed essence of quality. general essence of multicultural security means protection of rights and liberties for each individual in a state, regardless race, nationality, region, and language, protection and development of cultural values for all nations, ethnic groups, regardless ethnic origin, regions and nationality. if multicultural security of society faces many problems, it ijss.vol.13, no.1, september 2017 15 will cause dispute, conflicts based on ethnic, regions, races. increasing ethnic, religious and nationalistic radicalism tendency, xenophobia, antisemitism, and islamophobia in some european states recently are real examples. what are principles contained in meaning of multiculturalism security? one of main and important principles of multicultural security is derived from mechanism creation to drive politic attitude to diverse confessions available to state. other principles of multicultural security are determined by forming attentions directed to protection of national diversity in a state. more nations integrate in a state, the state is richer, because each nation contributes alone to culture and civilization of human. one of important principles of multicultural security is formed from assurance of support given by the government and society alone to development of cultural diversity in this state. each ethnic group should be given probability to learn language, history and literature in order that they do not self-feel as strange element here. cultural context of all states must be changed into spiritual space for each individual. this policy line is chosen as one main target of any multicultural state. for states such as indonesia have deep base and old history, principles of multicultural security are obligatory and as important as other security doctrine principles. prevention of ideological mixing abroad, minimization until certain limit from provocative tendencies is dependent on application of the principles. conclusions indonesia is multicultural state, sufficiently tolerant, but, any time, ethnic conflicts may appear. therefore, indonesia must implement multicultural education continuously focusing on (1) regions, ethnics and traditions; (20) faith; and (3) tolerance. in addition, the state must assure multicultural security for citizens, such as, keeping energy security, economic security and cultural security. fulfillment of these requirements will assure solution to conflicts, or significantly minimize possibility of conflicts to occur. the current globalization process does not repel isolative condition at all, nor enable cultural development strangely. in such condition, the only method to prevent cultural conflicts is to implement dialogue between cultures. references choiril mahfud. 2011. pendidikan multikultural. jakarta: pustaka pelajar, p.191-196. fay brian. 1996. contemporary philosophyof social sciences: a multicultural approach. oxford: backwell. freire paulo. 2000. pendidikan pembebasan. jakarta: lp3s hernandez hilda. 2002. multicultural education: a teacher guide to linking context, process, and content. new jersey &ohio: prentice hall. media indonesia. 2008.wednesday, 08 september. munib achmad. 2009. pengantar ilmu pendidikan. semarang: unness press. habib zarbaliyev: multiculturalism in globalization era... 16 smeidl &jenkins. 1998.” early warning indicators of forced indicators”. davies and gurr (eds.). preventive measures: building risks assessment and crisis early warning system. maryland, usa. rowman and littlefield publishers inc. suharno. 2006. “konflik, etnisitas, dan integrasi nasional”. seminar and workshop on resolusi konflik pada civics community diy. 18-20 november, universitas negeri yogyakarta suharno. 2015. kebijakan berbasis politik recognisi dan resolusi konflik etnik. socia. vol.12, no.1, mei, p.66-73 http://emarakhmawati.blogspot.co.id/2013/ 02/pentingnya-pendidikanmultikultural-di.html 159 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 159-172 doi: 10.21831/jss.v18i2.46870.159-172 online learning implementation in the faculty of social sciences during the covid-19 pandemic dyah kumalasari universitas negeri yogyakarta, indonesia email: dyah_kumalasari@uny.ac.id suhadi purwantara universitas negeri yogyakarta, indonesia email: suhadi_p@uny.ac.id suranto aw universitas negeri yogyakarta, indonesia email: suranto@uny.ac.id supardi supardi universitas negeri yogyakarta, indonesia email: pardi@uny.ac.id grendi hendrastomo universitas negeri yogyakarta, indonesia email: ghendrastomo@uny.ac.id abstract the covid-19 pandemic has revolutionized the field of education. online learning is the right solution to replace in-person learning. improvement and development of the online learning process are really needed to provide a meaningful learning experience for students. this study aimed to examine the implementation of online learning in the faculty of social sciences, universitas negeri yogyakarta/fis uny during the pandemic. the quantitative observational approach with a cross-sectional survey was employed with the qualitative method done in group discussions. the respondents were selected using proportional stratified random sampling on all study programs in fis uny. data were collected through an online survey and limited interviews to investigate students’ and lecturers’ experiences of online learning more deeply. in fis uny, online learning was mostly conducted through online synchronous learning. besides, online learning was done using a learning management system developed by the university (besmart). there were several factors that influenced the practice of online learning at the faculty, namely the availability of learning devices, speed and stability of internet connection, and conducive learning environment. as many as 25.6% of students had issues related to learning devices. then, 66.9% of the students stated that they did not have a stable internet connection which caused problems during the learning process. at last, 62.79% of the students admitted that it was difficult to focus on the learning process because their learning environment was not conducive. besides it skills, students’ independence and learning motivation were the internal factors influencing the online learning process. another issue related to online learning was the lack of responses and feedback from the lecturers on the activities done by the students. keywords: besmart, online learning, pandemic 160 journal of social studies (jss), volume 18, number 2, 2022: 159-172 introduction the covid-19 pandemic has changed social, economic, and educational settings. covid-19 which has spread since the beginning of 2022 forces us to adapt, locks us in our houses, and changes all activities to the online mode. this virus has spread to more than 210 (223) countries in the world (firdaus, 2020). it first infected people in wuhan, hubei province in december 2019, and the outbreak evolved into a high-risk pandemic around the world (ahani & nilashi, 2020). until recently, the pandemic has not been able to be fully controlled, so several activities must be limited. according to the website of the indonesian covid-19 task force, the number of confirmed positive covid-19 cases worldwide has reached 105,394,301, while in indonesia 1,157,837 people have tested positive for covid-19 (data as of february 7, 2021). this condition continues to worsen, causing the government to carry out wide-scale restrictions, especially at the micro level to reduce the number of covid-19 cases. the ever-increasing spread of covid-19 has also affected the field of education. the covid-19 pandemic has forced all learning activities, including those conducted in universities, to be carried out remotely from home. learning online learning is conducted both synchronous and asynchronous. the increase in covid-19 case numbers required the ministry of education and culture to postpone in-person learning in the even semester of 2020/2021 academic year (ministry of education and culutre, 2020). universities continue to use online learning, so the demand to continue to improve online learning emerged. universities seek to bring the student learning experience closer so that the materials and minimum competencies of students were achieved despite the limitations. it had been eleven months since online learning was conducted. various issues appeared one after another. it was caused by internet signals, internet quotas, and human resources both from lecturers and students who were not ready for online learning. these problems were a challenge for universities to continue to develop online learning. various training and mentoring were carried out, however, the process of changing and increasing the capacity of facilities and human resources had not been significantly developed. in general, the problem was related to the internet network quality. apart from the internet network problems, the students’ and lecturers’ skills in designing and conducting online learning needed to be improved. students complained about the workload because there were too many assignments and online meetings. in addition, the inability of lecturers to manage online classes leads to ineffective online learning. those issues should be solved by the universities by improving human resources and learning platforms that can support online learning. universitas negeri yogyakarta had prepared a learning-based system called besmart. it is a moodle-based learning management system that simply serves online module that helps lecturers to design and disseminate online learning materials. this system can be accessed by all students. besmart has become a means of providing services for students while learning is done online. this platform has been used before the pandemic and is increasingly used during the pandemic. in its use, there are various obstacles encountered, ranging from the complexity of use to difficulties in development. the use of besmart in the odd semester of the academic year of 2020/2021 should be evaluated to see its overall performance and to improve the online learning process done in the previous semesters. in the online learning process conducted during the pandemic, the faculty of social sciences strived to provide meaningful learning experiences for students. therefore, there was a need to map and explore the condition of online learning that had been conducted. mapping the condition was necessary because the results became the basis for analyzing the policy development by the faculty. the process of mapping was done by all parties including lecturers and students in order to obtain feedback about teaching-learning processes that were conducted online. literature review online learning the combination of technological and cellular mechanical learning has resulted in a great transformation in the educational sector. online learning is a new form of learning in the early 21st century. it added cellular 161 online learning implementation in the faculty of social sciences during the covid-19 pandemic (dyah kumalasari, et. all.) mechanics to the teaching-learning process. in relation to the online learning approach, zeng and luyegu state that the online learning method is essentially organizing various kinds of learning resources both in the contexts of formal and informal learning (zheng & luyegu, 2012). in a study, cheon stated that online learning in every educational unit must be designed based on the theory of planned behavior (tpb). in this article, it was highlighted that utilizing mobile devices in learning was a new form of learning method (jongpil cheon a, 2011). when combined with tpb, online learning will affect student activity in the learning process, and as the result, the online learning that implements tpb will provide attitude control, more valuable advantages, and improve students’ comprehension of the materials being taught through the online method. in another study, huang et al (y. huang, hwang, & chang, 2010) focused more on creative ideas that could be generated from online learning methods. the creative idea was generated from the combination of several learning applications. in their research, it was found that participants/users who used handheld devices such as smartphones and tablets with learning applications installed would generate creative ideas easily. huang also proposed that online learning mechanisms could support collaborative learning. jeng et al (a. h. huang, 1997) focused on the importance of learning applications in teaching and learning strategies. his literature study emphasized the characteristics of online learning and analysis of learning strategies applied to the online learning environment. previous research revealed that distance learning conducted using online learning applications could give students more freedom to be creative and develop their interest in learning, provided that the tasks given were structured so that they increased students’ curiosity (zolkepli & kamarulzaman, 2015). in essence, online learning is in line with learning digitalization. the implementation of online learning combines various kinds of teaching resources, both in formal and informal contexts, such as augmented reality, game-based learning, learning modules, social media, etc. online learning is a more efficient strategy to conduct teaching-learning processes. based on the studies mentioned above, it can be formulated that online learning is a form of distortion of space and time in the teaching and learning process. teachers/lecturers and students can both look for various kinds of learning resources used recently, in the past, and in the future. digital transformation in the pandemic era in this day and age, digital transformation is not a new phenomenon, and it has been prepared by higher education institutions in the last decade (kopp et al., 2019; leszczyński et al., 2018). the development and disruption of technology as part of digital transformation has become a crucial issue lately along with the covid-19 pandemic. the stakeholders at universities should focus on the issues related to the readiness of infrastructure and especially human resources to meet rapid changes and to be able to work and provide solutions (bond et al., 2018; sandkuhl & lehmann, 2017). this digital transformation encourages continuous integration and improvement of management in order to adapt to new developing technologies (abad-segura et al., 2020) and the current pandemic conditions. digital transformation in universities can be the accumulation of all changes and approaches done by the universities to be able to apply technology optimally. the process includes various strategic planning, building trust, elaborating ideas/innovations, reinforcing all parties involved, as well as developing knowledge, collaboration, and organizational action (cameron & green, 2019). hiltz and turoff (2005) suggest that digital transformation is a revolutionary modification in learning development at the higher education level in the future. this digital transformation changes the way in-person learning that is teacher-centered in nature into hybrid learning that applies technology and encourages studentcentered learning. according to hiltz and turoff, online learning is a new social process that seeks to collect momentum to replace conventional in-person classes. online learning is also often seen as a disruptive process. the covid-19 pandemic is driving the transformation of higher education faster. new things used to normally be accepted slowly because of conventional structural management, but they should be accepted 162 journal of social studies (jss), volume 18, number 2, 2022: 159-172 quickly now (strielkowski). this was what changed the online learning branding which was originally considered a burden to become a savior/messiah (olasile & emrah 2020). digital transformation in higher education includes five aspects, namely (i) change, (ii) speed, (iii) technology, (iv) competence, and (v) finance. digitization in universities should not be referred to simply as e-learning because online learning is only one of several features of digital transformation in universities. online learning is the use of technological devices, tools, and the internet for education (means et al., 2009). tallent-runnels et al. (2006) point out that the continuous increase in technological innovation and internet accessibility has increased motivation for online learning since the beginning of the decade. however, joshi et al. (2020) state that the success of online learning is much debated because there is no direct contact between students and instructors. hodges, et al. (2020) stated that the experience of having planned online learning is more of a response to the crisis. several researchers consider online learning conducted during the pandemic as “emergency distance learning” because the learning process is different from real online learning that is effective and high quality. effective online learning is an online teaching and learning process that increases the number of research publications, prioritizes certain principles, and is designed from a prototype, theory, ethics as well as assessments that are based on the quality teaching and learning design (hodges et al., 2020; bozkurt & sharma, 2020). effective online learning is the result of careful lesson design and planning and the application of an organized model to design and develop learning (branch & dousay, 2015). the absence of a thorough design and development process (branch & dousay, 2015) in the online learning process during the pandemic has caused controversy and has made it ineffective because of the lack of planning caused by the emergency situation (bozkurt & sharma, 2020; hodges et al. al., 2020; vlachopoulos, 2020). methods research design this study employed the quantitative observational design with a cross-sectional survey approach. this type of survey is conducted at one time and is not done continuously within a predetermined period of time (ivankova, 2006). this research was conducted to examine the extent of the implementation of online learning at the faculty of social sciences, both through the general platform and the special platform developed by uny. in this present study, surveys were the main technique to map online learning at the faculty of social sciences. to support the findings and verify the collected data, the qualitative method was employed by doing a focus group discussion. the combination of both methods was needed to explore the conditions of the online learning process at the faculty of social sciences. data collection this research was conducted from february to july 2021. the data were collected using online questionnaires. in addition to the questionnaire, which was the main data collection instrument, online limited group discussions were conducted with students to gain insight related to online learning practices. the respondents were selected using proportional stratified random sampling based on the existing study programs at fis uny. to answer the research questions, the researchers designed a questionnaire and individual interview guidelines with a focus group discussion model to understand the students’ online learning experiences. the survey items were developed by reviewing other studies developed using design-based research. dbr is a paradigm that includes pedagogy and tools to help develop and maintain learning environments (gallardo-echenique, marqués-molías, bullen, & strijbos, 2015). the main principle of dbr is to produce the most effective learning environment by implementing a continuous cycle of design, analysis, and redesign (paul & brown, 2016). following the dbr principle, the survey measured the aspects of human resources (student and faculty) and the design associated with student satisfaction levels. in this present study, the former aspect is students, while the latter is learning structure and technical aspects. 163 online learning implementation in the faculty of social sciences during the covid-19 pandemic (dyah kumalasari, et. all.) data were collected from 757 respondents who were selected out of 3,918 students at the faculty of social sciences. they were from civic and law, geography education, history education, history studies, sociology education, social science education, public administration, and communication science study programs. the number of respondents from each study program is presented in table 1 below. study program number of respondents public administration 103 communication science 17 history studies 60 geography education 21 social science education 164 civic and law 153 history education 85 sociology education 154 total 757 results and discussion online learning in the faculty of social sciences online learning had been carried out for almost 24 months. during this pandemic, the online learning model needs to be improved continuously. no one knows when the pandemic will be over, so there is a need to do continuous improvement in order to make learning run smoothly. the pandemic condition demands all universities to develop distance learning tools and instruments. the government regulation that prohibits to conduct in-person learning at universities needs to be addressed wisely by making improvements. the faculty of social sciences at universitas negeri yogyakarta is affected by the pandemic. online distance learning had been conducted since the beginning of the pandemic. although uny has a learning management system called besmart, it is not used optimally by lecturers and students. the lecturers mostly ask students to do assignments and conduct face-to-face online learning through various meeting applications. this needs to be improved in order to create an effective teaching-learning process that is similar to in-person learning in quality. during the pandemic that has occurred for two semesters, some issues were identified. therefore, an evaluation needs to be done. in this context, there should be an identification of the student perceptions about online learning implementation. based on the collected data, it was found that there was an improvement in online learning implementation in the odd semester of the academic year of 2020/2021. online learning was originally dominated by tasks, but the number of tasks gradually began to decrease. lecturers also used besmart although it was not optimal. the implementation of online learning at fis uny is identified from several indicators presented as follows. learning readiness the online learning process requires a variety of equipment. supporting equipment is needed in the learning process to optimize indirect communication. in online learning, gadgets are crucially needed to comprehend learning materials, view images, and communicate. in addition to hardware, internet connection plays an important role in online learning. internet connection and internet quota are very essential. internet quota is the price that needs to be paid by the users to be able to access the internet network by the provider. student learning readiness should be identified because strategies to conduct online learning should be determined. the pandemic requires all the faculty to think about the most effective strategy for delivering 164 journal of social studies (jss), volume 18, number 2, 2022: 159-172 material to students. from the collected data, it was found that most of the students have supporting facilities for online learning, such as computers, tablets, laptops, and smartphones. as many as 74.4% of fis students have adequate tools to carry out distance learning through e-learning. however, it should be noted that there are still 25.6% of the students whose supporting tools are inadequate. this issue should be solved, so alternatives to distance learning should be developed to accommodate all students’ needs, especially students from specific study program that needs computers with high performance to access applications. this condition may hinder the learning process because not all students have high performing computers. online learning, which has been implemented for almost 2 years brings classic problems. if the supporting devices are mere sufficient in online learning that mostly utilizes the network, internet connection becomes the main focus. indonesian geographic conditions lead to various internet connection problems/instability. as many as 44% of the students are satisfied with the internet connection in their area. the absence of wifi is one of the causes of network instability. some students (22.9%) consider that the existing network at their location is unstable, while 33.2% of students consider that there are no significant obstacles in accessing the internet network. one of the requirements to get an internet connection is internet data/quota. at the beginning of the pandemic, the government through the ministry of education and culture provided quota subsidies for students of around 10-15 gb per month. this program was like an unexpected windfall for them as they needed more data packages for online learning. from the results of the focus group discussions, it was found that the purchase of quotas took the most dominant factor in students’ spending. before the pandemic, some students claimed that they could spend 3-10 gb per month, but since the pandemic and online learning, the need for internet quota had doubled. the support from the ministry of education and culture was quite helpful and was widely used by students to carry out online learning or access lecture materials. most of the students (64.2%) claimed that they felt the benefits of the program, while 35.8% of them thought that the program did not help them a lot. one of the reasons is because at the beginning of the pandemic the quotas were limited. this quota could not be used to access various social media and was restricted to accessing educational websites and online meeting applications. the students pointed out that at the beginning of the pandemic, there were still not many lecturers who used online meeting platforms. learning materials were obtained from youtube, or sent through various existing platforms, including social media. when the quota given was limited, students had to spend extra funds to buy quotas/data packages to access those contents without limitation. in addition to the problem of the quota that cannot be used to access all contents, students felt that some lecturers somehow forced them to use one of the online meeting platforms. during online learning, zoom meeting is one of the most popular and mostly used applications. for the students, this application has a weakness because it needs a lot of quota. from the focus group discussion, it was found that google meet is much lighter than zoom, thus taking less quota. in addition, several lecturers asked students to always turn on the camera, and this takes quite a lot of quota. of the various learning situations that support the learning process, there is one important point that is rarely analyzed but becomes a vital factor for conducting the learning process. that factor is the condition of the learning environment which refers to the climate, the situation, and other resources needed for learning. learning environment refers to the condition of the house that functions as a place for learning that determines the conditions and supports student learning. when students are on campus, they get all the supporting facilities, including a conducive environment for learning. there are comfortable chairs and space, and distractions can be minimized because when students are in classrooms, they can focus on studying without outside distractions. in distance learning, this ideal condition is not fully present. only 37.2% of the students stated that their living/learning environment was conducive. as many as 42% of the students stated that their living environment was not conducive, and 20.7% of them pointed out that their learning environment was not supportive. in the focus group discussions, students said that sometimes parents or families often did not know the pattern of student learning. sometimes their parents/family called and asked for help when they were having a 165 online learning implementation in the faculty of social sciences during the covid-19 pandemic (dyah kumalasari, et. all.) class. moreover, the noisy conditions in the neighborhood got them distracted because their houses were close to busy areas. in addition, the atmosphere of the location was not comfortable and quiet enough for the students to study. technology capability distance learning due to the pandemic leaves two opposing sides. on the one hand, it erodes the culture and normal in-person learning processes that have been taking place; on the other hand, it forces individuals to adapt to technology. in the early days of the pandemic, almost all students were technologically backward; they do not expect that the technology prepared and expected would come and had to be used. the process of technological adaptation is one of the starting points for individuals to switch and normalize the situation in distance learning. everyone’s thinking that learning cannot be done without face-to-face interaction, for sure, should be buried and everyone has to learn to use technology, especially the internet as a bridge for the learning process. the condition where the students and lecturers cannot meet was facilitated by technology in the network that helps and connects the academic community without face-to-face interactions. the experience of almost a year of learning with technology provided digital competence for students. in terms of technological capabilities long before the pandemic, the younger generation of university students was technology literate, even when the pandemic lasted, this generation did the fastest adaptation to the new technology-based ecosystem in the network. from the data collected, the majority of students are proficient in using various learning support devices. however, the faculty also did not turn a blind eye to the fact that there were still 32.6% of students who still needed assistance in using technology devices, especially in the use of interactive applications. in this context, lecturers can be the spearhead to expand students’ technological capabilities. lecturers not only operate learning applications but also provide opportunities for students to be directly involved in managing the learning process. through this method, the lecturers indirectly also provided an experience for students to use technology in the learning process. in addition to being proficient in using supporting devices (hardware), students were also accustomed to using the internet, both search engines and social media to find material as well as being part of the learning process. as many as 98.8% of students were accustomed to using and surfing the internet to access information. moreover, 97.1% of them were skillful in using social media such as whatsapp, instagram, twitter, tiktok, or youtube. regarding the data, it becomes a strong foundation for the development of online learning for students. the lecturers can empower students’ abilities by providing support and challenges to construct knowledge that is carried out independently by students. through various platforms, lecturers only needed to direct and guide students to explore the digital world, a paradise of unlimited information. independent learning one of the characteristics of online learning is to encourage independence in students. online learning in higher education has entered an era called heutagogy where an individual becomes the determinant of the learning process. students in distance learning are required to have the ability to manage learning independently. learning resources that are widely available in cyberspace become ammunition for students to develop their knowledge through independent learning. based on the data, it is known that the majority (65.9%) of students at the faculty of social sciences (fis) felt they did independent learning, and 30.4% feel did not optimally carry out independent learning so they still needed assistance or direction. independent learning becomes an important learning aspect for the development of online learning at the faculty. however, students who were not yet independent in learning needed to be facilitated so that understanding and meaning of knowledge could run optimally. although the majority are able to study independently, online learning is considered unable to provide equal opportunities for all students to express opinions/ideas during learning. as many as 43.6% of students thought that they found obstacles in conveying ideas online. this was identified because the majority of the lecturers used a synchronous model which made not all students able to 166 journal of social studies (jss), volume 18, number 2, 2022: 159-172 convey ideas. asynchronous patterns using various online modes such as besmart should be used because they provide equal opportunities for students to convey ideas. this condition also correlated with students’ ability to remember and reformulate the material. as many as 41.3% of students were less able to do it. however, 46.9% of students were able to follow and understand the lecture material delivered. of the various ways of delivering material, online lecture models and learning videos could help students comprehend the material. also, 53% of students responded positively to the online material, while 47% needed more alternatives and other variations in understanding material other than videos and online lectures. the independent learning data also illustrate that in terms of study time, students were willing and able to provide time to study for 7-10 hours per day online. however, quite a lot of students also found it difficult to manage their time, because the focus of learning was distracted by various activities in the neighborhood. this can be overcome by implementing distance learning through the combination of synchronous and asynchronous models. through this model, students have the flexibility to choose the best time to study without reducing the essence or time to study. learning motivation the independence that is promoted in online learning is not only stimulated by conditions beyond the individual such as the environment, devices, and other infrastructure but is also driven by desires and efforts that grow within the individual. in online learning, motivation to learn becomes crucial, because the characteristics of online learning that highlight independence are based on learning management developed personally. in this context, learning motivation is significant for students to learn. from the data obtained, motivation is an obstacle in the online learning process. boredom with doing too long online learning has an impact on student learning motivation. one of them is related to the student’s concentration when studying. the majority of students were unable to concentrate continuously. only 18.2% of students were able to stay concentrated in participating in online learning, the rest found it difficult or sometimes experience disturbance from the environment, signal, and internet data quota. interestingly, students did not hesitate to ask their lecturers or friends when they had difficulties. as many as 61.2% of students asked lecturers or friends when they had difficulties in the learning process. meanwhile, the learning model that students prefer was relatively balanced. some students were excited and enjoyed learning online, but some students were not satisfied and not used to online learning. from the focus group discussions, students wanted more variations in the use of online learning models, both synchronously and asynchronously. synchronous with virtual face-to-face learning brings students closer like when studying in an offline mode, but sometimes they were constrained by signals and quotas so that the learning process was not optimal, while asynchronously students could learn flexibly and the asynchronous model was also much enjoyed by students. interestingly, in learning motivation, encouragement, or collaboration with friends is also significant. students found it easier to understand the material with the help of friends. as many as 54.1% of students needed friends’ help to understand the material and have a discussion. this shows that although online learning was very individualistic, students also hoped that there would be discussions. students were also keen on challenges in the learning process and 56.1% of students were challenged to explore new topics in the material. a positive point of online learning during the pandemic was the higher involvement of lecturers and students. according to students, the lecturers always tried to give motivation. however, the motivation still needed to be supported by openness to discuss and answer student questions through communication. as many as 44.5% of students feel that the lecturers during online learning took a long time to respond. whereas, essentially, online learning needs to be accompanied by ease of communication, because it is the only way to develop knowledge and find out/ask something that students do not understand. usefulness online learning that had to be carried out during this pandemic had both positive and negative sides for 167 online learning implementation in the faculty of social sciences during the covid-19 pandemic (dyah kumalasari, et. all.) students. as many as 33.8% of students stated they have gained experience and skills through online learning; 41.5% revealed that it was not enough and 24.8% of students felt that they did not obtain improvement in their abilities while studying online. this also correlated with the ease of participating in online learning. based on the data, students still had difficulty participating in online learning. these difficulties were revealed in the focus group discussions that learning difficulties were found due to unstable network/signal conditions; the lecturer initially gave more assignments with brief explanations; the students were not ready to study independently; there are too many applications used by the lecturer. also, some lecturers felt that students still needed to increase their capacity in using technology. although online learning made it easier for students to learn, the interaction between lecturers and students was still minimum. only 26.1% of students feel that online learning could improve the interaction between students and lecturers. the remaining 73.9% think it was still difficult to interact with the lecturers. this condition needs to be followed up by developing training to improve competence and build engagement between the lecturers and students. one good thing about online learning is flexibility. through online learning, learning activities can be conducted anytime and anywhere. as many as 70.9% of students consider that the positive side of online learning is the learning ease. besmart e-learning practice in distance learning distance learning at the faculty of social sciences had been planned long before the pandemic. the option to develop online learning is an alternative to seeking the use of technology in the lecture process. universitas negeri yogyakarta has a policy for the implementation of blended learning where lectures can be conducted through conventional in-person and online classes. this online lecture is supported by the besmart learning management system (lms). the academic community has been introduced to this lms for a long time, but due to the pandemic conditions, it provides a strong motivation to quickly implement besmart in every course. besmart is a learning management system that integrates all learning needs into one platform. through besmart students can learn by listening, viewing various media and learning resources, and participating actively in discussions or activities designed by the lecturers. besmart is a new form of online learning that combines synchronous and asynchronous activities. during online learning, besmart becomes the main lms used by lecturers and students. lms besmart the besmart learning management system is developed based on the moodle application which is widely used in developing online learning. moodle is an open-source platform that can be developed by every agency and becomes a reference platform for universities in indonesia, including the online learning system (spada) developed by the ministry of education and culture. this lms has the advantage of being able to be developed and has complete features to present and carry out learning practices. besmart can be used for every course which includes the learning materials/sources, discussion activities, assignments, and evaluations. initially, using besmart for the first time requires adaptation, but besmart has been developed until now; it has been in version 3 which is integrated with online meetings such as zoom and google meet to simplify and enrich alternative material delivery. the besmart user interface is also continuously improved so that it makes students comfortable, especially when it is opened via a smartphone, and is lightweight so that it is easily accessible. based on the results of the study, the ease of access to besmart was also felt by students, 50.1% acknowledged that besmart could be accessed easily. however, there were still many students who complained about the difficulty of accessing besmart. from the focus group discussions, students revealed that using besmart is sometimes complicated; there is no notification so if they do not check directly, sometimes they are left behind. the access speed to besmart by some students was considered slow enough. as many as 42.1% of students felt that access to besmart was not fast. this was possible because there were no special applications that were embedded/could be installed on smartphones so the process of using it seemed heavy. light access to 168 journal of social studies (jss), volume 18, number 2, 2022: 159-172 smartphones was the main thing because the majority of students access online learning by using smartphones instead of laptops. in addition to the ease and speed of access, other things that students pay close attention to were the attractiveness of the content, the presentation of the material, and the display of the homepage as a whole. in terms of presentation developed by lecturers, it began to develop and became more interesting; as many as 37.9% of students admitted that the display of besmart material was interesting. however, there were still many students (62.1%) who felt that the presentation of material at besmart needed to be improved. this is in line with students’ statements that sometimes, the information on material or activities at besmart was unclear. some lecturers also did not change the instructions on the material for each meeting. in terms of the besmart homepage, 62.4% of students feel that the display was still unattractive. this was homework for lecturers to develop and make besmart in each course attractive. students also wanted initial information on the main page of besmart, making it easier to find out what activities students will do later. learning process via besmart the learning process through besmart was different for each course lecturer. each lecturer had variations and different ways of delivering material. from the focus group discussions, students revealed that almost every lecturer had their own besmart account, and was routinely used for online learning. however, there were still some lecturers who relied on online virtual face-to-face meetings continuously without using besmart. for some students, this is burdensome, especially when many conditions made them unable to concentrate on participating in virtual face-to-face learning. signals and quotas were the main obstacles, and then sometimes some parents were not supportive when students were joining online classes. in delivering the material through besmart, the students stated that some of besmart had been completed with materials, but many were incomplete. as many as 42.8% of students stated that the material displayed on besmart was complete, 41.7% felt it was fairly complete, and 15.5% felt it was incomplete. completeness of the material included information, activities, learning resources, and evaluation. the materials were compiled in such a way according to the objectives of the lecture and presented every week, and students will learn through a sequence of materials and learning resources provided by the lecturers. each face-to-face interaction will encourage students to be active either in discussions or in activities of quizzes or assignments. one thing the students care about was related to learning resources that were appropriate and comfortable for them. in addition to face-to-face lectures via zoom or google meet, students were also given the materials in the form of videos, articles, or other media developed by the lecturers. each facilitator provided variations in developing media. based on the data collected, the students’ satisfaction and acceptance of the material presented based on its form can be seen in the table below: table 2. student acceptance of learning materials based on media types type comprehension of materials (in a percentage) inconvenient fairly convenient convenient video/ppt with voice 15.3 38.2 46.5 ppt 23.6 44.5 31.8 from the data, most students felt comfortable receiving material in the form of learning videos or powerpoint presentations with voice. this was a form of student need for an explanation of each material developed by the lecturers. through video/voiced ppt, students could listen to the lecturer’s explanation of the material presented. through this model, students could learn flexibly but still obtained sufficient explanations from the lecturers. 169 online learning implementation in the faculty of social sciences during the covid-19 pandemic (dyah kumalasari, et. all.) however, in the data that there were no media that dominated in terms of comfort. students considered some of the media inconvenient to use. this shows that in online learning, the development of media variations is crucial. only one media developed did not satisfy students, so it was necessary to develop an alternative to provide an experience for students and minimize boredom during online learning. from the data, students need a variety of activities presented in besmart. as many as 39.5% of students want more variety to make online learning more fun. through besmart, information, and activity instructions from the lecturers are important as the initial part for students to understand the activities and material presented. as many as 52.4% of students thought that the lecturer had provided quite clear instructions and information about online lecture activities, and 37.9% found it a bit unclear which indicated that there was still a need for improvement in delivery and explanation of important things that students must do. instructions/information for students is important because of the characteristics of online learning: encouraging independence and avoiding many direct face-to-face interactions/offline mode, so the written instructions must be more detailed and easy to understand, including the steps that students must take well. clear instructions will encourage students to participate in the online learning process. student participation in online activities, especially discussions, was quite high. as many as 54.7% of students admitted that they always participated in discussions and responded to questions from the lecturers, 38.6% did not fully participate, and 6.7% did not/rarely participate in discussions on besmart. from the study of focus group discussions, high student participation was due to the source of attendance data and through besmart, students who had written their opinions would automatically be recorded. however, the students also admitted that the discussion room at besmart provided equal flexibility and equality for all students to express their opinions, something that according to students could not be done in virtual face-to-face learning where only a few of the students were active. some students who did not take part in the discussion admitted that they experienced unstable signals and their motivation got lowered, while those who did not always join, also mentioned that sometimes the signal became an obstacle, the instructions and deadlines given by the lecturer were not clear until there was no response from the lecturers in the discussion forum. the absence or lack of response from the lecturer in discussion forums is something that deserves attention. as many as 43.2% of students felt that lecturers did not always respond to questions and discussions. this was also felt by students regarding feedback; the assessment of the tasks was rarely responded to by the lecturers. in general, online learning practices on besmart have been running; however, several important aspects, especially in interactions between students and lecturers, need to be improved. some lecturers have not integrated besmart for recording the students’ attendance, including the information that needs to be clarified, while minimizing the same information between materials. conclusions the covid-19 pandemic that has hit indonesia since march 2020 has changed the paradigm in the learning process while accelerating technological adaptation in the realm of education. distance learning using the online model, which had been gradually being prepared as a learning supplement, suddenly turned into the only option when all human activities were restricted, and in-person lectures could not be held. online learning is a way for the academic community to continue the learning process without being disturbed by location and time. learning is finally encouraged to be carried out independently. in practice, the application of online learning is not as easy as the theory, where there is a perfect impression that is manifested through the representation of online learning. online learning does not fully run smoothly. based on the results of a study conducted at the faculty of social sciences, universitas negeri yogyakarta, several factors causing ineffective online learning were revealed. these factors included (1) the availability of learning tools where at fis there were still 25.6% of students finding constraints with these learning support devices; (2) the speed and stability of the internet connection, where 66.9% of students admitted that they were constrained by the stability of the internet connection which sometimes ruined the learning process; (3) internet quotas; with 170 journal of social studies (jss), volume 18, number 2, 2022: 159-172 the subsidy of the ministry of education and culture, quotas were no longer a barrier; (4) learning environment, where students learned sometimes did not support the learning process, 62.7% admit that it was difficult to concentrate because the condition was not supportive. in addition, technological ability and independence, learning motivation are also internal determinants of students’ ability to take online lectures. the technological capabilities of fis students need to be continuously developed in line with the increasing variety of online platforms and the constantly changing technological developments. the lecturers need to share experiences in using technology with students so that students are not only objects but also subjects who can participate and learn to use technology in online learning. the characteristics of online learning that are full of individual initiatives require independence and motivation from students. independence is important because some of the learning processes are not controlled directly by the lecturers but are oriented to the student’s initiative to learn. synchronous and asynchronous models developed in online learning require the active role of students to engage and participate actively. no direct interactions can lower students’ motivation. as many as 81.8% of students find it difficult to concentrate during online learning. this finding is important because, in the learning process, even the minimum disturbance will distract the knowledge transfer and learning experiences. boredom becomes the main problem that continues to undermine online lectures due to the long-time students do not meet and interact directly with the lecturers and friends. efforts to conduct interesting online learning using the besmart learning management system (lms) still encounter various obstacles. besmart which is developed by uny and used by the entire academic community provides a new space for delivering material and promotes interactions between the students and lecturers. in practice, the development of learning resources through besmart needs to be continued. information and instructions for use continuously need to be completed, including the development of the besmart user interface which is continuously improved to make it easier for students to access it. based on the data collected, students want alternative learning resources that are challenging and varied. an important point in the practice of online 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(2015). social media adoption: the role of media needs and innovation characteristics. computers in human behavior, 43, 189–209. https://doi.org/10.1016/j.chb.2014.10.050 13 civic teacher strategy in the integration of nationalism and tolerance character in school based on pesantren in yogyakarta city benaziria benaziria universitas negeri yogyakarta, indonesia email: benaziria0138pasca2016@student.uny.ac.id mukhamad murdiono universitas negeri yogyakarta, indonesia email: mukhamad_murdiono@uny.ac.id abstract this research aims to determine the strategy of civic education teachers in integrating nationalist character and tolerance in junior high school based on pesantren in yogyakarta city. research type used in this research is qualitative research with case study method. the research subjects consisted of teachers of civic education who taught at junior high school based on pesantren in yogyakarta city. the research data was collected through semi-structured interview, observation and documentation. data analysis using qualitative analysis techniques, namely data reduction, data presentation and conclusion. data validity uses two forms of triangulation, ie source triangulation and engineering triangulation. the result of the research is that teachers have integrated nationalist character and tolerance into learning planning and implementation. learning strategies used to integrate nationalist character and tolerance are lecture method, question and answer, and assignment. media and learning resources used in the form of books, and video or picture display. this study finds that the implementation of civic education learning done by journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 1 (2019), pp.13-34, doi: 10.21831/jss.v15i1.25227. 13-34 14 journal of social studies (jss), volume 15, number 1, 2019: 13-34 teachers is not based on lesson planning and effective lecture method is used as a learning strategy if teachers use media and learning resources such as video shows, slide point power usage of the media can increase the enthusiasm of learners. keywords: strategy, character, nationalist, tolerance, pesantren introduction the number of news that linked pesantren (islamic boarding school) with terrorism acts in mass media, causing streotipe to pesantren, so that appear negative stigma to certain religious group. this negative stigama should not be ignored because it can lead to conflict in multicultural societies. the stigma emerged because of the last few years many mass media homeland preach bombing events and linked the perpetrators of the blast with a particular religion. attachment of particular religion especially islam in terrorism problem seen in mentioning background of perpetrator of bombing who ever become santri in a boarding school. prejudices that tend to negatively affect pesantren lead to negative opinions on pesantren among the community, resulting in a false perception that certain religious groups are intolerant. the seeds of intolerance in indonesia emerged through educational institutions, one of which is a formal educational institution. the result of setara institute research in 2015 towards high school students in jakarta and bandung about their perception of tolerance involving 684 respondents found 11.3% data of the students supported certain organizations that prohibited the establishment of places of worship, 7.3% of students approved the use of violence in fighting their beliefs, and 8.1% agreed to replace pancasila as the country’s foundation, and as many as 4.2% supported spreading hatred against other religious groups. of 516 respondents or as many as 75.3% stated about isis, as many as 9.5% or 49 respondents agreed with this movement. when viewed the total of respondents as much as 684, then this number 49 indicates as much as 7.2% or 1 of 14 students agree with isis movement. in review of the social-political dimension that contains the respondents’ knowledge about tolerance. this dimension includes the respondent’s understanding of tolerance related to religious social life, especially in the school environment and the environment around the respondents, resulting 13.5% of respondents’ data considering the religious background in choosing friends. while the consideration of choosing a leader is also dominant in 15 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) religion background that is as much as 34.5% of respondents stated that they question the religious background of the leader. following the setara institute research results, in 2016 puslitjakdikbud, kemendikbud has conducted surveys at schools in salatiga, central java, and singkawang, west kalimantan between july and september 2016. singkawang and salatiga were chosen because it represents the multicultural society and is a city with a high level of tolerance. based on the results of a survey conducted by puslitjakdikbud, kemendibud on students, teachers, and headmasters in four high schools, regarding their views on pluralism, diversity and religious tolerance, the results showed that 8.5% agreed with the idea to change indonesia became a shariah country and 7.2% agreed with the isis movement. this agreement does not mean that the students are interested in getting involved in the isis movement. however, this approval number is a serious warning for indonesia to be wary of the seeds of intolerance. although the percentage of support for the aspects of the above two research results is small, but the percentage of the support, should be taken seriously from all parties to ensure that the seeds of this tolerance are not spread more extensively. the exclusive nature can be a threat that leads to intolerance in the community. from some of these studies found facts that are not in line with expectations of government and national education goals that have been poured in various policies. the purpose of national education to form citizens of character will be difficult to achieve if schools implement educational processes that ignore nasinonalis values and values of tolerance as the basis of character formation. schools should suppress the seeds and practices of intolerance, and teachers play an important role in instilling the character of tolerance and fostering national or nationalist awareness among learners. the results that have been described previously expressed a student’s views of a thing influenced by the point of view of his teacher. indirectly teachers play a role to shape the character of the participants and the level of understanding of the values of tolerance is also influenced by the teacher’s point of view. the seeds of intolerance arise due to the narrow understanding of national values. understanding the value of nationality is important for students because the understanding of the value of nationality raises nationalism awareness or nasinoalism. nationalism is a citizen’s awareness of the local identity of the nation, as well as identity in diversity. teachers, especially kdp teachers have a strategic role in enhancing nationalist character. through integration into kdp subjects, the nationalist character directly will foster and develop the character of tolerance to learners. the seeds of intelligence can be eliminated and 16 journal of social studies (jss), volume 15, number 1, 2019: 13-34 anticipated through the cultivation and development of nationalist character and tolerance to the learners of the cultivation and development of nationalist character and tolerance can not be ignored. tolerance and nationalist importance are instilled in order to prevent sara conflicts that can divide unity and threaten national stability in multicultural countries such as indonesia. naumenko and naumenko (2016: 336) argued that nationalist and tolerant character can prevent and overcome religious extremism, and prevent inter-religious conflict in multicultural countries. conflict arising from the existence of extremism can be prevented through the internalization of nationalist character and tolerance through education. the learning method used in the educational process can be an instrument for consistent tolerance of consistent karakater formation. the fostering of religious and nationalist tolerance is the first basic step to strengthen interfaith relations. education is instrumental in shaping learner tolerant and nationalist. verkuyten and luuk (2007: 477) mentioned that the tolerance possessed by a person is not influenced by gender, and the level of age, karakater tolerance of a person is strongly influenced by the education that has been taken, the level of education has a positive effect on the growth of the character of tolerance in formal education the nationalist character and tolerance can be integrated into kdp subjects. formal education institutions, in this case the school plays an important role to realize the students who are characterized by tolerance and nationalist character. pesantren as a religion-based formal education institution that has students homogeneous from the religious side, as well as learners who are accustomed to interact with the same religious community in the learning environment has an important role in internalization of the tolerant character. pesantrens are required to instill a tolerant character to learners, in an effort to realize a harmony life. pesantren has a strategic role to develop the intellectual life of the nation based on islamic values, besides pesantren also has a role in realizing ideal life, harmony, peace, maintaining unity, national unity, forming religious citizenship, having a sense of nationality and love of the land. the integration of nationalist character and tolerance in the learning process at pesantren can be done through civic education subject. ppkn acts as a subject that fosters and instills nationalist character and tolerance to learners, nationalist character and tolerance closely related to civic virtues that encourage the realization of good citizenship. 17 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) literature review a. learning strategy learning strategy is one way that can be used to achieve learning objectives. murdiono (2012: 21) suggests that the learning objectives can be realized, then all components must work together and carry out its functions properly, teachers are not only concerned with or prioritize a single component in organizing learning. teachers should be able to plan or design the learning process well by involving several learning components that include the selection of methods, materials, media, assessment, and attention to the characterisitk students. strategies in the context of learning according to rofa’ah (2016: 67) are the means chosen to deliver instructional materials in a particular teaching environment that includes the nature, scope, and sequence of learning activities that can provide a learning experience to learners. learning strategy consists of techniques or procedures that will be used to help learners achieve learning goals and all components of teaching materials. uno, et al (2014: 51) suggests a learning strategy known as learning method which consists of three components, namely learning organizing strategy, learning delivery strategy and learning management strategy. learning strategy in educational context according to hamruni (2012: 1) is a plan that contains about a series of activities designed to achieve certain educational goals. in line with this opinion, sanjaya (2006: 126) also suggests a learning strategy is an action plan or series of activities designed to achieve the learning objectives. dick and carey (hamruni, 2012: 3) suggests non-standalone learning strategies, but consists of two components: learning materials and procedures or stages of learning activities that teachers use in helping learners achieve specific learning goals. learning strategy is not only limited to the procedures or stages of learning activities, but also on the arrangement of materials or packages of learning programs that will be delivered to learners. learning strategies can help and facilitate teachers in achieving learning objectives, learning strategies are not only useful for teachers, but also useful for learners, because learning strategies can improve learners’ knowledge and make the learning process is not monotonous. there are several types of learning strategies put forward by some experts. according to rowntree (rusman, 2017: 208) in the learning process there are two types of learning strategies that can be used by teachers, namely exposition18 journal of social studies (jss), volume 15, number 1, 2019: 13-34 discovery learning and individual grouping (group strategy and individual learning). the types of learning strategies are classified according to various considerations. the consideration to select the learning strategy produces the types of learning that include: 1) consideration of message processing process consisting of deductive learning strategy which emphasizes on verbal material delivery process and inductive learning strategy. 2) considerations of message messaging, consisting of expository learning strategies and heuristic learning strategies. 3) consideration of teacher and student interaction, consist of faceto-face learning strategy and learning strategy through media. 4) the taxonomic considerations of learning outcomes consist of cognitive teaching and learning strategies, skills teaching and learning strategies and affective learning strategies. 5) teacher setting considerations, including a teacher’s learning strategy and team learning strategy. 6) based on the consideration of the number of learners, which consists of classical learning strategies, small group learning strategies and individual learning strategies. some types of learning strategies can be selected by the teacher based on the need to achieve the learning objectives. the teacher chooses the learning strategy used should consider several aspects. aspects to determine learning strategies need to be considered in order to achieve the learning objectives. b. citizenship education or civic education citizenship education or civics is a subject designed to prepare young people to play an active role in society (cogan (1999: 4) civics or the curriculum of 2013 called civics, in some countries have different terms.there are countries that implement civics with integrate into social studies, as cross curricular is incorporated into the whole curriculum order into all subjects, while in indonesia ppkn is the subject of self-subject (saparate). the learning of citizenship education in the education curriculum of indonesia is applied to all levels of education, from basic education to university education as contained in ri law no. 20 of 2003 on the education article 37 paragraph (1) letter b stating that the curriculum of elementary and secondary education shall contain civic education. similarly, in paragraph (2) letter b stated that the curriculum of higher education must contain civic education (kemenristekdikti, 2016). currently civics in the curriculum applicable in education in indonesia, ie the 2013 curriculum uses the term ppkn. the teacher in carrying out his 19 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) profession must have four competencies, namely pedagogic, personality, social and professional competence (law no. 14 of 2005, permendikans no 16 2007). civic education teachers are teachers who take on civic education subjects. winanrno (2013: 63) suggests that civic education teachers should have four such competencies. the pedagogic competence that ppkn teachers must possess is that the ppkn teachers should be familiar with the various learning theories and principles of civic education learning, the civic education teachers should have knowledge and skills about the approaches, models, strategies, media and instructional techniques that educate in kdp subject, ppkn must understand well the purpose of kdp learning, civic education teachers should understand the principles of assessment, evaluation and learning outcomes of civid education, and civic education teachers should have knowledge and skills in civic educationreseacrh action class. civic education teachers are also required to have professional competence. the professional competence of civic education teachers is the ability of civic education teachers to master the materials, structures, concepts, and scientific mindsets that support civic education, understanding the substance of civic education that includes civic knowledge, values, and citizenship, as well as citizenship skills. c. nationalist character and tolerance 1) nationalist character nationalism relates to a nation or nation. anderson (2002: 8) suggests a nation or a nation is a political community and is conceived as something that is inherently limited as well as sovereign. the nation is something “imagined” because even the smallest members of the nation will not know and do not know most of the other members, will not face to face with them, may not even hear about them. everyone who belongs to a nation lives on a shadow of their togetherness. nationalism is the product of collective imagination built through appreciation (smith, 2003: 1) storddard (hamidi, 2010: 167-168) suggests nationalism is a spiritual state, or a belief shared by and possessed by some people about the sense of nationality to become a nation together. unlike strodddart, heuken suggests nationalism has two meanings, first nationalism is an outrageous, narrow, and arrogant attitude. the nationalist attitude shows no respect for others properly. what benefits the nation itself is right, even if it tramples the rights and interests of other nations. therefore, nationalism divorces the nation-one with another nation is not the attitude that unites the 20 journal of social studies (jss), volume 15, number 1, 2019: 13-34 nation. such an attitude is classified as narrow or fanatical and overwhelming nationalism. in contrast to the negative nationalism that heuken expressed, hamidi (2010: 168) posited positive nationalism that is the attitude that fights and defends the independence, as well as the nation’s self-esteem while respecting other nations. this attitude shows the attitude of making difference as a means of unifying differences that include differences in race, race, nation, religion. the positive attitude of nationalism serves to foster a sense of identity, togetherness in the state and to fill the independence that has been obtained. smith (2003: 236) states that nationalism is a political doctrine with a set of core ideas that the world is divided into several countries and loyalty to the nation and state is a must. nationalism in the education system serves to instill strong loyalty to its citizens and maintain the high culture needed in modern society. the public education system reflects and expresses the national value system of a country. in indonesia the nationalist character is two of the five characters that must be implanted contained in the national character education movement of the nation which is also an integral part of the nation character revolution and revolution of mental movement in the educational environment that aims to encourage all stakeholders to make changes paradigm, thought and how to act, in managing the school. there are five main values of character that become the main focus in the national movement of character education and mental revolution movement that is: religious, nationalist, independent, mutual cooperation and integrity. 2) tolerance character tolerance is one of the principles of democracy that helps society in living life in multicultural society. jackson (raihani, 2011: 26) tolerance relates to patience. tolerance includes values of respect and recognition. rapp and freitag (2015: 1033) suggests tolerance to be understood as a positive belief in the absence of prejudice, racism or ethnocentrism. in this sense, unesco expressed tolerance as a positive recognition of human rights and civil liberties. grawemeyer (tokkulinova, 2015: 170) describes tolerance as respect, acceptance and appreciation of diversity, form of expression and the way we become human. tolerance grows because it is nurtured by knowledge, openness, communication and freedom of thought, conscience and trust. tolerance is a harmony in diversity. borgida et al (2011: 324-332) states that tolerance is an act of restraint not to interfere in the affairs of others, even if 21 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) such actions are not favored. thus, tolerance can be understood as an act of survival or persistence with something that is not approved. tolerance in modern society has a very important function. tolerance acts as a value orientation and as a rule of social action, and as a political necessity. according to aubakirova et al (2016: 5035) tolerance is manifested in various areas of community life (moral, legal, political, religious, economic, etc.), which serves as an important prerequisite for cultural interaction. the lack of tolerance in the community can worsen the social situation of the community itself. low tolerance or intolerant attitude can lead to social conflict in society. hutchison (2014: 797) also expressed intolerant behavior not only as a trigger for the onset of conflict, but also post-conflict intolerant attitudes that could hamper reconciliation, the realization of peace. van waarden (tillson, 2017: 1) integrating tolerance in the education sphere serves to foster mutual respect among citizens, promotes knowledge and respect for the citizens’ constitutional rights, develops democratic participatory skills, provides a basic understanding of others. tolerance works to create peace. a tolerant attitude aims at creating a society that lives side by side in a peaceful diversity frame. tolerance can be developed or integrated through civics learning. civics can be promoted in developing spiritual and social attitudes of citizens. develop spiritual attitudes and social attitudes aimed at fostering behavior in order to characterize learners’ character. one of the characters developed through the civics subject is the character of tolerance. the character of tolerance in the civics subject falls into the category of spitual attitudes. the indicators of tolerance in ppkn include: 1) actions that value differences in worship. 2) respecting friends of different religions, 3) making friends without differentiating religion, 4) not disturbing friends who are in the worship, 5) respecting other religious holidays, 6) not speaking ill of other religions (kemendikbud, 2017: 5). smeekes (2012: 1412) expresses tolerance as a space for receiving cultural and religious diversity, and preventing interreligious conflict. the concept of tolerance continues to evolve, the development of immigration gave birth to new ideas about the concept of tolerance that serves to deal with diversity or multicultural. indonesia as a multicultural country has over 220 million inhabitants, and is a country with heterogeneous populations of various ethnicities and religions. indonesia is not a secular country nor a religious state. the ideology embraced by indonesia is the ideology of pancasila. as a multicultural nation, internalization of tolerance to citizens is important in anticipation of the emergence of social conflict. therefore educational 22 journal of social studies (jss), volume 15, number 1, 2019: 13-34 institutions should foster and continue to foster the character of tolerance in learners as young citizens. bennett (2001: 138) argued that society must have a correct understanding of tolerance of the importance of tolerance. tolerance is an attitude that treats people with respect and without hatred. indonesians are vulnerable to social conflicts caused by ethnic, religious, racial, and intergroup relations. the development of tolerance in multicultural society in indonesia is framed by the slogan of bhinneka tunggal ika. bhinneka tunggal ika from an “ideological concept” was developed for the purpose of the state to be a “pedagogical concept” for civic education. d. pesantren (islamic boarding school) indonesian society is a plural society, as well as islamic organizations, this is reflected in the many islamic organizations such as muhammadiyah, nu, hti, fpi, ldii, jil, salaf groups, and so forth. some of these understandings have different understandings, there is a modern and also understood fundamentalist. the number of islamic organizations in indonesia, as well as the advancement of technology and the rapid flow of globalization, is a challenge and a very complex issue that must be faced and answered by pesantren. marwazi (2012: 39), pesantren (pesantren) is an educational institution based on indonesian culture which is a continuation of previous religious culture that experienced the islamization process, pesantren education system is loaded with character education and contains education of state love and even state defense. the cultivation of patriotic values of the nation can be done through the pesantren education system, integratively, there has been material love of the country and defend the state in the pesantren education system, although not refuse to teach civics. thus, the curriculum of the pesantren is richer in the value of love for the fatherland and the stat pesantren is the oldest religious education institution in indonesia. zamroni (2005: 178-179) argued pesantren is an educational institution organized with the aim of teaching the basics of islam. pesantren education prioritizes the independence of an individual. education in pesantren is often also recognized by education that teaches, and broadcasts the basics of islam to santri and society. abdurahman (2016: 289) suggests pesantren or other terms boarding school is a place where islamic students and teachers (kiai) or their representatives learn formally, informally and informally whether in the morning, during the day, or at night . pesantren aims to educate learners, create 23 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) qualified scholars and religious leaders. according to abdurahman (2016: 289) teaching methods apply effective methods, pesantren not only develop the cognitive domain only, but also focus on personal guidance by kiai (teacher) and qualitative understanding of learners not only the cognitive aspects through lectures, but also prioritize the moral aspect and spiritual learners. in addition, it also trains and enhances the affective sphere of learners to value spiritual values and humanity, instilling good behavior such as honesty, morality and preparing them to recognize religious ethics and putting religious values on top of other values. the results of tan (2014: 50) stated that there are three types of islamic schools in indonesia, namely pesantren, madrasah, and islamic school, from the three types of islamic schools, pesantren is the oldest and is considered as a bulwark of islamic knowledge as well a leading provider of islamic scholars and teachers. burhanudin and jamhari (tan, 2014: 50) classified pesantren into three types, namely: 1) the traditional pesantren type is a pesantren that focuses on traditional islam and is likely to be affiliated with nahdlatul ulama (nu). nu, is an association of muslim scholars who usually have their own pesantren and teach classical islamic texts to learners. traditional pesantrens are distinguished from the usual practice of worship and “mystic”. an example is a visit to the great kiai’s grave to gain grace and blessings (holiness, virtue as an inherent spiritual force). other practices include religious songs (dhikr, literally meaning remembrance of allah) and certain worship given by kiai to their followers. 2) modern pesantren type, modernization of pesantren education by introducing structured systems such as owning, classrooms, textbooks and reforming ethos. most modern pesantren are affiliated with muhammadiyah’s mass-based muslim associations such as nu. but unlike nu, it is “reformist” in the sense that it rejects mystical beliefs and piety and practices endorsed by nu and that is found in traditional pesantren. muhammadiyah views these beliefs and practices as syncretic and islamic. 3) the type of independent (independent) pesantren not related to nu or muhammadiyah, and tends to adopt salafi ideological beliefs. in this study, the object of research focused on junior high schools based on boarding schools. the pesantren-based junior high school is one that implements islamic values and knowledge. in this research, the object of research is pesantren-based schools. nurochim (2016: 73) suggests pesantren-based schools or sbp is one model of islamic education which is a combination of two social systems, namely the social 24 journal of social studies (jss), volume 15, number 1, 2019: 13-34 system of pesantren and school social system. in line with that opinion, suhardi (2010: 321)) also pointed out that pesantren is a traditional islamic educational institution that understands, deepens, and practices religious teachings by emphasizing the importance of religious morality as a guideline of everyday behavior. while pesantren-based schools (sbp) is an educational institution that combines formal schooling, especially junior high school, with boarding school aims to produce a more powerful and complete education system. the development of a model of pesantren-based junior high school education is an effort to integrate the excellence of the implementation of the education system in schools and the excellence of the implementation of the education system in boarding schools. the model of pesantren-based school education (sbp) aims to create human resources as well as scientists as a whole, so that it can play a role in social system. the establishment of pesantren-based school (sbp) comes from the discussions of the ministry of religious affairs, ministry of national education, and center for educational development (cerdev) uin syarif hidayatullah jakarta. pesantren-based school (sbp) is an educational model that is capable of developing multiple intelligence, spiritual-religious, life skills, and strengthening of national character. pesantren-based schooling (sbp) is a school model that integrates the benefits of education systems held in schools and the excellence of the education system in pesantren (nurochim, 2016: 81). sbp is a preeminent education model that integrates the implementation of a school system that focuses on developing the skills of science and skills, as well as the development of religious attitudes and practices, the enhancement of morality and independence in life. methods this research was conducted at smp based pesantren in yogyakarta city, covering mts negeri, mts swasta and smp islam terpadu se-kota yogyakarta. the informant in this research is the civics teacher in the junior high school based pesantren boarding school of yogyakarta city. this research uses purposive technique in determining resource. according to creswell (2015: 217) a purposive technique is a technique by which the researcher selects and decides the individuals and places to be examined as they can specifically provide an understanding of the problems and phenomena related to the research. determination of resource in the research consider several criteria. the criteria 25 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) that the researcher determines in the research resource are: 1) the party who knows how to integrate the character of tolerance and nationalist through the learning of civics, 2) the parties who know the obstacles in integrating the character of tolerance and nationalist, 3) the parties who know the solution in overcoming the obstaclesobstacles in integrating the character of tolerance and nationalist, and 4) teachers who have experience of teaching over five years. based on these criteria, then the subject of research in this study is the civics teacher at smp-based pesantren all over yogyakarta. data collection techniques in this study using observation techniques, interviews and documentation. the validity of the data in this study includes the test credibility (validity of interbal) trasnferabillity (external validity) dependability (relaibilitas) and confirmability (objectivity). in this research the validity of data is done by test of credibility. the credibility test in this research is done by using two triangulation techniques, ie triangulation of source and triangulation technique data analysis used in this study using qualitative data analysis, done at the time of data took place and after data collection is completed in certain period. data analysis in this research is done on interview data, observation data and data result of document analysis, if data obtained from result of analysis feels unsatisfactory, hence researcher will question again until certain stages, so that obtained credible data. data analysis used in this research using miles and huberman data analysis model (1992: 20) include reduction, data presentation and conclusion. data analysis is done interactively and continuously until complete, until the data saturated, meaning there is no longer additional data acquisition meaning. results and discussions learning objectives can be achieved optimally if teachers have and implement learning strategies while implementing the learning process. before the implementation of learning, teachers first create a learning plan that describes the implementation of learning activities that teachers will do from the beginning of learning to the end of learning. preparation and planning of the aims for the implementation of learning to run effectively resulting in optimal learning outcomes, whether the results of cognitive learning, skills and effective or attitudes. during the interview about what preparation i prepared the teacher before teaching the civics in the class some of the resource persons suggested before teaching in the class the speakers prepared the instructional 26 journal of social studies (jss), volume 15, number 1, 2019: 13-34 administration, such as student attendance, student progress book, print book and civic learning plan. when researchers observe the preparation of the teacher before teaching. the result of the observation indicate that at the time of entering the class, the teacher only brought the students’ attendance, the progress book of the students and the book of civ as the source and the learning media, and the next observation the researcher obtained the data besides bringing the student’s attendance, the progress book of the learner and the cn print book, laptops and power point display, images / video that are served via lcd and projector as media and learning resources. the results of observation showed that the speakers did not prepare and bring the planing laerning civic education while carrying out teaching and learning activities in the classroom. teachers carry only civic print books, student attendance, progress books learners, and some that bring learning media such as print books civic education, power point, laptop, and video impressions. based on the interviews all the speakers realized the values of tolerance and nationalism are very important taught and implanted to the learners. the integration of nationalist character and tolerance into civic learning is tailored to the context of each school. the speakers have understood the role of civic education as a subject that aims to shape, cultivate and develop the characteristics of learners, including nationalist character and tolerance. nationalist values and tolerance imparted to learners should be based on islamic values and concepts of tolerance that are taught and developed should not be deviated from the islamic creed. based on interviews with these speakers, the nationalist values and the tolerance implanted should not be deviated from the islamic creed. the results of interviews on nationalist concepts of tolerance and why these two characters need to be integrated into the civics subjects are directly proportional to the results of documentation in the form of an analysis of the lesson plans held by the resource persons, as well as the observation results when the implementation of learning in the classroom. the result of the observation shows the nationalist attitude which the source of cultivation and example to the learners is the attitude that learn earnestly, and keep achievement, not fighting, protecting environment, discipline, and loving culture itself is one of the examples of nationalist instilled and exemplified to the students. the nationalist character integrated in the learning plan and the nationalist values that the resource persons teach, develop and plant to the students in the pesantren-based junior high school in yogyakarta city in accordance with the nationalist values prioritized by 27 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) kemendibud that there are five main values of character that become the focus (religious tolerance, peace of mind, friendship, not imposing will, respect for differences in religion and beliefs, anti-harassment and violence, friendship, inter-faith cooperation and trust, sincerity and self-confidence) , nationalist, (obeying the law, discipline, love the homeland, protect the environment, sacrifice, appreciation of the nation’s own culture, keep the cultural culture of the nation’s own culture, excel in achievement). independent, mutual cooperation and integrity. the five values of the character can be applied in school either contextually or universally (kemendibud, 2016: 9) implementation of the integration of nationalist character and tolerance in the learning of civics done with the lecture method interspersed with question and answer between the speakers and learners. teachers also use printed books as media and learning resources civics. the observation result shows that there are some speakers who use media and additional learning resources such as slide power point, video display, and handout. the steps of the lecture method used by the speakers, which explains the material with the media and learning resources in the form of cd print books, and sometimes using images and vidoe d through lcd and projector, teacher to provide examples of material explicitly related to environmental context learners, then held questions and answers between teachers and learners. learning strategy using this lecture method is purposely select teacher because according to the teacher, this lecture method matches with the character of their learners. judging from the type, the teaching strategy of the lecture that was chosen and used by the teachers of smp-based pesantren in yogyakarta city is a direct learning strategy or in terms used by majid (2013: 11) called direct instruction, which is teacher-centered learning strategy, in the form of lecture methods, didactic questions, explicit teaching, practice and practice, and demonstrations. there are some barriers experienced by civics teachers in integrating nationalist character and tolerance, both in planning, implementation and assessment. the result of the observation about the obstacles experienced by the teacher during the implementation of learning in class, namely the teacher difficulties in carrying out the learning of civics in accordance with the lesson plans that have been prepared. almost the average teacher does not use the learning plan while implementing the civic learning process. another obstacle experienced by civics teachers in integrating nationalist character and tolerance during the implementation of learning is the placement or compilation of civic learning hours placed in the last hour of the lesson, so that the motivation to 28 journal of social studies (jss), volume 15, number 1, 2019: 13-34 learn the students tend to decline. the resource participants activities outside the hours of very solid. because schools are boarding school schools and apply full day school. follow the learning in the classroom learners should learning activities during the dormitory. barriers experienced by civics teachers in integrating nationalist character and tolerance are overcome by teachers with several attempts. to overcome difficulties in creating and preparing rpp civics. the teachers utilize the subject matter teachers (mgmp) pkn as a forum to exchange ideas and make the rpp together. based on the triangulation table of resource persons utilize mgmp civics as a forum to create a lesson plan (rpp) together. the efforts that the resource persons do this create new problems, ie the lesson plans that have been made are not in accordance with the characteristics of learners in each school, so that when the implementation of learning the speakers did not perform the learning steps in accordance with the lesson plan. the implementation of civics learning in integrating nationalist character and tolerance is not maximally done, because based on the interview data and the observation result of the speakers revealed that the rpp they use is flexible and in the implementation of the teacher’s learning does not bring the lesson plan, the lesson uses the lectures, assignments, and question and answer between students and teachers, question and answer was more silent than active. implementation of learning that teachers do not through careful planning. the results of interviews about the efforts that teachers do to overcome obstacles in the implementation of learning civics that contains the character of tolerance and nationalist not in accordance with the rpp, resulting in data on average teachers implementing learning that is flexible. while obstacles in the form of facilities and infrastructure do not experience obstacles and difficulties in terms of availability of books. based on observation results of smp it researchers, masjid syuhada has good book availability, even every class is lcd which can be used as media and learning resource. the same thing is also found in mts muhammadiyah mualimmat and mts muhammadiyah muallimin each available lcd classroom. slightly different from mts nurul ummah even though in every class have not yet lcd, but school provide lcd which can be brought and used in class. in addition to efforts to overcome obstacles in the implementation of learning. teachers also make efforts to overcome obstacles in the implementation of the assessment. to overcome the barriers of attitude assessment that arise due to the large number of learners. based on triangulation tables the speakers chose to use observation sheets instead of using self-assessment and inter-friend 29 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) appraisal. the observation sheets used by the sources contain daily notes on the development of learners’ attitudes or are called the attitude development journal. attitudinal attitudes were not only done during the course of my classroom, but the triangulation table indicated that the resource person also conducted an attitude assessment outside the teaching and learning activities. the attitudinal development journal (attached) also includes indicators of attitude assessment divided into four indicators, namely very good, good, good enough, and not good. the final result of the student attitude attestation is in the form of a letter, ie a describes very well, b = good, c = good enough and d = not good. the triangulation table indicates that the speakers have a persuasive approach to the students whose attitudes are categorized as unfavorable or unfavorable. the next data shows that the resource persons are also working with religious teachers and bk teachers to foster the characters of the students who are categorized less well. results of data showing teachers using only observation sheets in the form of attitude development journals do not conflict with the national education curriculum in 2013. kemedibud (2017: 12) contains an assessment of attitudes consisting of the main assessment and assessment of support. the main assessment is done through daily observations written in the daily journal. while supporting assessment is obtained from self-assessment and assessment of friends, the results can be used as a confirmation of the results of attitude assessment by educators. attitude assessment techniques using observation sheets, or through interviews, anecdotal records, and incidental records are the main assessments. the concept of tolerance that is integrated in learning civics in juniorbased smp pesantren as yogyakarta is a concept of tolerance in accordance with the context of islam, should not ridicule of islamic religious values. the concepts and values of tolerance imparted to the learners at the pesantren based junior high school use a pedagogical approach. the values of tolerance that should not be contradictory or deviate from religious aims are in line with those proposed by djupe and calfano (2011: 769) religious attributes have an important correlation to the formation of tolerance towards disadvantaged and least favored groups. religious beliefs or dogmas lead to the emergence of intolerant attitudes because religious people are unlikely to accept lifestyles or life behaviors that are contrary to the teachings of the books they believe. based on the above opinion, the religion is believed and adhered to be the basis of a person in understanding the concept of tolerance. religion also affects the 30 journal of social studies (jss), volume 15, number 1, 2019: 13-34 attitude of tolerance possessed by indirectly or indirectly directs and guides or guides people about the concept of tolerance. a pedagogical approach by teacher to integrate nationalist character and tolerance in the form of a direct instruction approach, where teachers choose and use instructional strategies in the form of lecturing methods that are in between questions in the form of question and answer between learners and teachers, and end with the assignment, and make printed book a media and learning resource. this is in contrast to the opinions expressed by murdiono (2010: 20) which suggests the right type of strategy used by civics teachers to achieve the goals of civics is a dialogue-critical, hands-on, collaborative and cooperative learning strategy. this study also produced some findings. these findings come from observations, documentation and interviews. these findings are in the form of making learning tools such as prosem, prota, syllabus, learning plan, etc. only used as documentation for the purpose of school accreditation, and for certification, and used for supervision. in the implementation of teaching and learning activities in the classroom teachers do not carry and use lesson plans. pursuit devices, especially lesson plans do not fit into one of the goals of civics, ie, to form ecological citizens or ecological citizenship. learning devices are made only waste paper, while the implementation of teacher learning is not guided by the lesson plan. effective lecture method is used as a learning strategy if teachers use media and learning resources such as video shows, slide point power usage of the media can increase the enthusiasm of learners. the lecture method is also very effective to use if the teacher has a great voice and is good at playing the appropriate word splits and intonation. the next finding is that there are unscrupulous teachers who still consider nationalists to be contrary to islamic values. conclusion based on the results of research and discussion that has been done, it can be concluded that the civics teacher at smpbased pesantren in yogyakarta city has integrated the nationalist character and tolerance into the content of the civics learning plan. both of these characters are listed in the rpp in conformity with the material or basic competence of civics. learning strategy used by junior high school based on pesantren in yogyakarta city to integrate 31 civic teacher strategy in the integration of nationalism and ... (benaziria benaziria, mukhamad murdiono) nationalist character and tolerance to learners using lecture method interspersed with question and answer between learners and teachers, then assigned in the form of questions. the sources and instructional media used include the ppkn printed books. civics teachers smp-based pesantren as a city of yogyakarta did not implement the learning approach as has been summarized in the rpp civics. the implementation of civics learning is not guided by rpp. rpp is only used as a document for accreditation purposes, and is only used during supervision. teaching teachers are guided by core competenciescivic basic competencies. internalization of nationalist character to learners has been in accordance with nationalist character indicator that has been established by the ministry of national education, namely love of the homeland, discipline, preserving the environment, respecting diversity. while the internalization of tolerance character adjusted to the values of islam, namely the concept and attitude of tolerance that should not deviate from the islamic creed. assesment nationalist character and tolerance using the guidance of observation in the form of a journal of the development of the attitude of learners that contains notes learners behavior. assessment of attitudes done by the teacher while in the classroom and outside the classroom. suggestions after conducting research on the strategy of civics teacher in integrating nationalist character and tolerance at junior high school based on pesantren in yogyakarta city, the researcher proposed some suggestions: a. for the education office and schools 1) need to provide workshops in the form of training or courses using technology, especially laptop, lcd, and the use of projectors as media and learning resources to teachers, especially teachers aged 45 years and over. the education office also needs to revise learning tools, especially rpp in a simpler form. 2) education and school offices need to provide regular public speaking training to teachers. 3) universities, especially lptks include communication science as one of the subjects for prospective teachers to have a basic provision of how to communicate that the material presented by the teacher can be well understood by the students. 32 journal of social studies (jss), volume 15, number 1, 2019: 13-34 b. for teachers 1) teachers should evaluate the material already learned in the classroom 2) teachers should approach the teaching methods that are more appropriate to the characteristics of learners. 3) teachers should not be anticritic and closed to evaluations provided by learners teachers should implement learning centered on learners. references abdurrahman, h. n. 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(2007). tolerance of muslim beliefs and practices: age related differences and context effects. international journal of behavioral development , 31 (5), 467–477 ijss.vol.14, no.1, september 2018 63 history learning at secondary school about demak kingdom m. nur rokhman, lia yuliana 6 abstract the main problems dealing with history learning has always been correlated with boring and unattractive learning in the classroom. this study aims to find out: the material of the demak kingdom in learning of history in high school. the research method used in this research is a historical method consisting of five steps, namely topic selection, heuristic, criticism, interpretation, and historiography. the results show that the demak sultanate was the first islamic sultanate in java, which was founded by raden patah in 1478 after demak was established independently separated from the destroyed majapahit. the territory of the demak kingdom includes jepara, semarang, tegal, and lembang, jambi, islands between kalimantan and sumatra, as well as several areas on the island of kalimantan. the important ports controlled by demak are jepara, tuban, sidayu, jaratan and gresik. demak has an important role in the development of islam in java and demak is the center of the spread of islam. the people who spread islam is known as wali. for places of worship and centers of religious activities, wali set up a mosque in demak. demak kingdom experienced a glorious period in the government of sultan trenggana who ruled from 1521-1546 m. sultan trenggana tried to expand his territory to west java. in 1522 the demak kingdom sent troops to west java under the leadership of fatahillah. keywords: lessons, kingdom, and demak. 6 yogyakarta state university. email: m_nurrokhman@uny.ac.id; lia_yuliana@uny.ac.id m. nur rokhman, lia yuliana: history learning at secondary school .... 64 introduction the establishment of the demak kingdom could not be separated from the mission of the preachers in islamizing the land of java which was later known as "wali songo". in spreading and developing islam in java, wali songo focused their activities on making the city of demak as a central of everything. after reaching 20 years old, raden fatah was sent to java to deepen the knowledge of religion under raden rahmat's care and finally marry his grandson. and finally raden fatah settled in demak (bintoro). in about 1475 ad, raden fatah began to carry out the orders of his teacher by opening a madrasah or islamic boarding school in the area. the task given to raden fatah was carried out as good as possible. due to the support given by walisongo, especially sunan ampel's orders, raden patah was assigned to teach islam and open a pesantren (isamic borading school) in glagahwangi village. shortly, this village was visited by many people. not only became the center of science and religion, but it became the center of trade and even became the center of the first islamic empire in java. glagahwangi village, in its development became the capital of the country under the name of bintoro demak. the demak sultanate was founded by raden patah in 1478. this sultanate had previously been a duchy of the majapahit kingdom, and was noted to be a pioneer of the spread of islam in java and indonesia in general. the demak sultanate did not live long and soon suffered a setback due to a power struggle between royal relatives. in 1568, the power of the demak sultanate moved to the pajang sultanate founded by jaka tingkir. one of the historical relics of the demak sultanate is the great demak mosque, which is thought to be established by the walisongo. the location of the capital of the sultanate of demak, which at that time could still be navigated from the sea and called bintara (read "bintoro" in javanese), has now become the city of demak in central java. the period when it became the capital, it was sometimes called as "demak bintara". at the time of the 4th sultan the capital was moved to prawata (read "prawoto"). those aspects are then further developed in the younger cities of java. this research also provides a comprehensive picture of the emergence, growth and decline of the demak kingdom and the lives of its people. this research is expected to be used as material to understand and examine various social and cultural issues that arise in the growth of cities in indonesia today, and increase understanding of urban developments that are always dynamic. the demak kingdom was the first islamic kingdom in java. previously, the demak kingdom was a duchy of the majapahit kingdom. this kingdom was founded by raden patah in 1500 to 1550 (soekmono: 1973). raden patah is a nobleman of the majapahit kingdom who has been confirmed by prabu brawijaya who officially settled in demak and renamed demak to be a bintara. (slamet muljana: 2005). raden patah served as duke of the duchy of bintara, demak. with the help of other regions that have previously embraced islam such as jepara, tuban and gresik, raden patah established the islamic kingdom with demak as its center. raden patah as the duke of islam in demak severing ties with majapahit at that time, because the condition of the majapahit kingdom was weak. it could be said that the ijss.vol.14, no.1, september 2018 65 emergence of the demak kingdom was a process of islamization until it reached a form of political power. moreover, the appearance of the demak kingdom was also accelerated by the weakening of the center of the majapahit kingdom itself, due to the rebellion and power struggles among the families of the kings (poesponegoro: 1984). as the first islamic kingdom on the island of java, the kingdom of demak played a major role in the process of islamization at that time. the kingdom of demak developed as a center of trade and as a center for the spread of islam. demak's territory includes jepara, tuban, sedayu palembang, jambi and several areas in kalimantan. in addition, the kingdom of demak also has important ports such as jepara, tuban, sedayu, jaratan and gresik which have developed into transit ports. the problem of this research is how the materials about the kingdom of demak for history learning in high school are. research methods the research method employed in this study is a historical approach consisting of five steps: topic selection, heuristic, criticism, interpretation, and historiography. the selected topics are around the theme of the demak kingdom in the history lesson material in high school. heuristics find sources from both primary, secondary, and objects that are relevant to the research theme. criticism is carried out through two types of criticism, namely internal and external criticism. external criticism deals with the credibility of the sources found, while internal criticism is carried out on the truth of the content or the authenticity of the source obtained. interpretation is an activity of analysis and synthesis of data found to be reconstructed into a fact. the final step of the historical methodology is to do historiography which is to compile a systemic and systematic history story according to the principles of historical methodology. the approach used in this study is a political, religious, social and cultural approach. researh findings and discussions towards the end of the 15th century, along with majapahit's setback, several of majapahit territories began to separate. even regions which spread over the duchy attacked each other, claiming to be the heirs of the majapahit throne. meanwhile, demak in the northern coast of java emerged as an independent region. around the year of 1500, a majapahit regent named raden patah, who was domiciled in demak, openly broke all ties from the defenseless majapahit. with the help of other muslim regions in east java such as jepara, tuban and gresik, he founded the islamic kingdom with demak as its center (soekmono, 1973: 52). this statement is a proof that the demak sultanate still has a relationship with the majapahit kingdom. in the javanese tradition, it is described that demak was a direct substitute of majapahit, while the king of demak (raden patah) was considered the last son of majapahit. the demak kingdom was possibly founded by a muslim chinese named check ko-po (ricklefs, m., 2002: 38). it is likely that his son was tomé pires in his suma oriental it is called "pate rodim", probably meant "badruddin" or "kamaruddin" and died around 1504. son or younger brother of rodim, named trenggana reigned from 1505 to 1518, then from 1521 to 1546. between m. nur rokhman, lia yuliana: history learning at secondary school .... 66 these two periods, the throne was his brotherin-law, the king of yunus (pati unus) from jepara. while in the trenggana period around 1527, military expansion of the demak kingdom succeeded in subduing majapahit. raden patah is the first king of demak. the palace of demak bintoro establishment is marked with: genti mati siniraman janama or 1403 saka or 1478 ad, after the resignation of sinuwun prabu brawijaya v from dhampar kencana majapahit court (purwadi & maharsi, 2005: 34). based on the statement, it was proven that raden patah was the founder of the first demak sultanate and brought demak sultanate drastically achieve its glory. raden patah is a brawijaya son. when raden patah was still in the womb of his mother, he was entrusted to the governor in palembang by brawijaya, the place where raden patah was born. the place then grew and developed as the center of the first islamic empire on the island of java siince the end of the 15th century ad, perhaps since the disappearance of the capital city of the majapahit kingdom in the trowulan area by the girindrawardhana dynasty of the kingdom of kediri in 1474 (poesponegoro & notosusonto, 2008: 52). this proves that the majapahit kingdom was obliterated by the kingdom of kediri and at that time was the beginning of the rise of the demak sultanate under the leadership of raden patah. when collapse, majapahit did not have a strong defense. in other words, at the time majapahit was totally weak. according to the story,raden patah succeeded in overthrowing majapahit and moving all the equipments of the kingdom ceremony and the heirlooms of majapahit to demak, as a symbol of the ongoing majapahit kingdom unity but in a new form in demak (soekmono, 1973: 52). the story of raden patah means that majapahit has been at the point of its destruction, while majapahit weaponry was transferred to the demak sultanate so that the name of the majapahit kingdom was not lost, and the weaponry was used to strengthen the defense of the demak sultanate. in his life, raden patah had a sibling from one mother but another father, he was named raden husain. raden husain is the son of arya dilah. this indicates that raden patah and raden husain had a brotherly relationship. it was further stated that when the two sons had grown up they went to majapahit to serve the king of majapahit. during their trip, they stopped at ampeldenta to study islam and teach sunan ampel. after the two sons succeeded in completing his journey, it turned out that raden patah changed his stance so he would not continue his journey to majapahit on the grounds that it was not in his place for a muslim to serve a king of other faiths. therefore raden husain left by himself and after being accepted as a servant in majapahit, he obtained the position as duke of terung. raden patah was married to his sunan ampel grandson, the daughter of nyai ageng maloka. furthermore, on the advice of a saint from ampeldenta, raden patah was asked to walk west until he found an area full of bush (java: glagah) which smelled good and that was where raden patah was asked to open a new village called bintara (arcadiam, 16). in that place, raden patah built the sultanate of the demak bintoro, but building the demak bintoro sultanate was not as easy as turning the palm of the hand, of course raden patah needed a very difficult struggle to control demak. even though majapahit is ijss.vol.14, no.1, september 2018 67 weak, surely it will not remain doing nothing when the territory is taken. raden patah ruled demak from 15001518 ad. therefore, the demak kingdom became an agrarian-maritime kingdom. merchandise exported by the demak kingdom includes rice, candles and honey. the goods were exported to malacca, maluku and samudera pasai. during the reign of raden patah, the territory of the demak kingdom included the jepara, tuban, sedayu, palembang, jambi and several areas in kalimantan. in this case, the demak kingdom also has important ports such as jepara, tuban, sedayu, jaratan, and gresik which are engaged in becoming a transit port. the kingdom of demak developed as a center of trade and the spread of islam. the role of wali songo in the spread of islam were very big, both on the island of java and in areas outside of java, such as in the maluku region carried out by sunan giri, in east kalimantan carried out by a leader from demak named tunggang parangan. during the reign of raden patah, the demak mosque was built where the construction of the mosque was assisted by the saints. raden patah was the first king of the demak kingdom. he conquered the majapahit kingdom and transferred all the ceremonial objects and heritage of the majapahit kingdom to demak. the aim is that the symbol of the majapahit kingdom is reflected in the demak kingdom. when the kingdom of malacca fell to the portuguese in 1511 ad, the relations between demak and malacca were cut off. the kingdom of demak felt that they were harmed by the portuguese in trading activities. therefore, in 1513 m, raden fatah ordered the duke of unus to lead the demak army to attack the portuguese in malacca. the attack was unsuccessful, because the portuguese troops were more powerful and had complete weapon. due to his efforts, adipati unus was called as pangeran sabrang lor. after raden fatah died, the throne of the demak kingdom was held by the duke of unus. he ruled demak from 1518-1521 ad. the period of his ruling was not so long because he died at young age and did not have a child to substitute him. however, the demak troops had attacked the portuguese in malacca during his reign. after the duke of unus died, the throne of the demak kingdom was held by his brother who had the title of sultan trenggana since 1509, the duke of unus who is the son of raden patah, has prepared to attack malacca. but in 1511, the portuguese had preceded it. with regard to this, duke of unus did not discourage. in 1512 demak sent its war fleet to malacca. but, after the fleet arrived at the beach of malacca, pangeran sabrang lor fleet was bombarded by cannon of portuguese troops assisted by the son-in-law of the sultan mahmud, namely sultan abdullah king of kampar. the second attack was carried out in 1521 by pangeran sabrang lor. but it failed again, even though the ship had been renovated and adjusted to the terrain. in addition, he managed to hold an expansion of the kingdom. he eliminated the hindu majapahit kingdom, which at that time part of his territory cooperated with the portuguese. the duke of unus died in 938 h / 1521 m. demak under the duke of unus was a demak with an archipelago perspective. the big vision is to make demak a great maritime kingdom. m. nur rokhman, lia yuliana: history learning at secondary school .... 68 sulltan trenggana ruled demak from 1521-1546 ad. under his rule, the demak kingdom reached its glory. sultan trenggana tried to expand his territory to west java. in 1522, the demak empire sent its troops to west java under the leadership of fatahillah. regions that have been successfully controlled include banten, sunda kelapa, and cirebon. the conquer of this area aims to thwart the relationship between the portuguese and the padjajaran kingdom. the portuguese fleet could be destroyed by the demak fleet led by fatahillah. with that victory, fathillah changed the name sunda kelapa to jayakarta (meaning full of victory). the incident that occurred on june 22, 1527 ad was then commemorated as the anniversary of the city of jakarta. in an effort to expand his power to east java, sultan trenggana led his own army. one by one, east java is successfully controlled, such as maduin, gresik, tuban and malang. however, when attacking pasuruan 953 h / 1546 m, sultan trenggana died. his efforts to enter the infidel port city into his territory with violence turned out to be a failure. thus, the sultan trenggana ruled for 42 years. in its glory period, sultan trenggana visited sunan gunung jati. from sunan gunung jati, trenggana obtained the title of sultan ahmad abdul arifin. an islamic title like that had previously been given to raden patah, after he defeated majapahit. trenggana contibutes to the spread of islam in east java and central java. under his rule, demak began to control other javanese areas such as seizing sunda kelapa from pajajaran and driving away portuguese troops who would land there(1527), in tuban (1527), in madiun (1529), in surabaya and pasuruan (1527), in malang (1545 ), and in blambangan, the last hindu kingdom on the eastern end of the island of java (1527, 1546). trenggana died in 1546 in a battle to conquer pasuruan, and was later replaced by sunan prawoto. one of the demak warlords at that time was fatahillah, a young man from pasai (sumatra), who also became son-in-law of king trenggana. while maulana hasanuddin, son of sunan gunung jati, was ordered by trenggana to subdue banten girang. later, the descendants of maulana hasanudin made banten an independent kingdom. while sunan kudus was a priest in the demak mosque, he was also the main leader in the majapahit conquest before moving to kudus. the death of sultan trenggana caused great political chaos in the demak palace. kadipaten (the sub regions) try to break away and no longer recognize demak's power. in demak itself, controversy arose among the heirs who were fighting over the throne. the person who should replace sultan trengggono's position was the secretary of sekar seda ing lepen. however, he was killed by sunan prawoto who hoped to inherit the royal throne. adipati jipang, whose name is arya penangsang, the son of prince sekar seda ing lepen, did not remain silent because he felt to deserve to inherit the throne of demak. sunan prawoto with several of his supporters was killed and arya penangsang succeeded in ascending the throne. however, arya penangsang was not in power for long time because he was later defeated by jaka tingkir who was assisted by kiyai gede pamanahan and his sons sutawijaya, and ki penjawi. jaka stepped up the throne and his coronation was carried out by sunan giri. after becoming king, he held the title of sultan handiwijaya and moved his government center from demak to pajang in 1568. ijss.vol.14, no.1, september 2018 69 sultan handiwijaya was very respectful of those who have contributed. especially to those who once helped the battle against arya penangsang for example kyai ageng pemahan was given mataram land and kyai panjawi was given land in pati. both were appointed as regents in the areas. sutawijaya, the son of kyai ageng mengahan was appointed as adopted son because of his services in conquering arya penangsang. he was good at military affairs. after kyai ageng penjahan died in 1575, sutawijaya was appointed as his role. in 1582, sultan hadiwijaya died. his son, prince benawa, was appointed as his successor. there was a rebellion carried out by arya panggiri, son of sunan prawoto, he felt he had the right to rule the throne of pajang. the rebellion could be thwarted by pangeran benawan with the help of sutawijaya. pengeran benawan realized that he was weak, could not control the government, and unbrave to face enemies and regents who wanted to escape pajang's power to his adopted brother, sutawijaya in 1586. at that time sutawijaya had been regent of mataram, so the center of the kingdom of pajang was moved to mataram. demak is located on the north coast with a fertile natural environment, and all is a village in its local babad called gelagahwagi. this place is said to be used as a muslim settlement under the leadership of raden patah whose presence in the place was guided by wali songo named sunan rahmat or ampel (poesponegoro & notosusonto, 2008:). the javanese manuscript telling about demak bintoro is closely related to the spread of islam in java. with the full support of wali songo, the palace of demak bintoro was able to exist as a firm and authoritative islamic palace. with regard to the relations among nations, demak bintoro palace is the most respected spokesperson for the southeast asian region. this is due to the contribution of the demak bintoro palace in the fields of economics, shipping, trade, crafts, agriculture, education and religion (purwadi & maharsi, 2005: 1). at that time, the bintoro demak was very victorious, because it controlled several fields in southeast asia. due to the glory of the demak bintoro, the spread of islam was also growing rapidly and spread throughout the archipelago. the strategy of spreading islam performed by the demak sultanate was through trade by the scholars. the bintoro demak indeed has a strategic location. the bintoro demak location is very beneficial, both for trade and agriculture. in the old time, the bintoro demak tlatah was located on the edge of the strait between the mountains of murai and java. previously the strait seemed to be rather wide and could be navigated properly so that merchant ships from semarang could take the shortcut to sail to rembang (purwadi & maharsi, 2005: 33). the strategic location of demak bintoro caused demak sultanate to develop rapidly in the early of its establishement. with the rapid development of the demak sultanate, demak was named as a powerful country in the southeast asia region. the ambassy of the bintoro demak palace was placed in islamic countries. for example, johor, pasai, gujarat, turkey, persia, arab and egyptian countries. fellow islamic countries do indeed have religious solidarity. students from demak bintoro were also sent to study in various countries. at that time, the m. nur rokhman, lia yuliana: history learning at secondary school .... 70 palace of demak bintoro indeed became as an islamic maritime palace that was prosperous, agile, knowledgeable, cosmopolitan and religious (purwadi & maharsi, 2005: 1). from this information, it can be said that the demak sultanate has many friendships with other islamic countries. so, the solidarity of the islamic countries indicated a glorious period of the development of the islamic state. the demak sultanate also began to develop in the field of education. this is proven by the sending of students from the sultanate of demak bintoro to study in various countries. the bintoro demak sultanate also has a very important area for the economy of the bintoro demak, the area is called tlatah. the river which connects between the bintoro demak and the remote areas in central java is the serang river which now empties into the java sea between demak bintoro and jepara. the river can still be navigated with rather small trading boats. its tributaries are sourced in the middle kapur mountains. next to the mountains lies the old places of central java, namely pengging and pajang hadiningrat. the roads are quite well for the cart to pass a low water boundary from the serang lusi river valley to the bengawan valley, namely bengawan solo, which link between southern central java and east java (purwadi & maharsi, 2005: 34). the above explanation shows that the trade route in demak is so easy that it greatly helps the economy of the bintoro demak. without the efficient trade route, the bintoro demak trade will be hampered and the economy will also decline. the crops of rice fields in demak bintoro seems to have been good in ancient times. the water management was good. moreover, the rice supply for themselves and for trade can still be added by officials in the bintoro demak without much difficulty if they control the connecting road in pengging and pajang hadiningrat. not surprisingly, this region also achieved prosperity (purwadi & maharsi, 2005: 34). it can be seen that at that time the agriculture in the demak bintoro sultanate had advanced because the situation there at that time was very fertile. the main crop in the area was rice. this condition supports demak bintoro to achieve its glory. the bintoro demak has become a rice warehouse from agricultural plots on the banks of the strait. the city of juwana became a center for the region around the year of 1500. the bintoro demak is the sole official at the south of the muria mountains (purwadi & maharsi, 2005: 33). what is meant by the strait in this context is the strait between the muria mountains and java.also, the strait is one of the trade routes. jepara is located at the west of the muria mountains. jepara has a safe port, which was originally protected by three small islands. the location of jepara harbor is very advantageous for larger merchant ships, which sail through the north coast of java to maluku and return to the west. the short-cut road to the south of the mountains can no longer be navigated by a large boat because it has become shallow due to silt sediment, then jepara becomes the bintoro demak port. both cities are powerful (purwadi & maharsi, 2005: 33-34). it has been explained above that the sultanate of demak and jepara have a close and strong relationship. there is a large port in jepara, which is very helpful in the trade and shipping of the bintoro demak. the islamic kingdom of demak is the continuation of the majapahit kingdom before the king of demak became an independent ijss.vol.14, no.1, september 2018 71 islamic king and rebelled in disbelief (majapahit). there was no doubt that since the xiv century muslims were no longer stranger to the majapahit royal city and the bubat city. javanese stories telling about "visit to the king" to the majapahit palace as an anual obligation for the vassals who are muslims, contain the truth as well. by carrying out a "visit to the king" on a regular basis, he continued to establish relations with the officials of the majapahit court especially with the governor. when king demak became king of independent islam and became a sultan, there was no other way for him. many parts of the old civilization, before the period of islam, had been taken over by islamic javanese palace in central java. this can be viewed from javanese literature at that time. the increase in military buildings in demak and other capitals in java in the sixteenth century was also the influence of islamic heroic traditions. demak mosque as the center of worship of the first islamic kingdom in java and its position in the hearts of believers in the sixteenth century and beyond played an important role. there was a group of follower that was very influential who connected with international islamic centers abroad. important parts of present-day islamic javanese civilization, such as wayang orang, wayang topeng, gamelan, macapat songs and keris making, seem to have existed since the seventeenth century by javanese saga as the result of the discovery of contemporaries living in the demak sultanate. the art had gained an important position in the javanese civilization before islam, possibly it relates to worship. in xv and xvi centuries, in most parts of java, the pagan procedures had to be replaced by islamic religious ceremonies, arts such as wayang and gamelan had lost their sacred nature. its nature then becomes "secular". the development of javanese literature which at that time was said to be "modern" was also influenced by the secularization process of literary works that were once sacred and the sacred history of ancient times. the "coastal" civilization centered on the northern coastal ports and the east coast of java, probably in the beginning of the xv century, was not solely islamic. but its glory in the sixteenth and eighteenth centuries clearly shows the relationship with the spread of islam. demak in the previous period was known as bintoro or gelagahwangi which was a duchy area under majapahit rule. this first islamic kingdom was founded by raden patah on the blessing and support of the walisongo which was estimated not long after the collapse of the majapahit kingdom (during the reign of prabu brawijaya v / kertabumi) i.e.± 1478 m sinengkelan (marked by condro sengkolo) "sirno ilang kertaning bumi ". the establishment of the demak sinengkelan kingdom" geni mati siniram janmi "which means soko year of 1403/1481 m. before demak became the center of the kingdom, it was a duchy under the authority of the majapahit kingdom (brawijaya v) and before having the status of a duchy, it was better known as "glagah wangi" which was the only duchy whose duke embraced islam. according to folklore, the first person encountered by raden patah in glagah wangi is nyai lembah from rawa pening. due to the suggestion of nyai lembah, raden patah settled in glagah wangi village which was later named as "bintoro demak". in its m. nur rokhman, lia yuliana: history learning at secondary school .... 72 development, bintoro finally became the capital of the country due to the more people living there. there are several opinions regarding the origin of demak: 1). according to prof. purbotjaroko, demak comes from the word delemak. which means land that contains water (swamp), 2) according to sholichin salam in his book "around walisongo" states that prof. dr. hamka argues, the city of demak is derived from the arabic "dimak" which means tears, describing the difficulties in upholding islam at that time, 3) according to prof. r.m. sutjipto wiryosuparto, demak comes from the kawi language which means hand or giving. geographically, the demak kingdom is located in central java, but at the beginning of its establishment the demak kingdom received assistance from the regents of the coastal regions of central java and east java who had embraced islam. previously, the demak area was named bintoro, which was a vassal or subordinate to the majapahit kingdom. his governmental power was given to raden fatah (from the majapahit kingdom) whose mother embraced islam and came from jeumpa (pasai region) demak's location is very beneficial, both for trade and agriculture. in ancient times the demak region was located on the edge of the strait between the muria mountains and java. previously the strait seemed to be rather wide and could be navigated properly so that merchant ships from semarang could take a shortcut to sail to rembang. but since the xvii century the shortcut cannot be navigated at any time. in the sixteenth century it seemed that deamak had become a rice warehouse from an agricultural area on the edge of the strait. the city of juwana was such a center for the area at around the year of 1500. but around 1513 juwana was destroyed and vacated by gusti patih, the commander of the majapahit kingdom which was not islam. this is presumably the last of the old kingdoms. after the fall of juwana, demak became the sole ruler to the south of the muria mountains. the link between demak and the remote areas in central java is the serang river (also known by other names), which now empties into the java sea between demak and jepara. the harvest of rice fields in the demak area seems to have been good in ancient times. the opportunity to carry out the drainage is sufficient. moreover, the supply of rice for its own needs and for agriculture can still be added by the authorities in demak without much difficulty, if they control the connecting road in pegging and pajang. based on the research results of walisongo iain central java in 1974 on the materials of islamic history in northern central java, it was reported that there were several opinions regarding the location of the sultanate (royal palace) of demak, namely: first, that the former demak empire did not exist. it is stated that raden patah began to spread the religion of islam in demak solely for the benefit of the islamic religion. the establishment of the demak mosque along with the walisongo is a symbol of the demak sultanate. the residence of raden patah was not a magnificent palace, but an ordinary house which was located around the train station, nowadays the place was called "rowobatok". second, in general the location of the mosque is not too far from the palace. it is estimated that the location of the demak ijss.vol.14, no.1, september 2018 73 palace is in the place where the penitentiary was established (east of the square), arguing that in the colonial era there was an element of intentionally eliminating the former palace, this opinion was based on the existence of the names of villages that have a historical background. like the name: sitihingkil (setinggil), betengan, pungkuran, sampangan and jogoloyo. third, the location of the palace faces the great mosque of demak, crossing the river marked by the presence of two betel trees. the two areca trees are still there, and there is a grave of the holy church between the two trees. according to the beliefs of the local community, what was planted was actually a spear (heirloom). a new book, "encyclopaedia of kelirumologi" (jaya suprana, 2009 elex media komputindo-kompas gramedia), contains an entry entitled "demak" on page 98. in the entry, it was told that the location of the former keraton royal demak palace had not been agreed between the experts. a group of experts said that the location of the palace was most likely to be in the southern area of the current town square of demak and facing north. in the southern region of demak there is a place called sitinggil / siti hinggil -a name that is usually associated with the palace. but another group of experts opposed this opinion because in the xv century, when the demak kingdom existed, the demak region was still in the form of wild swamps. it is very unlikely that raden patah established his kingdom there. more likely, according to this group, the center of the kingdom of demak is in the area around semarang, namely alastuwo, district genuk. this opinion is supported by the findings of archaeological objects. according to jaya suprana, one of the two opinions might be wrong, but it could also be wrong (!). this is the commentary on demak in jaya suprana style kelirumologi. both opinions above are geologically interesting because they both inevitably involve a geological process called sedimentation. let's see a little sedimentation process in this famous region. famous? yes, this region is in terms of the famous quaternary sedimentation. it is argued that in the past mount muria in the north of demak did not converge with java, it was a volcanic island which eventually merged with the javanese mainland by a process of sedimentation between demak-muria. let's examine this opinion based on old historical literature. little things about the kingdom of demak, need to be written down again to just refresh the mind. the demak kingdom was the first islamic kingdom in java and existed after the majapahit kingdom era. some of the demak kings are descendants of the majapahit kings, including raden patah the founder of the kingdom of demak. the history of the majapahit conquest by demak has its own story which is very detailed in the book slamet muljana (1968, 2005) "the collapse of the hindu-javanese empire and the emergence of islamic countries in the archipelago" bhratara lkis. in 1515, the kingdom of demak had its territory from demak to cirebon. in 1546, the demak kingdom had expanded to include jambi, palembang, bangka, banten, sunda kalapa and panarukan in east java. in 1588 demak disappeared and his successor changed to pajang which was the predecessor of the kingdom / sultanate in yogyakarta and m. nur rokhman, lia yuliana: history learning at secondary school .... 74 surakarta now. the collapse of the demak kingdom was no different from its conquest of majapahit. the events of the demise of important demak figures when attacking blambangan which was former majapahit, and the undermining of the demak itself made the kingdom even weaker and eventually collapsed on its own. a lesson from history disintegration from within will endanger unity and unity. back to the search for the center of the demak kingdom, the book of mohammad ali (1963), "the role of the indonesian nation in southeast asian history" bhratara, interesting to refer to. in describing the occurrence of the demak kingdom, moh. ali wrote that at an event raden patah was ordered by his teacher, sunan ampel from surabaya, to move west and settle in a place protected by fragrant plants. lush rearing plants are certainly only fertile in the swamp area. in his travels, raden patah arrived at the swamp area on the southern edge of muryo island (muria), which is a large swamp area that closes the sea or more precisely a strait that separates muryo island from the central java mainland. it was there that fragrant and swampy was found; then the place was named raden patah as "demak". according to slamet muljana (1983), "restoration of the persada history of majapahit ancestors" the forest in gelagah wangi was opened and used as a new residence called "bintara". from the name of the new territory, raden patah is known as prince of the priests. slamet muljana (1968, 2005) also wrote that raden patah (the chinese name is jin bun raden patah is the son of the majapahit king prabu brawijaya and one of his wives called the chinese princess) chose to live in an empty and swampy area east of semarang, at the foot of mount muria. the area is very fertile and strategic to master shipping on the north coast. jin bun is based in demak. in demak, jin bun became an ulama according to the message of his teacher, sunan ampel. he gathered his followers from both the javanese and chinese communities. before rebelling against majapahit, jin bun or raden patah were regents stationed in demak or bintara. demak used to be located at the edge of the sea, but now the distance from the sea to 30 km, can be interpreted from a puddle map issued by the semarang regional government (daldjoeni, 1992, "geography of history ii" alumni). this flood inundation map from semarang to juwana clearly illustrates the remnants of the swamp around demak because up to now this area has always been inundated areas in the event of major flooding from the surrounding rivers. from the map we can estimate that the location of muryo island was in the north of central java in the 15th to 16th centuries. demak as a city is located on the banks of the tuntang river whose water comes from rawa pening near ambarawa. in the northwest of the area is the prawoto hill, a land protrusion like a peninsula whose rocks consist of marl in the central kendeng mountains. in the history of demak there was a figure named sunan prawoto (prawata), the son of prince trenggono. his real name was mukmin, but then he was nicknamed sunan prawoto because every rainy season, in order to avoid puddles around demak, he fled to the pesanggrahan built on prawoto hill. the remnants of the guesthouse still show the presence of a gate and sitinggil (siti hinggil) and a bathing pool (de graaf, 1954, "de ijss.vol.14, no.1, september 2018 75 regering van panembahan senapati ingalaga" martinus nijhoff). de graaf and th. pigeaud (1974), "de eerste moslimse voorstendommen op java" martinus nijhoff) has good information about the location of demak. the location of demak is quite beneficial for trade and agricultural activities. the strait which separated central java and muryo island at that time was quite wide and could be navigated freely, so from semarang via demak the boat could sail until rembang. only in the 17th century did the strait not be navigable throughout the year. in the 17th century, especially in the rainy season, small boats can sail from jepara to pati, which is located on the banks of the juwana river. in 1657, tumenggung pati announced that he intended to order a canal connecting demak with pati so that juwana could be used as a trading center. in the 16th century demak was thought to be the center for storing agricultural rice from areas along the muryo strait. as for juwana in around 1500, it also functioned as demak. in this connection, according to the report of a famous foreign traveler in indonesia at the time tom pires, in 1513 juwana was destroyed by a majapahit warlord and demak became the only one who played a role in that function. demak transportation with the inland area of central java is through the serang river whose mouth lies between demak and jepara. until almost the end of the 18th century the serang river was navigable by ships to the interior. serang river is located on mount merbabu and in the kendeng tengah mountains. to the south of the mountains there is the pengging landscape (between boyolali and pajang / kartasura). when in the seventeenth century sediments in the muryo strait had increased and finally anchored them so they could no longer be navigated, the port of demak died and the role of the port was taken over by jepara which was located on the west side of muryo island. the port is quite good and safe from big waves because it is protected by three islands located in front of the port. merchant ships that sailed from maluku to malacca or vice versa always docked in jepara. thus a brief review based on old historical literature on the location of the more likely demak kingdom is located in the southern city of demak now, in an area which was once a swamp and facing a strait (muryo strait) and muryo island (muria). precisely by being located in such an area, demak in his time had mastered the shipping channel in java before the sedimentation buried the existence of the muria strait. the pantura highway that connects semarang-demak-kudus-patijuwana now is actually right above the muria strait which used to be heavily navigated by ships. the building is made of teak wood measuring 31 m x 31 m with a section of the foyer measuring 31 m x 15 m. the middle roof was supported by four giant wooden poles (saka guru), made by four guardians between wali songo. southeast saka is made by sunan ampel, southwest of sunan gunung jati, northwest made by sunan bonang, while northeast is not made of one piece of whole wood but is composed of several blocks bound together (saka tatal), is a donation from sunan kalijaga. the ensemble with eight tiangboyongan is an additional building in the time of duke of jonah. m. nur rokhman, lia yuliana: history learning at secondary school .... 76 the great mosque of demak is an islamic-style mosque built by walisongo in one night. regarding the year of construction of this mosque, there are still many experts debated with their respective sources. the first source is written in the form of chapters, saga, and ancient texts. while the second source in the form of inscriptions and candrasengkala which until now can still be seen in the demak mosque. in the chronicle demolition of atmodarminto, it was stated that the construction of the mosque was marked by candrasengkala lawang trusguna ning jalmi which contained the 1399 saka or 1477 ad numerical meaning. also mentioned in the book nukilan sedjarah tcirebon stated that the agng demak mosque was built by the trustees in the same year as the cirebon mosque, which was 1498 (hariwijaya, 2006: 28). candrasengkala in the form of dragon head images can be seen on the main door leaves in the front of the mosque. lawang / door is often called lawang bledeg or lightning door. the door was made by ki ageng selo which illustrates the mixing of 2 cultures between majapahit (stupa) and chinese culture (picture of a dragon at the bottom). the sound from candrasengkala contained at the door is the dragon mulad salira wani which means numbers in the year 1388 s or 1466m (sabariyanto, 1981: 39). the door that is now a copy and the original one is stored in the museum. other candrasengkala are found on the western wall of the mihrab in the form of turtle ornaments. this candrasengkala shows the numbers in the year 1401 s or 1479 ad. another source is an inscription containing 1428 s. this inscription is written on a wooden panel which was previously located on the inner wall above the main door. the sound of the inscription is the hadeging of the mosque, even though the guardians, the nalika dinten on thursday kliwon malem on friday legi on 1 dulkaidah in 1428 s / 1506 ad (raharjo, 1997: 29). however, the more believed year as the year of the establishment of the great mosque of demak was 1401 s / 1479 ad which was based on the candrasengkala located on the west wall of the mihrab. namely in the form of a turtle ornament that shows the head, body, four legs and tail. meanwhile, the great mosque of demak has experienced at least 10 repairs. in the babad tanah jawi mentioned in 1634 s (1710 ad), pakubuwono i gave the order to repair the great mosque of demak and replace the shingle. during the reign of the dutch east indies, improvements were made to the great demak mosque, among others by strengthening the main pillars by giving wood linings and iron clamps. furthermore, the improvement efforts made in the twentieth century included: 1) in 19241926 the replacement of the mosque's porch and shingles, the addition of the construction of the horses in the roof of the mosque and the construction of iron towers, 2) in 1966-1969, the replacement of lstrik installations and front fence, front gate breaking, fence around the mosque, demolition and redevelopment of the mosque's foyer, 3) 1973-1974 concretion on the mosque wall, replacement of some shingles and rehabilitation of the sultan's grave, 4) 1982 / 1983-1987 / 1988, the restoration was carried out in an integrated and integrated manner by the project for the restoration and maintenance development of the history and antiquities of central java. ijss.vol.14, no.1, september 2018 77 conclusions the demak sultanate was the first islamic sultanate in java which was founded by raden patah in 1478 after demak stood alone apart from the destroyed majapahit. in a short time, demak developed into a large kingdom. the territory of the demak kingdom includes jepara, semarang, tegal, and lembang, jambi, island islands between kalimantan and sumatra, as well as several areas on the island of kalimantan. the important port ports controlled by demak are jepara, tuban, sidayu, jaratan and gresik. demak has an important role in the development of islam in java and demak is the center of the spread of islam. spreader of the spread of islam is known as the guardian. for places of worship and centers of religious activities, the trustees set up a mosque in demak. it is important to note here that demak kings are well-known as protectors of religion so that between kings and ulamas are closely linked, especially with walisanga. the establishment of the great demak mosque by the guardians with its architecture sunan kalijaga is the preaching center of the guardians, including walisanga, namely sunan ampel, sunan kudus, sunan gunungjati, sunan muria, sunan bonang, sunan kalijaga, sunan darajat, sunan giri, and syeh lemah abang / siti jenar. however, syeh lemah abang / syeh siti jenar is not considered as the other guardians. this is because he spread the forbidden teachings, namely about "jumbuhing kawula gusti" (the union of servants with their lord). after being followed up by other trustees, it was said that what was taught by siti jenar was true, but it was very dangerous, especially if it was taught to the public. demak kingdom experienced a glorious period in the government of sultan trenggana who ruled from 1521-1546 m. sultan trenggana tried to expand his territory to west java. in 1522 the demak kingdom sent troops to west java under the leadership of fatahillah. he was a cleric from the market who came to demak to serve the sultan. his arrival was well received by sultan trenggana. in 1527 the demak fleet under faletehan headed to banten, sunda kelapa and cirebon. the three regions are included in the kingdom of pajajaran. banten can be captured, then carried out an attack on sunda kelapa, when the portuguese also came to sunda kelapa. they will establish trading offices and fortresses in sunda kelapa. then there was a war between the portuguese and the demak fleet. demak then won and the portuguese fleet could be destroyed. right on june 22, 1527 sunda kelapa was controlled and renamed jayakarta. references aboebakar. 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september 2018 79 ricklefs, m., (2002), a history of modern indonesia since c. 1200, stanford university press, ridwanaz, sejarah agama islam di indonesia (kerajaan demak), http//ridwanaz.com, retrieved on friday 23 october 2015. rochym, abdul. 1983. masjid dalam karya arsitektur nasional indonesia. bandung: angkasa. sachari, agus. 2007. budaya visual indonesia. jakarta: erlangga. soekmono, r. 1973. pengantar sejarah kebudayaan indonesia. jakarta: kanisius. syafi’i dan sabil huda, 1987, sejarah dan kebudayaan islam untuk mts kelas 3, bandung: armico schilling, alexander. 2010. basics pembuatan maket. a.b. agus tiono dkk. jakarta: erlangga. sri anitah, 2011. media pembelajaran. surakarta : uns press. sugiyono, 2011. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung : alfabeta. suharsimi arikunto. 2006. prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. suharsimi arikunto.2006. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. yulianingsih, tri maya. 2010. jelajah wisata nusantara. jakarta: buku kita. uka tjandrasasmita, 2009, arkeologi islam nusantara, kepustakaan populer gramedia 1 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp.1-26 doi: 10.21831/jss.v18i1.39637. 1-26 cyber resilience revisited: law and international relations ika riswanti putranti universitas diponegoro, indonesia email: ikariswantiputranti@lecturer.undip.ac.id marten hanura universitas diponegoro, indonesia email: martenhanura@lecturer.undip.ac.id safrida alivia sri ananda universitas diponegoro, indonesia email: safridasriyono@gmail.com gawinda nura nabila universitas diponegoro, indonesia email: windarnbl@gmail.com abstract cyber space is increasingly playing an important role in the global world, affecting the pattern of relations between countries. the issue of non-traditional security threats is shifting towards the threat typology associated with cyber space. the concept of national security began to be complemented by a national cyber security strategy to support the security of its national interests. where the country needs to ensure the security of cyber ecosystems to maintain national economic stability. the large flow data and information increasingly large and complex, and brings hidden costs in the form of cyber security threats. cyber security concepts that are considered not responsive and resilient in dealing 2 journal of social studies (jss), volume 18, number 1, 2022: 1-26 with and overcoming cyber attacks can occur at any time with patterns and types that continue to evolve. the concept of cyber security should begin to be developed into cyber security that has patterns of recovery, adaptation, and evolution so as to be able to answer the dynamics of challenges in international trade. interrupted cyber systems in international sphere will potentially cause disruption of international relations because the threat of losses caused not only affects one country. the increasingly complex international law context and involving big data should be one of the top priorities for cyber resilience strategies. this paper starts by explaining the state of play of cyber resilience in international relations and law. next, analysis why the concept of cyber resilience in the perspective of international relations and international law needs to be re-visited to face challenges in the digital economy. keywords: cyber resilience; cyber security; international relations; law; digital economy. introduction in an era of increasingly complex digitalization and the existence of interconnected cyber systems, society is dependent on technology to facilitate their daily life activities. from managing personal finances to controlling critical infrastructures, i.e: air traffic networks; digital information systems and software have been integrated at almost all levels of individual and collective activity (wall, 2001). although the form of digital integration and smart automation can facilitate human work to be more effective and efficient, it is also the target of various threats from cyber attacks. attackers and targets for attacks vary widely, from individuals to international companies and national government agencies. cyber incidents (attacks or system failures) are inevitable, especially when financial institutions are increasingly digitally interconnected. at the individual level, thousands of private details including personal mastercard information and property are stolen a day . at the enterprise level, hacks targeted at large companies equifax, sony corporation and other similar organizations indicate the vulnerability and potential for hackers to accumulate sensitive information stored in corporate databases or referred to as big data apparently has affected the safety of many users (kott et al, 2019). thus, risk control and defense efforts against threats, vulnerabilities, and consequences that rely on threat identification— only based on traditional cyber security are now no longer sufficient. departing from this reason, cyber resilience refers to the ability of a system to prepare for, respond to, recover, and adapt continuously 3 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) to deliver the intended outcome despite adverse cyber events (kahan et al, 2009; bodeau et al, 2011). according to the state of email security report 2020 mimecast, 31% of organizations experienced data loss due to a lack of cyber resilience preparedness (it governance uk, 2021). simply put, cyber resilience helps protect against cyber risks, sustain and limit the severity of attacks, and ensures its continued survival despite an attack. serious cyber threats involving interstate targets can possibly be addressed through international cooperation (shad et al, 2018). therefore, in the evolving nature of cyber threats, new management approaches in international relations and trade law have to be developed involving full range of efforts in building cyber resilience to tackle the dynamic challenges in the international trade system. putranti, i.r., (2015) has study regarding developing of cyber resilience system of the international trade facilitations: specific reference indonesia, in this paper analyzed about the importance to developing the cyber resilience in trade facilitation coping with the challenge of mega fta. the digitalization of trade facilitation demanding secure hub and the mature awareness of cyber resilience both of government agency and economic operators. putranti, i.r. et.al (2020) study on cyber resilience of small and medium enterprises in semarang city, analyzed cyber resilience of small and medium enterprises of handicraft under the scheme of semarang city smart economy platform. the findings that most of the enterprises are not well prepared for the cyber system and has less ability to employ the facilities provided by the government. in the other hand, the government need to provided adequate governance and legal framework to provide secure environment that supports the development of cyber resilience in smart public services. putranti, i.r. et.al (2020), study smartcity : model ketahanan siber untuk usaha kecil dan menengah, where this article seeks the model of cyber resilience for small and medium enterprise with smes were have a very limited in access to the development of networks and resources coping with the issues of cyber threat and cyber resilience. this paper seek to examine the state of play of cyber resilience in international relations and law, where the concept of cyber resilience needs to be revisited to face challenges in the digital economy. methods this paper is a descriptive qualitative type of research paper under the paradigm of law and international relations. this study is a descriptive type of 4 journal of social studies (jss), volume 18, number 1, 2022: 1-26 study that attempts to explore the object of research with a descriptive-qualitative approach. in the legal paradigm, this research employs the normative juridical approach and the legal sociological approach in order to provide systematic legal findings. the data collected from primary and secondary legal materials and documents are systematized and analyzed in order to answer the questions raised. the normative juridical approach used in this paper are the statute approach and the comparative law approach. the statute approach is carried out by reviewing laws and regulations related to the legal issues being handled. law is viewed by researchers as a closed system with comprehensive, all-inclusive, and systematic qualities. the statute approach is employed for legal dogmatic level panels. legislation is a written regulation made by a governmental agency or authorized official that applies in general. the legal issues being handled in this paper is the issue of cyberspace in law and international relations perspective. this study attempts to review the regulations of cyber domains across levels ranging from international, regional, and national level. the current cyber security concepts in those regulations are considered not responsive and resilient in dealing with and overcoming cyber attacks that can occur at any time with evolving patterns and types. on the other hand, the comparative law approach is carried out by comparing laws or regulations in a country or region with the national legal regime of another country or other regional regime. as applied to law, the act of comparison provides insight into the other law, our own law and, as importantly, our own perceptions and intuitions, as a self-reflection that often can yield insight into our view of the law (eberle, 2007). this legal approach is used by the researcher as an instrument of learning and knowledge in order to comprehensively understand and appreciate the difference of other legal cultures that could be enriching. the act of comparison in this study would give a wider exposure about different legal cultures that commonly refers to “patterns of order that shape people, institutions, and society in a jurisdiction” in the cyber security domain ranging from international, regional, and national level. the researcher examines how the budapest convention, international convention on cyber crime, and international telecommunication union emphasize and implement collaboration with other state parties and publicprivate partnerships in safeguarding citizens’ and legitimate interests from cybercrime, thereby encouraging international cooperation. on a regional level, 5 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) this paper focuses on reviewing the cyber space regulations under asean. accorrding to the world economic forum, the “digital asean” initiative is a type of reaction by regional partners, both public and commercial, to solve the asean region’s digital economy issue in order for it to become an inclusive force. meanwhile, at the national level, this article seeks to evaluate the legislation and compare national cyberspace regulations in indonesia and singapore. researchers sought to put the efficacy of indonesian act in terms of the government’s initial efforts to build a resilient digital economy, as well as presidential regulation number 53 of 2017 and amendment number 133 of 2017 governing national cybersecurity legal framework, to the test. the second approach in the legal paradigm used in this research is the legal sociological approach. according to a social-legal approach, analysis of law is directly linked to the analysis of the social situation to which the law applies, and should be put into the perspective of that situation by seeing the part the law plays in creation, maintenance and/or change of the situation (schiff, 1976). in this research study, the analysis of the law as a social institution in the regulation of the cyber security domain is considered not responsive and resilient in dealing with and overcoming cyber attacks that can occur at any time with evolving patterns and types. therefore, it needs to be re-visited in order to be adequate and relevant in facing the evolving nature of cybercrime as part of the social challenges. in international relations perspective, this research paper uses regime theory in analyzing the issue being raised. regime theory is an approach within international relations theory, a sub-discipline of political science, which seeks to explain the occurrence of co-operation among states by focusing on the role that regimes play in mitigating international anarchy and overcoming various collective action problems among states (bradford, 2007). the theory of regime is closely related with the concept of regime itself in which the definition is still under debate. but, the concept of regime commonly refers to a set of ‘principles, norms, rules and decision-making procedures around which actors’ expectations are covered in a given area of international relations’. therefore, a regime would create convergence of expectations, establish standards of behavior, and cultivate a general sense of obligation. international relations paradigm aims to help international lawyers to understand patterns of behavior in inter-state relations though regime theory. in this research, regime theory would give a more comprehensive explanation 6 journal of social studies (jss), volume 18, number 1, 2022: 1-26 of the structure and the function of international rules and institutions in the cyber security domain and analyze the ways international regimes can shape international law and international relations in this particular domain. according to manheim, “research is the careful, diligent and exhaustive investigation of a specific subject-matter, which has as its aim the advancement of mankind’s knowledge” (soren, 2021). therefore, this legal and international relations research was conducted for the purpose of discovering new facts about the cyber security domain in both perspectives in order to contribute to the body of knowledge in legal and international relations fields or subjects. the collaboration between law and international relations perspective in this research would give a rich and more comprehensive solution through a sociolegal finding. results and discussion cyber resilience concept everyone is becoming more and more reliant on the interconnected cyber system in conducting daily activities. from personal finance to managing defense capabilities to controlling a vast web of aircraft traffic, digitized information systems and software packages have become integrated at virtually all levels of individual and collective activity (linkov & kott, n.d.). the nature of cyberspace and everyone’s growing reliance upon it is constantly changing the way advanced users operate in modern, decentralized cyberspace environment provides good cover and anonymity for an intelligent foe, making the attribution of any cyber attack very difficult to pinpoint (harrop & matteson, n.d.). in dealing with the threats of cyber attacks, society needs a more agile approach rather than relying on traditional protection. all levels of society must have an adequate ability to react to these attacks. therefore, we need to build a more robust organizational structure that recalls the concept of resilience. in order to survive in the ever-changing cyber ecosystem, organizations should have the ability to adapt and recover quickly from unforeseen events targeting them. the concept of cyber security is no longer relevant in dealing with the evolving cyber nature. a distinction between safety and resilience: the first one focuses on the protection of systems from threats or events, while the second one is the ability to prepare and adapt to changing conditions, to resist and to recover quickly from interruptions (roege et al., 2017). the cyber-security approach based on risk management focuses on achieving security through the prevention or 7 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) protection against intrusions (avoiding risk) is outpacing and no longer provide the adequate protection required. differently, an approach based on resilience is concerned with ensuring the continuity of functions and critical services and continuously improving the overall context (annarelli et al., n.d.). hence, the inclusion of risk resilience to manage, respond, and withstand any negative impacts of cyberspace activity is necessary to the longevity of an organization. the concept of cyber resilience has been introduced at the 2012‘world economic forum meeting in davos. although the concept of cyber resilience is still in its infancy, this area has been of growing importance to all global actors. the term ‘resilience’ itself is not a new concept, it has been used in psychological studies since the 1940s. initially, the term was used in psychological studies that were trying to find out what makes people able to cope with personal misfortune and unpredictable hardships (hanisch, 2016). in the cyber domain, resilience refers to the ability of an organization to continuously deliver the intended outcome despite adverse cyber events that cause a negative impact on it systems. one of cyber resilience benefit is that it enables complex organizations to prepare for adverse events and to keep operating under very challenging circumstances (dupont, 2019). cyber resilience is way more complex and needs a build-in approach rather than an add-on approach, require multi-layered protection, and a holistic approach in an organization. cyber resilience refers to “the system’s ability to recover or regenerate its performance to a sufficient level after an unexpected impact procedure a degradation of its performance. it is characterized by [four] abilities: to plan/ prepare, absorb, recover from, and adapt to known and unknown threats” (cassleman, 2020). hence, the four aspects of cyber resilience are – (1) prepare, (2) withstand (a.k.a absorb), (3) recover, and (4) adapt (onwubiko, n.d.). the prepare aspect of cyber resilience encompasses planning, anticipation, and prediction of a potential cyber-attack towards the organizations. the withstand (a.k.a absorb) aspect is the ability to maintain business operations in the face of cyber incidents even when the system component damaged (failure until loss functionalities). the recover aspect is the ability of organization to restore operations, services, and functionalities after a cyber incident. and the adapt aspect emphasizes the modification and improvement of the organization systems following a cyber incident. in order to develop a cyber resilience system in society, we need to address it holistically on several levels. building resilience requires real commitment throughout the society (hanish, 2017). each level of society needs to take 8 journal of social studies (jss), volume 18, number 1, 2022: 1-26 an appropriate role in building cyber resilience. its because each of them is received unique and challenging threats that need to be handled. to be effective and efficient a holistic approach need to be taken from the most basic technical level including it system and network. furthermore, cyber resilience also must be addressed at another level such as organizational, regional, national, and even supranational levels. every level of society must highly concern and continuously implement cyber resilience strategies in order to keep strive and gain maturity in the challenging cyber environment. as described earlier, a resilient system is the core requirement in modern society that attached to cutting-edge technologies. a resilient system is the main characteristic of a robust organization in the interconnected digital world. therefore, every organization must clearly aware of its system resiliency. woods (2012) identified several desirable traits for resilient systems, citing their ability to (roege et al., 2017): 1. recognize the signs that adaptive capacity is falling; 2. respond to the threat of exhausting buffers or reserves; 3. shift priorities across goal tradeoffs; 4. make perspective shifts and contrast diverse perspectives that go beyond their nominal position; 5. navigate changing interdependencies across roles, activities, levels, goals; and 6. learn new ways to adapt. cyber resilience is a preferred strategy that necessary to be adopted by every modern organization and entity in the interconnected digital world. its because cyber resilience is not merely consider the nature of the hazards from cyber incidents. but it also deeply consider the assessment of the system’s capacities in response to change pre-, during, and post-event of cyber incidents. although cyber resilience is way more complex than cyber security, it brings more comprehensive protection and benefits to the organization. attention paid by companies to resilience is not only vital for the sustainability and growth of their business models but also a source of competitive advantage (annarelli et al., n.d.). therefore, adopting cyber resilience strategies and operations will ensure success when operating in a hyper-connected system. cyber resilience as non-traditional threat the development of computer technology and the internet of things 9 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) has challenged the global actors to solve the evolving cyber threats that spill over borders and arising conflicts from the misuse of cyberspace. although the benefits brought by computer technology and the internet of things is undeniable to society, this cutting-edge technology also brings dangerous threats to society. however, although this technology has allowed for many advances in global terms, the openness and philosophy of freedom that underpins the use of the network, also have negative consequences and challenge the global authorities to think of new ways to solve the damages experienced because of the use of cyberspace for bad purposes (bechara & schuch, 2020). this is becoming a current dilemma that demands dialogue and research about the transition of global structure to a new era of post-territorial systems. achieving security means eliminating every threat towards it. the idea of security in international relations clearly embedded with military and nonmilitary threats. this concept was established with the westphalian peace treaty in 1648 and has remained a respected element of security doctrine into the twentieth and twenty-first centuries (causevic, 2017). from a traditional perspective, the threat is roughly defined as “hard” threats that are military induced threats towards states. in the twenty-first century, threats are becoming more extensive by the emergence of non-traditional threats. the non-traditional threats is harder to define and requires more complex strategies because the close alignment of technologies with global structure potentially rising various non-military threats lurking on it. the existence of evolving cyber nature in the international system added unforeseen events that potentially threaten every actor operating in a hyper-connected system. the increasing reliance upon technology in modern society makes them vulnerable to cyber threats. various types of cyber threats including cybercrime, cyberterrorism, cyberwar, and cyber espionage will potentially disrupt the use of the cyber environment. the cyber threat is an action that may result in unauthorized access to, exfiltration of, manipulation of, or impairment to the integrity, confidentiality, or availability of an information system or information that is stored on, processed by, or transiting an information system (reich & gelbstein, 2012). in general, the cyber threat may take forms in a cyber attack or cyber exploitation. cyberattack is defined as a cyber operation conducted to alter, disrupt, deceive, degrade, or destroy computer systems or networks or the information and/or programs resident in or transiting these systems or networks (russel, 2014). in another hand, cyber exploitation involves confidential information covertly obtained through cyberspace (shad, 2019). 10 journal of social studies (jss), volume 18, number 1, 2022: 1-26 cyber threats might be taken by individuals or organizations in various actions, for example, hacking, breaching, infecting, etc. cyber incidents have rapidly grown in the cross border area that urges cooperation between countries to conduct coordinated action to mitigate the threats. the question that arose from the international point of view in the misuse of cyberspace is how to regulate the cyber environment and resolve the possible conflicts between different countries in the unbounded territorial boundaries of cyberspace. in this context, cooperation between nations is increasingly necessary to give traction to discussions on global cyber governance, aiming at the conclusion of international agreements capable of establishing mutual assistance to guarantee digital inclusion, for the sharing of information and collaboration in investigations of cybercrimes, as well as for the harmonization and guarantee of enforcement regardless of territorial limits imposed by traditional regulatory models (bechara & schuch, 2020). as discussed earlier, the concept of cybersecurity is outpacing and no longer provides adequate protection against the evolving nature of cyber threats. in another hand, cyber threat is evolving into more dangerous threats that able to harm a society just as hazardous as catastrophic events. this is a serious threat that significantly danger many countries, citizens, and businesses in general. global actors need to strengthen their strategy in order to ensure their security and maturity in operating in the interconnected digital world. hence, the ability to react to these attacks and to design and implement a more robust organization recalls the concept of resilience, known in physics as the assumption of sustaining crashes without breaking (annarelli et al., n.d.). therefore, building cyber resilience holistically in all levels of society is the answer in dealing with cyber threats as non-traditional threats that threaten global actors operating in the interconnected digital world. the foremost action must be taken in cross-border cooperation since the threat exists in the borderless cyber ecosystem. cooperation among nations in conducting coordinated action against cyber threats must include risk resilience to manage, respond, and withstand any negative impacts of cyberspace activity. cyber resilience is a condition for continuous existence and competitive advantage, so the trend is towards adopting resilient strategies and operations to ensure success when operating in a hyper-connected system (annarelli et al., n.d.). in order to strive, every single actor in the digital global system must deeply aware of the danger of cyber threats as emerging non-traditional threats and implement all aspects of the cyber resilience including constant evolving, 11 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) adapt quickly, react to the ever-changing environment, and recover from massive unforeseen events in cyberspace. therefore, building cyber resilience will guarantee the longevity and safeguard the underpinnings of the modern interconnected society. international cooperation legal frameworks the organization for economic cooperation and development (oecd) defines digital economy enables and executes the trade of goods and services through electronic commerce on the internet. this includes the embedding of connected sensors (iot), new end-user devices (mobile phones, laptops, 3d printers), and new digital models (cloud, digital platforms, and services) growing intensity of data usage through spread of big data and algorithmic decision making, automation, and robotics technologies (oecd, 2015). this definition comes at the same time by the internet’s ability to optimize the customer experience with commercial transactions (srinivas & yasmeen, 2017). according to a world bank report, indonesia’s digital economy, the largest in asia, is worth us $40 billion. by 2025, that number could reach $133 billion even though the threat of an economic recession from covid-19 seems inevitable for all countries. although, according to the minister of finance the economic contraction was 0.4%, the existence of the internet and digitalization has minimized this impact and indonesian e-commerce is able to control twothirds of the country’s digital economy (the jakarta post, 2020). supporters of this growth include smes, and most of them are online sellers. platforms such as tokopedia, lazada, and shopee host digital microbusinesses operating across platforms. the government’s initiative in digitizing smes requires a sustainable implementation of regulations coupled with competition for the presence of domestic global players who become a barrier to growth. local companies, even e-commerce start-ups and unicorns that do not take advantage of software with facilities that are supported by data analysis, cloud computing, and artificial intelligence (ai) would be also disrupted (siciliano & gaudenzi, 2018). free flow of data creates new threats such as violations of intellectual property and foreign interference. as a result, national digital policies are needed to give consumers choice and control as well as harmonize international best practices and standards. nowadays resilience is built through internal and external initiatives, including cooperation with international partners. moreover, third countries support increase the level of cybersecurity globally. promoting cooperation in 12 journal of social studies (jss), volume 18, number 1, 2022: 1-26 the whole-of-society model, capacity building, and increasing cyber resilience are also part of the overall goal to maintain an open, stable and safe virtual world, and to build bridges between all actors, both from the government, the private sector, civil society, technical community, users, and academia for the address challenges faced need to be taken in account. in this case, the global cyber resilience framework or regime contribute to a strategic framework for conflict prevention, cooperation, and stability in cyberspace that is based on the application of existing international law, in particular of the un charter in its entirety, development and implementation of universal norms on responsible state behavior, and regional trust-building measures between countries. international dimension digital economy and inclusive trade seeks to simplify procedures for transit of goods and flow of foreign trade traffic, create standardization, and harmonize regulations and laws by using the sophistication of information technology. the international trade interface is divided into two aspects, tangible and intangible (riswanti, 2019). the intangible aspects of supply chains consist of transportation, storage, geography, and physical inspection of goods and documents by expert authorities. expectations of trade facilitation in domestic processes and international trade will significantly reduce the transaction costs of participants in foreign economic activity (ahmedov, 2020). in a publication entitled ‘world trade report 2020: government policies to promote innovation in the digital age,’ finds that 115 countries have instituted industrial policies and development strategies to foster a transition on a digital economy. for example, tax breaks to facilitate digital innovation and technological hubs to maximize knowledge dissemination (wto, 2020). the report concludes that international cooperation play a key role for countries to accelerate digital transitions and protect privacy. budapest convention article 23 general principles relating to international cooperation “the parties shall cooperate with each other, in accordance with the provisions of this chapter, and through the application of relevant international instruments on international cooperation in criminal matters, arrangements agreed on the basis of uniform or reciprocal legislation, and domestic laws, to the widest extent possible for the purposes of investigations or proceedings concerning criminal offences 13 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) related to computer systems and data, or for the collection of evidence in electronic form of a criminal offence.” article 25 general principles relating to mutual assistance “it states in the point 3 that each party in urgent circumstances may make request for mutual assistance or communications, to the extent that such means provide appropriate levels of security and authentication (the use of encryption) where required by requested party.” article 34 mutual assistance regarding the interception of content data “the parties shall provide mutual assistance to each other in the realtime collection or recording of content data of specified communications transmitted by means of a computer system to the extent permitted under their applicable treaties and domestic laws.” as stated in the preambule of the budapest convention, it emphasizes that recognizing the value of fostering cooperation with other states parties and private industry is aimed at protecting society and legitimate interests against cybercrime, namely by adopting appropriate laws and fostering international cooperation. this agreement covers online norms regarding copyright infringement, computer-related fraud, child pornography and network security breaches (budapest convention, 2001). for example, the gulf cooperation council (gcc) aspires to expand “smart infrastructure”, but infrastructure components still have poor security and are vulnerable to cyberattacks. international convention on cyber crime countries such as the united states and others that are technologically advanced, the group of eight (g-8) and private groups rely on multilateral efforts to improve cyber security. however, drew c. arena, senior counsel to the assistant attorney general u.s. the department of justice, stated that until now there has been no idea to negotiate the standards and obligations that are legally mandated in international agreements (sofaer, n.d.). abraham d. sofaer, examined the stanford draft differs from the draft coe convention on cyber-crime a.k.a budapest convention, where the stanford draft covers action restrictions on attacks on critical infrastructure and violations of anti-terrorist conventions. in addition, the stanford draft co-founded an international body to increase the effectiveness and steps of the investigation, 14 journal of social studies (jss), volume 18, number 1, 2022: 1-26 while the coe offered cooperation without such a process. the international civil organization (icao) and international telecommunication (itu) are regimes that deal with technology regulation to create security and efficiency as a multilateral solution to cybercrime and terrorism. these entities are designed for countries to protect their strategic interests. international telecommunication union as international concerns regarding, infrastructure protection, and cyber-war began to escalate, a second major update to itu cyber security treaty provisions was introduced and adopted at the 1998 minneapolis plenipotentiary conference (rutkowski, 2011). as a public international law related to cyber security, it must be increasingly evolving combined with universal state signatories. regional dimension while the region is poised to take its position amongst the world top digital economies, the doors are wide open for cyberattacks. the digital economy in asean has the opportunity to increase $1 trillion to gdp over the next 10 years (kearney, 2021). however, cyber risks hinder cyber resilience in the world of the digital economy and prevents the region from realizing its full digital potential. asean has become the target of cyberattacks that strike strategic and vulnerable infrastructure. unfortunately, the resilience of cyberspace is still low and each country has a different level of readiness. increased capital flows, trade, and the use of it increase the complexity of the region’s cyber security challenges. in fact, 1,000 asean companies could lose $750 billion in market capitalization and impact the failure of the digital innovation agenda as the foundation of the digital economy (kearney, 2021). indonesia has been considered as one of the five founding fathers of asean and played an important role in the region’s countries. asean seeks to realize the goal of peaceful coexistence, by formulating legal documents regarding cybersecurity, but no concrete efforts have yet been made. so far, asean cyber development still focuses on the military sector and paid less attention to the public sector. cyberattacks have not only hit america and the west, but also asean countries. as reported last may 2017, indonesia, malaysia, thailand and vietnam have been attacked by ransomware (the straits times asia, 2017). asean is feared as a region vulnerable to cyber threats due to the following reasons: 1) approximately 2.1 million internet users, 15 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) 922 million users are from the asean region and this number is estimated to increase every year (european commission, 2013); 2) asean is the largest regional organization in the asia pacific region which enables economic and market interactions to take place digitally connected in critical infrastructure such as transportation, mining, energy, banking to increase cross-border crime. at the bilateral and regional levels, many actions have been taken, including the aec blueprint 2025, the masterplan on asean connectivity 2025, and the e-asean framework agreement (asean studies centre, 2020). in the article caitríona h. heinl (heinl, 2014), outlines the main cybersecurity issues faced by the association of southeast asian nations (asean) and outlines policy options for creating a more resilient cybersecurity regime at the regional level. until now, national and regional efforts adopt a comprehensive cybersecurity strategy have tended to be slow and split into several parts, resulting in the collaboration of asean members through new national and international initiatives in realizing the 2015 asean community. this was proven by the holding of the the 32nd asean summit with theme building resilience and innovated asean to encourage the development of 100 smart city networks by promoting the use of technology based on local wisdom (media indonesia, 2018). thus, the performance system of asean partners could improve training and capacity building, defense cooperation, and protect supply chains. one of them is the “digital asean” initiative, which is a form of response from regional partners, both public and private, to address the digital economy issue of the asean region to become an inclusive force (weforum, 2021). these initiatives include the pan-asean data policy, asean digital skills, asean e-payments, and asean cybersecurity which successfully launched the asean digital skills vision 2020 program and made commitments with bigpay, cisco, facebook, linkedin, tokopedia, etc. (asean, 2020). recently, indonesia which is supported by the national cyber and crypto agency met online at the asean ministerial conference on cybersecurity (amcc) which is the 5th asean ministerial conference attended by ten asean countries indonesia, brunei, cambodia, laos, malaysia, myanmar, the philippines, singapore, thailand and vietnam discussed regional cyber security issues in southeast asia. according to the minister of communication and information, singapore, s. iswaran, stated that amcc is collaborating to establish the operational technology cybersecurity expert panel (otcep) and the cybersecurity labeling scheme (cls) (bssn, 2020b). the cert to cert 16 journal of social studies (jss), volume 18, number 1, 2022: 1-26 collaboration is a useful program to improve response times for handling attacks and cybercrimes against indonesia’s national critical information infrastructure sector. national dimension the global police agency, interpol warned of an increase in cyber crime during the pandemic and found a shift in targets that initially attacked small businesses or msmes and individuals are increasingly daring to attack large companies, governments and infrastructure. even in april 2020, there was an increase in ransomware which resulted in users having to bail out money to cyber attackers to get their data back. hoaxes or the spread of fake news in the media have disrupted the computer system (sekretariat nasional asean-indonesia, 2020). it has been recorded that since january to date, there have been 1,093 issues, 1,960 hoax-related content from four social media in indonesia, namely, instagram, facebook, twitter and youtube. then it was identified by a crawler machine and taken down by the ministry of communication and information and law enforcement efforts were made by the criminal investigation agency of the indonesian national police (kominfo, 2020). the ministry also massively conducts campaigns, educational classes, and trainings on digital literacy through the national movement on digital literacy—siberkreasi. responding to this warning, indonesia established a national agency, the national cyber and crypto agency, to create a strategic cyber environment and safe electronic system operation, foster a digital economy with cyber innovation and competitiveness, and increase sensitivity and resilience in cyber space through presidential regulation number 53 of 2017 and amendment number 133 of 2017 established the state cyber and crypto agency (bssn, 2020a) that one of its main role is to implement cyber security effectively and efficiently by utilizing, developing and consolidating all elements related to national cyber security. in order to provide a strategic reference of cybersecurity policy, bssn prepares the indonesian cyber security strategy. this security strategy includes five aspects such as, sovereignty, independence, security, togetherness, and adaptive. the government’s initial efforts to build a resilient digital economy based on these following legal bases (indonesia act, 2008): 1. indonesia act number 36/1999 concerning telecommunication. 2. indonesia act number 11/2008 concerning information and electronic transactions. 3. indonesia act number 3/2002 concerning national defense. 17 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) 4. indonesia act number 7/2014 concerning trade. 5. international act number 24/2000 concerning international agreements. 6. indonesia act number 17/2011 concerning state intelligence. state of play: factors that hinder cooperation in increasing cyber resilience indonesia is the 15th largest country with promising economic potential and opportunities. abundant resources, cultural and linguistic diversity, and strategic geographic could be potential for advancing the economy (sindo news, 2015). unfortunately, economic development in indonesia is not fully evenly distributed, particularly access to infrastructure and technology is only centered in cities. based on research from the indonesian central statistics agency in 2012-2018, the average internet usage in urban areas is 72%, but in rural areas it is 40-48% (kemenkeu, 2020). the digital gap then encourages the indonesian government to liberalize the economy by developing economic activities (e-commerce, marketplace, fintech), strategic sectors, and public services to be digitalized and integrated using cyber systems. although digital ecosystems provide benefits, nonetheless it is still vulnerable to the threat of cyberattacks. the existence of malicious cyber operations by states, state proxies or state-sponsored actors, and private actors have a destabilizing impact and constitute a risk or potential threat to international peace and security (pauletto, 2020). the more digitalized government services, the more challenges government faces to step up protection of a country’s critical infrastructure. efforts were made not only at the national level, but also need to be upgraded to regional and international levels, even multilateral. differences in complexity, interests, capacities, and common language are gaps in addressing cybercrime in cyberspace. cyber power is closely linked on country’s sovereignty. as a result, the state needs to implement the department of defense or the intelligence community. the government needs to focus on cyber security particularly critical national security issues. prioritization and allocation of resources including technology, government, business, and human resources need to be developed so that the significant process can be made— cyber trustworthy use substantially enhanced (kramer, 2010). the technical underpinnings in security overlap between national security and the broad cyber arena. thus, publicprivate partnership (ppp) based cybersecurity is needed in policy planning, 18 journal of social studies (jss), volume 18, number 1, 2022: 1-26 incident reporting, awareness raising, and cybercrime prevention strategies (chang & coppel, 2020; watanabe, 2019). there are some reasons why the concept of cyber resilience need to be revised in the perspective of international relations and trade law to face challenges in the digital economy: first, either states or organizations and firms need to become much more cyber-resilient. they need to broaden their risk management focus, such as reputation and customer channels, and recognize the unintended business consequences from activity in cyberspace. a key finding of the isf cyber-resilience report is that no organization could respond effectively to threats from cyberspace. the organization should work with others to leverage the knowledge and resources of numerous stakeholders. this would help to prevent attacks (or minimize the impact) and improve cyber-resilient (crespigny, 2012). organizations would benefit from partnering with others by sharing intelligence and influencing the adoption of best practice across cyberspace. by taking a broader view of cyberspace and cybersecurity, it would be better able to understand the true nature of the threats, in the context of business opportunity, and respond accordingly. for example, the cybereast project, which builds on the objective of capacity building for the joint efforts of the european union and the council of europe within the framework of a cybercrime project that targets strengthening international cooperation on cybercrime and electronic evidence, achieving public-private partnerships between criminal justice authorities and the internet industry and facilitating legal reform to achieve better compliance with the budapest convention on cybercrime in the six eastern partnership countries. the risk of cyber incidents is inevitable because financial institutions are digitally connected, requiring firms to be ready to stand them and maintain operations. the financial community is currently debating how regulators should develop new tools to ensure operational resilience across jurisdictions (hausken, 2020). achieving operational resilience requires a comprehensive approach to prevention, adaptation, response, recovery and learning. it has been proven by examining european guidelines for resilience and cyber-security, i.e: the european union network and information security agency (enisa), the eu’s cyber-security organization has released ‘enabling and managing end-toend resilience’. it is the ability to assure end-to-end security and continue high levels of functionality in the face of abnormal traffic loads, malicious attacks, accidents, or human error is vital for the economy and society (devine, 2011). in indonesia, the covid-19 outbreak exploited by certain actors to seek profit. the work from home (wfh) policy mechanism leads to more network usage. 19 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) lack of literacy and awareness of cybersecurity due to low levels of education has further increased the number of cases of cyber incidents, including breached data of 15 million users on online shopping such as tokopedia (kompas, 2020). proactive actions could be done such as backing up data, installing up-to-date software, changing passwords regularly, not plugging in a usb flash drive carelessly, and not clicking on unsafe or unknown links. second, the existing cyber resilience of multinational corporations is arguably typically inadequate and in the context of digital supply chain integration, the potential consequences are larger. cyber resilience requires conscious planning and relentless action from both the security provider and the multinational corporation (lees et al., 2018). lees introduces four key areas that warrant particular attention: 1) infrastructure design: the development of architectures that are inherently more resilient and easier to protect; 2) change management: minimizing the operational risks of cyber infrastructure; 3) backups: the ability to recover; and 4) resourcing: senior support for the ‘total cost’ of protection. for the example, on the first case in the study visegrad group countries (czechs republic, hungary, poland, and slovak) built mutual contacts at all levels, from the highest political summits to experts and diplomatic meetings, to activities of ngos in the region, think-tanks and research bodies, cultural institutions, and numerous work of individuals apparently performing better due to their developed national strategies: 1) sharing best practice and lessons learned within the organizational units to deal with crisis management, risk assessment, and physical infrastructure security to increase cyber resilience; 2) education and training in cyber issues either private or public sector; and 3) international cooperation is a cross-cutting issue. there is no place for competition, when security is concerned (tonhauser & ristvej, 2019). then, the second case is norway’s digitalization development needs to be emulated because it is able to create digital value chains that cross national jurisdictions, including europe, asia, the us, even space (gps). the technology of ‘smart grid’ and ‘smart city’ with the operation of electric power grid enables service improvements in the aspects of safety, surveillance, energy management, and security (hagen, 2017). third, how is international law supposed to apply? the absence of a special international legal system for cyberspace does not mean that there are no legal rules that would apply to cyber activities. if international law is intended to build efficient governance, it is necessary to adapt to new phenomena without the need to reinvent the entire regulatory framework at each event. i.e: the 20 journal of social studies (jss), volume 18, number 1, 2022: 1-26 finalization of the un charter related to power suppression in the nuclear weapon advisory opinion, the international court issued a statement “apply to any use of force, regardless of the weapons employed”, thus following the same logic cyber operation must both comply with legal regulations about the use of force (mačák, 2016). these include the 1992 constitution of the international telecommunication union, the 2001 budapest convention on cybercrime, and its 2006 protocol on xenophobia and racism, the 2009 shanghai cooperation organization’s information security agreement, and the 2014 african union’s cyber security convention. however, this international agreement only regulates a small part of activities related to cyberspace, such as: criminal offenses committed by means of a computer system or operations interfering with existing telecommunication networks, or the shanghai cooperation agreement and african’s union convention have a very limited membership. microsoft’s proposal, entitled international cybersecurity norms: reducing conflict in an internet-dependent world, was published in 2014, urging states to revise their ‘country-centric laws’ and adopting instead ‘international standards’ regulating important aspects of online behavior including security, privacy, and taxation and make it appear legally binding (mačák, 2016). therefore, doubts in the development and application of international law have generated a power vacuum and allowed the emergence of the creation of non-state norms. particularly in the 21st century where the pluralization of norm-making processes involves multiple states and non-state actors to identify overlaps with their strategic interests. when observing the world scenarios, complex cyber incidents covering transnational issues, such as money laundering, corruption and organized crime require cooperation between countries to mitigate threats. initiatives in fighting cybercrime are still fragmented and lack alignment to build mutual trust, therefore cooperation between nations aiming at the conclusion of international agreements capable of establishing mutual assistance to guarantee digital inclusion (bechara & schuch, 2020). furthermore, increasing cybersecurity in the policy agenda requires a rapid action cybersecurity framework to harmonize cyber resilience in the region and internationally. the existence of a collaborative framework is expected to narrow the gaps in strategy, policies, laws and governance in cybersecurity. adoption of a multilateral regime and directives from the national government could bring strategic and operational benefits, so that law enforcement cooperation would run quickly. 21 cyber resilience revisited: (ika riswanti putranti, marten hanura, safrida alivia sri ananda and gawinda nura nabila) conclusion this study suggests that there has been no clear agreement either at the level of international and national about legal frameworks as well as an architectural models associated with cyber resilience. legal frameworks that exist at the international level are still focused on the concept of cybersecurity. meanwhile at the national level, for example, indonesia still does not have a set of rules related to cyber security and resilience, where singapore 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(2020). accessed from https://www.wto.org/english/res_e/ publications_e/wtr20_e.htm [retrieved at january 21, 2021] 183 the relevance of broadcasting regulation in the era of media convergence awanis akalili department of communication, faculty of social sciences, universitas negeri yogyakarta, indonesia email: awanisakalili@uny.ac.id abstract media convergence era becomes one of the biggest challenge for the broadcasting regulation in indonesia. one of the form of media convergence is ownership convergence, that is the ownership merger of media company as various platform under one company name. the purpose of this study is to analyze relevance broadcasting law number 32, 2002 in the era of media convergence by media nusantara citra tbk (mnc) case of ownership convergence. using library research method, this research found that the broadcasting law number 32, 2002 does not yet include media convergence issue, in which convergence ownership is included. this law depicted only the limitation of media ownership, where the limitation itself is not explained in detail. with the unclear convergence ownership regulation, mnc could be freely expanding its business network of broadcasting media (tv and radio), printed media, even online media. moreover, mnc also has the control to three of indonesia’s biggest tv broadcasting media, namely rcti, global tv and mnc tv. this urges indonesia’s government to act immediately by revising the regulation of journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.183-196, doi: 10.21831/jss.v16i2.30619. 183-196 184 journal of social studies (jss), volume 16, number 2, 2020: 183-196 media broadcasting to be adaptable to the era of media convergence, specifically to convergence ownership issue. keywords: broadcasting regulation, media convergence, convergence ownership, mnc introduction developed from the conventional, then new media, to today’s media convergence, media regulation change is essential to media convergence. in indonesia, the government related to media and various media institution have tried their best to issue various types of media regulation, including the broadcasting law number 32, 2002. in fact, broadcasting media difficult situation has yet to improve. for example, for the concern on media ownership issue. the ownership issue in this media convergence era is much more complicated due to the emergence of new concepts, such as convergence ownership. in his book “the meaning of convergence” (from quinn, 2004:112), rich gordon defined convergence ownership as a form of convergence to media companies’ ownership, be it broadcasting media, printed media or online media. this concept describes that media ownership could also be merged under one ownership. attention to the locus media ownership finally put a pressure for a change on broadcasting media regulation, as the current one is not relevant to today’s media situation and condition. discussion on the law is necessary in order to understand media convergence and regulation in indonesia, for the broadcasting law number 32, 2002 has not fully work in regulating media convergence issue, including convergence ownership (kpi.go.id, 2016). for example, in section 18 article 1, the government has defined that “kepemilikan dan penguasaan lembaga penyiaran swasta oleh satu orang atau satu badan hukum, baik di satu wilayah siaran maupun di beberapa wilayah siaran, dibatasi (ownership and authorization of private broadcasting organization under one name or one organization law, be it of one broadcasting area or in certain broadcasting areas, are limited)”. even though it is substantively written that media ownership is limited, but the regulation should clarify the form and type of limitation on what and how it works in order to comply with it. this, in the end, is out of sync with the media business development that gave birth to convergence ownership, where the regulation 185 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) is not kept up to anticipate the reality. a company did merge the ownership of media under one company. in this case, the media referred to is pt. media nusantara citra tbk, known as mnc. mnc is the biggest company owned by harry tanoesoedibjo, with four media group under its authorization, that are pt rajawali citra televisi indonesia (rcti), pt. global informasi bermutu/gib, pt cipta televisi pendidikan indonesia/ctpi and pt mnc networks/mncn (rahayu et.al, 2014:48). from these media groups, mnc has leastwise three forms of media; broadcasting media (tv and radio), printed media, and online media. the company, seen from the broadcasting media only, have the control over three biggest tv station in indonesia; rcti, global tv and mnc tv (rahayu et.al, 2014:18-19). a number of academics have spoken up about this tremendous power the mnc company have over the quota violation, as well as the monopoly of media ownership, which are clearly violating the broadcasting law number 32, 2002 section 18 article 1. the company is still proudly in business without any hassle until today (nasional.kompas.com, 2011). this convergence ownership issue by mnc has always been an attractive study among people, where the government decisive action is still invisible until today. the researcher choose mnc as a case study because of the company scale in indonesia with direct authorization over four media group, including three biggest tv station (rcti, global tv and mnc tv) in the country (rahayu et.al, 2014:18-19). this paper will analyze the relevance of convergence ownership by mnc to the country’s regulation defined in the broadcasting law number 32, 2002. to begin, the researcher believe that the current broadcasting regulation (broadcasting law number 32, 2002) is not relevant anymore to media convergence development happen today, especially the convergence ownership studied from mnc case of media ownership. to focus on the case, it is clear that the broadcasting law number 32, 2002 is the only broadcasting media regulation there is in indonesia. for 15 years now, the regulation used for the media broadcasting field is still the same law, no matter how developed the technology era is, even more after the emergence of media convergence today. this paper will analyze the broadcasting law number 32, 2002 relevance to the convergence era, especially on the case of convergence ownership. to make it an understandable reading, this paper will be structured from the introduction, followed with the discussion on regulation in the context of media convergence, flashback on broadcasting law number 32, 2002, the weak tendency of broadcasting regulation to media convergence issue, convergence ownership in 186 journal of social studies (jss), volume 16, number 2, 2020: 183-196 indonesia’s broadcasting media: mapping of mnc media ownership, theoretic analysis: review of the broadcasting law number 32, 2002 relevancy with mnc business attitude, and the final chapter is the closing. methods this paper uses library study method, where the researcher collected various data from books, websites or journals in relevance with the keywords of this paper. from the collected data, the researcher analyze the relevance between the regulation (broadcasting law number 32, 2002) and mnc case. results and discussion regulation in the concept of media convergence the term of media convergence has been interpreted as media merger or integration in one platform (jenkins, 2006). media convergence does not only change the individual attitude in accessing information, but also contribute to the structural order of industry, the government and regulation on convergence impact (jenkins, 2006). regulation has become one form of regulation in the era of media convergence faur and david levi (2011: 96) defined regulation as limitation on activities of the country, the people, the government and the market. aslama and napoli in their journal entitled “diversity 2.0: “rethinking audiences, participation and policies” (quoted from rahayu et.al, 2016:58), revealed that media convergence also brings opportunity to a change in regulation. moreover, aslama and napoli also analyze that media convergence have the power to disrupt the current model of media business, so that the regulation has lost its relevance (rahayu et.al, 2016:58). media rapid development requires regulation that is adaptive to real situation in order to keep up with the trend (storsul & trine, 2007:277). even more so after media convergence era, academics demanding media regulation reshuffle. from their research, storsul and trine (2007:277) also stated that television broadcasting media is an urgent concern in the concept of media convergence. television as the ‘best soil’ for ownership business has been very ‘fertile’; it needs more intensive regulation compared to other media platform (storsul & trine, 2007:281). even more so, media convergence era springs up chances of ownership monopoly because it inclined to the industry authorization over certain media. 187 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) regulation that administer media convergence is still in ruu or rancangan undang-undang (draft bill) . uu konvergensi media (media convergence law) is intended to incorporate three fundamental aspects of media regulation, that are uu ite (information and electronic transaction law), uu telekomunikasi (telecommunication law) and uu penyiaran (broadcasting law). flashback on the broadcasting law number 32, 2002 the broadcasting law number 32, 2002 becomes the only broadcasting media regulation that is arranged with the spirit of democracy (rahayu et.al, 2014:vii). regulation is considered necessary for broadcasting media, as it uses ownership right and free to air nature of the activity in public and also that it is terrestrial (rahayu et.al, 2015: 54). in general, the content of this broadcasting law is about the regulation on broadcasting media in its use of public rights, including content, broadcasting time, broadcasting area, and ownership (rahayu et.al, 2015: 48). from a series of regulation in this law, the researcher take the regulation on media ownership as an item to analyze. democracy and its idea of having balanced power between the government, media business people and society, becomes the baseline of this law mentioned. the fact, however, capitalism on media ownership seems to be simply a sin that has always been forgiven. on the other hand, the broadcasting law number 32, 2002 has regulated media ownership, specifically on chapter ii (principle, purpose, function and direction), section 5 article 7, “mencegah monopoli kepemilikan dan mendukung persaingan yang sehat di bidang penyiaran (to prevent any act of ownership monopoly and support fair competition in broadcasting field.)” it is also stated in part 5 of private broadcasting organization (lembaga penyiaran swasta) that “kepemilikan dan penguasaan lembaga penyiaran swasta oleh satu orang atau satu badan hukum, baik di satu wilayah siaran maupun di beberapa wilayah siaran, dibatasi (ownership and authorization of private broadcasting organization under one name or one organization law, be it of one broadcasting area or in certain broadcasting areas, are limited)” “mendukung persaingan yang sehat (support fair competition)” and “kepemilikan industri media swasta dibatasi (that private media industry ownership is limited)”, are two points that are ambiguous or unclear. these statements do not provide detailed information on the expected fair competition and the indicator of media industry ownership limitation. this depicts today’s situation that there is centralization on broadcasting station ownership and authorization, where only particular parties have the privilege to (rianto et.al, 188 journal of social studies (jss), volume 16, number 2, 2020: 183-196 2012: 58-61). this can be analyzed not only from the broadcasting law number 32, 2002, but also from the weak media regulator performance in overseeing the situation. this leads to cross ownership, a merger of broadcasting media, impacting on suppressed information and both politic and economic capitalism in broadcasting media (rianto et.al, 2012: 58-61). weak broadcasting regulation in the context of media convergence the change to the current broadcasting regulation in indonesia should be discussed deeply on its urgency in today’s situation and condition. a number of academics, in the mean time, has voiced their concern to support urgent change on the broadcasting law number 32, 2002 (permana, 2016: supadiyanto, 2019). the government has responded by proposing uu konvergensi media (media convergence law) that is yet to be made official until today. the concern is that media convergence era could diminish variety of content aspect, and media could actually be a business of ownership for the investor (rahayu et.al, 2014). this could be observed on the visible media conglomeration phenomena around us. even more, the broadcasting regulation could not handle the monotonous content problem that media convergence era has brought to the table. the biggest problem is that the government seems to be powerless against the private television company domination, which leads to even smaller chance for local television (rahayu et.al, 2014). this supports the idea that media regulation in indonesia is yet ready to adapt to today’s technological development, that is in the era of media convergence. to analyze it from theoretic approach, the issue of weak broadcasting regulation actually happened as the country has not prepared to the media convergence happening right now (lunt & sonia, 2011). this should put the government a pressure to make modification, reshuffle or even changes to media regulation. peter lunt and sonia livingstone in “media regulation: governance and the interests of citizen and consumers” (2011) described that a concept of media regulation is when the regulation cannot put stability to the country’s condition, immediate change should be considered by the government. as the regulation needs immediate change, the current clearly cannot play its part to stabilize the real situation. peter and sonia (2011) reaffirmed that society has the right to voice their concern in this issue if the country cannot assure immediate regulation change. the public voice should bring greater urgency to pressure the government as it is part of their right as the people of the country. lara fielden (2016:473-474) in her journal entitled “uk press regulation: 189 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) taking account of media convergence” also stated that media convergence demands the urgency of media regulation change, specifically to broadcasting media. broadcasting media is considered to make immediate regulation change than other media forms, as it causes wider impact and is closer to the public interest (fielden, 2016:474). in broadcasting field, especially, media convergence leads to monotonous content, as well as media ownership monopoly. if regulation change is not happening in the near future, these content issue and media conglomeration will rule out the public right. necessarily, the government of indonesia should be firm and detailed on its media regulation arrangement and process, as mentioned by ross tapsell in his journal “platform convergence in indonesia: challenges and opportunities for media freedom” (2015), that media convergence does give impact to media conglomeration. unspecified and ambiguous regulation, and the lax government performance regarding this issue seems to give investors freedom to media ownership conglomeration (tapsell, 2015). based on theoretic concept, supported with other academic findings related to media regulation, there should be some responses from the country’s government on the broadcasting law number 32, 2002 revision, as it could not fully regulate all aspects in today’s era of media convergence. convergence ownership of broadcasting media in indonesia: mnc media ownership mapping refer to convergence ownership, one of the five dimensions of media convergence proposed by rich gordon, is that media convergence allows a merger of ownership from company of the same or different platform (in jin 2013: 6). convergence ownership does not only trigger capitalization on media ownership, but also the tendency to relatively the same content, means diversity of content is no longer present (in jin 2013: 6). with the same idea, doyle in “media ownership: the economics and politics of convergence and concentration in the uk and european media” also stated that merger ownership could increase media monopoly and media conglomeration (doyle, 2002:21-22). refer to rich gordon’s convergence ownership concept (in quinn, 2004:112), media ownership phenomena in indonesia has become a serious concern. convergence ownership could be seen from company merger under one media platform or various media forms under one ownership. a case that describes convergence ownership is what happens to the giant company, mnc. 190 journal of social studies (jss), volume 16, number 2, 2020: 183-196 mnc, an abbreviation of pt. media nusantara citra tbk. mnc company is now under the name of hary tanoesoedibjo. through mnc, not only that hary owns four broadcasting media (rcti, gib, ctpi and mncn) but also he manages other media business, such as printed media and online media. the following is the structure mapping of mnc broadcasting media ownership business ownership business mapping pt media nusantara citra tbk (mnc) (rahayu et.al, 2014:22) convergence ownership is clearly shown in the mapping above, in which mnc has the authority over three biggest tv station in indonesia, namely rcti, global tv and mnc tv (rahayu et.al, 2014:18-19). in addition, mnc also managed to run radio network business, even online media(rahayu et.al, 2014). in a book entitled “kepemilikan dan intervensi siaran”, rahayu and pr2media (pemantau regulasi dan regulator media/regulation monitor and media regulator) researcher team arrange mapping of 22 radio network under the ownership of mnc group. media ownership monopoly is clearly visible from the two mappings above. mnc has the leisure and authority to accommodate and integrate various media platform, including tv, radio, printed media, and even online media, under one company label. hary tanoesoedibjo as the president director claimed that mnc labels are all stand-alone (rahayu et.al, 2014). media 191 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) ownership issue accusation directed to him got shifted as he claimed himself as just an ordinary director. he stated that each media is but under others’ name, not his. in fact, his own argument got him back. mapping of mnc group radio networking (rahayu et.al, 2014:102) from a research conducted by pr2media, it is recorded that in 2014 hary tanoesoedibjo placed his trusted people to be the chief editor in global tv and he also let him have a share in managing news content for rcti (rahayu et.al, 2014:146). this chief editor issue has allowed similarity in content, which clearly degrades the principal of democracy where diversity of content is essential. exceedingly, not only for hary tanoesoedibjo is the owner of mnc, but also he is politician of hanura party. these facts alone will give bigger picture on how he will direct the news and broadcast the information. it has been proven that from 2 to 15 april 2013, kpi had recorded 11 news related to hanura broad casted in three different television station of mnc, which were rcti, mnc tv and global tv (rahayu et.al, 2014:181). from all these information, what is important is that convergence ownership where merger and autonomy of ownership, and centralization and concentration could actually influence media content with irrelevance and repeated information (rahayu et.al, 2015: 56). the investor, in this case, gets the most profit to the situation. convergence ownership create new opportunities in new service or market with relatively low cost but wide impact to society (rahayu et.al, 2016:76). with the ease and comfort provided by one media platform, the society is to believe they get the benefit. however, the true fact is that the media owner is still the one enjoying the most profit. 192 journal of social studies (jss), volume 16, number 2, 2020: 183-196 theoretic analysis: reviewing the relevance of the broadcasting law number 32, 2002 in ownership convergence case by mnc to review on regulation and media ownership of mnc company label, there are two basic concepts used to analyze this phenomena. the first concept is dimension of convergence in media proposed by rich cordon, that is convergence ownership. the second is the concept of ownership limitation regulated in the broadcasting law number 32, 2002. the first analysis is that the media monopoly caused by convergence ownership is considered reasonable. merger, cross ownership and various media ownership in one label is understandable, as media business is the easiest field for monopoly practices. 25-26). media convergence that claimed easy information access for society in one platform is considered a trick for society to hide the fact that media owner is still the one beneficial from it. in mnc group case, convergence ownership is described from the ownership merger of some television media (rcti, global tv, mnc tv), radio network, printed media, and online media portal (rahayu et.al, 2014). mnc, in this case, has the authority over almost all forms of media, including printed media, electronic media or new media with the internet support. convergence ownership as one of media convergence dimension seems to be permissive over media monopoly as depicted in mnc case. in the context of convergence ownership, mnc has the leisure to merge various media platforms under one ownership. convergence ownership by gordon could be used to analyze media capitalization. media business runs smoothly without any intervention. gordon explained that convergence ownership does not only benefit media owner, but also it leads to content similarity (jin 2013: 6). this has been discussed above, where repetition on hary tanoesoedibjo and hanura aired on rcti, mnc tv and global tv. the second analysis is regulation view on mnc group case. here is the important question; does the broadcasting law number 32, 2002 work as it should be to regulate this type of case of convergence ownership? the answer is, it does not completely work yet. arguments build from this question is a fact that shows weak tendency on broadcasting regulation in indonesia. in a rough saying, the regulation is considered losing to the media ownership monopoly committed by individuals; which is exactly what happened in mnc. regulation on ownership limitation is written in two sections in the broadcasting law number 32, 2002. in chapter ii (principle, purpose, function 193 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) and direction), section 5 article 7 “mencegah monopoli kepemilikan dan mendukung persaingan yang sehat di bidang penyiaran (to prevent ownership monopoly and support fair competition in broadcasting field)”. the problem here is that the definition of “sehat (fair)” is not explained in detail. thus, business competition comes from various sector in media industry. for example, one media did copy, take and broadcast content from another media of the same ownership. in this case, it is proven with evidence that mnc did copy the information to be broad casted to all three of its television stations. obviously, this type of business is fraudulent; very minimum content production to reach wider society. the second, mnc act of ownership conglomeration disregards what is regulated in section 18 article 1 about “kepemilikan dan penguasaan lembaga penyiaran swasta oleh satu orang atau satu badan hukum, baik di satu wilayah siaran maupun di beberapa wilayah siaran, dibatasi (ownership and authorization of private broadcasting organization under one name or one organization law, be it of one broadcasting area or in certain broadcasting areas, are limited)”. “dibatasi (limited)” is an ambiguous diction in this case; no further explanation on what and how exactly this limitation is in detail. broadcasting law regulates that commercial broadcasting quota is given 10 times for television in reality, three of the commercial broadcasting quotas are of mnc alone, in all the company’s television station (rcti, global tv, and mnc tv). to review this case, jenkins (in tapsell, 2014:16) explained that media convergence will increase and strengthen media corporation monopoly, as well as the emergence of media oligopoly. the country, indonesia, has to put immediate act in order to create law that regulates limitation on media industry. baldwin and cave (in lunt & sonia, 2012:21) described regulation theory as a protest to the government to officially arrange media regulation in response to the changes in economy, monopoly, public interest, and business people. this theory strongly demands the government to make arrangement on the regulation, specifically the broadcasting law number 32, 2002. the fast growing era demand more adaptive media regulation. bar and christian (2008) in a journal “us communication policy after convergence” explained that related to regulation, the government has two options of response. the first is to choose to regulate new media with the currently used regulation, or to revise to the current regulation (bar & christian, 2008:2). indonesia, on the other hand, has chosen the second option, that is to revise the law by arranging broadcasting law draft number 32, 2002. 194 journal of social studies (jss), volume 16, number 2, 2020: 183-196 society has strongly demanded that this revision is made official for the regulation to be more relevant to the era of media convergence. the content of broadcasting law number 32, 2002 has yet adapted to the current condition that diversity of content, diversity of platform and diversity of ownership have no regulation basis, despite it’s important aspect (masduki, 2007:114). as a response, academics has spoken up in front of the public. if their demand is not fulfilled, there is possibility of frequency efficiency and improvement on technique quality. these could open and multiply fair opportunities to the growth of broadcasting industry. fair competition is yet to be seen when the law and regulation are ambiguous and unclear (rahayu et.al, 2015: 58). revision demand on uu penyiaran no. 32 tahun 2002 is also encouraged by amir effendi siregar. amir said that the current broadcasting law needs to be revised, so it would be more dynamic in corresponding to broadcasting regulation issues in this era. thus, the government should include elements of media convergence. particularly, ownership issue should be included, so that it will help minimize fault to media monopoly committed under one label of company (kpi.go.id, 2016). conclusion as a media convergence dimension, convergence ownership has strengthen the practice of capitalism on television media broadcasting in this country. the researcher conclude that the impact of convergence ownership does not only influence media ownership, but also to the fair competition of business. mnc case of ownership monopoly raise a question on the role of broadcasting regulation. the broadcasting law number 32, 2002 is considered ambiguous and unclear where it regulates only a small part of broadcasting ethic, that is “menuntut persaingan bisnis yang sehat (demand a fair business competition)” from section 5 article 7”, and “kepemilikan dibatasi (ownership limitation)” from section 18 article 1. in fact, these two sections could not regulate the media ownership convergence in the mnc company case. this company is known to own three biggest television stations (rcti, global tv, mnc tv), and has the authority over 22 radio networking channel, printed media and online media portal (okezone.com) ownership. ownership capitalism that impacts the business competition demanded revision on the broadcasting law number 32, 2002. the revision, which currently still on the draft stage, is 195 the relevance of broadcasting regulation in the era of media convergence (awanis akalili) arranged to update the current regulation this draft of regulation is considered to include media convergence element, that is media ownership convergence. from the point of view of an academic of media and communication studies, the researcher propose the following suggestions regarding the issue. the first suggestion is that the government to immediately revise the regulation and include detailed information regarding media ownership written in broadcasting law number 32, 2002 that will be revised and updated to the new ruu penyiaran nomor 32 tahun 2002. the second, it is suggested that the government could officiate different regulation for each media platform. this is so that each media will be handled differently based on its characteristic. the last but not least, organization that is in charge of the regulation making should remain neutral in the process and without any intervention from the government and industry. this neutrality is necessary to avoid domination of media industry interest in policy making. finally, this issue does not stop after the revision or change on the regulation. the government should take firm action to the individuals committed ownership violation for teh sake of the country’s better media environment. references bar, f., & sandvig, c. 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(2015). platform convergence in indonesia: challenges and opportunities for media freedom. convergence: the international journal of research into new media technologies. 21(2) 182–197. https://doi. org/10.1177%2f1354856514531527. undang-undang penyiaran no. 32 tahun 2002 (broadcasting law number 32, 2002 in indonesia) 103 detecting and combating fake news on web 2.0 technology in the 2019 political season indonesia samuel anderson universitas diponegoro, semarang, indonesia email: samuelanderson@student.undip.ac.id hapsari dwiningtyas sulistyani universitas diponegoro, semarang, indonesia email: hapsarisulistyani@yahoo.com abstract the digital age has come with lots of misinformation on the internet (web 2.0). the difference between real and fake news is unclear. this paper therefore scientifically employs algorithms and the evolution tree to help in the detection of fake news. social bots in the spread of fake news are also detected by botornot. the research employs an in-depth qualitative but informal interview with 102 participants who are internet and social media-active as well as prospective indonesian electorates to investigate the spread and believe in fake news. the result indicates that about 91 of the informants experience the spread of fake news on daily basis, out of which 67 succumb to the truthfulness of the news. this article therefore develops a trend of battling fake news with the application of the inoculation theory and citizen journalism as tools to eradicate fake news that may emerge before and during the 2019 election. ‘ohmynews’ and ‘abc blogs’ in the south korean 2002 general elections and the australian 2007 federal elections respectively will be used as models of citizen journalism to deal journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 2 (2019), pp.103-116, doi: 10.21831/jss.v15i2.25233. 103-116 104 journal of social studies (jss), volume 15, number 2, 2019: 103-116 with fake news that may trend on the web 2.0 (where social media application are enabled) in the 2019 indonesian polls. keywords: citizen journalism, inoculation theory, fake news, detection, elections introduction digital evolution has taken over the world now and it has come to stay. it is for this reason that many pieces of information that is not true could be made viral within a very short time. keyes confirms that we live in a “post-truth” era where fake news is witnessed on a daily basis (keyes, r, 2004). the web 2.0 technology as the enabler of fake news spread is referred to as the technological interactive and participative platform that allows the creation and sharing of information and for that matter, misinformation too on social network and media. it is on this web that all the social media networks are connected. that is, the global and easy access to web 2.0 and its connected social applications which enables information sharing makes it so easy for anyone to post any kind of content on social media including fake news (tambuscio, m.et.al, 2015). fake news is referred to as an array of misleading news style stories that are fabricated and promoted on social media to deceive the public for ideological and or financial gain (alcott, h., and gentzkow, m., 2017). fake news has being on the rise especially before and during elections just like it happened in the 2016 general elections in the united states of america. politicians use propaganda; where truth is twisted to suit their own whims and caprices to win votes. others may intentionally create misinformation of a higher degree just to make money from the number of views they may have on social networks. indonesia is no exception to this phenomenon. fake news and hoaxes are common even in nonelectioneering times. this raises the fear that the general populace may be bound to believe crafted false pieces of information intended to deceive them. in view of this, fake news may to a large extent pose dangers and threats to indonesia if people are made to believe false information that are chaos-related in an electioneering-tensed atmosphere. fake news and hoaxes spread everyday on social media. in indonesia it is so common to experience fake news since the late 2016’s. the strait times, (2018) reports that, “incumbent governor basuki tjahaja purnama, jakarta’s first christian and ethnically chinese leader was lambasted by islamic hardliners after an edited video appeared to show him insulting the quran.” 105 detecting and combating fake news on web 2.0 technology ... (samuel anderson, hapsari dwiningtyas sulistyani) this fake news was produced and made viral by the muslim cyber army and the allegations captured in the content caused hundreds of thousands of conservative muslims to protest on the streets of jakarta against the then governor. even though he was an ally to the sitting president, joko widodo, he was jailed for blasphemy after losing the election to a muslim contender. if fake news could make people react massively this way, then fake news that may go viral in the 2019 electioneering period may pose danger and threat to the peace and unity of the country. even though fake news that circulated during the 2014 national election in indonesia that “mr. joko widodo (who was a candidate for the partai demokrat indonesia) is a catholic and not a muslim” did not have any huge impact over that year’s election. the trend of believing in fake news has changed in recent years just like the survey proves that many are those who turn to believe fake news these days (alcott, h., and gentzkow, m., 2017). the rise of fake news in recent times in indonesia is so alarming to the extent that authorities have to intervene. this has even gone to the extent that the president had to caution his populace on it in almost all his recent speeches and public addresses. the news agency kabar24 on the sixth of june, 2018 reports the president’s caution against fake news; “…let us together stop the spread of false news or incitement containing slander and hatred on social media.” a legal practitioner by name todung mulya lubis also shares his sincere concern on the alarming situation. he suggests that the laws on freedom of public opinion; “law 9/1998 and law no. 11/2008 on ite” must be entrenched, reinforced and strictly followed (pérez-rosas verónica et. al, 2017) also, alisa wahid, the coordinator for the gusdorian indonesia network affirms the fact that fake news or false claims prop up before and during elections but this time round, it is getting uncontrollable (pérezrosas verónica, et.al, 2017) a survey conducted by the indonesia internet service providers association, (2017) indicates that 97.7percent of the internet users in the country rely basically on social media for information. the information system on the internet today is characterized by inaccurate spread of information (van der linden, s et.al 2017). although scientific interventions like the algorithm and evolution tree in terms of fake news detection are good approaches but the process takes time 106 journal of social studies (jss), volume 15, number 2, 2019: 103-116 and before its detection, the spread may have already caused mayhem (gupta, a., et.al 2017) this therefore raises the concern to have an advocacy on checking the truthfulness of information especially during electioneering periods where politicians try to win votes by using propaganda against their opponents. citizen journalism as a tool for this advocacy can contribute in checking on political false claims as indonesia goes to the polls in 2019. aim of the study this research is basically to examine the growing spread of fake news in indonesia in recent times, scientific detection of fake news and its eradication, as well as to find out to what extent internet consumers experience fake news on daily basis. the research yearns to know the percentage of those who may believe in the fake news they experienced. then finally, propose a possible solution to the battling of fake news. methods this paper uses the qualitative approach of in-depth interview to find out if potential indonesian electorates are indeed experiencing the spread of fake news on a daily-basis and also if they believe in it. over a period of seven months, 102 potential electorates who are also active social media users with origins of aceh, sumatera utara, sumatera barat, riau, kepulauan riau, jambi, bengkulu, sumatera selatan, kepulauan bangka belitung, lampung, banten, jawa barat, jakarta, jawa tengah, yogyakarta, jawa timur, bali, nusa tenggara barat, nusa tenggara timur, kalimantan barat, kalimantan selatan, kalimantan tengah, kalimantan timur, kalimantan utara, gorontalo, sulawesi selatan, sulawesi tenggara, sulawesi tengah, sulawesi utara, sulawesi barat, maluku, maluku utara, papua, papua barat provinces were engaged in separate informal interviews. averagely, each of these provinces was represented by at least three informants. the ages of these informants ranged from 18 to about 52 years averagely. theorization (inoculation) the inoculation theory was propounded by mcguire to preventively resist misinformation as analogous to immunizations and vaccines in the 107 detecting and combating fake news on web 2.0 technology ... (samuel anderson, hapsari dwiningtyas sulistyani) medical field in prevention of future diseases (compton j. et. al 2013; banas j, and rains s., 2010). inoculation comes with two core elements in its process viz; affective and cognitive often referred to as “threat” and “refutational preemption”. the role of perceived risk or “threat” is largely motivational and refers to the recognition that one’s attitude on an issue is vulnerable to attack, whereas “refutational preemption” is concerned with providing people with concise arguments to assist in resisting persuasion attempts (compton j., 2013; compton j. et. al 2016) van confirms that the theory in its application have proved effective in many cases of fighting fake news (van der linden, s, 2017; van der linden, s, 2017a). with that regard, in the case of indonesia’s 2019 political season, it will be prudent to forewarn the general populace (as a ‘refutational preemption’) on the spread of fake news (which has evolved as a ‘threat’) to prevent its adverse consequences as compton posits that an explicit forewarning against misinformation has being proved by many researchers as one of the most effective ways (compton j., 2013). applicably, the warnings by various indonesian authorities and even the president against fake news as stated in the introduction section is in the right direction and must be boosted. fake news detection (scientific) scientifically, several algorithms have been created to effectively detect fake news and hoaxes. the algorithms are generally categorized into three which are; featurebased, graph-based and propagationmodelling. feature-based algorithms leverage the distinct characteristics for detection by using them as features in a machine-learning-model or rule-based framework (horne, b. d, and sibel, a., 2017). graph-based algorithms are developed to identify dense-blocks or dense subgraphs of users and information in a network on web 2.0 (leman, a, et.al, 2010) propagation-modelling algorithms create information spread models for true information and use these models to identify false information (horne, b. d, and sibel, a., 2017). naturally, the accuracy of these algorithms depends on the task and 108 journal of social studies (jss), volume 15, number 2, 2019: 103-116 datasets that is used. however, a lot of the algorithms reach the high eighties and nineties proving their effectiveness on large-scale real-world datasets of fake news and hoaxes, see fig.1. figure 1; algorithm for detection, (srijan kumar and neil shah, 2018) attention is given to the feature engineering or text-based detection because text-analysis is core to the identification of misinformation and the content of fake news is primarily in the form of text. similarly to opinionbased textual detection methods, scholars with research works in this category are often feature-based, where features can broadly be categorized as either stylometric (number of characters in a word), complexityoriented (readability indices) or psycholinguistic (pennebaker, j.w., et.al, 2001) an epitome of the use of the text based detection as an effective tool is a research conducted by vahed et al which identified fake news on twitter using the text based detection (vahed, q. et.al, 2011). they collected manual annotations for over 10,000 tweets and developed three categories of features to identify the false tweets which is based on content (unigram, bigrams and part of-speech), but also used user information. (whether user has previously posted false information) and twitter-specific information (hashtags and urls). these features were converted into their log-likelihood ratio of being from the true or false class based on their distribution in the training data and the combined score was used for classification. this model achieved a mean average precision score of 95%, indicating near-perfect classification. individually, content features performed the best, followed by network feature and lastly hashtag and url based twitter features. content based features also proved one of the best performing features in the scholarly works of meng et al, which also focused on fake tweet detection (jiang, m., 2014). 109 detecting and combating fake news on web 2.0 technology ... (samuel anderson, hapsari dwiningtyas sulistyani) this scientific detection could be employed and replicated on any of the applications associated with the web 2.0 by the stakeholders responsible for the technological aspect of misinformation spread in indonesia to get to know which pieces of information are false in crucial tensed moments of the political 2019 season. bots in the spread of fake news there have being several scientific and technological ways that enables and speeds up the spread of fake news one of which is the social bot. social bots imply a chat robot used mostly on social media networks to automatically generate and spread messages with fake accounts, followers inter alia. a detection program, bot or not is normally used to detect social bots as it has been tested on a large amount of data with prove of generating reliable results for simple to medium and sophisticated social bots [26]. botornot offers a public api endpoint which was accessed using python. the detection program generates a score ranging from 0-1 with a higher score indicating stronger social bot-like behavior. social media accounts regarded as social bots must at least be scored at 0.7 (detiknews, “saya joko widodo”, hentikan penyebaran berita bohong, 08 june 2017). tambuscio also provide a useful framework for determining whether a piece of information was posted by human or social bot using the python api [18]. a username is fed into python api (https://github.com/truthy/botornot python), the framework analyzes the user’s profile, spanning content and other metadata and returns a score that suggests the likelihood that the suspected account is a bot or not. in the detection process, a second check is executed by analyzing six features that proves to be useful in detecting social bots. that is, verified accounts, informationsharing frequency, follower-to-followed ratio, account language, account creation time and profile picture (jiang, m., et.al, 2014). if an account is realized to display social bot-like behavior, the account is scored 1. if it does not, it scores 0. a summation of the feature score ranges from 0 to 6 for each account. a higher score indicates a higher probability of the account being a social bot. accounts with a score of at least 5 are classified as social bots. to make sure that the classification is successful, two manual checks are often conducted by two coders each. the first manual check relates to the accounts that were classified as social bots in step i and ii of fig.2. the goal here is to 110 journal of social studies (jss), volume 15, number 2, 2019: 103-116 judge if the accounts were correctly classified as social bots. the criteria for the manual checks often include; was the content of information original, intelligent and human-like? does the information have irony, sarcasm or jokes? were there any references to friends, family members inter alia? is the profile details individualized? does the account follow suspicious accounts? did the account have suspicious followers? (bessi, alessandro and ferrara emilio, 2016). distinction between real and fake news the differences between fake news and real news can be investigated using the evolution tree characteristics viz; breadth, depth and degree. the breadth represents the width while depth represents the height of the evolution tree. based on the evolution tree adjusted by content-level similarity and timestamping, breadth and depth is derived by traversing the entire tree and recording the number of nodes in the level having the largest number of nodes as the breadth and also, by recording the length of the longest path from the root to any terminal node as depth. the relevance of breadth is that an evolution tree with larger breadth indicates that the non-altered news content spreads out more widely. in the case of an evolution tree with larger breadth, it is more likely that other users just spread exactly the same content. contrarily, the relevance of depth is that a tree with larger depth indicates that news content is subjected to more alterations during its spread. the t-test results for this phenomena indicates that the average breadth of fake news (m = 5.95, sd = 1.79) is smaller than that of real news (m = 7.83, sd = 4.12, t = −2.48, p < .05). on the other hand, the average depth of fake news (m = 2.07, sd = 0.76, t = 2.46, p < .05) is greater than that of real news (m = 1.67, sd = 0.56). it is therefore clear that fake news undergo a myriad of modifications by many users over the spreading process. this also means that the content was not modified uniformly at the same time giving different twists to the same circulating piece of news. adversely, real stories showed a good range of breadth but smaller vertical depth, indicating that the news story spread concurrently without any modification of the content. in a sum, real news items are typically broadcast rapidly and widely by a great number of news outlets and social media users share the stories without altering much of the original content. but with fake news stories, social media 111 detecting and combating fake news on web 2.0 technology ... (samuel anderson, hapsari dwiningtyas sulistyani) users tend to modify the original content at their discretion. this may be partly due to users having some doubt of the reliability of the source and or the content itself. citizen journalism as a tool citizen journalism implies the changes in the global news and journalism landscape in which ordinary people who are not associated with the traditional news institutions and journalism professions, create, collect, comment on and disseminate news and journalism (gillmor, d., 2004). notwithstanding atton (2009) sees citizen journalism as ‘‘a philosophy of journalism and a set of practices that are embedded within the everyday lives of citizens, and media content that is both driven and produced by those people . . . (and whose) practices emphasize first person, eyewitness accounts by participants’’ atton’s view places much emphasis on both the agency and autonomy of individual citizens in their desire to capture and share personal experiences of things they perceive to be in the public interest with fellow citizens without necessarily following prescribed journalistic rules or making economic gains from their endeavours. in a politically charged atmosphere, the news need to be told as it is right from the grass root. thus, citizens who find themselves present in a particular happening or issue, assume the role of a journalist to report the incidence (fang, j., et.al, 2013). atton and hamilton observe the role of citizen journalism reports as a corrective and a check on the mainstream news and social media especially at times when the quality and truthfulness of coverage has been compromised (atton, c. and hamilton, j.f., 2015). a big example of a proved and effective citizen journalism that fought against all odds of irrelevant and untrue news in a political season is that of the ohmynews in the south korean 2002 elections. ohmynews is an online news site and media agency that was created to give opportunity to the general populace to voice out valid concerns which had no place in the mainstream media environment. ohmynews had only 8.3 percent professional reporters. the rest of their reporters came from groups that would not previously have had a voice through the media. about 20,000 citizen journalists made contribution to the news. 112 journal of social studies (jss), volume 15, number 2, 2019: 103-116 a 2004 survey indicates that 14.6 percent of its reporters were office workers, 3.5 percent were teachers while 0.2 percent were lawyers. the rest came from various parts of the citizenry. the operations of the ohmynews rose to prominence due to the update of credible and accurate news they provided during the 2002 electioneering year. ohmynews was in the center of this online deliberation news and updated their coverage of election-related events every thirty minutes. thus, news from both professional and citizen journalists are wellchecked and edited from the source before its release. this practice gave no room for fake news to take over the internet and or the other media because the general public has found integrity and trust with ohmynews. in relation to the up-coming 2019 elections in indonesia, this media form of convergence could possibly be followed as a model to battle fake news (bruns, a., 2008). another epitome that could be modelled after is the abc blogs. the abc blogs quiet similar to that of ohmynews, is a conglomerate of community based sites which acted as a watchdog to the mainstream and online media in australia and even beyond during the 2007 elections. the citizen journalists here, observe and analyze virtually every piece of information that passes through the publication gates of the journalism industry and other ‘official’ sources. interesting and relevant news for various communities are therefore given prior attention for publication. natives of various communities were encouraged to submit reports on happenings of community-interest that they have witnessed. these pieces of information were therefore critically checked in accordance to its source and critically examined with other background information to make it authentic. accuracy and the bias level of the news are also tested then finally the news is debated on from various viewpoints of professional journalists and edited before the online publication is made (bruns, a., 2008). the provision of the news from a credible and non-politically biased source of this nature give no room to the rise of fake news since the general populace have a trusted source of news supply regarding their news of interest [22]. this makes it a good model for indonesia to follow suit in the 2019 political season to combat fake news. 113 detecting and combating fake news on web 2.0 technology ... (samuel anderson, hapsari dwiningtyas sulistyani) findings out of 102 participants, 81 of them which is representative of 82.6 % revealed how they experienced fake news virtually every day. the percentage of the participants who believed in the fake news and for that reason often shared it amounts to about 68.3 which is about 67 of the participants. discussion since the emergence and viral spread of fake news eruption, there have being many efforts to fight it, ranging from scientific detections, and governmental policies to technological adjustments, censorship and counterarguments. facebook as one of the social media giants that avails the affordance of spreading fake news have in recent years tried to guide its users in identifying fake news. facebook launched that campaign last year in about 14 countries where its users who clicked on facebook’s ad will be redirected to its help centre, where they will see a list of 10 tips for identifying false stories. meanwhile, a social media pundit, felle, (2017) in an interview with the bbc’s daniel thomas insists that until facebook stops rewarding the architects of fake news with huge traffic, the problem of fake news getting viral will get aggravated instead (daniels thomas, 2017). policy-wise, there have being a lot of restrictions in many countries to stop the spread of fake news. policy and lawmakers have also tried their best to combat the menace in a legal way just like the indonesian lawmaker, todung mulya lubis calls for the freedom of public opinion ; “law 9/1998 and law no. 11/2008 on ite” to be revisited to fight the spread of fake news. many opinion leaders have even added their voice. one of them is the president of indonesia, president joko widodo. he warns; “we should only trust and talk to the mainstream media, newspapers, magazines, television because social media has got a lot of individuals delivering incorrect news because it is easy for anyone to create blogs, sites, tweets, facebook contents and vlogs.” (pérez-rosas verónica, et.al., 2017) nevertheless, we still experience the spread of fake news in rather a fast-growing pace. the researcher argues that, even some of the mainstream media outlets out of bias, negligence and or ill-checked news may misinform its audience. 114 journal of social studies (jss), volume 15, number 2, 2019: 103-116 the president, further said, “it takes a joint effort to overcome the negative impact of the use of social media in a responsible way. one of them is to fight the spread of fake news and hoaxes through clarification and convey the right thing to the community.” (pérez-rosas verónica, et.al., 2017) conclusion in accordance with the ohmynews and the abc blog examples, this paper with full accord, proposes citizen journalism as one of the best ways to battle against or inoculate digital citizens against fake news since it has being proven as effective in both cases of ohmynews in south korea and the abc blog in australia vis a-vis many other researches. the media and other stakeholders are therefore admonished to follow this path to immune the general populace against fake news and its adverse effects during the 2019 electoral polls in indonesia. references akoglu, l., mcglohon, m., & faloutsos, c. 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(2017). inoculating the public against misinformation about climate change. global challenges, 1(2), 1600008. 35 directive speech act in president joko widodo’s speech related to handling coronavirus (covid-19) in indonesia (pragmatic review) desi novita sari indonesian language and literature department, language and arts faculty, universitas negeri semarang, indonesia email: desinovitasari26@students.unnes.ac.id asep purwo yudi utomo indonesian language and literature department, language and arts faculty, universitas negeri semarang, indonesia email: aseppyu@mail.unnes.ac.id abstract knowing the type of speech act is very important to understand to see the kind of speech act and its meaning and purpose behind the utterance. the purpose of this study is to describe the types, forms, and meanings or intentions of speech acts in the president’s speech related to the handling of the coronavirus, especially with pragmatic studies. the type of research used is qualitative research. this study’s data source is the video source contained in the upload of an account on youtube. the data in this study are all speech acts, which are directive speech acts. the data collection techniques used are recording, observation, observation, and note-taking. the results showed: first, the directive speech acts consist of speech acts by asking, inviting, pleading, ordering, and prohibiting. second, the speech act is in the form of an oral form, an utterance uttered by the president in his speech regarding the coronavirus’s handling, which tends to be qualitative. third, the purpose of this directive journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.35-50, doi: 10.21831/jss.v16i1.32072. 35-50 36 journal of social studies (jss), volume 16, number 1, 2020: 35-50 speech act has several meanings, namely to influence, invite, something, tell or explain something, expect attention, forbid, praise, criticize, and as a form of channeling complaints. keywords: speech act, pragmatics, youtube, directive, speech. introduction talking about the current president of indonesia, there are many interesting things to discuss, especially in terms of pragmatics. according to leech (1983: 1), pragmatics is the study of how language is used in communication. this research focuses on the speech acts of a head of state, which will usually be packaged neatly, formally, and has its own goals and intentions. especially, if he wants to convey a policy that will take into account everything, from the contents of his speech, the impact of the results, style of speech, gestures, selection of diction to be used, to speech acts are very detailed attention. the speech act is a language activity carried out by the speaker to communicate the meaning and purpose of the speech to the interlocutor. the meaning and purpose of a speech can be understood by the interlocutor based on the context of the speech. sudaryat (2009: 21) states that the context is the situation or setting in which communication occurs. context can be considered as the cause and reason for a conversation or dialogue. speech act review is an important study in pragmatics. this refers to rustono’s (1999: 33) presentation that “speech acts are central entities in pragmatics so that speech acts become the basis for the analysis of other pragmatic topics, such as presuppositions, implications of conversation, principles of cooperation, and principles of politeness.” the reason for the expression of speech acts is that in saying an expression, the speaker does not merely say something by saying the exorcism. in the expression of that expression, he also ‘acts’ on something (purwo 1990: 19). speech act theory developed by experts such as austin (1962: 151), searle (1969: 23), and leech (1993: 106) have placed the directive speech act as one of the macro aspects of illocutionary acts. illocutionary act (illocutionary act) is one of the divisions of speech acts including acts of locution and acts of perlocution. 37 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) verbs used in the directive speech act are generally included in the competitive category because this verb category requires negative politeness unless the verb directive invites (to invite) is intrinsically polite. sub-acts of speech used as markers of directive speech act are asking or begging (to beg), ordering (to order), begging or pleading very (to request), advocating (to suggest) governing or giving orders, demanding, and prohibit. competitive realization of directive speech act is the request of the speaker to the interlocutor to take certain actions or vice versa, the prohibition of the speaker to the interlocutor not to take certain actions. according to searle (1969: 23) and leech (1993: 104-107), the type of directive speech act includes acts of command, requests, suggestions, and permissions. thus, pragmatically the directive speech act covers the intent of orders, requests, giving advice, and granting permits. based on the context, the form of the directive speech act has four functions, namely (1) competitive function, (2) conflictive function, (3) convenient function, and (4) collaborative function. the competitive function is in the form of competition with social goals, the conflictive function is in conflict with social goals, and the pleasant function is in the form of positive judgment with social goals as well. meanwhile, the function of cooperation is in the form of maintaining balance and harmony of interaction behavior in certain socio-cultural contexts. furthermore, kreidler (1998: 183-194) divides the type of directive speech act into three, namely (1) commands, (2) requests, and (3) suggestions. a command is possible if the speaker can control the interlocutor. verbs contained in this utterance are; rule, require, disallow, and so on. meanwhile, a request is a form of speech that states the speaker “wants” the interlocutor to take the desired action. verbs stating requests include; begging, hoping, wanting, wanting, and so on. furthermore, a suggestion is a speech made by speakers containing suggestions or opinions or asking others to give opinions or suggestions about something to do or not do. verbs that include suggestions include; advising, expressing opinions or suggestions, suggesting, recommending, reminding, and so on. based on the background, the problem in research can be formulated, namely (1) what are the types of directive speech acts that exist in the president’s speech about handling covid-19 in indonesia?, (2) what are the speech strategies needed by president jokowi when giving a speech? 38 journal of social studies (jss), volume 16, number 1, 2020: 35-50 the purpose of this study is (1) to describe the types of directive speech acts contained in the president’s speech regarding the handling of covid-19 in indonesia, (2) to describe what speech strategies contained in the president’s speech regarding the handling of covid-19 in indonesia. literature review speech acts are part of pragmatics. speech act is the utterance of a sentence to state that the hearing of the speaker is known. speech atcs are utterances made as part of social interaction. according to leoni (in sumarsono, and paina partama, 2010: 329-330) speech acts are part of speech events, and speech events are part of speech situations. every speech event is limited to activities, or aspects of activities that are directly regulated by the norms or norms for the speaker. thus, action is a characteristic of speech in communication. it is assumed that in realizing speech or discourse, someone does something, namely the performance of the action. speech in the form of action performance is called performative speech, namely speech that is intended to carry out an action. speech act is an individual symptom, is psychological in nature, and is determined by the speaker’s language ability in dealing with certain situations. speech acts are focused on the meaning or meaning of acts, while speech events are focused more on the purpose of the events. in this speech act, a speech event is carried out by the speaker to the speech partner in order to convey communication. austin (in subyakto, 1992: 33) emphasizes speech acts in terms of the speaker. sentences in the formal form of 10 questions provide information and can also function to carry out a speech act performed by the speaker. from the description above, it can be concluded that speech acts are the activities of a person using language to speech partners in order to communicate something. what is communicated meaning can not only be understood based on the use of language in the speech but also determined by the aspects of communication in a comprehensive manner, including the situational aspects of communication. teachers and students are components of holistic teaching. between teachers and students influence each other and encourage each other to carry out one activity with another. basically, students are a determining element in holistic learning. 39 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) methods this research is qualitative which emphasizes the problem of process and meaning (sutopo, 1996: 38). the study is in the form of qualitative, where research findings will be described qualitatively in the form of words and not mathematical or statistical numbers (lindlof, 1994: 21). the strategy developed in this research is a case study. based on this type of research, the research was conducted to describe the directive speech acts in uploads on youtube accounts. the focus of this study is the use of directive speech acts in president joko widodo’s speech regarding the handling of corona virus cases (covid-19) in indonesia. this research was designed in a descriptive qualitative manner. the characteristic of descriptive qualitative research is the source of data in the form of natural settings. the data source in this study is an oral source in the form of a spoken language contained in the upload of a youtube account in the form of video upload. the data in this study in the form of the whole directive speech acts used in an oral speech on a youtube account. the informant who is the source of this research data is president joko widodo in the government environment which occupies the top position in the organizational structure of a country. the research data in the form of speech act lingual units used by the leader in his speech regarding the handling of corona virus cases (covid-19), namely when giving speeches, counseling, directing, and guiding, and conveying information, opinions and/or discussing and giving speeches to the community indonesia. the data collection methods used are the recording technique, observation technique, observation technique, and note-taking technique. results and discussion as stated by searle (1976) that the linguistic unit in communication is not just a symbol, word, or sentence, but all of this refers more to the performance of the speech act (performance of the speech act). so, language is not only a display of concepts that have in mind but how to produce an understanding that is followed by an action. in the president’s speech, speech by speech is not just spoken but has a purpose that is understood by the audience and has the power to bring an action. the research began with data collection, which is in upload on a youtube 40 journal of social studies (jss), volume 16, number 1, 2020: 35-50 account. the results of this collection are the research data and are further discussed by analyzing them one by one. research on speech acts has been done a lot. the literature review in this study refers to the 2015 yusrita yanti’s thesis entitled “the model of directive and expressive speech acts of president jokowi’s inauguration speech,” arnola dwika ramanda, ermanto, novia juita’s thesis entitled “ illocution speech acts on president jokowi’s state speech on 14th august 2015” and the septin ariyani’s 2017 thesis entitled” the form and function of directive speech acts in the indonesian language learning process “and nur rachmi widyarini’s 2016 thesis entitled” analysis of directive, expressive, and commissive speech acts in the speech texts of class x student essays muhammadiyah 2 blora vocational high school”. in these previous studies, there were similarities in the data used, namely by using a video and transcript of a president’s speech and the results of their research discussed speech acts. but in this research, the study focuses on directive speech acts. in jokowi’s state address on handling the covid-19 case in indonesia, jokowi used directive speech acts, namely: 1. the form of directive speech act “president’s speech regarding handling of corona virus (covid-19) in indonesia.” the directive speech act is sometimes also called the impisiotive speech act is the speech act intended by the speaker so that the interlocutor performs the action mentioned in the speech. directive is a type of speech act used by a speaker to get someone else to do something. this type of speech act states what the speaker wants. these speech acts include; ask, invite, plead, govern, and forbid including the type of directive speech acts. the directive speech acts are part of the illocutionary act. blum-kulka (through prayitno, 2011: 32) states that to measure directive speech acts, namely the nine modes are to use the form of imperative, performative explicit, performative pager, statement of necessity, statement of desire, statement of suggestion, statement of strong question questions, and subtle cues. the directive speech act is the type of speech act used by the speaker to get someone else to do something. this speech act type states that the directive act acts across the message. this means that language can be used to influence others. both his emotions, his feelings, and his behavior. the same thing was expressed by widada (1999: 3) which states that directive communication is a speech or utterance that contains that other people want to take action in accordance 41 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) with what is desired by the speaker. from some of the opinions above, it can be concluded that the directive speech act is a form of speech that has the intention for the speech partner to do something as told by the speaker. the following are forms of directive speech acts that i can catch in president joko widodo’s speech in handling the corona virus (covid-19) in indonesia, namely: 1.1 request (to beg) the form of request directive speech acts according to prayitno (2010: 51) states that the demand directive is a speech that aims to request and expect the interlocutor to be given something to become a reality as requested by the speaker. in the request speech act, there is a function of asking and hoping. the directive speech acts have the following functions; asking, hoping, begging, and offering. the requesting function is to express the utterance to the speech partner, so that the speaker gets something. the data that shows the above explanation include: a. “ i also ask the regional head to support this policy and carry out adequate policies in the regions.” the word “ ask ” in data 1 above shows that the speaker expresses the request statement. a speaker conveys his message through the text of the speech above marked by the appearance of the word ask as a sign that the sentence is a request sentence. the speech is a direct speech because the instructor asks the interlocutor directly, namely to the regional head to support president joko widodo’s policies. b. “ finally, to all indonesian people, i ask to remain calm, not panic, and stay productive by increasing awareness so that the spread of covid-19 can be blocked and stopped.” the word “ ask ” in data 2 above shows that the speaker expresses the request statement. a speaker conveys his message through the text of the speech above marked by the appearance of the word ask as a sign that the sentence is a request sentence. the speech is a direct speech because the speaker asks directly to the interlocutor that is to all the people of indonesia to remain calm and increase awareness so that the spread of covid-19 can be inhibited. c. “i ask all governors and regents and mayors to continue monitoring the condition of the area and continue to consult with medical experts in examining the situation.” 42 journal of social studies (jss), volume 16, number 1, 2020: 35-50 the word “ ask ” in data 3 above shows that the speaker expresses the request statement. a speaker conveys his message through the text of the speech above marked by the appearance of the word ask as a sign that the sentence is a request sentence. the speech is a direct speech because the speaker asks directly to the interlocutor, namely to all governors and regents and mayors to continue monitoring the condition of the area and continue to consult with medical experts about covid-19. 1.2 inviting the form of invitation directive speech act according to prayitno (2010: 51) states that the directive invitation implies that the speaker invites the interlocutor to do something as stated by the speaker through joint speech. in the directive speech act of invitation, there are functions such as: inviting, seducing, and encouraging. the directive speech act has a function, among others; invite, encourage, seduce, support, push, demand, challenge, collect, and target. the inviting function is to express the utterance to the speech partner, so that the speech partner participates or does something as the speaker has said. the encouraging function is to express utterances which contain an urgent or compelling intention to the speech partner, so that the speech partner is willing to do something as the speaker says. the function of seducing is to express utterances that contain the intention of persuading or encouraging with compassion so that the speech partner does something as told by the speaker. the support function is to express speech that means intending to ask the partner to do something as told by speaker. the urgent function is to express speech that has the intention of strongly encouraging the speech partner, so that the speech partner does something about what the speaker has said. the demanding function is to express speech that contains the intention to force hard on the speech partner, so that the speech partner does something as told by the speaker. the challenging function is to express speech that contains the intention of forcibly inviting the speech partner, so that the speech partner does something as spoken by the speaker. the billing function is to express speech that contains the purpose of demanding to the speech partner subtly, so that the speech partner fulfills its obligations in things to do activities. the target function is to express the utterances that must be done by the speech partner. the data that shows the above explanation include: a. “ based on the emergency status of the area, the ranks of the local government are assisted by the ranks of the tni (the indonesian national armed forces) and polri (the indonesian national police) as well as 43 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) support from the central government to continue to take effective and efficient steps in dealing with the spread and impact of covid-19.” the data 4 above shows that the speaker expresses the invitation speech. the utterances are direct speeches to the interlocutor namely to the ranks of tni and polri as well as support from the central government to continue to take effective and efficient steps in dealing with the spread and impact of covid-19. b. “ with this condition, it’s time we work from home, learn from home, worship at home. this is the time to work together, help one another, and unite, work together, we want this to become a community movement so that the covid-19 problem can be handled optimally. “ data 5 above shows that the speaker expresses the invitation speech. the speech is a direct speech to the interlocutor, namely to all indonesian people to work together to deal with the covid-19 problem in indonesia. c. “ increasing the covid-19 infection testing and treatment services to the fullest, by utilizing the capabilities of regional hospitals, and working with private hospitals, as well as research and higher education institutions, recommended by the ministry of health.” data 6 above shows that the speaker expresses the invitation speech. the speech is a direct speech to the interlocutor, namely to the entire health community to improve covid-19 infection testing services and maximum treatment. 1.3 request (to request) the requesting speech act is the speech act that politely asks the interlocutor to do something the speaker wants. speeches asking the president in his speech are as follows: “then, continue to consult with the national agency for disaster management to determine the status of an area whether in emergency alert or emergency response of non-natural disaster.” data 7 above shows that the speaker revealed the requesting statement. the speech is a direct speech delivered by the president in his speech with the interlocutor, namely to the national agency for disaster management to determine the status of the emergency alert or emergency response of nonnatural disaster. 44 journal of social studies (jss), volume 16, number 1, 2020: 35-50 1.4 govern the form of directive speech acts according to prayitno (2010: 51) states that the directive command is words that intend to instruct the interlocutor to do something. in the type of speech acts of command there are functions of ordering, telling, instructing, mandating, instructing, coercing, and borrowing. the data showing the explanation above are: a. “ i have instructed the minister of health and relevant ministries to increase extra steps in dealing with covid-19’s global pandemic.” the word “instructed” in data 8 above shows that the speaker expresses the command speech. a speaker conveys his message through the text of the speech above marked by the appearance of the word instructed as a sign that the sentence is a command sentence. the speech is a direct speech because the speaker asks directly from the interlocutor, namely to the minister of health and related ministries to increase the extra step in dealing with covid-19. b. “making a policy about the learning process from home for students and college students.” in data 9 above it shows that the speaker expresses the command speech. the speech is a direct speech delivered by the president in his speech with the interlocutor, namely to all teaching and learning activities at school and in higher education in indonesia, it is turned into learning at home. c. “ making a policy about some asn (state civil apparatuses) can work at home using online interaction, while prioritizing excellent service to the community.” in the data 10 above shows that the speaker expresses the command statement. the speech is a direct speech delivered by the president in his speech with the interlocutor, namely to the government to make policies regarding the state civil apparatus so that some can work at home using online interaction. d. “ i have ordered to provide adequate budget support to be used effectively and efficiently.” the word “ordered” in data 11 above shows that the speaker expresses the command speech. a speaker conveys his message through the text of the speech above marked by the appearance of the word ordered as a sign that the sentence is a command sentence. the speech is a direct 45 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) speech because the speaker asks directly to the interlocutor, namely to the local government to provide budget support provided by the central government. 1.5 prohibit the form of directive speech acts according to prayitno (2010: 51) states that a prohibition is an act of language that aims to make the interlocutor not allowed at all or be prohibited from doing anything. in the prohibition directive speech act, there is a function of prohibiting and preventing. the directive speech acts have the following functions; prohibit and prevent. the prohibiting function is to express speech that contains the intention of instructing the speech partner not to do something or not allowing to do something. the function of preventing is to express speech that contains the intention of holding the speech partner, so that the speech partner does not do something. the data that shows the above explanation include: a. “ postpone activities involving many participants.” data 12 above shows that the speaker expresses the prohibited speech. the speech is a direct speech delivered by the president in his speech with the interlocutor, namely to the indonesian people to postpone activities involving many people to reduce covid-19 increase. based on the form of directive speech acts that have been spoken by prayitno, and ruhardi, the author makes indicators of the form of directive speech acts are as follows: table indicator forms of directives speech acts no form of directive speech act indicator 1. command a) speech means to order to do something. b) use the word govern, command. 2. demand a) speech contains the purpose of the request or act of asking the speech partner. b) using the word ask. 3. invitation speech intends to invite or encourage the interlocutor to do something. 4 prohibition speech means an order that forbids the speech partner to do or do something. 5 ask/request speech intends to ask for a request to do something. 46 journal of social studies (jss), volume 16, number 1, 2020: 35-50 b. speech strategy from the results of the study, the strategy of speaking was found, namely: 1) a straight forward strategy without further ado a) “ this is the time to work together, help one another, and unite, work together, we want this to become a community movement so that the problem of covid-19 can be handled optimally.” in this example, the speaker said that it was time for the community to work together, help one another, and unite with each other, mutual cooperation. the speech act is a straightforward speech strategy. in the speech above, the speaker states that the community must work together to fight the co-19 pandemic in indonesia so that it can quickly disappear from the face of the earth, especially in indonesia. b) “ as a large country and an archipelagic state, the level of the spread of covid-19 has varying degrees between regions.” in this example, the speaker said that indonesia is a big country and an archipelagic state. the speech act is a straightforward speech strategy characterized by a big country and an archipelagic state. in the speech above, the speaker states that indonesia is a large country and an archipelagic state, so the level of the spread of covid-19 varies greatly in each region in indonesia. 2) continuous speech strategy with negative politeness pleasantry (bbkn) • “assalamualaikumwarrohmatullahiwabarokatuh, good afternoon, greetings to all of us, om swastiastu, namobuddhaya, greetings of virtue.” in this example, the speaker says greetings to all religious people. the following examples include a strategy of speaking with small politeness pleasantries (expressing respect). the speech was made by the president to all indonesian people. the use of the reasons assalamu’alaikumwarahmatullahiwabarakatuh, peace of peace to us all, om swastiastu, namobuddhaya, greetings of virtue. the speech made the listener (all indonesian people) happy and respected by the speaker. 3) continuous speech strategy with positive politeness pleasantries (bbkp) 47 directive speech act in president joko widodo’s speech ... (desi novita sari, asep purwo yudi utomo) • “ ladies and gentlemen and the fellow countrymen,” in this example, the speaker involves the speaker by greeting. the example speech acts include speech strategies with small politeness pleasantries. speech delivered by a president to the listener is to say that all groups whether father or mother who are young and old are one nation and one homeland, namely indonesia. from president jokowi’s speech about the handling of covid-19 in indonesia, it can be interpreted that jokowi uses directive speech acts so that the public can accept the decision that has been requested by the speaker, jokowi. the directive speech act in this speech contained no order that had to be received by the public so that the handling of covid-19 was immediately carried out. so jokowi as the head of state is entitled and has the power to issue a policy that must be carried out by the people. therefore, the community as the recipient of the policy has no other choice. in this case, jokowi as the head of state accepts state officials or the government and the public in order to be able to take appropriate policies on welfare and health for the people of indonesia. conclusion jokowi’s presidential states when delivering the handling of the covid-19 case in indonesia used a type of directive speech act that demanded responsibility from his interlocutors (officials and also the public) to understand the situation being faced by the indonesian people. from this analysis, the researcher found that in delivering his presidential states, jokowi used directive speech acts with classification: asking for 3 times, asking for 3 times, asking for 1 time, ordering for 4 times, and prohibiting for 1 time. based on the findings, it can be concluded that jokowi’s directive speech acts, many of them are commanding. the form of directive speech acts according to prayitno (2010: 51) states that the directive commands are words that intend to instruct the interlocutors to do something. thus, the government ordered all indonesian people to obey the appeal made. the researcher also found jokowi’s speech act strategies in his speech about handling covid-19 with the classification: speaking without pleasantries for 2 times, speaking with positive politeness pleasantries for 1 time, and speaking with negative politeness pleasantries for 1 time. it can be concluded that the speech act strategy that tends to be used in the speech acts of president jokowi’s speech about covid-19 is to speak without further ado. 48 journal of social studies (jss), volume 16, number 1, 2020: 35-50 through the results of this study, the author suggests to students, especially students of the indonesian language and literature department so that they want to research speech acts in speeches of officials in indonesia. suggestions for further research is in analyzing directive speech acts in a speech can be assessed using grice’s implicative analysis, excised, and maxims that are useful for discussing deeper findings regarding this pragmatic study. references ariyani, s., & rahmawati, l. e. 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(2014). pragmatik. terjemahan indah fajar wahyuni. yogyakarta: pustaka pelajar. 1996. 50 journal of social studies (jss), volume 16, number 1, 2020: 35-50 76 equality of women in rural household at different environmental geography hastuti7 abstract ` the research aimed to understanding the equality of women in rural households with environmental differences geography. research location is in brayut and kaliadem, village with environmental differences geograhpy. data were collected by structured interview structured interview data were analyzed descriptively quantitatively by using frequency tables, and descriptive qualitative data analysis in-depth interviews.the results showed, brayut has a geography conducive environment characteristics, relatively flat, dominated wetland, better accessibility, land use competition tighter and more varied economic activities. kaliadem geography has less conducive environment, dominated by dry land scattered with steep to very steep slope, accessibility is not good, the whole household livelihood from agriculture, livestock, and utilize the resources around. on the whole household outpouring of women's time for household activities more. kaliadem outpouring husband's time to work on the most wealthy households and the outpouring of the time most women to work in poorer households. household decision-making activities both hamlets compared dominant role of women over the role of men. decision-making on agriculture and livestock in the men's role more prominent brayut compared women, and in kaliadem women and men have a balanced role. investment activity is more prominent in brayut. the involvement of women in public life does not necessarily affect the role of women in decision making and domestic public domain unless decisions on household activities. keywords: environment geografiequality of women 7 faculty social sciences, yogyakarta state university. email:hastuti@uny.ac.id ijss.vol.12, no.2, september 2016 77 introduction injustice is still a problem until now, as the central issue in almost every nation in the world. injustice is also experienced by women as marginalized by the dominance of the male gender. distinction as socio-cultural construction products in each community varied, depending on the geography and history of the community of residence (semple, 1999). kultur patriarchal society, men as holder of power, women are placed in a weak structure as the position of women in the marriage act applies to most people in indonesia (kelompok 7, 2003). women in households put up doing domestic work and men as breadwinners do public work. patriarchal society culture prevailing in the java community to familiarize women in the domestic sphere and men in the public sphere (lsppa, 2009). women doing housework regularly by seizing most of the time and energy of women (brines j, 2004). household chores can be done by any member of the household including without differences in men and women. women who participate earn a living remain the primary responsibility of domestic work, the participation of men to do housework is still small (dowell, l dan massey, d, 2008). patriarchal culture as one of the causes of injustice in the division of labor and power between men with the women that occurred in the java community. this division of labor produces economic dependence of women on men so that women become self-sufficient (abdullah, 2011). variations in patterns of division of labor between the regions as well as historical factors also caused differences in geographic environment. human history in order to meet their needs based separation of responsibilities between men with women is a form of human relationship with the environment. the division of labor developed through the years. the social environment and the physical environment have contributed in determining the division of labor and power in addition to the structure of relationships between men and women (dowell and massey, 2008). research to uncover about the division of labor and the role of women in rural households with study sites in rural areas because of its people's daily lives relatively closely to the natural environment (natural landscape) and contamination with the outside world is limited. the study area is rural javanese culture is still dominated by the influence of islam, manifested in everyday life, including the division of labor between the role of women in rural households. the focus of the research is as follows. a. the pattern of women equality of rural households in the environmental geography differences. b. the role of women in decision-making on the domestic and public activities. the research objective is. a. analyze the women equality in rural household between the environmental geography differences. b. assessing the role of women in decisionmaking in rural households review of literature a. human geography scope chapman (1999) human beings to make decisions taking into account local geography condition called spatial (physical and human environment) an important part in spatial dimensions (spatial dimension) hastuti: equality of women in rural household... 78 (kitchin dan tate, 2011). chapman concept when synthesized with a view semple, meaning geography environment includes three components, namely physiographic, humanity and accessibility. physiographic components on the field at the local level include the local climate, landforms (landform), and hydrology. humanitarian component includes residents, social institutions, and socio-cultural system. the spatial component by chapman identified as distance (distance) deep serve as a further explanation of the accessibility. at the local level, detailed physiographic may be mentioned, among others, includes soil, climate, topography, mineral resources, rocks, sand, and other minerals, the availability of water, flora, and fauna. humanitarian component includes the amount, structure, and quality of the population, social structure, social institutions, economic institutions, social activities, economic activities, as well as social and cultural systems, including religion, customs, and beliefs. the spatial component by chapman identified as distance (distance), dimaknakan as accessibility. b.household division of labor in rural areas. gender is defined as the differences between women with men of values and behaviors. the concept underlying the differentiation of male and female as a biological construction grouped under the concept of nature in the socio-cultural construction as the concept of nurture. roles and responsibilities of men and women there that can be exchanged there that can not be exchanged fornaturally as conditions remain as menstruation, pregnancy, childbirth and breastfeeding are not interchangeable. mangkuprawiro (2004), the division of time in the household, namely: to make a living or to help earn a living; managing the household, namely cooking, cleaning the house, preparing food, care for children, washing household utensils and clothing; social activities in the community; educational activities; personal and leisure time activities are held. according oppong (1991), there are seven women's roles in the household are distinguished in the area of reproduction, production and social is the duty as parents, duties as breadwinners, duty as a wife, domestic tasks, tasks kinship, duty as a member of society and individuals.women in the java community is defined as a wife and mother (baret in hanum, 2003). this role can be used to justify a reduction in the freedom of women to move outside the home such as activities in the community and even participate for a living. the role of women in the social power is a function of the ability of women acquire strategic resources in the household and society (cf. stoler, 1987). the ability to access and control over resources more freely in the social layer with the acquisition of capital in the form of material and immaterial, education, skills, experience, economic, social. dowell and massey (2008), geography environmental factors such as economic resources have a strong connection to his wife's role in the household. accessibility to the workplace is an important factor associated with working wives ability to earn income. customs and traditions is a cultural value system of a community does not immediately change to reflect the new cultural value system. there is a link between the role of a wife with a job that provides income. ijss.vol.12, no.2, september 2016 79 approach and how to research a. approach the earth is not homogenous, found environmental factors of geography as a differentiator of the phenomenon. factors in the study of the space can be absolute, relative, and cognitively. the concept of space in geography divided by the analysis of differentiation area to show the difference variation of the phenomenon. on the basis of the concept of human relationships and the environment, the main focus of this research is the differentiating factor of human behavior with geographic environment. the study emphasizes the importance of human differences in living quarters that will form different patterns of behavior "how man lives and how he makes living". therefore, based on field observations, research areas represent two different geographic environments, ie wetlands land areas and drylands land area. the differences are assumed to be reinforced with different accessibility. accessibility is an important concept in geography srtudi more than just distance. the same distance can have different accessibility due to differences in the availability and quality of the means of connecting. accessibility provide facilities and opportunities in social economic life of the person, including openness to information or ideas from the outside. environmental geography in this study provides a setting at the meso level. the assumptions built at the meso level tested through spatial analysis at the micro level. the focus of research at the micro level determine the division of labor and decision-making husband and wife domestic sphere and the public sphere, covering the aspects of domesticity, social, economic and productive. moreover areal differentiation, at the micro level is also analyzed the factors detailed variations in social economic characteristics of husband and wife. an underlying assumption that the different characteristics of the social economy will form a pattern of division of labor and roles in decision-making. b. how to research selected hamlet brayut, donoharjo village, sub-district ngaglik and village kaliadem, glagaharjo village, cangkringan. the study population throughout amount 45 women in brayut, amount 30 women kaliadem. the research data in the form of primary data and secondary data. the primary data of demography, division of labor, and the role of husband and wife in the decision. secondary data were also obtained from relevant agencies. quantitative and qualitative data collection with the understanding no distinction shall be made exclusively (see: brannen, 2002; bungin, 2003; and moleong, 2005). the first phase of data collection using interview guide to the entire population. the research approach geography environment. differences in geography environmental implications on different activities will generate revenue followed the variation of work later led to differences in the division of labor and roles in decisionmaking.spatial analysis is the analysis by comparing or explaining certain aspects of two or more different locations condition. in this study took two different geographic environments emphasizing the importance of human habitation of space difference in shaping differences in activity patterns and behavioral 'how man lives and how he makes living ". another consideration is the ease and hastuti: equality of women in rural household... 80 accessibility that provides economic development opportunities of human social life and openness to information and ideas from the outside. data analysis is quantitative descriptive subject to analyze primary data and secondary data related to demographic variables included age, occupation, education, land tenure, income, and utilization of transportation facilities, communications, health. analysis of qualitative descriptions to explain matters related phenomena research of in-depth interviews than antarstrata conditions in each hamlet. analysis of qualitative data from interviews conducted in the field until investigators poured in narrative form. analysis of qualitative data according to miles and huberman (2003) carried out with data reduction, presentation and verification. environmental geography in relation to the social economy the main physiographic geography environment and accessibility have a direct impact on the social economic activities of the population. geography environment, accessibility, social and economic conditions of the study area there is a difference between brayut and kaliadem. differences in economic conditions of the social views of the income per capita of population. revenue per capita per year at much higher brayut compared kaliadem. brayut with geography and relative accessibility of the environment as well as provide opportunities conducive social economic activities vary. varied activities affect the expansion of revenue sources. diversifying income sources to give a real contribution to household income associated with per capita income, as happened in brayut. revenue per capita per year in brayut reached 4.39 million. kaliadem with geography environment and accessibility that is less good and less conducive to productive economic activities become an obstacle populated source of revenue income. sources of income are limited in resource utilization around the makeshift activities so that income earned less than adequate. constraints that affect household income in kaliadem inadequate by the very low income per capita per year is only 1.03 million. average income per capita per year in brayut much higher reaches more than four times the revenue per capita per year in kaliadem. associated with the physiographic conditions as the environmental aspects of geography, geography environment conducive for farming activities (crops and livestock) can be seen in brayut. brayut had a mean crop farming income reached 1.12 million per year. kaliadem as a hamlet with geography environment less conducive for farming activities had a mean crop farming income is only 0.28 million per year. production of crop farming in higher brayut compared in kaliadem. geography conducive environment more development opportunities outside of farming activities. household income derived from activities outside the farm in the hamlet with geography environment conducive significantly higher compared hamlet with geography environment less conducive. average earnings beyond farming in brayut reached 14.7 million per year, in kaliadem average farm earnings beyond just 2.16 million per year. it was as a result of environmental geography of the aspects of accessibility as an important aspect for the population to be able to perform activities of social economy. opportunities economically ijss.vol.12, no.2, september 2016 81 active population is more varied social heavily dependent on the accessibility of the area. brayut have better accessibility compared kaliadem. brayut opportunities in economic activity outside farming and farming activities more open and varied compared in kaliadem. social economic conditions observed on the percentage of poor households, in brayut only 11.6 percent, reaching 27.3 percent in kaliadem. however, seen from household income, poor households in the higher kaliadem compared in brayut. besides, the average income of poor households is very small income inequality in brayut very real. in kaliadem household income distribution is relatively more evenly. it is a common phenomenon in rural areas with different geographic environments including differences in social economic means both hamlets. brayut gain in education and health facilities by the number and quality of infrastructure and facilities more with better conditions. in kaliadem there are obstacles to reach educational and healthcare facilities with the amount and quality of the facilities is more limited. equality of women domestic the equality of women in the household to see the outpouring of time to do the work according to the proportions, types and kinds of work. equality of women is strongly influenced by the prevailing value system in society, that domestic work is considered to be the main task of the women, if the men doing housework just help. women time to household activities is longer than the men with the characteristics of the division of labor and the pattern is almost the same in the two villages. geography environment less effect on the marital division of labor in household activities. differences marital division of labor due to their value system in society. in brayut outpouring men’s time for agricultural activities more compared outpouring women time. marital division of labor for agricultural activities is almost the same among poor households, moderately priced, and the rich outpouring man's time in agricultural activities more compared outpouring women time. agricultural activities in brayut more intensive, men conduct land preparation, irrigation, fertilization, plant maintenance, and pest eradication. in brayut the greater the revenue earned from farming is not necessarily more time outpouring of women for agricultural activities. households that dominate the wider agricultural land as happens in most households rich in brayut, to manage his farm many utilize wage labor. owners of agricultural land in the richest households brayut exploit some time to try out farming. in contrast to the outpouring kaliadem time on farming activities is directly proportional to the revenue earned. kaliadem outpouring in time for agricultural activities is an important factor in contributing to the household income among poor households, moderately priced, and the rich outpouring almost the same time. this phenomenon shows no environmental effect of geography on the division of labor agricultural activities, especially from the aspect fisiografinya. in the hamlet with geography environment conducive differences in the division of labor is more real, man do the work heavier and wife doing farm work lighter the planting, harvesting, and postharvest. hamlet with geography environment less favorable for agricultural activities, without distinction women began to land hastuti: equality of women in rural household... 82 management, post-harvest. expended time women for agricultural activity per unit area in brayut much more compared in kaliadem, agriculture brayut optimally managed compared in kaliadem. equality of women seen from the outpouring of women to the ranch activities have different patterns with agricultural activities. in brayut outpouring men's time for farming activities reach two to three times that of the outpouring of time women. in kaliadem outpouring women time for a longer farming activities compared outpouring men's time, although the difference is only small. outpouring of time married to operations in kaliadem nearly seven-fold compared in brayut. raising livestock is the main activity that made a footstool for income households in kaliadem so that cattle have a higher economic value as a source of primary income households. in brayut livestock have economic functions as a way of investing is also used for land preparation despite not raising livestock as the bedrock source of income of many households in brayut. this phenomenon shows no link between the division of labor farming activities with environmental geography. kaliadem geography environment more conducive to the development of the farm because of the availability of green fodder. in brayut farm activities necessary for the higher costs to buy fodder for limited land in brayut constraint obtain green fodder. equality of women in social activities in brayut required outpouring man’s time is almost twice on the entire household. expended time women for social activities between brayut with kaliadem there is a difference, namely the outpouring of women for social activities in kaliadem nearly twice as large in brayut. this indicates that in kaliadem stronger social cohesion brayut. kaliadem still a community with community character that characterizes the region that have less favorable accessibility. there linkages geography environment with social activities, regions with less favorable accessibility of the outpouring of the time a women for more social activities regions with favorable accessibility. role of women in decision making the role of women in the decision making domestic realm include household activities, investing, home improvement, and on children. the role of women in the public domain decision making activities include agriculture, livestock, and social. the role women in the decision making domestic realm are not directly related to the geography of the physiographic environment and accessibility. factor value system in the form of habit (custom) is still stronger influence on the role of women in the decision making process at household both hamlets research. in two villages with environmental differences that physiographic geography and accessibility, the role of women and men in the domestic domain decision making about the same, but different to the public sphere of agriculture and animal husbandry. brayut wife in a lesser role in the decision making process of agriculture and animal husbandry. kaliadem with a low household income forces men and women must work together to earn revenue. the role of women in the decision making is not always related to the economic contribution in the household. the role of women in making investment decisions, home improvement, and on children in areas with different ijss.vol.12, no.2, september 2016 83 geographic environments almost as though in areas with geographic environment unfavorable for economic reasons forced women provide more time to earn revenue. in the hamlet with advantageous geography environment, women does not always come to make a living mainly on households that are economically more capable, more wives participate freely determine selection for a living or not. on the whole household without distinction of poor households, moderately priced, and rich both in brayut and in kaliadem women's role in household decisionmaking activities are very prominent. the investment made each household is closely linked with the economic capacity. most households in brayut have the ability to better economic impact on a lot more opportunities to invest so that the role of women in making investment decisions in brayut seemed more prominent on the entire household. there is a link between investment in environmental geography, environmental geography better impact on the ability of the household economy, the opportunity to invest a lot more to do. the role of women in making investment decisions more prominent in environmental geography brayut with better which has a less favorable geographic environment. men's role in making decisions about home improvement is more dominant in brayut. home improvement related to the availability of funds means associated with economic viability, communally nothing to do with environmental geography. in brayut with geography environment more conducive to have the ability better economy so that it has a greater opportunity for home improvement compared kaliadem, the women’s role in decision making in the home improvement is more prominent brayut. the role of women in making decisions about the child include planning the number of children, prepare for labor, health care, related education and child marriage. decisions about the child associated with thinking and bylaws, means associated with the economic capacity of households. economic capabilities relating the availability of resources for income, is closely related to environmental geography. decision-making about children in two villages of the study had about the same character means less environmental geography affect the roles of women in making decisions about the child. differences role in making decisions about children are more affected by the continuation of biological functions, from preparing for the birth until the child has not been independently women’s role in decisionmaking is more prominent despite joint decision stands out in making decisions about the child. in agricultural activities, the effect of physiographic and accessibility are more conducive in brayut compared in kaliadem seen from cultivated plants. decision-making for operations in brayut more prominent role. in kaliadem conducting farm women from finding forage fodder also conduct all activities without different ranch. load heavier women in kaliadem must complete the household chores which is a consequence of the prevailing social norms and must participate to make a living for economic reasons. conclusions and implications environmental impact on socio economic geography. subsequent impact on hastuti: equality of women in rural household... 84 the division of labor women in household activities, social and productive economy. this division of labor associated with the process of decision-making women in the domestic sphere and the public. environmental geography wetlands together form the social economic conditions of the area better compared dry land. environmental geography wetlands include soil fertility, water availability, and topography. these factors support the emergence of social variation in brayut economic activity so as to have a better household income compared kaliadem. the development of social economic activities are more diverse and provide better income in brayut have the effect of creating interconnections with off-farm economic activities. environmental importance of geography in creating the prosperity of society is strengthened by accessibility. brayut have better accessibility compared kaliadem. accessibility brayut which includes aspects of distance and network quality road connecting brayut with service centers of economic, social, and technological aspects that facilitate diffusion of new ideas and insights in the village. the analysis at the micro level geography shows that environmental factors play an important role in shaping the social economic conditions of society, but a lesser role in shaping the cultural aspects of society. in this study it appears that the economic difference between the two villages is not accompanied by differences in cultural values of society, especially related to the position and the role of women in the division of labor and decision-making. women and men both have a common research hamlet in placing and share decision-making role in the domestic sphere and the public. the theoretical assumption that the higher the socio economic conditions of a society to be more open to the principles of equality of the role and position of women, have not proved to be an alternative for people culture two villages, especially in java, as evidenced from the results of this study. references . abdullah, irwan, 2011. sex, gender dan reproduksi kekuasaan. tarawang press., yogjakarta blij, de dan murphy, d, 2008. human geography, culture, society and space,john wiley and sons, inc., toronto. branen, j, 1997. memadu metode penelitian kualitatif dan kuantitatif. pustakapelajar., yogjakarta. brines j, 2004, economic dependency: gender and the division of labour at home. american journal sociology 100 : 652 – 688. chapman, keith, 1999. people, pattern and process. an introduction. johnwilley and sons. dowell, l dan massey, d, . a woman place dalam peet, r, 2008. moderngeographycal thought. blackwell publisher. hanum, farida, 2003 pembagian kekuasaan suami isteri keluarga jawa studigender di kecamatan kraton dan minggir diy, disertasi sosiologi pasca sarjana ugm., yogjakarta. kitchin r and nicholas j.t. (2011). conducting research in human geography: theory, methodology and ijss.vol.12, no.2, september 2016 85 practice. addison wesley longman, singapore (pte) ltd., singapore. kelompok 7, 2009. tindak kekerasan terhadap perempuan, www. geoogle, 2003 knox dan marston. (2004). place and regions in global context humangeography. pearson education inc., new jersey. lembaga studi pengembangan perempuan dan anak, 2009. menjadi perempuan.lsppa dan ford foundation., yogyakarta. mangkuprawiro, syafri, 2004. alokasi waktu dan kontribusi kerja anggota keluarga dalam kegiatan ekonomi rumah tangga studi kasus di dua tipe desa di kab sukabumi, disertasi ipb., bogor. moleong, l, 1989, metodologi penelitian kualitatif, remaja karya., bandung. oppong, c and church, k, 1991. a field guide to research on seven roles of women : focused biographies., genewa semple, ellen c, 1999. influences of geographic environment in human geography: an essential anthology. black well inc. 19 the effect of e-wom and brand image towards sushi masa consumer purchasing decision nur aiman ikhwan kamil corporate communication student, faculty of communication science, lspr communication and business institute jakarta, indonesia email: ikhwankamil44@gmail.com albert albert thesis department, lspr communication and business institute jakarta, indonesia email: albert@lspr.edu abstract this digital age, people are using digital technology to facilitate all kinds of activities. sushi masa jakarta, uses zomato as one of their media as an e-wom facility for consumers to express their feelings. in addition, the authentic sushi image cannot be separated from sushi masa. the purpose of this study is to find out whether there is effects of e-wom and authentic brand image towards consumer purchasing decisions, partially and simultaneously. the theory used is stimulus response, supported by other marketing communication concepts. the method used is quantitative based on positive paradigm, considers the social reality can be proven scientifically. data collection used were questionnaires with likert scale. the results found the effect of e-wom and brand image together towards consumer purchasing decisions by 62.9%. the author suggest that sushi masa can maintain e-wom and brand image that has been built so that consumers continue to making purchasing decisions keywords: e-wom, brand image, purchase decisions, consumer, sushi. journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.19-34, doi: 10.21831/jss.v16i1.31020. 19-34 20 journal of social studies (jss), volume 16, number 1, 2020: 19-34 introduction in this digital age anything can be done easily, more and more people are using digital technology to facilitate all kinds of their activities. the increasing population in the world is 7.5 billion people, 53% of which is 4.21 billion are active users of internet media (we are social, 2018). in indonesia, out of a total population of 262 million people, 54.68% of which 143.26 million are internet users (kominfo, 2018). open access is very wide, including to express opinions about a product or service that we use is no longer confusing, because many review applications such as zomato have facilitated every customer in each restaurant to be able to express what they felt when before buying, when buy, and after buying. after buying is where we give an assessment of the products or services that we have used, whether good or bad, depending on the impression we get, if good, of course we will recommend it to the people closest to us or publish it to the public without any objections, in the science of marketing communication we know it with word of mouth. word of mouth has a huge influence on people who listen to it or from the company affected by word of mouth, because of this word of mouth the information obtained is considered more trusted and more independent. in the current digital era word of mouth has changed its name to electronic word of mouth. according to hennig-thurau et al. (in cheung & thadani, 2010) says “electronic word of mouth communication refers to any positive or negative statement made by potential, actual or former customers about a product or company, which is made available to a multitude of people and institution via the internet “which means that the electronic word of mouth communication is referring to positive statements from potential customers, current consumers and regular consumers about a product of a company that is made free for many people and institutions through the internet. electronic word of mouth can be anything, one example is like a review site. according to goldsmith (in cheung & lee, 2008) said, “it can be exchanged via the internet through a variety of means such as email, instant messaging, homepages, blogs, listservs, forus, online communities, newsgroups, chat rooms, hate sites, review sites and social networking sites. “ the occurrence of electronic word of mouth makes new consumers who want to make a purchase pay more attention to reviews in advance on the internet from others who have used the product or service first. when consumers already use existing products or services, if the products are used according to their expectations, they will be satisfied and generally they will recommend it to relatives and family about the 21 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) products that have been used through information delivered via digital. likewise with brand image, it is very important for companies engaged in the product or service sector to create a brand image of their company. because brand image is one of the supporting factors so that the company can always be remembered and continuously visited by its consumers. if we want to try a new restaurant, of course we will ask, ask whether the restaurant is good or not, good or bad food will get an impression after eating at the restaurant so that we are completely satisfied with the restaurant we visited to eat. from the preresearch, 30 people chosen randomly, they tend to find out in advance about the restaurant he wants to eat in, only 4 people who did not choose to find out in advance (research processed data, pre-research survey, october 2018). this data slightly confirms that e-wom and brand image are very important for the sustainability of a company, especially those engaged in food, in this case restaurants. zomato is one of the review sites in indonesia, “zomato is an online and mobile restaurant search guide that provides in-depth information for more than 250,000 restaurants in 15 countries. the main features of zomato content include menus, photos, coordinates of each restaurant making it easier for users to find and review restaurants and interact with other foodies. currently, the site and mobile platform zomato are accessed by more than 23 million users every month to find places to eat out, find a delivery service, gather in a cafe, or enjoy the nightlife. a user-focused platform makes it easy for restaurant owners to interact directly with their customers. (destriyana, 2014). as the times grew, many indonesian people from all walks of life both young and old liked food from outside indonesia. one of them is japanese food, sushi. besides being delicious, sushi is also believed to be able to nourish the body and maintain stamina and endurance for its connoisseurs (cnn indonesia, 2018). with a high content of omega 3 and calcium, and vitamins, can make our body healthy, fit, and protected from various diseases (maharani, 2019). therefore, in jakarta itself there are many sushi restaurants that are still operating and are never empty of visitors. one example is sushi masa jakarta. based on the results of the analysis of the authors in the application zomato & safira (2016) sushi masa is located in a port at the end of the capital city of jakarta, precisely located in pluit, north jakarta. its position is very far from the city center. when we want to go there at first we will feel unsure of the existing access, generally when we want to visit the harbor we will be faced with a road that is not good, a dirty atmosphere, and many large-loaded cars. one of the 22 journal of social studies (jss), volume 16, number 1, 2020: 19-34 things that is unique from sushi masa is that it is located right near the harbor but does not make this restaurant empty of visitors. if we want to eat there, we have to be willing to wait in line for a few minutes because the crowd of sushi masa restaurants requires employees to use the waiting list system. in addition, the prices offered by sushi masa itself tend to be higher than the average price of sushi in general. one portion of sushi maki for example is pegged at a price range of 35 thousand rupiah to 110 thousand rupiah. for the price of the fresh hokkaido bluefin tuna menu itself is pegged at a price of 75 thousand rupiah to 650 thousand rupiah. (zomato apps, 2018). however, difficult access and high prices do not dampen the desire of every sushi masa jakarta consumer to come to the place to enjoy every product in sushi masa jakarta. in the zomato app, the rating obtained by sushi masa is quite perfect, which is getting a rating of 4.9 out of 5.0 and 1145 (research processed data, october 2018). reviews that provide an excellent rating of between 4 and 5. the image obtained by sushi masa is also good, namely as one of authentic sushi in jakarta, which means that the ingredients used to make sushi are prepared, processed, and made to the original standard japanese sushi. for the sake of maintaining the authenticity of the ingredients and freshness of the product. restaurants similar to sushi masa jakarta that have the same authentic sushi image are as follows, there are three restaurants namely daitokyo sakaba, kikugawa, and marufuku. the following comparison table. table 1. comparison of e-wom with competitors restaurant rating number of reviews positive negative sushi masa 4.9 – 5.0 1145 people 1093 people 52 people daitokyo sakaba 4.4 – 5.0 902 people 848 people 54 people kikugawa 4.4 – 5.0 285 people 273 people 12 people marufuku 4.0 – 5.0 88 people 80 people 8 people source: (zomato, 2018 ; processed researcher data, 2018). table 2. comparison of image with competitors restaurant rating number of reviews authentic sushi experience review didnt leave comments sushi masa 4.9 – 5.0 1158 people 76 people 528 people 554 people daitokyo sakaba 4.4 – 5.0 914 people 41 people 419 people 454 people 23 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) restaurant rating number of reviews authentic sushi experience review didnt leave comments kikugawa 4.4 – 5.0 286 people 22 people 143 people 121 people marufuku 4.0 – 5.0 88 people 18 people 37 people 33 people source: (zomato, 2018; processed researcher data, 2018). based on this thinking, a study was made with the title “the effect of e-wom and brand image towards sushi masa consumer purchasing decision” to see whether these variables have a significant influence on each other, and whether the mass of sushi masa is influenced by electronic word of mouth in the zomato application and the brand image itself. literature review this study refers to the five previous studies conducted by sari et al. (2017), finanda & wiwaha (2017), ivana et al. (2014), soim et al. (2016), mamahit et al. (2015), the five studies obtained positive and significant results. the relationship between the five previous studies with this research is that the previous research shows that there is a significant influence between electronic word of mouth and brand image on purchasing decisions. this research is interesting because this research uses a unique research object that is sushi restaurant which is expensive but always crowded with visitors, and also the location that is difficult to reach but many consumers still come to eat there, besides the theory used compared to the above research is different , and the sampling and test techniques used are different to determine the effect of e-wom and brand image on purchasing decisions of sushi consumer in jakarta. stimulus communication model-response zacharis & bender, (in mulyana, 2009) stated that the communication model s r or stimulus-response influenced behavioristic flow. the model that shows communication as a process of action reaction or cause effect assumes that the presence of words verbally, both oral and written, or even nonverbal cues will stimulate others to respond in certain ways. this process can also be said as the exchange or transfer of information or ideas that are reciprocal. it was also stated that this communication model has many effects and each of these effects can change the next communication action. stimulus that works as a cause will result in the response that arises thereafter is a result of receiving messages. 24 journal of social studies (jss), volume 16, number 1, 2020: 19-34 marketing marketing is the process of managing a profitable customer relationship. (kotler & armstrong, 2008). in a narrower business context, marketing covers creating value-sharing relationships with profitable customers. therefore we define marketing as the process by which companies create value for customers and build strong relationships with customers, with the aim of capturing the value of customers in return. (kotler & keller, 2008). according to the american marketing association (ama) (in kotler & keller, 2008). the formal definition of marketing is an organizational function and a series of processes to create, communicate, and provide value to customers and to manage customer relationships in ways that benefit the organization and its stakeholders (yunita & windarani, 2018) marketing communication according to the american marketing association (in belch & belch, 2015) the concept of marketing communication planning recognizes the added value of existing comprehensive plans to evaluate the strategic role of various communication disciplines. for example, general advertising, direct response, sales promotion, and public relations, this all combines communication disciplines to provide clarity, consistency, and the impact of maximum communication. e-wom according to blackwell et al. (2012) word of mouth communication is an informal transmission of ideas, comments, opinions and information between two people, neither of whom are marketers. according to goldsmith (in cheung & lee, 2008) states that women can exchange via the internet through variations such as e-mails, short messages, home pages, blogs, listservs, various forums, online communities, news groups, chat communication spaces, hatesite , site review and social networking site. hennig-thurau et al. (in cheung & lee, 2008) defines ewom as a positive or negative statement made by a former customer, actual customer, or potential customer about a product or company that is made open to many people or institutions via the internet. goyette (in sari et al., 2017) in measuring the effect of electronic word of mouth using the following indicators: first, intensity. the intensity in electronic word of mouth is the number of opinions or comments written by 25 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) consumers in a social media. according to goyette (in sari et al., 2017) divides the indicators of intensity as follows: frequency of accessing information from social media; b. frequency of interaction with social media users; the number of reviews written by social media users second, content. according to goyette (in sari et al., 2017) content is the information content of social networking sites relating to products and services. indicators of content include: product selection information; product quality information; information about prices offered third, positive opinion. positive opinions occur when good news on testimonials and support is desired by the company (goyette in sari et al., 2017). indicators of content include: positive comments from social media users; recommendations from social media users. fourth, negative opinion. according to goyette (in sari et al., 2017) negative opinions are negative comments from consumers about products, services and brands. includes as follows: negative comments from social media users; speak negative things to other people from social media users. brand image according to heding, knudtzen & bjerre (2009), strong and consistent brand personalities can entice people to consume the brand because they feel the personality associated with the brand personality. if brand attributes or behavior (marketing activities) are not consistent with the brand personality, consumers tend to leave the brand because the personality loses credibility. dimensions of brand personality here include excitement, competence and sophistication. first is sincerity (down-to-earth, honest, wholesome, cheerful). this dimension shows sincere human nature. if applied to the brand this dimension of sincerity reflects how the brand really shows its consistency in meeting the needs (needs), want (desire), and expectation (expectations) of consumers. second is excitement (online, spirited, imaginative, up to date) excitement means excitement, how a brand is able to give pleasure to the wearer. third is competence (reliable, intelligent, successful). this competence dimension shows that a brand has the ability to show its presence in the market. fourth is sophisticating (upper class, charming) this dimension refers more to how a brand provides value to its consumers. there are two elements, namely upper class and charming. 26 journal of social studies (jss), volume 16, number 1, 2020: 19-34 the fifth dimension is ruggedness (outdoorsy, tough). this dimension shows how a brand can survive in the midst of brand competition. the outdoorsy element refers to the sturdy and masculine nature, while the tough shows strong elements. buying decision according to kotler and armstrong (2007), the purchase decision is the final stage in the purchase decision process where consumers actually buy. furthermore according to kotler & keller (2012) explains that consumer buying behavior is influenced by several factors, namely: first, cultural factors. is a state of cultural value systems, customs, and ways of life of people that surround a person’s life. indicators of cultural factors, namely: trust in the product, good and bad views of the product and recommendations for choosing products. second, social factors. is the influence of others both formally and informally. indicators of social factors, namely: the presence of friends or groups to choose products, the existence of relatives to choose products and the presence of parents to choose products. third, personal factors. as a factor that comes from yourself. personality factor indicators seen from: work and income. fourth, psychological factors. indicators of psychological factors seen from motivation, experience and attitude. methods in this study, researchers used a quantitative method based on a positivistic paradigm, considers the social reality that occurs as something that is empirical and can be actually observed and can be proven scientifically. this research is associative, that is the research model that intends to explain the influence between the variables examined. the population used in the study are male and female residents who know about sushi masa jakarta and provide reviews in the zomato app about sushi masa jakarta. whereas the sample used is the male and female residents in jabodetabek who have consumed sushi masa jakarta products and provided a review in the zomato app about sushi masa jakarta. the sampling technique used by researchers is a non probability sampling technique by purposive sampling. in determining the number of respondents, the slovin formula of 27 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) the existing population is used, namely 1158 people, according to the formula above the results are 92. then rounded up to 100 people. data analysis technique simple regression analysis according to sugiyono (2017) a simple regression analysis can be used to predict how high the value of the dependent variable is if the value of the independent variable is manipulated. multiple regression analysis according to sugiyono (2017) multiple regression analysis has the intention of predicting how the state of the dependent variable is if the independent variable is manipulated, in other words the value is up and down. test instrument validity test measurement validity tells us how well the conceptual and operational definitions work together with each other, the better the fit, the higher the measurement validity. (neuman, 2017). to calculate the questions already valid (sarwono & jonatan, 2012), then the provisions are: the correlation coefficient (r) must be positive. if the result is negative then the item in question is invalid and must be removed; the value of the correlation coefficient (r) results of calculations must be greater than the coefficient value of r table. reliability test reliability means the ability to be relied on or consistency. this shows that the same thing is repeated or happened again under identical or very similar conditions. the opposite of reliability is an uncertain, unstable, or inconsistent result that occurs because of the measurement itself. (neuman, 2017). to test the reliability of the instruments that will be used in this study used the alpha coefficient formula (sugiyono, 2017). normality test normality test aims to determine the distribution of data that will be used in research. good and decent data in the variables to be used according to sujarweni & wiratna (2015) is normally distributed data. normality can be seen using the kolmogorov-smirnov normal test. 28 journal of social studies (jss), volume 16, number 1, 2020: 19-34 if the significance value is greater than= 0.05 then the data is normally distributed. conversely, if the significance value is less than = 0.05 then the data is not normally distributed (hamdi & bahrudin, 2014). multicollinearity test according to ghozali (in ayuwardani & isroah, 2011) multicollinearity test is used to determine whether there is a correlation between independent variables in the regression model. a good regression model is one that does not contain multicollinearity. detecting multicollinearity can see the value of tolerance and variant of inflation factor (vif) as a benchmark. if the tolerance value ≤ 0.10 and vif value ≥10, it can be concluded that in the study there was multicollinearity (ghozali in ayuwardani & isroah, 2011). heteroscedasticity test according to ghozali (in ayuwardani & isroah, 2011) heteroscedasticity test is used to test whether in a regression there is an unequal variance in residuals from one observation to another observation. the prerequisite that must be fulfilled in the regression model is the absence of heteroscedasticity symptoms. in this research, heteroscedasticity test will be conducted using a glacier test that is correlating the absolute value of residuals with each variable. the results of the glacier test showed there was no heteroscedasticity if from the spss calculation the significance probability value was above the 5% confidence level (ghozali in ayuwardani & isroah, 2011). result and discussion from the description of the characteristics of respondents in this study it can be seen that as many as 89% are aged 18-24 years. then, for the work of sushi masa consumers themselves more are still students, this proves that many masa masa consumers are still young, and many young people are fond of eating sushi and are aware of maintaining health, as researchers have pointed out in the background that sushi can be healthy because it contains high omega 3. for the domicile of sushi masa consumers in this study as many as 50% came from east jakarta, quite surprising because the location of sushi masa is very far but does not discourage consumers to keep coming and tasting sushi masa. 29 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) determination coefficient test table 1. determination coefficient test model summary model r r square adjusted r square std. error of the estimate 1 .793a .629 .622 7.275 a. predictors: (constant), total x2, total x1 based on the summary model table above, it can be seen that the coefficient of determination or r square is 0.629. the magnitude of the coefficient of determination (r square) is 0.629 or equal to 62.9%, this number implies that the variables x1 and x2 variables simultaneously together affect the y variable by 62.9%. while the rest (100% 62.9% = 37.1%) is affected by other variables outside this regression equation. simple regression test table 2. simple regression test coefficientsa model unstandardized coefficients standardized coefficients t sig.b std. error beta 1 (constant) 21,462 5,955 3,604 ,000 totalx1 1,001 ,097 ,717 10,291 ,000 a. dependent variable: totaly from the results of the simple regression test above, testing the x1 variable against the y variable can be seen that the constant value of the unstandardized coefficient is 21.462. this figure shows that if there is no e-wom (x1), the purchase decision (y) value is 21.462. the regression coefficient value is 1,001. then entered into the regression equation becomes y = 21,462 + 1,001 x. this figure means that every 1% addition of e-wom (x1), the purchase decision will increase by 1,001. so from the test results above it can be said that the variable (x1) has a positive effect on the variable (y). 30 journal of social studies (jss), volume 16, number 1, 2020: 19-34 table 3. simple regression analysis of x2 with respect to y coefficientsa model unstandardized coefficients standardized coefficients t sig.b std. error beta 1 (constant) 10,193 6,033 1,689 ,094 totalx2 ,609 ,051 ,769 12,022 ,000 a. dependent variable: totaly from the results of the simple regression test above, testing the x2 variable against the y variable can be seen that the constant value of the unstandardized coefficient is 10.193. this figure shows that if there is no brand image (x2), the purchase decision value (y) is 10.193. the regression coefficient value is 0.609. then entered into the regression equation becomes y = 10.193 + 0.609 x. this figure implies that each additional 1% brand image (x2), the purchase decision will increase by 0.609. so from the test results above it can be said that the variable (x2) has a positive effect on the variable (y). multiple regression test table 4. coefficient table of multiple regression analysis coefficientsa model unstandardized coefficients standardized coefficients t sig.b std. error beta 1 (constant) 7.001 5.921 1.182 .240 totalx1 .407 .137 .293 2.982 .004 totalx2 .429 .078 .544 5.528 .000 a. dependent variable: totaly based on the table above it can be said that the total of variable x1, namely electronic word of mouth is 0.407. while the total of variable x2, namely brand image has a value of 0.429. conclusion from the results of existing studies it can be concluded that the results obtained are positive and also significant: there is a significant influence of the 31 the effect of e-wom and brand image towards sushi masa ... (nur aiman ikhwan kamil, albert albert) electronic word of mouth variable (x1) in the zomato application towards the consumer purchase decision variable (y) of sushi masa jakarta; there is a significant influence of authentic sushi brand image (x2) variables towards consumer purchase decision (y) of sushi masa jakarta; there is a significant effect of the electronic word of mouth variable (x1) and also the brand image (x2) simultaneously towards the consumer purchase decision (y) of sushi masa jakarta. references ayuwardani, r. p., & isroah, i. (2018). pengaruh informasi keuangan dan non keuangan terhadap underpricing harga saham pada perusahaan yang melakukan initial public offering (studi empiris perusahaan go public yang terdaftar di bursa efek indonesia tahun 2011-2015). nominal: barometer riset akuntansi dan manajemen, 7(1), 143-158.. doi, :https:// doi.org/10.21831/nominal.v7i1.19781 belch, g. e., & belch, m.a. 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(2018). influence of blue village to interest in entrepreneurship. journal of social studies (jss), 14(1), 80-89. https:// doi.org/10.21831/jss.v14i1.21655 zomato apps, 2018, versi 13.3.6 dari play store android. 34 journal of social studies (jss), volume 16, number 1, 2020: 19-34 ijss.vol.12, no.2, september 2016 43 the emergence and development history of demak bintoro kingdom m. nur rokhman, lia yuliana, and zulkarnain4 abstract this research is aimed to �ind the emergence and development of demak kingdom. this research used the �ive stages historical research method according to kuntowijoyo, which are topic selection, heuristic, veri�ication, interpretation and writing. kasultanan demak is the �irst islamic kasultanan in java which was founded by raden patah in 1478. demak area covers jepara, semarang, tegal, lembang, jambi, islands among kalimantan and sumatera and some areas in kalimantan islands. the glory era was in sultan trenggana administration who ruled from 15211546 m. after the death of sultan trenggana, there was power seizure in demak kingdom. this seizure occured between the prince of sekar seda ing lepen and sunan prawata who was the only son of sultan trenggana. thus, there was murder conducted by sunan prawata towards the prince of sekar seda ing lepen. the son of prince of sekar seda ing lepen whose name was arya panangsang from jipang avenged his father’s death by murdering sunan prawoto. one of dukes who �ighted againts arya panangsang was joko tingkir. he was one of sultan trenggono’s son -inlaw and ruled in pajang. reputedly, joko tingkir had purebred line of majapahit that is brawijaya v who was expelled by girindrawardhana and subserved in demak kingdom. keywords: maket, administration, and demak 4 yogyakarta state university. email: m_nurokhman@uny.ac.id; yulianauny@gmail.com; zulkarnain@uny.ac.id m. nur rokhman, lia yuliana, zulkarnain:the emergence and development... 44 introduction the founding of demak kingdom could not be separated from the mission of muballigh in islamizaring javanese land or which was furthermore called “wali songo”. in the broadcasting and developing islam in java, wali songo centered their activities by making demak city as the central of every aspect. after the age of 20, raden patah was sent to java to deepen religion science under the upbringing of raden rahmat and finnaly got married with his grandchild. finally raden fatah stayed in demak (bintoro). in 1475 ad, raden fatah started to perform their teacher’s order by opening madrasah or islamic boarding school in the area. it seemed that the task given to raden fatah was runwell. because of the support of walisongo, especially based on the order of sunan amspel, raden patah was assigned to teach islam religion and open a boarding school in glagahwangi village. no longer after that, this village was visited bymany people. it did not only become the centre of religious science, but also the centre of commerce and the centre of first islam kingdom in java. in the development, glagahsari village became the capital city which was named bintoro demak. demak sultanate was founded by raden patah in 1478. previously, this sultanate was vazal ducal from majapahit kingdom, and was noted as the pioneer of islamic proselytism in javanese island and indonesia in general. demak sultanate did not last for long and immediately experienced throwback because of power struggle among the kingdom relatives. in 1568, the authority of demak sultanate was transfered to pajang sultanate which was founded by jaka tingkir. one of historical herritages of demak t is the great mosque of demak, which was estimated founded by walisongo. the location of capital city of demak sultanate that was plied from the sea and named as petty officer or bintara became demak city in central java at this time. the period of when the capital city was located there was sometimes known as “demak bintara” or demak petty officer. in the period of the fourth sultan, the capital city was moved to prawata (read “prawoto”. furthermore, those aspects are developed in newer javanese cities.this cities will give a comprehensive picture on the emergence, development and the fall of demak kingdom an also the societies’ life. this research is expected to be used as the material in order to understand and review various social and cultural problems which emerge in indonesian cities growth and improve the understanding of dynamic city development. demak kingdom is the first islamic kingdom in javanese island. previously, demak kingdom is a duchy of majapahit kingdom. this kingdom was founded by raden patah in 1500 to 1550 (soekmono, 1973). raden patah is a nobleman of majapahit that has obtained the unauguration from prabu brawijaya who officialy lived in demak and changed demak into bintara (slamet muljana, 2005). raden patah held the position as the duke of duchy bintara, demak. on the support of other areas which earlier believed in islam such as jepara, tuban, and gresik, raden patah founded islamic kindom with demak as the centre. raden patah as islam duke in demak broke their relationship with majapahit at that time because the kingdom was in the weak condition. it can be said the the emerge of demak kindgom was a islamization process to ijss.vol.12, no.2, september 2016 45 reach a polical power. moreover, the emerge of demak kingdom was also accelerated with the weakening of majapahit kingdom as the result of rebellion and war of power struggle within the kings relatives (poesponegoro, 1984). as the first islamic kingdom in javanese island, demak kingdom had a big role in the islamization process at that time. demak kingdom developed as the commerce centre and islamic proselytism. the territory of demak includes jepara, tuban, sedayu palembang, jambi and some areas in kalimantan. besides, demak kingdom also has important harbors such as jepara, tuban, sedayu, jaratan and gresik that developed into transito harbor. during the administration of raden fatah, it was built demak mosque which the building process was helped by wali or sunan. raden patah was the first king of demak kingdom. he conquered majapahit kingdom and moved all ceremonial objects and heirlooms of majapahit to demak. the aim was to make the majapahit kingdom symbols were reflected in demak kingdom. when malacca kingdom fell into portuegese in 1511 ad, the relationship between demak and malacca was broken. demak kingdom felt to be disadvantaged by portugese in their trading activity. therefore, in 1513 ad raden fatah ordered unu duke to lead demak troops to attact portuguesees in malacca. that attact had not been succeceded because portugeese troops were far stronger and their weaponry was complete. on their effort, unus duke obtained epithet aas the prince of sabrang lor. research method the word metode is originated from english word “method” which means ways or manners. etimologicaly. method is a problem that explains ways or manners, technical implementation direction. basically, historical research is interrelated with historical method procedure. historical method is rules on systematic principles which collect historical sources effectively and asses it critically and made in written form. the method utilized by the researcher in this historical writing is historical research method according to kuntowijoyo. the stages of historical according to kuntowijoyo has five stages, which are topic selection, heuristic, verification, interpretation and writing (kuntowijoyo, 2005: 91).topic selection is the initial step in the research to identify topic which is appropriate to be observed. after the topic selection, further stage is data collection process, which are books, documents, images and other relevant soures. the next activity is to make source critique both the source originality and external critique or the reliability of source content through internal critique. after the validity is assured, further stage is to interpret through the analysis and synthesis. the last stage is to perform historical report writing or historiography. result and discussion 1. the founding of demak bintara kingdom towards the end of the 15th century, as the throw back of majapahit, practically some of their territories started to separate themselves. even the areas spread on duchies attacked and claimed each other as the heir of the majapahit throne each other. meanwhile, demak which was located in the southern part of javanese beach emerged as an independent territory. around 1500, majapahit regent whose name was raden patah, who lived in demak and believed in islam, overtly broke m. nur rokhman, lia yuliana, zulkarnain:the emergence and development... 46 the relationship with powerless majapahit. with the help of other areas in east java which have converted to islam, such as jepara, tubah and gresik, he founded islam kingdom with demak as the centre (soekmono, 1973:52). the statement is a prove that demak sultanate still had relationship with majapahit kingdom. raden patah was the son of brawijaya whose mother was chinese princess (cempa). brawijaya commended raden patah to a governoor in palembang when he was stil in his mother’s womb. thus, raden patah was born in palembang. then palembang grew and developed into the centre of islam kingdom. since the last 15th ad, it might be since the dissapearance of the capital city of majapahit kingdom in trowulan area caused by wangsa girindrawardhana from kediri kingdom in 1474 (poesponegoro & notosusonto, 2008; 52). it proved that majapahit kindom was destroyed by kediri kingdom and that became the beginning of demak sultanate awakening under the administration of raden patah. majapahit did not have strong defense during the throwback. thus, it can be concluded that majapahit was totally weak. raden patah had a brother who was born by the same mother but different father, he was raden husain. he was the son of arya dilah. so it was proven that raden parah had blood relationship with raden husain. furthermore, it was mentioned that when both sons had grown up, they went to majapahit for serving the king od majapahit. during their journey, they visited ampeldeta to study islamic religion from sunan ampel. after they were successed their journey, raden patah changed his mind and did not continue his journey to majapahit because it was not a place for a muslim to serve a king who had different faith. therfore, raden husain went there along. after he was accepted as the servant of majapahit, he obtained the position as a duke in terung. raden patah was married by sunan ampel with granddaughter, who was nyai ageng maloka princess. furthermore, on the suggestion of a hallow from ampeldenta, raden patah was asked to walk to the west until he found an area which was full of reed trees which had fragrant smell. there he was asked to build a new village named bintara and founded demak bintoro sultanate. however, it was not as easy as turning the palm or hands. certainly, he needed a very burdensome struggle to rule demak. how weak majapahit is, it would let another kingdom to take their territory (ahmad alusairy, 2003). raden patah ruled demak from 15001518 ad. under their administration, demak kingdom developed rapidly because they had wide agricultural area as the food material producer, especially rice. therefore, demak kingdom became agricultural-maritime kingdom. merchandises which were exported by demak kingdom are rice, wax and honey. those merchandises were exported to malacca, moluccas and samudera pasai. in the administration raden patah, authority territorry of demak kingdom covered jepara, tuban, sedayu, palembang, jambi and some areas in kalimantan. besides, demak kingdom also had important harbors, such as jepara, tuban, sedayu, jaratan and gresik which developed into transito harbor. 2. glory era of demak kingdom in the beginning of the 16th century, demak kingdom had become a strong kingdom in java island, no other kingdom in ijss.vol.12, no.2, september 2016 47 java was able to compete the effort of this kingdom in broadening territory by conquering some harbors and inlands in the archipelago. after raden fatah passed away, the thrown of demak kingdom was held by unus duke. he ruled demak from 1518-1521 ad. the administration of unus duke was not long because he passed away in his very young age. he did not leave a crown prince. after unus duke passed away, the thrown of demak kingdom was held by his relative who had title sultan trenggana. since 1509, unus duke, the son of raden patah, had been ready to attack malacca. however in 1511 he was preceded by portuguese. but he did not discourage himself. in 1512 demak sent their war fleet towards malacca. after the fleet reached malacca, the fleet of sabrang lor prince was rained cannin by portuegese troops assisted by the sultan mahmud’s son-in-law, abdulla raja from kampar. the second attack was done in 1521 by sabrang lor prince or unus duke, but it failed. whereas, the ship has been renovated and tailored with the field. besides, he was successed to expand his kingdom area. he destroyed majapahit which religion was hindu, and at that time, some of the territory cooperate with portuegese peope. unus duke (patih unus) passed away in 938 h/ 1521 ad. demak under pati unus’ control was demak which has archipelgo insight. the biggest vission is by making demak as the biggest marirtime kingdom. sultan trenggana ruled demak since 1521-1546 ad. under his administration, demak kingdom reached the glory. sultan trenggana tried to expand its territory area to west java. in 1522 ad, demak kingdom sent their troops to west java under fatahillah rule. areas ruled by him were banten, sunda kelapa and cirebon. the dominacy towards this area was aimed to defeat the relationship between portuguese and padjajaran kindom. portuguese fleet could be destroyed by demak’s fleet under fatahilah authority. with the victory, fathillah changed sunda kelapa into jayakarta (which meant full victory). the event occured on june 22, 1527 ad and have finnaly celebrated as the jakarta anniversary. in order to expand their territority to east java, sultan trenggana led his troops. one by one, the areas of east java was dominated such as madiun, gresik, tuban dan malang. however, when they attacked pasuruan 953 h/1546 ad, sultan trenggana passed away. his struggle to transfer the heathen port city into his torritory by using violence failed. therefore, sullan trenggana ruled the territory for 42 years. during his glory era, sultan trenggana visited sunan gunung jati. then he obtained the title as ahmad abdul arifin. the islamic title had been given to raden patah after he defeated majapahit. trenggana was meritorious on islamic proselytism in east and central java. under his authority, demak dominated other javanese island such as seizing sunda kelapa from pajajaran and hampered portuguese tropps who would land there (1527),tuban (1527), madiun (1529), surabaya and pasuruan (1527), malang (1545) and blambangan, the last hindu kingdom in the east end of java island (1524,1546). trenggana passed away in 1546 in a battle of conquering pasuruan, and furthermore, he was replaced by sunan prawoto. one of demak warlords was fatahillah, a young boy from pasai (sumatera), he also became son-inlaw of trenggana king. maulana hasanuddin, m. nur rokhman, lia yuliana, zulkarnain:the emergence and development... 48 a son of sunan gunung jati was ruled by trenggana to conquer banten girang. then the descendant of maulana hasanudin made banten as an independent kingdom. while sunan kudus was an imam at demak mosque. he was also the major leader in conquering majapahit before moving to kudus. 3. the throwback of demak kingdom the death of sultan trenggana caused political chaos in demak palace. part villages (duchies) tried to secede and did not acknowledge the authority of demak. there was also a conflict among the heirs who competed for the thrown. the one who should replace sultan trenggono position was sekar seda ing lepen prince. however, he was murdered by sunan prawoto who expected to inherit the kingdom throne. jipang duke whose name was arya panangsang, the son of sekar seda ing lepen prince, did not let it because he thought that he more deserved to inherit demak throne. sunan prawoto with some of their supporters were successful to be murdered and arya panangsang held the throne. however, arya panangsang did not rule for so long because he was defeated by jaka tingkir who was helped by kiyai gede pamanahan and his son sutawijaya, also penjawi. jaka tingkir acceded to the throne and his coronation was performed by sunan giri. after becoming a king, he was entitled as sultan handiwijaya and moved the administrative center from demak to pajang in 1568. 4. economic life demak had georaphical area in the north coast with very fertile natural enviroment, and all parts were a village called gelagahwagi. this place became a moslem settlement under the administration of raden patah whose the existence was driven by a wali named sunan rahmat or ampel (poesponegoro & notosusonto, 2008 ). demak bintoro had strategic location. the location is very profitable for commerce and agriculture. in the past, demak bintoro was located in the strait edge between murai and javanese mountains. the strait was previously wide and could be well plied so that merchan ship from semarang could take the shortcut to ply to rembang (ahmad alusairy, 2003). the strategic demak bintoro location was one of causes demak sultanate to develop rapidly in the founding of demak sultanate. the development of rapid demak sultanate made the title of super power country in southeast asia to exist. the connection between demak bintoro and remote areas in central java was serang sungai which at present had estuary in java sea between demak bintoro and jepara. the river could be plied with smaller merchant boats. the creeks were sourced in kapur tengah higlands. beside the highland, there were old lands of central java, which were pegging and pajang. good streets were passed by carts through low water area land from serang lusi river valley towards bengawan vallew, which was bengawan solo as the connector between southern part of central java and east java (purwadi & maharsi. 2005:34). the previous explanation indicate that merchant track in demak was very easy so that it very helped demak bintoro econommy because without the efficient merhant route, demak bintoro commerse would be hampered and the economic would be reduced. ijss.vol.12, no.2, september 2016 49 5. cultural social life of demak kingdom societies demak islamic kingdom was the continuity of majapahit kingdom. before the king of demak felt as a free islam king and rebelled the heathenism (majapahit). it was not doubted that since the xiv century, muslims were familiar in majapahit kingdom city and bandar bubat. javanese stories which preached the “a visit to the king” to majapahit palace as annual duty, also for islam vassal also contained truth. by doing “a visit to the king” regularly, vassal acknowledged their faith. beside they also held the relationship with majapahit palace officials, especially governor. when the king of demak became independent islamic king and sultan, there was no way for him. that many parts of old civilization before the islam era had been taken over by islam javanese palaces in central java, it was proven from the javanese literature at that era. the addition of military buildings in demak and other capital cities in java in the xvi century because a very urgent necessities, it was also caused by the influence of islam heroic tradition and examples which could be seen in islamic cities abroad (badri yatim, 1993) 6. the location of demak kingdom of the research result of iain walisongo of central java in 1974 ad on islamic history material in northern part of central java, it had been reported that some opinions about the location of demak sultanate (kingdom palace): first: that former demak sultanate did not exist, with the information that raden patah started to proselytize islam in demak was merely for islam religion interest. demak mosque which was built with walisongo was the symbol of demak sultanate. raden patah’s residence was not a luxurious palace, but a common house which was located arround train station, it was named “rowobatok” (aboebakar, 1955). second, in general, the location of mosque was not too far from the palace. it was estimated that the location of demak palace was around the area where correctional institution is (eastern part of plaza). it was based with the reason that during colonialism, there was intentional element to eliminate the former palace. it was also based on the village names that had histoical background. namely sitihingkil (setinggil), betengan, pungkuran, sampangan and jogoloyo. third, the palace location was infront of demak great mosque, passing a river which was symbolized with two areca nut trees. both trees still existed and between the trees there was kiyai gunduk’s tomb. according to some local’s belief, what was grown was actually spears (heirloom)(aboebakar, 1955). 7. demak kingdom herritage demak great mosque is the oldest mosque in indonesia. it is located in kauman village, demak, central java. this mosque was strusted as the gathering place of theologians (wali) of islam missionaries, or called walisongo, to discuss islam proselytism particularly in java and indonesia in general. the founders of this mosque was raden patah, who was the first king of demak sultanate (de graaf, hj dan pigeaud, 1985). the great mosque of demak is islamicpatterned mosque which was built by nine wali in one night. the year of mosque building is still debated by scientists with each source. the first source was written source in form of chronicles, saga, or codex. while the second source was inscription and cangrasengkala m. nur rokhman, lia yuliana, zulkarnain:the emergence and development... 50 that can be seen in demak mosque until today. in demak chronicle of atmodarminto’s writing, it is mentioned that this mosque building was marked with candrasengkala lawang trusguna ning jalmi which contains the meaning of year number 1399 saka or 1477 ad. it is also mentioned in nukilan sedjarah tcirebon’s book that the great mosque of demak was built by wali in the same uear as cirebon mosque, which was 1498 (uka tjandrasasmita, 2009). candrasengkala had the picture of dragon’s head. it can be seen in the main door in front part of the mosque. this door is often called lawang bledeg or thunder door. the door was made by ki ageng selo which reflected the 2 culture mix between majapahit (stupa) and chinese culture (dragon picture in the low part). the content of candrasengkala is naga mulad salira wani which means the number of year 1388 s or 1466 ad (sabariyanto, 1981:39). the present doorleaf is imitation. the real one is saved in the museum. other candrasengkala is located on western part wall of mihrab in shape of turtles accessories. it indicates year number 1401 s or 1479 ad. another source is an inscription containing number 1428 s. this inscription is written on wood panel which was previously located on inner part wall above the main door. the writing of inscription is hadeging masjid yasanipun para wali, nalika dinten kamis kliwon malem jumat legi tanggal 1 dulkaidah tahun 1428 s/1506 m (rochym, abdul, 1983). conclusion demak sultanate is the first islamic sultanate in java, founded by raden patah in 1478 after it was separated from majapahit after it was destroyed. in short time, demak developed into a big kingdom. the territory of demak kingdom covers jepara, semarang, tegal, lembang, jambi, or islands between kalimantan and sumatera, also some regions in kalimantan. important ports dominated by demak are jepara, tuban, sidayu, jaratan, and gresik. demak had important role in the development of islam religion in javanese island and the centre of islam proselytism. islam missionaries are popular with the name of wali. they built places of worship and religious activities centres. it is important to note that demak kings are famous as the religion protecters so that they and missionaries have close relationship. the building of the great mosque of demak with its architecture of sunan kalijaga was the missionary endeavor of wali, including walisanga, who were sunan ampel, sunan kudus, sunan gunungjati, sunan muria, sunan bonang, sunan kalijaga, sunan darajat, sunan giri, and syeh lemah abang/siti jenar. however, syeh lemah abang/syeh siti jenar was not considered as other wali. it is because he spreaded forbidden teachings, which was about “jumbuhing kawula gusti” (the unity between servant and his god). after being folllowed by other wali, it was said that what was taught by syeh siti jenar was right. however, it was very dangerous, moreover for public society. demak kingdom experienced glory era in the administration of sultan trenggana who ruled from 1521-1546 ad. sultan trenggana tried to expand hist territory to west java. in 1522, demak kingdom sent troops to west java, led by fatahillah. he was a theologan from pasai who came to demak to serve sultan. his existence was well-welcomed by sultan trenggana. in 1527, demak armada under the lead of faletehan headed to banten, sunda kelapa, and cirebon. the three areas ijss.vol.12, no.2, september 2016 51 were included in pajajaran kingdom area. banten could be taken back. then they attacked sunda kelapa. at that time, portugueses came there. they would build a trade office and fort in sunda kelapa. then the war between portugueses and demak armada occured. demak won and portuguese armadas were destroyed. on 22 june, 1527 the data of sunda kelapa was controlled and renamed with jayakarta. references aboebakar. (1955). sejarah mesjid dan amal ibadah dalamnja. banjarmasin: adil. al-usairy, ahmad. (2003). sejarah islam sejak zaman nabi adam hingga abad xx, jakarta: akbar media eka sarana de graaf, hj dan pigeaud. (1985). kerajaankerajaan islam pertama di jawa. jakarta: grafiti pers. poesponegoro, marwati djoened & notosusanto, nugroho. 2008. sejarah nasional indonesia iii. jakarta: balai pustaka. koentowijoyo. (1994). pengantar ilmu sejarah. yogyakarta: bentang budaya. koentowijoyo. (1994). pengantar ilmu sejarah. yogyakarta: bentang budaya. purwadi & maharsi. 2005. babad demak: perkembangan agama islam di tanah jawa. jogjakarta: tunas harapan. rochym, abdul. (1983). masjid dalam karya arsitektur nasional indonesia. bandung: angkasa. soekmono, r. (1973). pengantar sejarah kebudayaan indonesia. jakarta: kanisius. tjandrasasmita, uka. (2009). arkeologi islam nusantara, kepustakaan populer gramedia. yatim, badri. (1993). sejarah peradaban islam. raja grafindo persada: jakarta. page 1 63 information checking as a form of character management in education zulfah zulfah magister pendidikan kimia, universitas negeri yogyakarta, indonesia magister manajemen pendidikan islam, universitas islam negeri yogyakarta, indonesia email: zulfahzuu@gmail.ac.id rizka amalia shofa magister manajemen pendidikan islam, universitas islam negeri yogyakarta, indonesia email: rizkamamalia@gmail.com abstract research with information checking as a form of character management in education aims to determine the level of curiosity and responsibility of society, in this case, young people to report, to see how they manage the information obtained and disseminated. this research was conducted by survey method. the sampling technique using proportionate stratified random sampling to get a sample from the population in vocational health of sadewa yogyakarta. instruments data acquisition using a questionnaire that contained 15 questions covering questions in the curiosity and responsibility for the information obtained. based on the data obtained, it was found that there is a nursing class score of interest is 134, and commitment is 98. while the pharmaceutical grade score of curiosity is 148, and accountability is 78. the item of interest looked more significant than the things responsible for the information. based on the calculation to be obtained percentage nursing class of 65.5% and pharmaceutical journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 1 (2019), pp.63-76, doi: 10.21831/jss.v15i1.32809. 63-76 64 journal of social studies (jss), volume 15, number 1, 2019: 63-76 grade amounted to 67.25%. it is certainly still far from the ideals percentage of 100%. so it needs more attention to the cultivation of character the young generation in the era of freedom of information. keywords: checking information, curiosity, responsibility introduction in this era, one thing that can not be avoided is the widespread dissemination of information that is increasingly difficult to control. two decades ago, perhaps we still rely on newspapers, television, radio, and other information media. but this day, social media has become a medium of information that is easier to penetrate the community. the intensity of public high enough in using social media to be one of the strong reasons why this phenomenon occurs. according to the latest data from we are social, growth of internet users is also an effect on the growth of social media and mobile users. according to the same report, an active social media users has now reached 2.2 billion, while mobile users reached 3.7 billion (noviandari, 2015). the activity level users of social media has become a tool for the management of information media to use social media as one way of marketing news is one of the products. the amount of information published or can be shared to social media certainly provoke the increasing curiosity of the users of social media to information as well as the growing number of information dissemination through social media. the data collected by the commission i member house of representatives of the republic of indonesia in communications and information technology showed that the distribution of false news shown by a study in early 2016 about the distribution of information about zika virus. the study of 200 most popular news shared on facebook shows that 12 percent of the amount it contains misleading information. although there were only 12 percent, the most popular news, claiming that “zika is a hoax”, distributed 500 thousand times. on the other hand, a credible videos from the world health organization (who) only distributed 43 thousand times (putri, 2017). these data showed a boost community in sharing information on social media is greater than the share it directly from the official website axiomatic. that phenomenon shows that people are getting accustomed to easily share the information widely without validating the truth. based on the 65 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) exposure, the authors conducted a study to determine the level of curiosity and responsibility of society in case young generation to information, so that they can see how people manage information gathered and disseminated. literature review a. education of character building according to the complete dictionary of indonesian, character traits are psychological, behavioral, or character that distinguish one person from another, character, character. character means to have character, have personality (kamisa, 1997). furthermore, the dictionary of psychology stated that the character is a personality in terms of ethical or moral, for example, a person’s honesty; usually have connections with relatively fixed properties (gulo, 1982). viewed from the standpoint of education, character is an important thing that is considered to have a major role to students, so that the term education of character building. education of character building is a conscious and deliberate effort in instilling the values so internalized in self-learners and are reflected in the attitudes and behavior. education of character building is not just to teach what is right and what is wrong, more than that education of character building inculcate the habit (habituation) about good things so that learners come to understand (the affective domain) good value and usually do (domain behavior). impact students understanding of the education of character building can be seen from how students are beginning to have better habits and performed continuously (kemendiknas, 2010). education of character building is an effort that was designed and implemented systematically to help students understand the values of human behavior associated with the almighty god, ourselves, our fellow human beings, the environment, and nationality embodied in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, and customs. according to ari gina in darmiyati zuhdi, et al. there are seven basic human characters exemplary of the names of god, namely: 1. honest, 2. responsibility, 3. discipline, 4. the visionary, 5. fair. 6. concerned, and 7. cooperation (zuhdi, 2008). while the josephson institute of ethics (2005) via endang poerwati categorize six pillars of character, namely 1. trustworthiness, 2. respect, 3. responsibility, 4. fairness, 5. caring, and 6. citizenship. still according to endang 66 journal of social studies (jss), volume 15, number 1, 2019: 63-76 poerwati who cite lewis barbara a. (2004) suggested the 10 pillars of character, namely: 1. matter, 2. be aware of community, 3. to cooperate, 4. fair, 5. be willing to forgive, 6. honest, 7. maintain the relationship, 8. respect for others, 9. responsibility, and 10. safety (poerwanti, 2011). aspects of the character or target values that can be integrated in the educational process, among other things: 1. acts of worship, 2. honesty, 3. responsibility, 4. concern, 5. cooperation, 6. respect for the person / party, and 7. other values in accordance with religious values, humanist, and nationalism (darmiyati, 2012). education of character building can be done through the stages of knowledge, execution, and habits. lickona describes the three components in forming good character, namely (chairiyah, 2011): pict 1. components of good character (lickona, 1991) the values of education of character building that is sourced from religion, pancasila, culture, and national education goals, namely: 1. religious, 2. to be honest, 3. tolerance, 4. discipline, 5. work hard, 6. creative, 7. independent, 8. democratic 9. curiosity, 10. the spirit of nationality, 11. love of country, 12. rewarding achievement, 13. friendly / communicative, 14. love peace, 15. joy of reading, 16. the environment concern 17. social care, and 18. responsibilities (depdiknas, 2006). for those who often have the receiver position information, the students would have the curiosity tend to be large so as to make them actively update the information and then share it. information processing theory to analyze how students manipulate information, monitor, and create strategies to deal with and share. processing incoming information requires selective attention to events, objects, symbols, and certain other stimuli for this information to be learned. another study by kulhavy rw, et al. that the “attention” of the students 67 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) could be described as “front-line manager” that are important in determining the information to be provided for further processing (kulhavy, 1986). b. disclosure of public information based on the cybernetics, which is considered a theory permeating all scientific disciplines, the concept of information is spreading into many other disciplines. for example, cognitive psychology and science adopt it, and they understand the information as a psycho-physiological phenomenon and process under way in human consciousness. information determined (informs) the knowing subject (stodola, 2019). no wonder that experts grapple with definitions of information, and that their definitions are often very different from each other. it is often indicated in various knowledge contests, that it is difficult to explain especially the words we meet today and every day. this is because these words become so common to us that we are no longer even think about what it means. at the same time, to find out the meaning of our words absolute use is necessary and that is the first step to dispel many misunderstandings. now let’s focus on choosing an interesting definition itself. we can divide it into three groups. the first group contains writers who understand information as something objective and not considering human subjects. the second group includes writers for whom human subjects an inherent part of the information process; information especially on the subject. the third group consists from writers who, while they do not deny the role of the human subject, but look at the information on part of the record of human knowledge through the sign system, both identify directly withthis note or by its meaning (stodola, 2019). everyone has the right to communicate and obtain information to develop personal and social environment, and the right to seek, obtain, possess, store, process and convey information by using all available channels. as a commitment to human rights with the right to public information, article 28 of the constitution 45 f asserts (kemkes, 2016). everyone has the right to communicate and obtain information to develop personal and social environment, and the right to seek, obtain, possess, store, process and convey information by using all available channels. in the setting at article 2 of law public and set about the organization of public information (lbhm, 2016): basically, public information is open and accessible to any user information, except for confidential information as provided by law, decency and common interests are based on examinations of 68 journal of social studies (jss), volume 15, number 1, 2019: 63-76 the consequences if the information given to the public and after consideration by consideration to protect the larger interests. each public information should be obtained by each applicant’s public information quickly, timely, low cost, and simple way. as is public information is based on article 1 paragraph 2 law on public information, the information generated, stored, managed, delivered and / or received by a public body relating to the conduct and administration of the state and / or organizers and the holding of public bodies more in accordance with this law, as well as other information that is also related to the public interest (lbhm, 2016). pursuant to article 1 paragraph 1 of law public disclosure: is the information is information, statements, ideas, and signs containing the value, meaning and messages, data, facts, and explanations that can be seen, heard, and read the served in a variety of packaging and format in accordance with the development of information technology and electronic communications or non-electronic (lbhm, 2016). under the provisions of article 2 mentioned above, the nature of the information that must be provided and published is the maximum access limited exemption, namely the widest access to public information with the exception of strict and limited. under the terms of article 17 of uu kip is set a few exceptions the information, the information is exempt, among others (lbhm, 2016): 1. each public agency shall provide access to any applicant to obtain public information to get public information; 2. that can interfere with the protection of intellectual property rights and protection from unfair competition; 3. what could endanger state security and defense; 4. who can reveal the natural wealth of indonesia; 5. what can be detrimental to national economic resilience; 6. what can be detrimental to the interests of foreign relations; 7. the authentic act can reveal the contents of a personal nature and one’s will or the whim last; 8. what can reveal personal secrets; 9. memorandum or letters intra between public agencies or public bodies, which by their nature are confidential unless the decision of the information commission or the courts; 10. the information shall not be disclosed by law to be public information openness is an obligation of every public body which includes the executive, judicial, legislative, and other state officials who receive funds from the state budget (apbn) or budget revenues and expenditure (budget), and including also that nongovernmental organizations, whether incorporated or unincorporated, such as non-governmental organizations, associations, and other organizations that 69 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) manage or use the funds which partly or wholly sourced from the state budget or the budget, community contributions, and /or abroad. c. social media as we know social media is not a formal communication channel, so the issues raised still require formal notification through traditional means (such as written letters, face-to-face contact, and telephone conversations) before any action. one might argue that information shared through this channel is often unclear and, sometimes considered inaccurate. to avoid misinformation and misdirection, these organizations usually assess the credibility or authenticity of information through traditional means. however, it can be said that the involvement of social media gives a human element to conversations with the public. this helps public organizations not be seen as tone deaf or insensitive to public concerns and needs. social media space presents two challenges: (1) an excess of information that constantly requires organization and (2) a lack of quality assurance of content, which requires constant monitoring of the credibility of public organizations. these policies and strategies enable the handling of freedom to utilize social media under a controlled and measurable environment, where relevant and valuable ideas are shared about how to approach various organizational and community problems (anthony, 2020). igwe and ononye (2020) stated the use of social media and its effects on knowledge sharing. the use of social media has a significant effect on sharing inside and outside knowledge. henry said that research shows that four out of 10 indonesians are active in social media. most people cannot live more than seven minutes without a cell phone. internet access is an average of eight hours a day. furthermore, as vital as internet access, specifically social media, this can be used by people as a means to an end, both positive and negative (devega, 2017). various posts on social media can make people provoked by cyberspace activities even though the voices are only hoaxes, hate speech, provocation and so on. so that people are asked to be careful in understanding the use of social media. spreading bad things can be a digital trail for us. niken said that the need for a social media literacy process to all levels of society, both students and the general public, so that the social media we use is much healthier with positive content that brings benefits not only for ourselves but also for the community and more than that useful for the nation 70 journal of social studies (jss), volume 15, number 1, 2019: 63-76 and state.the internet is like a double-edged knife, because it allows people to communicate and interact quickly, but on the other hand social media also has a negative impact to spread hoax information, hate speech, distortion of facts, and provocation (devega, 2017). therefore, our society needs to be equipped with qualified literacy skills and educated to ward off information that is incorrect and may not be disseminated. the public needs to be equipped with a penchant for disseminating positive things. this we can instill in the character of our young generation. the development of the media is so rapid, in fact it has facilitated communication in conveying information, so as to save time and money. through community social media are given freedom of expression to issue opinions. however, the misuse of social media in spreading information also impacts the number of users entering the legal sphere as a result of spreading information on social media that does not use ethics. kadiskominfo gianyar conveyed how good we are always ethical in using social networks, and must be smart to take advantage of social media. interaction on social media is very broad. so once entered into social media the whole world will know participatively from the diverse participants and relatively free communication (dina, 2017). methods this research was conducted by survey method. the population in this study are all classes in nursing and pharmacy classes at vocational health school of sadewa, yogyakarta. the sampling technique used proportionate stratified random sampling to obtain samples of two classes include a class of nursing and a pharmaceutical. technique of data retrieval is done by distributing questionnaires with the likert scale to participants in the nurisng and pharmaceutical classes. questionnaires for this survey previously validated by a communications lecturer at the islamic university of indonesia, in yogyakarta. items on the questionnaire are contained 15 questions covering 8 items curiosity of students to information and 7 items are their sense of responsibility to the information obtained. using data analysis is to highlight how great score on an item of curiosity and responsibility for the information. in addition, the calculation of the percentage of the overall score achieved with maximum ideal score. 71 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) results and discussion research with information checking as a form of character management in education aims to determine the level of curiosity and responsibility of society in this case young people to information, so as to see how they manage the information obtained and disseminated. it is undeniable that social media gives the widest possible space to the public, users of social media can easily express their opinions. this needs to be monitored because the information circulating on social media can cause the mindset of readers to be affected so it needs to be verified. in this study tracing how far the curiosity of students’ pesetrta indicated by several questions such as how often students look for the latest information in daily life, whether they always follow the latest information circulating, whether to pay attention to the source of information, and the author before reading the information, whether the information received can add their insights, and whether they apply selectivity to the information received. whereas in the realm of the responsibilities of this study try to explore the extent to which students read in full the contents of the information, check the sources of information obtained, consider from various sources before sharing information, compare information you get with other information, present the discussion process before sharing, checking correctness of information obtained or confirm if it turns out the information obtained is wrong. curiosity and responsibility in the management of character education in the information circle can be grouped in several sections such as the table below: table 1: scope of curiosity and responsibility no curiosity responsibility 1 enthusiastic looking for information read holistically 2 pay attention to the contents of information check source 3 read information sources and authors discussion 4 think about the impact of information check the truth the power of information technology in this era of globalization enables the dissemination of information that is incredible. the dynamics of information 72 journal of social studies (jss), volume 15, number 1, 2019: 63-76 dissemination is not rare to find many transgressors, as news spread of hoaxes in various media. researchers try to look at the field by surveying the extent of students curiosity and responsibility on the information around them. based on the obtained data sample surveyed scored as follows: figure 1. score achievement diagram of nursing class. figure 2. score achievement diagram of pharmaceutical class. in the both tables show that there are a nursing class score is 134 from curiosity and 98 from responsibility, so that the overall score achieved in this class of 232. while for pharmaceutical class score is 148 from curiosity and 178 73 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) from responsibility, so the score achieved overall at 226. based on this data it is clear that the item of curiosity is greater than items responsibility for the information.if we look at the ideal maximum score of 15 items that exist in 23 students in the respective class obtained the maximum score of 345, making it ideal to use the maximum score can be seen the percentage of the total score of each class. based on the data and calculations to be obtained percentage of nursing class is 65.5% and amounted to 67.25% from pharmaceutical class. values are still far from the ideal score is certainly a concern for us, especially who are in education to focus on character building education in the field of checking the information obtained so that culture for this information we cultivate for students as early as possible. because after all, despite the freedom of access to information is a right, but at the same time we are bound by the rules and norms in our country, the sense of students responsibility so the news spread hoaxes do not flourish in this beloved country. readiness of students to receive information early on with a correct and responsible manner must be instilled as valuable character education because the impact of information is the influence on mindset and mindset will certainly determine the life of a nation. checking information is very important for the management of our students’ character, especially information obtained from social media. social media includes a variety of technology applications that allow users to create, manage and share content, post comments and engage in discussions anywhere in the world in real time. it has many options and facilities on the same channel for users, such as sending text messages, sharing images, audio and video sharing, fast publishing, connecting with the rest of the world and with other social media applications. people use various social networking sites and are members of sites that he considers current trends and styles. young adults especially students have embraced social media very quickly. rafi et al. (2019) highlight the positive and negative aspects of social media on students’ reading habits. the positive effect is the use of social media to increase socialization that facilitates students in their studies and they find information on social media that can be accessed and used. however, the negative aspect is that students are disturbed by the use of social media during their studies. the positive effect will be achieved if we instill of character information on students. information that is checked by the recipients is proof that they have implemented information literacy. information checking literacy needs to be suggested for our educational curriculum. stebbing et al. (2018) in their research 74 journal of social studies (jss), volume 15, number 1, 2019: 63-76 stated that academics support a broader view of information literacy. further work is needed to provide preparation for information literacy demands in the workplace including awareness of the role of informal networks in information exchange. an area that must be developed by the library team is ensuring our graduates have information literacy for work and life. at their institution, the publication of new educational and work strategies, provides opportunities in the curriculum for the development of a variety of information literacy skills related to academia, work and life. conclusion the numbers are in the middle level of the ideals to be achieved above still short of the expectations. this character would need special attention to education in particular. provision of good literacy such a piece of checking information is necessary for forming the name of the young generation. acknowledgement thank for vocational health school of sadewa yogyakarta as the place of this research and for beasiswa unggulan kementerian pendidikan dan kebudayaan for a scholarship opportunity in our posgraduate program. references anthony, f. (2020). social media use and its effect on knowledge sharing: evidence from public organisations in delta state, nigeria. interdisciplinary journal of information, knowledge, and management. 15. 25-27. https://doi. org/10.28945/4503 chairiyah. (2011). keefektifan metode membaca kritera untuk pendidikan karakter terintegrasi dalam pembelajaran ips di sekolah dasar. yogyakarta: pps uny. darmiyati, z. (2012). panduan implementasi pendidikan karakter. yogyakarta: universitas negeri yogyakarta. devega, e. (2017, october 9). gunakan medsos untuk kebaikan, https://kominfo. go.id/content/detail/10846/use-medsos-for-kebaik/0/sorotan_media, accessed 7 may 2020. devega, e. (2017, october 11). literasi masyarakat kunci penggunaan media sosial sehat, https://www.kominfo.go.id/content/detail/10880/literasi75 information checking as a form of character management in education (zulfah zulfah, rizka amalia shofa) masyarakat-kuncan-use-media-social-sehat/0/sorotan_media, accessed 7 may 2020. dina, s. (2017, october 8). cerdas memanfaatkan medsos. https://kominfo. go.id/content/detail/11832/cerdas-%20 utilized-medsos/0/sorotan_ media, accessed 7 may 2020. gulo, d. (1982). kamus psikologi. bandung: tonis. igwe, a., & ononye, u. h. (2020). social media use and its effect on knowledge sharing: evidence from public organisations in delta state, nigeria. interdisciplinary journal of information, knowledge, and management. 15. 2537. https://doi.org/10.28945/4503 kamisa. (1997). kamus lengkap bahasa indonesia. surabaya: kartika. kemendiknas. (2010). pembinaan pendidikan karakter di sekolah menengah pertama. dir. pembinaan smp/a ditjen mandikdasmen kemendiknas. kulhavy, r.w., schwarts n.h., and petersen, s. (1986) working memory: the encoding process. in andre, t., & phye, g. (eds). instructional cognition. new york: academic press. noviandari, l. (2015). statistik pengguna internet dan media sosial terbaru 2015, https://id.techinasia.com/talk/statistik-pengguna-internet-dan-mediasosial-terbaru-2015, accessed 7 may 2020. poerwanti, e. (2011). pengembangan insrtrumen asesmen pendidikan karakter di taman kanak-kanak. pps uny. pusat kurikulum depdiknas. (2016). struktur dan muatan kurikulum. depdiknas. putri, r. (2017). penyebaran berita bohong dan pilkada serentak 2017,” http:// www.rappler.com/indonesia/opini/153532-penyebaran-berita-bohongpilkada-2017, accessed 7 may 2020. rafi, m., asim, a., khan, m.t., arif, m. (2019). the effects of social media on reading habits. pakistan journal of information management & libraries. 21. 46-65. stebbing, d., shelley, j., warnes, m. and mcmaster, c. (2018). what academics really think about information literacy. journal of information literacy. 13(1). 21–44. http://dx.doi.org/10.11645/13.1.2338 stodola, j.t. (2019). the scope of the concept of information and the future of information science. journal of information and organizational sciences. 43 (1). 73-98. https://doi.org/10.31341/jios.43.1.5 undang-undang dasar republik indonesia 1945, www.itjen.kemkes.go.id/ 76 journal of social studies (jss), volume 15, number 1, 2019: 63-76 peruuan/download/1, , accessed 7 may 2020. undang-undang keterbukaan informasi publik, http://lbhmasyarakat.org/wpcontent/uploads/2016/04/buku-saku-mengenal-uu-keterbukaaninformasi-publik.pdf, accessed 7 may 2020. zuhdi, d. (2008). pendidikan humanism. jakarta: bumi aksara. 51 media-social behavior of muhammadiyah members in china in the framework of alexander wendt’s international communication constructivism dani fadillah prodi ilmu komunikasi, universitas ahmad dahlan, yogyakarta, indonesia. email: dani.fadillah@comm.uad.ac.id uspal jandevi masters degree program in school of comunication and journalism, nanjing normal university, nanjing, china email: 0185309@stu.njnu.edu.cn abstract this paper aims to determine how the social media behavior carried out by muhammadiyah members in china after the chinese government’s viral repressive action towards the uighur ethnic minority in the xinjiang region. as an islamic-based social organization, and even more geographically, both live in china, the head of the special branch of muhammadiyah china, the nanjing regional, certainly has its study regarding the issue which may have a different point of view from the views of most indonesians on this matter and take action. to respond of the news that, the response of most indonesians after the virality of the issue. therefore, the author tries to explain how muhammadiyah members’ media behavior in china and their opinions to build amid indonesian society after the viral news above uses constructivism logic developed by alexander wendt. this paper’s conclusion shows that there are efforts by muhammadiyah journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.51-64, doi: 10.21831/jss.v16i1.34604. 51-64 52 journal of social studies (jss), volume 16, number 1, 2020: 51-64 cadres in china to calm the heating up the domestic atmosphere as a form of creating a more conducive atmosphere between china and indonesia. keywords: social media, muhammadiyah in china, contructivism, alexander wendt. introduction nearly two decades ago, when the issue of globalization was being blown out, almost all people in the world thought that the united states would emerge as the champion in this global competition, given how superior the united states was at that time. however, a different view was given by james meredith; at that time, he thought that the one who would become the champion in the global competition was not necessarily the united states, because from asia two countries are secretly developing themselves and have the potential to overtake america, the two countries are india and china (meredith, 2007). and now it seems that what meredith predicted at that time came true, as a result of the consistency of the cultural revolution that had been carried out in the era of deng xiaoping’s leadership, now china can compete in the global market and may even be said to be the winner in the age of globalization (fadillah, 2020). the various advances possessed by china inevitably make this country one of the main goals of people from different parts of the world for multiple purposes, from doing business to becoming one of the main goals of the world community to continue education, including one of the people who continue their studies at the most. china is originating from indonesia (fadillah et al., 2020). however, after the viral coverage on social media regarding the chinese government’s repressive behavior towards ethnic uighurs in xinjiang, predominantly muslim, a wave of protests emerged and the opposing views of the majority of indonesians towards china (makki, 2018). responding to this problem, the chinese ambassador to indonesia has clarified the news (suastha, 2018). still, the clarification has not succeeded in reducing the social upheaval that has arisen. because indeed messages that are viral on social media today have tremendous power to stay longer in someone’s mind (jandevi, 2019), especially when it comes to controversy (lotan, 2019), it is not surprising that the confirmation from the chinese ambassador for indonesia is not ignored by the people who have been exposed to this negative news first. the chinese ambassador to indonesia, xiao qian, clarified the news 53 media-social behavior of muhammadiyah members in china ... (dani fadillah, uspal jandevi) about the repressive actions of his country’s government against uighur muslims. xiao qian claims the information about the chinese government’s repressive measures against uighur muslims is not valid. according to him, the xinjiang region, which is home to many uighur muslims, is still safe. he also invited the indonesian people to see the current condition of uighur muslims in china. xiao qian admits that there are problems in xinjiang that are currently being handled by the chinese government. previously, the news about the chinese government’s alleged response to uighur muslims had become a conversation among many indonesian citizens in the last few days. this issue had raised several hashtags related to uyghurs on twitter, one of which was #indonesiastandswithuyghur (idhom, 2019). the western mass media also contributed to making conditions less conducive to reporting. earlier, the wall street journal newspaper reported that the chinese government-funded a group of delegates from indonesia consisting of islamic organizations and journalists to visit xinjiang to gain international support and shape public opinion. the accusation that two of indonesia’s largest islamic organizations were silenced by pouring out of funds from the chinese government so as not to voice uighur muslims’ suffering in xinjiang, china, was immediately denied by muhammadiyah and nahdlatul ulama (amindoni, 2019). we must be mindful that our society is still in the vortex of a posttruth company (ulfah & barry, 2019), previously, there was research on how high the literacy level of muhammadiyah residents (ulfah et al., 2017) showed unsatisfactory results. with the number of cadres and sympathizers of muhammadiyah in this country, i believe viral information shows that even within the muhamamdiyah institution, there is still a need to intensify media literacy campaigns. feeling that they have a stake and want to maintain a conducive atmosphere, cadres and sympathizers of muhammadiyah, who are in china, are trying to calm the heated atmosphere because they are worried that the masses’ emotions must be calmed because otherwise, it will potentially lead to things. others that are not expected in the future and will not be suitable for both countries. therefore, on several occasions, to access social media, muhammadiyah members, and sympathizers in china have tried to introduce muslim’s real conditions in china. because they are muhammadiyah members and sympathizers who happen to be in china to continue their studies, they are 54 journal of social studies (jss), volume 16, number 1, 2020: 51-64 often contacted by their colleagues from indonesia to confirm muslims’ condition in china. therefore, the author feels interested in researching muhammadiyah cadres’ behavior in china after the viral information about the repressive actions carried out by the chinese government against the uighur ethnicity. the data that the authors obtained in this study were dissected using alexander wendt’s constructivism logic and then presented on the discussion page. the discourse on constructivism about the address of communication between nations or what is commonly referred to as international communication began to emerge in 1989 after being introduced by nicholas onuf in his book “world our making,” which was later developed by alexander wendt in his manuscript entitled “anarchy is what state. make of it” (rachmawati, 2012). onuf argues that an event is not something independent, but an event can occur because it has been arranged by a force that deliberately designs it to appear. therefore, based on the logic built by onuf, it can be concluded that the information related to whatever happened between the chinese government and the ethnic uighurs and how then the response given by the majority of indonesians to this issue is not something that runs naturally but has arranged and planned in such a way by an absolute force. wendt’s constructivism then focuses on social discourse and communication between international communication actors, namely through the exchange of ideas and ideas they do. wendt expressed, “actor use ideas to construct relationship and material reality. so ideas precede negotiations and interpret history to make relationships either conflictual or cooperative” (asrudin & suryana, 2009). perfecting the logic built by alexander wendt, john hobson maps constructivism in international communication in three variants (hobson, 2000), including: a. international society centric. in this variant, hobson states that the international community’s big interests and schedule can be influenced. the international community incorporated in a global organization can transmit specific ideas and discourses that can dictate a country’s mainstream issues. the status of the chairman of the chinese muhammadiyah special branch, who is directly in china, as well as the status of muhammadiyah, who is generally actively involved in various international forums based on this variant, also have the opportunity to inject discourse to reduce the situation to create a more conducive atmosphere. 55 media-social behavior of muhammadiyah members in china ... (dani fadillah, uspal jandevi) b. state centric constructivism. in this variant, it is stated that basically, a nation wants to uphold security norms in its country and anywhere, economic security, politics, to the military. therefore, the government of a country will not just accept the information carried by international organizations but will be sorted based on the priority of the state’s interests. c. radical constructivism. this variant is extreme because it starts to sue state institutions; in this variant, “state” is not the same as “sovereignty.” in a country, various types of populations are not always the same. they feel forced to “have a sense of togetherness,” he said, because they live in the same area when in fact, they don’t know each other. people who are included in this type of variant can also be called “internal other.” returning to wendt’s constructivism that the state does not have a given interest because the government is confined in a normative social message structure. after all, it is influenced by discourses developed by various other institutions (nau, 2009); it is exciting to know-how is the effort made by the leadership of the muhammadiyah china special branch to inject information to the public in the country after the viral story on the chinese government’s repressive behavior towards ethnic uighurs through the social media behavior of members and sympathizers in china. methods this research is qualitative research with a descriptive approach. qualitative research methods are research used to examine natural objects’ conditions, where the researcher is a crucial instrument (sugiyono, 2013). the difference with quantitative analysis is that this research departs from data, utilizes existing theories as explanatory material, and ends with a view. after analyzing several definitions of qualitative research, sugiyono then created his purpose to synthesize qualitative research’s main reports. according to moleong, qualitative research intends to understand the phenomena experienced by research subjects such as behavior, perception, motivation, action, etc. in a holistic manner and using descriptions in words and language. a particular context that is natural and by making use of various natural methods (sugiyono, 2016). the author conducted interviews with several cadres and sympathizers of the chinese muhammadiyah, both inside and outside the management. some are in muhammadiyah’s control; the writer conducts interviews with the media 56 journal of social studies (jss), volume 16, number 1, 2020: 51-64 and information council, the muhammadiyah command’s tip-in conveying messages to a broad audience. meanwhile, outside of the author’s management, i conducted interviews with cadres and sympathizers who were active in other organizations in china, such as the chinese indonesian student association and the indonesian assistance movement organization. given that there are not a few muhammadiyah cadres and sympathizers who are active in other organizations but are still in line with the life guidelines for muhammadiyah members. after finding a clear path and format, the authors distributed questionnaires and conducted interviews with indonesian students who become members of muhammadiyah in china regarding their social media activity. they are diploma level students, undergraduates, postgraduates, and post-doctoral who have been living in the city of nanjing for more than a year. the data obtained by the author was dissected using wendt’s theory of international communication. the results are then outlined in the paper presented in this paper. apart from conducting interviews with them, the author also looked at the content on social media statuses such as the cadres’ facebook, instagram, youtube, whatsapp pages, and the non-muhammadiyah organizations they were active in. based on the data obtained, the author then dissects it using alexander wendt’s constructivism logic. results and discussion muhammadiyah members in china want to promote peaceful diplomacy related to the uighur issue. this is done to maintain indonesia’s stability while at the same time maintaining good relations between indonesia and all friendly countries, including china. one of the goals of diplomacy to be beneficial is to prevent other countries from joining forces to fight against a particular country, in this case, indonesia. this goal can be achieved through various means, such as negotiations for mutual understanding. it is hoped that we can work together well again because the state’s interests are the primary factors that will regulate the choice of diplomatic methods to be used. it cannot be denied that war and peace are exclusive conditions that generate benefits for both parties. in both cases, diplomacy is significantly relied upon as a means of dampening. and this is what muhammadiyah members in china are doing. 57 media-social behavior of muhammadiyah members in china ... (dani fadillah, uspal jandevi) from the interviews and observations of social media uploads that the author conducted on muhammadiyah cadres and sympathizers in china, the authors found two types of social media behavior that emerged, namely: social media behavior which emphasized that islam was very accepted and fully facilitated by the chinese government, and secondly. is the media behavior of muhammadiyah members in china neutral and invites everyone to be careful in responding to news of the chinese government’s repressive action towards the uighurs. the author did not find any opinions and statistical uploads from muhammadiyah members in china who emphasized that the chinese government was in the wrong position, nor was there any social media behavior that suggested that there was repressive action by the chinese government against uighurs. in an interview that the author conducted with mochamad aziz as chairman of the muhammadiyah special branch in china, he revealed that there was indeed a need for a counter-discourse to fight the mainstream discourse in the country when the issue of the chinese government’s repressive actions against the uighurs broke out in the country. there is a concern from the chinese muhammadiyah that if this condition is allowed to drag on, it will result in an unfavorable future situation, including that it could endanger the fate of indonesian citizens who are currently continuing their studies in china. one of the biggest concerns is that if relations between the two countries deteriorate because of this issue, which is getting more and more viral out of control without a rival problem conforming to the actual situation, then what will the fate of indonesian students in china number in the thousands and many of these students who study in china using a full scholarship facility from the chinese government. so don’t let the issue of the chinese government’s repressive behavior towards the uighurs go viral wildly. for this reason, a joint movement within muhammadiyah cadres in china emerged to try to reduce the negative issue that had gone viral without showing partiality to any group. muhammadiyah members in china emphasize that the chinese government can accept islam and ask people in indonesia not to be too fussed about viral repressive behavior that often uploads muslims’ lives who walk safely and comfortably in china. as uploaded by zalik nuryana as chair of the library and information council of the chinese muhammadiyah domiciled in nanjing, 58 journal of social studies (jss), volume 16, number 1, 2020: 51-64 image 1: zalik nuryana’s social media upload the above upload is precisely two weeks after the chinese government’s repressive actions against the uighurs began to go viral in indonesia. in this upload, zalik nuryana showed that muslims in china could carry out recitation in a quiet mosque, usually done by muslims in indonesia. from the narrative that is built based on a series of words and even the images, it also supports the safe and comfortable atmosphere to be conveyed. when interviewed, zalik nuryana revealed many questions in a group chat and private messages asking him how conditions were in china, whether he had experienced things like viral news so far. the status post he did was also an answer that what he shared with other muslims in china was no different from what indonesian muslims did in carrying out rituals and religious meetings. he wants to emphasize that in a country known for its strong communist ideology, china provides good facilities to religious people who want to carry out their sharia. it can be seen in the message uploaded that the recitation of chinese muslims can be attended by many people, even to the point of being able to distribute staples freely and openly. 59 media-social behavior of muhammadiyah members in china ... (dani fadillah, uspal jandevi) image 2: postingan imandala image 3: imandala’s social media upload then there is also a post from imandala, an activist of islamic studies in china, the board of trustees for the association of indonesian chinese students. imandala uploaded statuses on social media regarding that muslims in china, both chinese citizens and non-chinese citizens such as indonesia, still have the spirit of islamic brotherhood. the narrative was built because, based on his observations, there is an assumption that muslims in china do not have the spirit of islamic brotherhood because they do not want to care about what happens to ethnic uighurs who are predominantly muslim. there are allegations that indonesian students who are muslim are more siding with china because while continuing their studies, they always receive various facilities from communist china. in his social media uploads, imandala builds a discourse that muslims in china are always active in giving alms and raising funds and other assistance for others in need. still, in addressing china and the uighurs’ problems, they 60 journal of social studies (jss), volume 16, number 1, 2020: 51-64 must be careful because it is not a simple problem because already concerning the sovereignty of a nation. still, according to imandala, the scholars in china have a long-term plan so that islamic da’wah can be accepted by all chinese citizens in the future. therefore, all muslims from all over the world should provide support; one of the best supports is not to give a negative image of islam to the chinese government. meanwhile, most muslims’ sporadic response in indonesia to the viral issue of the chinese government’s repressive behavior towards ethnic uighurs, which still cannot be confirmed, has the potential to damage the image of islam in front of the chinese government. and this will automatically make it difficult to preach islam by chinese scholars in their own country. then there is also a post from agus supriyadi, a muhammadiyah cadre who is also the board of trustees of the indonesian helping movement organization. agus supriyadi emphasized inviting indonesian muslims to reflect on china. a country known for its strong communist ideology can facilitate worshipers with special needs in all mosques in china without exception, then is indonesia the largest muslim country in china? the world has already done it. image 3: agus supriyadi’s social media upload after the viral issue of the chinese government’s repressive behavior towards the uighurs, agus supriyadi immediately coordinated with the 61 media-social behavior of muhammadiyah members in china ... (dani fadillah, uspal jandevi) indonesian assistance movement organization, which he guided to find out what simple but extraordinary things had been done by chinese muslims and had not been maximally implemented in indonesia. finally, agus supriyadi realized a phenomenon of procuring unique prayer chairs that can facilitate worshipers with special needs and the elderly to carry out prayer movements while assembling in the mosque. the chairs provided are not ordinary in general but are designed in such a way as to facilitate each prayer movement for congregations with special needs and the elderly. a phenomenon that is difficult to find in indonesia. this condition was used by agus supriyadi to invite muslims in indonesia to conduct self-reflection. the message to be conveyed is that indonesian muslims should not be too sporadic in addressing an issue whose truth is unknown. according to agus supriyadi, until now there is still no reputable national and international institution to officially confirm the validity of this negative viral issue, so it would be nice if indonesian muslims catch up in providing facilities for older adults and people with special needs who want to worship at the mosque. if alexander wendt revealed that if anarchy within a nation could be created, then at that time, actually harmony was also something that could be made. the effort to inject counterparts from the chinese muhammadiyah cadres through their various uploads on social media is their effort to construct this harmony. the social media behavior of the muhammadiyah members in china is also in line with the variant of the international society centric reconstruction, wherewith its status as a global organization that at the same time domiciles directly in the area that is the subject of the issue, what they do is expected to be a match for the viral mainstream issue states that human rights violations have occurred in the repressive behavior committed by the chinese government against the uighurs. the simple logic is, if those who are in tiion china do not feel that a negative viral issue is happening, how can people who are not in china easily believe that there have been human rights violations there. chinese muhammadiyah cadres also regretted the existence of muhammadiyah cadres in the country who were also carried away by the mainstream viral issue of irresponsible accounts and contributed to heating the domestic situation, even though they had official representatives domiciled directly in china. what is done by muslims in indonesia who randomly accept negative viral issues can be included in the radical constructivism variant, which 62 journal of social studies (jss), volume 16, number 1, 2020: 51-64 no longer respects the sovereignty of a nation, as seen from the development of narratives that contain hatred for individual countries. however, these muhammadiyah members’ struggle in providing an optional discourse against mainstream discourse in the country is not easy. because in addition to having to be prepared to fight attacks from fellow indonesian citizens who believe that when negative information goes viral, the blocking of various kinds of mainstream social media widely used by indonesian citizens in the country is an obstacle in itself. social media, like facebook, instagram, twitter, youtube, whatsapp, cannot be accessed in china. to be able to access them, you must first activate a virtual private network (vpn), and vpn cannot always be activated in china. conclusion muhammadiyah members and sympathizers in china have behaved appropriately when using social media to respond to the viral issue of the chinese government’s repressive actions against ethnic uighurs. efforts to reduce the mass anxiety over this unknown validity of information without taking sides with any party is the best way. showing goodness and publishing it and providing a challenge to compete in that kindness is a diplomatic step that is smooth and smart. put, a viral issue that is believed by the country’s people is proof that the low level of media literacy for the indonesian nation needs to be intensified and the seriousness of work by various institutions that are aware of the importance of media literacy. the difficulties may no longer distinguish, which is the real reality and the pseudo-reality on social media. muhammadiyah members and sympathizers in china and other countries should be concerned if they have to confirm various things that happen to be viral in the country and have the potential to complicate an unharmonic atmosphere. references amindoni, a. 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(2019). indonesia leader forum, post-truth and 64 journal of social studies (jss), volume 16, number 1, 2020: 51-64 political interests in social media and television. international journal of communication and society, 1(1), 17–25. https://doi.org/10.31763/ijcs. v1i1.18 145 the implication of humor discourse in the tonight show television program dita intan pramukti indonesian language and literature department, languages and arts faculty, universitas negeri semarang, indonesia email: dintanpr@students.unnes.ac.id asep purwo yudi utomo indonesian language and literature department, languages and arts faculty, universitas negeri semarang, indonesia email: aseppyu@mail.unnes.ac.id abstract humor discourse is a form of language that deviates from the rules of speech and conversation principles. humor is a form of contradiction or deviation from the constraints of language. one of the humor discourse that presents language use conditions with a particular speech strategy is net tv tonight show. this television program may contain speech offenses at the event. this study aims to describe and explain the implicature of humor discourse in the tonight show. in this study, researchers used a qualitative approach with the content analysis method and the pragmatic theory approach. the data is in the form of humor discourse in the tonight show television program, which is aired on net tv. still, researchers take the data from the tonight show uploaded on youtube, collected by recording and recorded techniques. the data is analyzed by using an interactive model. the results showed that the implicature of humor discourse in the tonight show was in the form of mentioning, insinuating, revealing, journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 15. no. 2 (2019), pp.145-162, doi: 10.21831/jss.v15i2.31939. 145-162 146 journal of social studies (jss), volume 15, number 2, 2019: 145-162 protesting, informing, rejecting, accusing, asking, and saying. the benefit of this study is to know the humor discourse contained in the tonight show. keywords: humor discourse, talk show, tonight show, net tv introduction in everyday life, humans can not be separated from the use of implicature even the implicature is one part of everyday speech. implicature can be defined as implied meaning which is contained in an utterance even though the utterance is not stated clearly. in understanding the implicature, it can not be separated from the cooperation principle between two speakers in a conversation. implicature is very important to be known by both parties during the conversation interaction. it is because in order to avoid misunderstanding in the discussion. implicature is a study of pragmatics. implicature can be understood through context. the conversational implicature is part of pragmatics that can define the implied meaning of speech that caused by the principle of conversation violation. in pragmatics, there is a humor discourse. humor is a short story that tells a funny event to make the reader laugh. the humor can be caused by several things, namely the behavior of the perpetrators, the common events but misleading, the criticism of the situation, ignorance, misunderstanding, the cultural differences, and many other things. humor can also be created through stimulation or jokes through the use of language with certain methods. generally, humor is known as something that can cause laughter. whereas in terms of the language, humor is a form of contradiction or deviation in the rules of language. it causes humor discourse is different from serious discourse. in pragmatics, there is a humorous discourse. humor is a short story that tells a funny event that is expected can make the reader laugh. the humorous of a humor can be caused by several things, namely the behavior of the actors, commonly events but misleading, criticism of the situation, ignorance, misunderstanding, cultural differences and other things. humor can also be created through stimuli or jokes through the use of language with certain methods. generally, humor is known as something that can cause laughter. while in the aspect of language, humor is a form of contradiction or deviation in the rules of language. it causes humorous discourse is different from serious discourse. humor can be classified to be successful if the spoken humor can be 147 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) directly accepted by the recipient of humor in accordance with the intent of the humorist’s utterance. according to the sensory criteria, humor consists of many types, namely auditive humor, visual humor, and verbal humor. according to the material criteria, humor consists of sadistic humor, political humor, puzzle humor, and sex humor. while according to ethical criteria, humor can be divided into healthy humor and unhealthy humor. the last, according to aesthetic criteria, humor is derived into subtle humor that is implicitly uttered and crude humor that is explicitly uttered. there are many television programs that present humor discourse, including talk show television program about tonight show. the program that was hosted by desta, vincent, hesti, and enzy presented humor with specific language technique. tonight show is a comedy program that aired from monday to friday. this program has given a new atmosphere in the world of entertainment, especially humor program. tonight show consists of several segments including: who is, question and answer of vincent desta (#tanyavincetdesta) mtvd (music tonight vincent desta), tonight’s radio, tonight in news, musical drama, tonight’s poetry, tonight’s jokes, selinting (intermezzo but contain important information), tonight’s update, tonight’s headline, tonight’s clinic, kamis (mystery thursday) and tonight’s challenge which is always awaited by viewers. tonight’s challenge consists of various games which are played alternately every day, including: seberapa paham (how deep you understand), jawab aku dengan satu kata (answer me with one word), look in to my eyes, kiss kiss cup muach, mungkinkah (could it be), kursi goyang (kuyang) (rocking chair (kuyang)), heads up, tebak gaya jawab jujur kali (jajuli) (style guess answer honestly (jajuli)), put your shoes up, tebak siapa (tesi) (guess who (tesi)), fun fact, tebak bibir (guess lips), tebak gambar (guess pictures), pernah atau tidak pernah (ever or never), setuju atau tidak setuju (agree or disagree), berpacu dengan mas dedi (compate with mas dedi), diantara 2 pilihan (between 2 choices), buat garis lurus (make straight line), tonight spelling, and truth or dare. nowadays, humor discourse is important to be analyzed because almost everyone faces cuteness in everyday life. besides, humor also has many functions. martin (2007: 15; bell and pomerantz, 2016: 28), categorized the function of humor into three categories, namely the cognitive and social benefits of positive emotional excitement, can relieve and overcome tension or stress, and the last is to use humor for communication and social influence 148 journal of social studies (jss), volume 15, number 2, 2019: 145-162 humor also contains a lot of implicature, although the speaker of humor may not realize. the pragmatic perspective states that the implicature that arises from the principle of conversation violation is a great potential for the creation of humor. thus, it needs to be researched further about the implicatures contained in the creation of humor in tonight show. humor contains many implicatures, although it is not realized by the speaker. implicature that comes from the principle of conversation violations is a great potential for the creation of humor by the speaker. this is the reason that needs to be studied further about the implicatures contained in the creation of humor in the tonight show. the previous study on humor discourse had been conducted by irfansyah and sumarlam (2017) entitled “implicature of humor discourse of ini talk show on net tv”. the study uses a qualitative approach with content analysis methods and pragmatic theory approach. the data in the form of humor discourse in the talkshow that aired on net tv which was collected by recording and note technique. the validity of the data was checked by data triangulation. the data is analyzed by using an interactive model. the results of the study show that (1) the implicatures of the humor discourse in the ini talkshow in the form of mentioning, stating, rejecting, insinuating, protesting, accusing, claiming, asking/ begging, ridiculing, expelling, and threatening; (2) maxims of cooperative principle violation including maxim of quality, maxim of relationships, and maxim of manner; and (3) in addition to violating the cooperative principle, implicature explication also violates positive and negative politeness. the violation was done intentionally solely to create an atmosphere of humor for the viewers. research on humorous discourse had been conducted previously by irfansyah and sumarlam (2017) entitled “implicature of humor discourse of ini talk show on net tv”. the study uses a qualitative approach with content analysis method and pragmatic theory approach. the data are in the form of humor discourse of the ini talkshow that aired by net tv, which was collected by record and note techniques. the validity of the data was checked by data triangulation. the data was then analyzed by using an interactive model. the results of the study show that (1) the form of implicature of humor discourse in the ini talk show in the form of mentioning, stating, rejecting, insinuating, protesting, accusing, claiming, asking / begging, ridiculing, expelling, and threatening; (2) maxims of cooperative principle violation include quality maxims, maxims, relationships, and manner maxims; and (3) in addition of 149 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) the cooperative principle violation, implicature disclosure also violates positive politeness and negative politeness. the violation was done intentionally and solely to create a situation of humor in the audiences’ mind. the similiraty between the study conducted by irfansyah and sumarlam (2017) with this study is that they both discuss the implicature of humor discourse. the difference between irfansyah and sumarlam (2017) study with this study is that in irfansyah and sumarlam (2017) study took the data on the ini talk show, whereas in this study the researcher took the data in the tonight show. the similarity of irfansyah and sumarlam research (2017) with this research is that they both discuss the implicature of humor discourse. the difference between irfansyah and sumarlam (2017) research with this research is that in irfansyah and sumarlam (2017) research took the data in the ini talk show, whereas in this study, the researcher took the data in the tonight show. wiwiek dwi astuti (2017) has also studied the “implicatures of conversation in sentil sentilun speeches on metro tv”. this study aims to describe (1) the form/ function of the conversational implicature and (2) the cooperative principle violation of and the politeness principle in the talk show “sentilan sentilun” on metro tv especially in the episode ‘who wants to joins the cart?’ the method used is refer method with the technique of recording the utterances / utterances of the characters and / or guests who were presented at the event. the results that were obtained related to the form/ function of the implicature are the use of representative (assertive), directive (imposif), expressive, commissive, and declarative speech. furthermore, the cooperative principle violation and all the maxims emphasize clashes and games (joke). wiwiek dwi astuti (2017) has also researched the “the conversational implicature in the sentil sentilun talk show on metro tv”. this study aims to describe (1) the form / function of the conversational implicature and (2) the cooperative principle violation and / the politeness principle in the talk show “sentilan sentilun” on metro tv with the episode ‘who joins the cart ??’ the method used is simak method with the technique of recording the utterances of the characters and / or guests who were presented at the event. the results obtained related to the form / function of the implicature are the use of representational (assertive), directive (imposif), expressive, commissive, and declarative utterances. furthermore, the cooperative principle violation with all the maxims prioritized clashes and games (joke). 150 journal of social studies (jss), volume 15, number 2, 2019: 145-162 the similarity of the study conducted by wiwiek dwi astuti’s (2017) with this study is that they both discuss the implicature. the difference between wiwiek dwi astuti’s (2017) study and this study is that wiwiek dwi astuti’s (2017) study examines of the cooperative principle violation and conversational implicature, whereas in this study the researcher examines the implicature of humor discourse. in addition to the two studies above, the thesis by rahayu sulistiani (2018) also studied “the conversation implicature in humor discourse of cartoon comic sentilan bung sentil”. this study aims to describe the conversation implicature as supporting humor that contains in the sentilan bung sentil cartoon of humor discourse. this study uses descriptive qualitative method. this study produces descriptive data in the form of conversational implicature as supporting humor that contains in sentilan bung sentil cartoon comic of humor discourse. the result of this study is in the cartoon comic discourse of sentilan bung sentil that contains of 38 strip comics identified, there are 92 utterances that contains of conversational implicature which include representative implicatives. there are 20 or 21.7% in the form of states, 2 or 2.1% in the form of reporting, 20 or 21.7% in the form of indicating, 10 pieces or 11% in the form of mentioning. then the directive implicature, there are 2 or 2.1% in the form of asking, 2 or 2.1% in the form of demanding, 4 or 4.3% in the form of suggesting. the next is the expressive implicature, there are 2 or 2.1% in the form of praising, 22 or 24% in the form of criticizing, 6 or 6.5% in the form of complaining. then in the commissive implicature, there is 1 or 1% in the form of threatening. and the last is the implicature isbati, there is 1 or 1% in the form of prohibiting. in this study, several implicatures were found that were more classified in the form of satire or social criticism of corrupt government and officials. all forms of utterance in the sentilan bung sentil cartoon comic are efforts made to provide a description of the social phenomena that occurred in the community at that time. all of that was played by bung character and other characters by criticizing. the cartoon comic of sentilan bung sentil is a political humor in the form of satire or criticism against the performance of the government and government who have high power by causing humor that makes the audience laugh. the similarity of the study by rahayu sulistiani (2018) with this study is discussing the implicature. the difference between rahayu sulistiani’s study (2018) and this study is that in rahayu sulistiani’s study (2018) researchers take the data in humor discourse that contais in comics, while this study takes the data from speech show. 151 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) research method this study is a qualitative research with content analysis method by using pragmatic theory approach. the object that was studied is humor discourse in the tonight show which was aired by the net tv television station. but, researchers only took the data from two segments uploaded on youtube on march 17, 2020. the data was collected by using the free listening technique and the note taking technique. it means that researchers only act as observers of the use of language by the informants. and researchers are not involved in the events being examined. the data collection techniques are divided into 4, namely: (1) by using the see basic techniques. (2) listening. (3) oral data transfer in written form or the data transcription. (4) note-taking research technique. the presentation of the results used in this study is using informal presentation technique, namely the presentation of data by using ordinary words. this study is a qualitative research with content analysis method by using pragmatic theory approach. the object that is studied was humor discourse on the tonight show which was aired by net tv television station. in addition to airing on the net tv television station every monday to friday at 21:00 wib, the tonight show was also uploaded on a youtube channel by the tonight show. but it is only a few segment. so researchers only took the data on three videos uploaded on the youtube tonight show channel. the first video entitled “audience can only roughly make song, but it is still fun!” which was uploaded on march 21, 2020. the second video with entitled “apes! desta’s behavior tells vincent to be a duck coop” which was uploaded on march 18, 2020, and the third video entitled “desta is not able to listen to bastian’s flattery” uploaded on march 24, 2020. researchers found 13 data in the selected video. the data were collected by using simak bebas and note techniques. it means that researchers only act as observers of the use of language by the informants. and researchers are not involved at all in the event being examined. the data collection techniques are divided into 4, namely: (1) by using the basic technique of simak technique. the basic technique of simak technique that the researcher watched the two videos that are used as the data and then watched the video. (2) listening. researchers used earphones to sharpen hearing. (3) the spoken data transferred in written form or data transcription. after the researcher analyzed and listened, the researcher found the data which 152 journal of social studies (jss), volume 15, number 2, 2019: 145-162 will then be transferred in written form. (4) note-taking technical research. the researcher uses recorded media when collecting the data. the presentation of the results used in this study uses informal presentation technique, namely the presentation of data by using ordinary words. result and discussion this part covers the implicature of humor discourse in the tonight show program. the implicature has a form of the intention that is not expressed literally through the speech by the speaker, but it is implicited. in the context of humor discourse in the tonight show program, the implicature form was created intentionally through cooperative principle violation or the politeness principle to give the effect of humor to the viewers. in this section, it covers the implicature of humor discourse on the tonight show. the implicature has an intention that is not expressed literally through the speech of the speaker, but it is implicit. in the context of humor discourse in the tonight show program, the implicature form was intentionally created through the cooperative principle violation or the politeness principle to give the effect of humor to the audience. this research took the data from three tonight show videos of talk show tonight show that were uploaded on youtube. the implicature form of humor discourse in the tonight show program communicative interactions of the host and guest stars that occur in humor discourse in the tonight show program often use implicatures to express their messages or desires. some of the implicatures stated contain humor elements that can give a funny effect to the viewers. the following are some data that researchers have found. communicative interactions that occur in humor discourse in the tonight show program, the host and guest stars often used implicatures to express their messages or desires. some of the implicatures stated contain humor elements that can give a funny effect to the audience. the implicature was spoken spontaneously by the speaker to the speech partner. although, the speakers and the speech partners have understood each other what is the maximum implied by the speaker. so that there was a smooth communication to create a situation of humor in the tonight show. here are some data that researchers have found. 153 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) the first data quoted that the speaker (desta) did not mean to ask for an answer. with a questioning mode, he wants to speak representatively, in mentioning the speech partner (cameraman) who was playing tennis. the positive politeness violation caused the formation of mention implicature. (context: desta and vincet are interviewing masayu clara, but cameramen are talking to each other, then they are reprimanded by desta.) desta: “sorry ... sorry ... sorry ... sorry. please cameramen don’t talk to each other. you know the audience is quiet, but you talk to each other. vincent: “technical please” desta: “are they playing tennis?” vincet: “technical” desta: oh technical, sorry sorry ”(ts-17/03/20) the results of the analysis are in accordance with the results of nur ifansyah & sumarlam (2017) which stated that the speaker (meriam) in the quotation actually did not intend to ask for an answer. with the questioning mode, he wanted to speak representatively, namely to call the speech partner (nunung) as a book wedge. the implicature said that it was created as a result of positive politeness violation. such a term is a threat to the wishes of the speech partner so that what they have is appreciated by the speaker. implicatures for representative categories are also can be seen in the following discourse. the speaker (desta) gave a contribution that is not supported by adequate evidence. the behavior is: he will get drunk if he tries to use a handsanitizer by masayu, it is not rationally acceptable. it has a humor effect for the audience, which is supported by the serious attitude of the speaker. the speech act tells the discourse to imply the intention of stating something that is not supported by evidence, it violates the quality maxim. (context: desta wants to try the handsanitizer made by masayu) desta : “let me try” masayu : “yes, that feels …” desta : “does it have alcohol effect?” masayu : “yes, it has 70% of alcohol” desta : “wah, i’m afraid of getting drunk” vincent : “it’s not such alcohol” masayu : “so don’t drink it bro” (ts-17/03/20) 154 journal of social studies (jss), volume 15, number 2, 2019: 145-162 the results of the analysis are in accordance with the results of nur ifansyah & sumarlam’s (2017) study which states that speech acts inform the discourse implying the intention to state something that is not supported by evidence and it violates the quality maxim. the next data contains quipping implicature with express mode. the implicature is caused by cooperative principle violation and politeness principle. what the speaker (vincent) meant was not intended for the speech partner (masayu), but it was given to desta. the quality maxim violation made laughter for the audience because they know these facts distorted. the positive politeness is violated because satire is an action that is not appreciate the satirical party. (context: vincet was asking masayu clara about the role she played while acting in ftv) vincent: “and you always get a bitchy role, or a ... antagonist ...” masayu: “no ... not bitchy actually. in ftv, the standard of the first scene is definitely angry, the main role of the girl and the man are definitely fighting ...” vincent: “ha ... you are not angry in ftv only, but everywhere” (while pointing at desta who is next to him) masayu : “am i angry everytime?” vincent : “yesssss” the results of the analysis are in accordance with the results of the study conducted by nur ifansyah & sumarlam (2017) which states that implicatures arise from the cooperative principle violation and the politeness principle. (context: desta asked masayu why she was not tired when acting in ftv. desta compared him to being tired of acting in ftv, so he decided to play in only two titles.) desta : “but masayu, to be honest i acted in ftv for two times and i gave up” masayu : “why bro?” desta : “i was tired, it usually conducted four days in a week, how many days now for a week?” masayu : “four or five days in a week now” desta : “i asked for three days and it must be rushed” masayu : “bro, no wonder if you were tired” 155 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) desta : “that’s why, and i did two titles” masayu : “i ever did in three days” desta : “hesti also ever became a queen of ftv” hesti : “but it was in eight days, it was impossible in three days” enzy : “maybe you were extras” (ts-17/03/20) speech speaker (enzy) ask questions, but carry out the pragmatic function of protesting. the action is a form of evaluation of the words of the speech partner (desta) which can result in the positive face of the speech partner being threatened. the protest delivered was actually able to arouse the audiences’ laughter because the word contained elements of jokes, which differed greatly from what was protested. the results of the analysis were in accordance with the results of nur ifansyah & sumarlam’s (2017) study which stated that this action as a form of evaluation of what the speech partner expressed. context: masayu was challenged by vincent and desta to arrange the sentences provided so that it became the title of ftv, then desta, vincent, and masayu demonstrated the scene in ftv desta : “my heart was apparently taken by a cendol ice seller in a duck cage” masayu : “haa... it can be” desta : “can this?” masayu : “yesssss” desta : “you’re the duck cage” (while pointing at vincent who was next to him) vincent : “i can be the duck, why i’m be the cage?” (everyone laughed) (ts-17/03/20) in the conversation above, there are speech acts that are not in accordance with the function carried. the speaker (vincent) replied the request of his partner with notifying mode, but it contains refusing implication pragmatic. the humor effect was raised by the nonconformance of the speaker’s contribution to the topic of conversation, namely asking because he was appointed to be a duck cage by a speech partner. generally, the unsustainability of a rejection in a conversation is carried out on sociocultural consideration. if the refusal function is very clearly expressed, then the speech acts will be less polite, which will cause disruption of social relations. however, in the humor discourse, these actions are only done to bring out humor. the results of the analysis are in 156 journal of social studies (jss), volume 15, number 2, 2019: 145-162 accordance with the research results of nur ifansyah & sumarlam (2017) which states in the humor discourse, that action is solely for humor. contex : desta, vincent, and mayasu demonstrated the title of ftv that had been chosen desta : “wah there is a chicken cage …. i need eggs” vincent : “duck egg?” desta : “chocken egg” masayu: “for what?” desta : “i haven’t eaten chicken eggs in a long time. is there anyone??” masayu : “thief ..... thief” desta : “don’t be a thief, you look down. how come he even accused me of being a thief” vincent : “cendol seller is burnt by the masses” desta : “no please” the following data raises the pragmatic implications of accusing. these implications arise due to a positive politeness violation. the accusation addressed to the speech partner (desta) threatens a positive face because the effort of the speech partner as a cendol ice seller is infused with accusations. the fact is, the audiences’ laughed because the accusation contain humor. the results of the analysis are accordance with the results of study conducted by nur ifansyah & sumarlam (2017) which states the implications of accusing arising due to positive politeness violation. these accusations threaten a positive face because the efforts of the speech partners are not respected, instead they are accompanied by accusations. (contex : desta greets the audience who was the host of the television program that aired after tonight show, namely malam malam.) .desta : “hallo audience, good evening. the audience of malam malam team who support tonight show. “later, we will reply but we will not watch, because we want to go home earlier, okay?”(audience laughs) enzy : “we are tired of having a rest” (the audience laughed and cheered) hesti : “thank you for coming here, eh rafael smash huh? (while pointing at surya who one of the hosts of malam malam who happened to use 157 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) shorts like rafael used on the tonight show in the previous episode) surya : “yesssss” (ts-17/03/20) desta as a speaker and host of malam-malam also as a speech partner. the data is an impliciture in representative category. the speaker (desta) said that he would reply to what the speech partner (malam-malam host) had done, namely watching the show, but afterwards desta said that he wanted to go home and did not want to watch because he wanted to go home early. the speech act intends to state something that is not supported by evidence, thus it violates the quality maxim. in addition, the speaker (hesti) in the quote above actually did not intend to ask for an answer. with the questioning mode, he wanted to speak in a representative manner, namely to call the speech partner (surya) as rafael smash because surya was wearing shorts that is similar to rafael. the term can threaten the speech partner’s desire for what they have is appreciated by the speaker. the implicature stated that there is an effect of positive politeness violation. the results of the analysis are in accordance with the results of a study conducted by nur ifansyah & sumarlam (2017) which states that the implicature was created as a result of positive politeness violation. such a term is a threat to the wishes of the speech partner, so that what they have is appreciated by the speaker (contex : vincent gave the maracas musical instrument to asteriska who one of the voice members who had a tiny body) vincent : “adek… do you want it?…. which early childhood education are you from, adek?” (ts-17/03/20) the speaker (vincent) in the quote above actually did not intend to ask for an answer. with the questioning mode, he wanted to speak in a representative way, namely to call the adolescent (asteriska) adek partner who was still in early childhood education. the implicature states that it arises due to positive politeness violation. the results of the analysis are in accordance with the results of a study conducted by nur ifansyah & sumarlam (2017) which states that the mention implicature was created as a result of positive politeness violation. such a term is a threat to the wishes of the speech partner so that what they have is appreciated by the speaker. the next data is representative action. context: vincent and desta performed the “who is ...” segment with guest stars are aldy, kiki, and bastian. they are ex of personnel of the coboy junior boy band. the first question was read by desta. 158 journal of social studies (jss), volume 15, number 2, 2019: 145-162 desta: “who is the most often forget the lyric?” bastian: “it’s easy” vincent: “show it please” desta: “aldy answered bastian, kiki answered bastian, and bastian answered me. is there anyone in coboy junior whose name is me?” vincent: “no no, that’s himself” (ts-24/03/20) the data stated that the speaker (desta) did not intend to ask for an answer. with the questioning mode he wanted to speak in a representative manner to invite humor. the results of the analysis are in accordance with the results of study by nur ifansyah & sumarlam (2017) which mentions in the humor discourse, that action is solely for humor. context : after bastian gave a reason that he often forgets lyrics, desta give an answer. desta: “it’s ok, because bastian must have changed now and there has been progress” bastian: “must be” kiki: “not really” bastian: “it’s not like that. it’s crazy” (ts-24/03/20) the next data contain satirical implicature with express mode. the implicature is due to the between the cooperative principles and politeness violation. what is meant by the speaker (kiki) is not addressed to the speech partner (desta) but rather to bastian. the quality maxims violation actually becomes the subject of the audience’s laugh because they know the deviation of that fact. positive politeness is violated because satire is an act that does not respect the situation of a person being insinuated. the results of the analysis are in accordance with the results of research by nur ifansyah & sumarlam (2017) who stated that implicatures arise from the cooperative principle violation and the politeness principle. context: bastian, kiki, and aldy answered the questions posed by desta about who often do face treatment, but bastian has different answers and they argue with each other. bastian: “does he really do face treatment? maybe he does make up for long time” aldy: “is it treatment?” 159 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) vincent: “no.” aldy: “see, it’s not treatment” desta: “don’t fight, don’t fight” desta: “you ever fought before, now you don’t have to fight anymore” (ts-24/03/20) the next data contain satirical implicature with express mode. the implicature occurs due to the cooperative principle violation and the politeness principle. what is meant by the speaker (desta) is not addressed to the speech partner (aldy) but rather to bastian. because bastian used to fight with other pesonil. the quality maxims violation actually becomes the subject of the audience’s laugh because they know the deviation of that fact. the positive politeness is violated because innuendo is an act that does not respect the situation of a person being insinuated. the results of the analysis are in accordance with the results of research by nur ifansyah & sumarlam (2017) who stated that implicatures arise from the cooperative principle violation and the politeness principle. context : vincent asks bastian, kiki, and aldy questions about who is the most annoying of them. then desta gave the idea that bastian, kiki, and aldy answered that who is the most annoying was iqbaal. vincent: “who is the most ignorant. nosy, fad” desta: “if you want to answer iqbaal, it’s okay, too” vincent: “it’s okay” desta: “because iqbaal was watching there too” vincent: “oh, in australia?” desta: “on youtube” (ts-24/03/20) the utterance of the speaker (vincent) used the questioning mode, but has a pragmatic function of protesting. the action is a form of evaluation of the words of the speech partner (desta) which can cause in the positive face of the speech partner that is being threatened. the protest delivered was actually able to arouse the audience’s laughter because the word contained elements of jokes, which differed from what was protested. the results of the analysis are in accordance with the research results of nur ifansyah & sumarlam (2017) who stated that this action as an evaluation of what was said by the speech partners. context: desta challenges bastian to flattery compete with the selected words. then vincent chooses one of the crew from net tv. 160 journal of social studies (jss), volume 15, number 2, 2019: 145-162 desta: “vincent please choose the girl” vincent: “oh, beautiful woman” desta: “yes please” bastian: “know, already know” vincent: “here it is, net crew, net pingpong “ (ts-24/03/20) in the conversation above there are speech acts that are not in accordance with the function carried. the speaker (vincent) spook in the mode of telling, but it contains pragmatic implicature of humor. the results of the analysis are in accordance with the results of research by nur ifansyah & sumarlam (2017) which states in the humor discourse, that action is solely for the sake of humor. conclusion in creating an atmosphere of humor, actors interacting in the tonight show program often use indirect speaking strategy, namely by utilizing implicature. there are many forms of implicature expressed, namely mentioning, insinuating, revealing, protesting, informing, rejecting, accusing, asking, saying. the implicature’s existence is due to not prioritizing the conversation principle, both the cooperative principle and the politeness principle. however, the conversation continued to run smoothly and did not threaten social relations between them. it can happen because of the similarity of understanding about the contribution they give to the interaction, only to raise a comic effect. suggestion based on the study conducted, some suggestions that can be delivered are the use of humor language, and a language understanding is needed by involving the text, context, and references for the community to understand the purpose and function behind the humor discourse. also, for other researchers, it is hoped that this study can be used as a reading that can be understood to conduct pragmatic study topics in the form of implicature in other humor discourse. due to the limitations of the research on the humor discourse’s implicature on the tonight show, it is recommended that further analysis can be carried out sincerely. 161 the implication of humor discourse in the tonight show ...(dita intan pramukti, asep purwo yudi utomo) references astuti, w. d. 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(2020, 24 march). youtube 137 journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.137-156, doi: 10.21831/jss.v16i2.31055. 137-156 copyright issue on music back sound usage by indonesian youtuber xenia angelica wijayanto lspr communication and business institute, jakarta, indonesia email: xenia.aw@lspr.edu lestari nurhajati lspr communication and business institute, jakarta, indonesia email: lestari.n@lspr.edu abstract according to we are social research in january 2018, indonesia’s population now is 265,4 million, while its social media active users reached 130 million. 43% of people are using youtube as their primary social media. this situation shows us that youtube is still the most used and liked social media channel, followed closely by facebook and whatsapp. the vlogger phenomenon is also getting stronger among indonesian young people. the increasing number of youtube content production ranged from artists, public figures, and ordinary people, also known as youtuber. one of the famous youtuber is raditya dika, whose subscriber reached more than 3.3 million, and estimated income per year around usd 46 thousand to usd 739 thousand. the problem that arises is about the copyright violation in background music used by indonesian youtuber. this research tries to dig further data about the youtube policy in protecting the copyright issue in that area. this research uses a discourse analysis method on 15 videos from the top 5 youtuber in indonesia as the unit 138 journal of social studies (jss), volume 16, number 2, 2020: 137-156 of analysis. the result shows that some youtuber still violate the copyright issue while using background music on their youtube materials production. keywords: copyright issue, music, youtuber, discourse analysis introduction according to we are social research in january 2018, the number of indonesia’s population right now is 265,4 million people, while the number of indonesia’s social media active users reached 130 million people. youtube is social media with the highest user in indonesia. this statement reinforced by a statement issued by google that there are 50 million active youtube users per month from a total of 146 million internet users in indonesia, with average use per day is 42.2 minutes (ayuwuragil, 2018). based on research conducted by google along with tns, google says that 57 percent of youtube users are looking for entertainment content, and 86 percent also accustomed to visiting the site to learn new information (praditya, 2018). in the same research, also mentioned that youtube is the first platform used by indonesians when looking for video content. it can seem that at this time, youtube can say to start shifting the position of conventional television as a place for people that are looking for entertainment. the increasingly diverse and compelling youtube content causes a large number of indonesians to spend time on youtube. veronica utami, head of marketing at google indonesia, stated that indonesians not only there to see international content on youtube, but they are also very proud of local creators who can interact in an understandable and appropriate language for them (praditya, 2018). of course, this seen from the number of content makers from indonesia who have a youtube channel with many subscribers. to appreciate the content creator that has many subscribers, the youtube award them with a gold play button. gold play button obtained when the content creator has more than 1 million subscribers. the content creator from indonesia, or usually we are familiarly called them as ‘youtuber’ who gets the gold play button, is currently increasing. other than that, youtube is also where the youtubers make a profit. due to the considerable income earned from youtube, a new profession, ‘youtuber,’ is emerging. the more their subscribers and their video viewers, the higher will be their profits. therefore, indonesian content creators are 139 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) competing to make more creative and exciting content to be able to entertain as many viewers as they can on their youtube channel and video. based on data from cnbc indonesia, the following are the top-ranking youtubers with the highest income and subscriber of indonesia (yulistara, 2018). table 1. top-ranking youtubers with the highest income and subscriber of indonesia no name subscriber income 1 raditya dika 3,3m us$ 46.000 – us$ 739.000 2 ria ricis 2,7m us$ 90.000 – us$ 1.400.000 3 arief muhammad 1m us$ 13.000 – us$ 217.000 4 gen halilintar 2,3m us$ 175.000 – us$ 2.800.000 5 kevin hendrawan 746k us$ 12.000 – us$ 193.000 6 bayu skak 1,4m us$ 20.000 – us$ 317.000 7 reza oktovian 1,8m us$ 27.000 – us$ 434.000 8 edho zell 1,8m us$ 33.000 – us$ 522.000 9 young lex 748k us$ 26.000 – us$ 411.000 10 ini vindy us$ 15.000 – us$ 203.000 source: social blade, data taken from cnbc indonesia, processed by the author. what youtube does is throw new light on the communicative entitlements of broadcasting. these now seem to be hierarchical and constraining by comparison with the affordances of youtube. however, youtube (and it is, of course, one of many such sites) highlights the restricted position and participatory constraints placed on the ordinary person in that regime. broadcasting created modern public life as spectacle, as ‘media events’ and as topics for discussion, but it did not distribute the means of creative production to users, nor did it invite the labor of ‘co-creation.’ there are then limits to the kind of citizenship offered by broadcasting by comparison to that imagined by youtube (tolson, 2010). in the meantime, there is no official data on youtube income counting technique, but at least we can make estimation when 1000 viewers see a video on youtube, the youtuber will earn around $1 (= $ 1 per 1000 views) (how much money do youtubers make per view, 2018). this amount not included with the income that comes from product endorsement or services offered to 140 journal of social studies (jss), volume 16, number 2, 2020: 137-156 the youtuber. youtube videos and music is inseparable. interesting youtube content usually equipped with supporting music. on its website, youtube provides suggestions for how to properly manage the youtube channel content to bring in more viewers and subscribers. according to youtube, “the right music can make a moment more meaningful.” they also say to find the perfect music to reach the hearts of the viewers. (creatoracademy.youtube.com, 2018). many youtube videos have good song content from their original creators, as well as from those who reproduce a song called cover songs. the songs on youtube are an essential key in explaining video effectiveness. when someone watches the video for the first time, they might hope to see something entertaining. the musical and visual elements of a video initially performing the effectiveness message reach the audience (filardo-llamas, 2015). the problem that arises is about the violation of the copyright in background music that is used by indonesian youtuber. this research tries to dig further data about how youtube policy protecting copyright issue in that area, and also how the youtuber apply the copyright attribution on their videos. literature review copyright issue on social media based on law of the republic of indonesia number 28 of 2014 on copyrights, copyright means an exclusive right of the author vested automatically based on declaratory principle after works embodied in a tangible form without reducing under restrictions by the provisions of laws and regulations. this law is made by the consideration that the development of scientific, technological, artistic, and literary works has been so rapid. it is necessary to have more reliable protection and guarantee legal certainty of authors, copyright holders, and related rights owners, as stated in the opening of copyright law. copyright protection is an automatic protection. however, there’s some rights that suggested to be registered, especially when the creations are potentially to have economic values. the copyright law in indonesia covers a great deal of three things: scientific, artistic, and literary works. in art fields, the issues to be discussed in this paper, there are many violations of copyright. many found copyright infringement in the field of music. not just that, according to the data obtained 141 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) from indonesia national police headquarter on 26/01/2014, between 2011 and 2013, there was an increase of ipr infringement cases in indonesia, especially copyright infringements. in 2011 there were 209 cases of infringements with 258 suspects. in 2012, the infringements increased up to 338 cases, with 309 suspects (triyanto, 2017). there is frequent copyright infringement on the use of music and songs, especially in broadcast media (radio and television), as well as in entertainment venues. some time ago, yayasan karya cipta indonesia (kci) had found copyright infringement in the form of song usage in karaoke inul vizta manado. this case also tails long because it goes into the legal path until the foundation finally won the case. youtube, as social media with the most users in indonesia, has excellent potential for copyright infringement. one of the most prominent cases in 2007 is when universal records successfully asked youtube to remove a video that used prince music without their permission. in february 2007, stephanie lenz uploaded to youtube a short song from “let’s go crazy.” a series of legal actions followed by universal’s record and music publishing companies request that youtube have to remove the clip, using the 2000 digital millennium copyright act (dcma) (laing, 2012). following this case, youtube, through its website and channel, started to openly distribute rules regarding the correct use of copyright following government regulations that are applicable globally. the rules on copyright generally have the same roots internationally, so that it can see that there are significant similarities in the regulation in most countries. however, because of the unique nature of social media, youtube makes its own rules, which are an adjustment of the wto treaty adopted by joined countries. more on this can be seen on the link https://creatoracademy.youtube.com/page/ lesson/copyright-usage and https://www.youtube.com/intl/en-gb/yt/about/ copyright/#support-and-troubleshooting. background music on youtube and copyright one of the ways to build quick popularity is through becoming a youtuber. so, no wonder that many young people are looking for a shortcut to popularity by producing various events that are uploaded via youtube. those people with such popularity, often known as social media celebrity/youtuber/ vlogger. they act like real celebrities, although they are often known only as a 142 journal of social studies (jss), volume 16, number 2, 2020: 137-156 social media celebrity. further understanding about building online popularity can also inform us about the inherent social significance of new types of celebrities who, even as ‘just online celebrities,’ unknown to the public at large, appear to embody the same societal and cultural roles as mainstream celebrities (garcía-rapp, 2016). the youtubers in producing videos on their youtube channels can upload different types of programs. starting from the beauty review, travel journey, games, until the daily activities like making a video diary. in some videos, it even shows only monologue from the youtuber (gannon & prothero, 2018). from these conditions, it can be seen that being famous and becoming a celebrity via youtube is relatively easy to do, especially on people who have potential, talent, and hobbies in specific fields as well as diligent in making videos and uploading them to youtube. the development of technology is very rapid, allowing all parties to produce videos on youtube very quickly. it included the increasing number of ways and production tools used by young people or anyone and not necessarily professional video workers. some tools allow them to easily create digital artwork, make movies that posted to youtube, and record music using programs such as garageband on mac (thibeault, 2012). in video youtube videos, music (as background or as the main component) becomes one of the main strengths of the show. not infrequently, youtube viewers commented on the use of background music from the positive side (nice to hear, fit the visual, ask the title of the song, and others) and the opposite (negative judgment). however, that is the basic idea of youtube: as a recreational tool, primarily used for amusement, diversion, and fun (vergani & zuev, 2011). some highlights in this paper are the youtube policy about the use and attribution of copyright on their content, especially the use of music either as background music or as the main component of video content. youtube implements several categories in its copyright protection as embodied in its website. one of them is about the use of free content such as creative commons license or through cc site that gives so much free content with various attribution and also some other sites that support free content. for further protection, youtube implements protection such as content id claim, fair use/fair dealing, and copyright strike basic that explained below. content id claims is a condition when uploading a video that contains copyright-protected material; the content owner can use a content id claim. these claims are issued by companies that own music, movies, tv shows, video 143 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) games, or other copyright-protected material. however, when the copyright owners do not want their material reused, they also can block a video, mute a video, or block specific platforms. (support.google.com/youtube, 2018) second is copyright strike basic. on google support site, it is written that when receiving a copyright strike, that means that the video has been taken down from youtube because a copyright owner has sent a complete and valid legal request asking youtube to do so. when a copyright owner formally notifies youtube that they don’t have their permission to post their content on the site, they take down the upload to comply with copyright law. they also say that videos can be removed from the site for different reasons, not always a copyright-related problem. (google support youtube answer, 2018) the third is fair use. fair use in youtube is often misunderstood because of its broad meaning. the use of ‘fair use’ is defined as fair use of components that do not belong to the content creator. often fair use issues are resolved by granting attribution by its users as a way to avoid copyright sanctions. until now, youtube continues to develop a fair use policy to find the right application for each case because the application varies for each case. (youtube copyright protection, 2018) methods this research uses a qualitative approach using discourse analysis as a data processing technique. discourse studies should undoubtedly have more to say about this, especially given the pace of processes of globalization, where it is essential to understand not only these worldviews in themselves but also how these interact and are in transformation (bouvier, 2015). furthermore, our research using vernacular discourse by guo & lee (2013) to analyze three aspects of youtube production, there are content, agency, and subjectivity. unlike other video products such as films, this open-ended and collective discourse is linked and gathered around the original message, and can be monitored through the views, likes and comments that the message attracts (rolando, taddeo & beccaria, 2016). researchers will be more detailed on the number of the subscriber, the number of likes and dislike, the number of comments, and also on when the youtuber uploaded the video. the upload period that selected is based on recent times, recorded from april 2018 until july 2018, also whether present or not, the background music in the understudied videos. 144 journal of social studies (jss), volume 16, number 2, 2020: 137-156 next, the researcher took 5 out of 10 youtubers stated before as the unit analysis. they are raditya dika, ria rice’s, arief muhammad, gen halilintar, and kevin hendrawan. in detail, the 15 youtube videos taken from those 5 youtubers examined the existence of background music used. the categories are on the number of songs, song titles, and whether or not the inclusion of the copyright statement. to find out the background music used by the youtuber, researchers use shazam application on an android phone. with this tool, researchers can capture and detect the song title and name of the singer along with the album entitled. however, if the song is too short or much interspersed with conversation, the shazam tool cannot detect it. results and discussion top 5 youtuber in indonesia from the top 5 youtuber following the rank listed on the cnbc indonesia website, there appears to have some significant changes. for example, in the ranking data, it is noted that raditya dika has the highest subscriber number in indonesia. however, when this research conducted, his position has been replaced by ria ricis with account ricis official. similarly, the third rank that was initially occupied by arief muhammad, when this study conducted, appears that gen halilintar has shifted arief position. when looking at the characters of the youtuber studied, as the agency, it can be said that all five of them is a public figure who gain their profile because of the use of their social media. the youtubers indirectly position themselves as different agencies then mainstream media, in this case, the television. the development of youtube globally, indicating that the domination of mainstream audiovisual media, in the example, television, is no longer valid. raditya dika, since a few years ago known as a blogger who has many fans. he wrote a book based on his blog in 2005 titled: “ kambing jantan: sebuah catatan harian pelajar bodoh,” with the comedy genre, which also gained considerable profits, and continued with the making of several widescreen movies based on his blog as well. the man who was born in jakarta, december 28, 1984, until 2017, had listed himself as the wealthiest youtuber in indonesia, which then in 2018 shifted by the fame of ria ricis. meanwhile, ria ricis recorded as an actual youtuber since 2016. however, her career began as a selebgram, a celebrity title because of instagram. 145 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) not surprising that her subscriber on youtube has reached more than 4 million people. its nothing compared to her instagram follower that’s powerful and reached more than 9.1 million followers. her real name is ria yunita, born in batam, july 1, 1995, and now she lives in depok, continuing her college, while her parents stay in batam. the next youtuber is arief muhammad. born under the name muhammad arief yakoeb in batam, october 26, 1990, arief was previously a selebtwit with his twitter account @poconggg, which could cause a sensation in twit world because of his phenomenal and mysterious account. often tell jokes on twitter as an anonymous account until finally his identity is unraveled, and he starts using his real name as arief muhammad. arief also wrote a book titled “poconggg juga pocong” in 2011, which later filmed with the same title. after that, arief joined with raditya dika, and bena kribo nurturing nyunyu.com site and afterward began to plunge into the world of youtube as a content maker that shares the story of his daily life packaged with jokes. currently, arief is busy managing his youtube channel and new business he started to develop in the culinary field. the fourth youtuber is a unique gen halilintar family. this family has 11 children, six boys, five daughters, the father (halilintar anofial asmid born october 13, 1968), and the mother (lenggogeni faruk, born october 29, 1972). this phenomenal youtuber family with the tagline “my family my team” has traveled nearly to 100 countries bringing all its family members without a maid. they apply what they called ‘homeschooling plus’ education to their children due to their busy family business trip schedule. their eldest was born in 1994, and the youngest was born in 2012. the mother (gen) has released a book that tells about their journey in 2015 titled “ kesebelasan gen halilintar: my family my team.” they run various businesses in various countries. no wonder that this family’s business travel schedule is very high. the presence of this family on youtube can be seen since march 4, 2015. the last youtuber in this paper is kevin hendrawan, a winner of l-men of the year 2014. the man named yohanes kevin hendrawan, who was born in purwokerto, june 21, 1992, started his career as mister international in 2015 before entering the world of presenters and entertainment. since 2015 he has been active in the youtube world and has his channel. as a youtuber with a myriad of achievements, kevin uploaded a lot of content science-themed, healthy lifestyle and also recounted his daily travel. with content that tends to be more severe than the other youtubers, kevin still has many loyal subscribers 146 journal of social studies (jss), volume 16, number 2, 2020: 137-156 that he calls kevinian. in this study, there are 15 youtube videos from the top 5 youtuber that being analyzed. the 15 videos selected were not only seen from the novelty of the video but also considered whether or not background music and songs in the production of the video presentation. details of the 15 youtube videos, can be seen in the table below: table 2. top 5 youtuber’s video list no youtuber title subscriber views like dislike comments published on/ duration 1 raditya dika ketiga kalinya naik helikopter masih mau muntah 4.4 m 549, 918 17 k 467 1,320 july 27, 2018,/ 7:54 2 raditya dika suami masakin istri! ternyata hasilnya 4.4 m 1,339, 692 40 k 766 5,066 july 23, 2018,/ 15:37 3 raditya dika ciri laki-laki stress 4.4 m 853, 395 45 k 2,1 k 3,236 july 13, 2018,/ 3:03 4 ricis official akhirnya naik helicopter!!! bareng awkarin? 4.8 m 31,919 7,1 k 37 1,049 july 29, 2018,/ 11:44 5 ricis official detik-detik orang tak jujur ditemukan 4.8 m 574, 725 46 k 372 2,355 july 26, 2018,/ 11:23 6 ricis official ricis nyobain nge-gym w/ shely che 4.8 m 346, 363 29 k 285 2,957 july 24, 2018,/ 10:55 7 arief muhammad main bowling bareng followers 1.4 m 398, 457 23 k 157 2,796 july 21, 2018,/ 14:47 8 arief muhammad sumba: hidden paradise 1.4 m 478, 890 52 k 268 4,527 july 10, 2018,/ 2:55 147 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) 9 arief muhammad vloggg #138 – sahur bareng anak panti 1.4 m 494, 369 26 k 190 1,749 june 6, 2018,/ 9:24 10 gen halilintar pusing muter nendang bola – gen halilintar fifa world cup challenge 3.5 m 588, 358 27 k 575 2,7.. july 18,2018/ 12:09 11 gen halilintar kegilaan sebelum performance 3.5 m 264, 977 16 k 170 1,339 july13, 2018/ 15:32 12 gen halilintar pake kostum di tempat umum kocaaak!!! costume challange gen 3.5 m 775, 469 32 k 508 3,6.. july 6,2018/ 8:58 13 kevin hendrawan ngabuburit the series: damai itu indah episode 29 (final) 984,161 48,681 2,8 k 34 595 june 12,2018/ 5:32 14 kevin hendrawan kaget lihat malin kundang asli plus bangkai kapalnya langsung di padang 984,161 189, 454 7,8 k 113 1,1.. may 12, 2018,/ 14:59 15 kevin hendrawan short escape: jakarta rasa gili trawangan 984, 161 217, 530 6,3 k 136 712 april 22, 2018,/ 16:14 source: youtube and the data being processed by the researcher until 29 july 2018 copyright in youtube content production in indonesia in the following discussion, researchers will discuss copyright on background music and songs on youtube produced by youtuber. this discussion refers to the technique of vernacular discourse analysis related to content issues, but the content mentioned here is limited to the use of songs and background music. 148 journal of social studies (jss), volume 16, number 2, 2020: 137-156 video 1 raditya dika, titled: “ketiga kalinya naik helikopter masih mau muntah,” used two background songs that both not present the copyright attribution. the first background song titled ‘dangerous (robin schulz remix),’ david guetta feat sam martin, while the second song, the song, and singer cannot be identified. in the second video of raditya dika, there are three songs, but only one identified titled ‘water music, suite no. 2’ (bartok music, the top 100 masterpieces of classical music 1685-1928 volume 1). the other two songs are unidentified, and the youtuber does not list the copyright attribution. in the third video, three songs are used to support the video, three of them without a copyright explanation from the youtuber. one of the songs identified is ‘so quer vrau’ from mc mm feat dj rd. picture 1. sample of raditya dika’s video ria ricis a.k.a. ricis official’s first video titled “akhirnya naik helicopter!!! bareng awkarin?” there are five songs, and all of them do not include copyright. the first song title is unidentified. the second song that identified is ‘summer time’ (morninglightmusic from album five), then the third song ‘on fire !!’ by gucci brady. the fourth song is ‘radiance (full mix)’ by chris payne from album: car167 atmos 4-nature sea-space. the fifth song is ‘forever together’ by craig ballie, from forever together album. in the second video of ricis, there are four songs, all there is no copyright. the first song was unidentified, 149 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) the second song titled ‘caperucita roja’ by chavitos from album: el mundo de los ninos vol. 2. the third and fourth songs are unidentified. ricis’s third video, there are three songs. two songs with no copyright and one song are with copyright attribution by the youtuber. the first song titled ‘skinny jeans’ by dan mervis from album: want your body. the second song titled ‘gold’ by kiiara from album: low kii savage (this one is with the copyright attribution by ricis). the third song titled ‘rainy day games’ by the green orbs from album: rayni day games. picture 2. ria ricis’s sample video with copyright attribution the first video of arief muhammad titled, “main bowling bareng followers,” there are nine songs, and all have no copyright. copyright on the first and second songs not identified. the third song is titled ‘bitten by cupid’ (by slowfly feat sture zetterberg) from album golden wonderland. the fourth 150 journal of social studies (jss), volume 16, number 2, 2020: 137-156 song is undetectable, so is the fifth song. while the sixth song titled ‘red light’ by lvly from album: way way back. the seventh song is undetectable, as is the eighth song. while the ninth song titled ‘we’re falling in love’ by snow depart feat jesper pietersson from album, then you know it’s christmas ep. in the second video of arief muhammad, there is one song included copyright by youtuber, titled ‘hidden paradise’ by eka gustiwana (feat. prince husein & yessie trivena). in the third video of arief muhammad, there are four songs, all of which do not include copyright. the first song titled: ‘endless wave’ (reversed twister remix) by kamaya painters from album: the collected works. three other songs are unidentified titles. picture 3. sample video of arief muhammad the first video of gen halilintar titled: “ pusing muter nendang bola – gen halilintar fifa world cup challenge” contains nine songs. from the nine songs, the first song was identified as ‘bang bang bang’ by bigbang, taken from the album a. second song is ‘the drum’ by seige, taken from album boneshaker. all songs and back sounds are not included with copyright by the youtuber. the second video of the gen halilintar titled: “ kegilaan sebelum performance” has 13 songs, all of it not listed with copyright. however, 151 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) it showed that they are trying to avoid the copyright claim of the songs by all means. the background music is cut into an average of 5-6 seconds each (to avoid the demand for copyright violation?). however, in the comment column is found that the youtuber has clarified that the video is re-uploaded. some of the songs used before have claimed by the rightful owner (on claim id), so they replace the back sound music on that video. some songs are identified, in the example the first song titled ‘havana’ by camila cabello. the ninth song titled ‘mysterious conflict’ by david pires from album: life is changing. the tenth song is titled ‘let’s get it on’ by marvin gaye. the eleventh song titled ‘highway to hell’ by ac / dc from album: highway to hell. the twelfth song was unidentified, while the thirteenth background song took the footage of the mission impossible song. the third video of the gen halilintar with the title “ pake kostum di tempat umum kocaaak!!! costume challange gen”, has 14 background songs and one cover song. however, as usual, this youtuber is very tricky to use a short piece of the songs. however, there is some song that identified, such as the second song titled ‘ben damon’ by melter from album: five vs. stars. the third and fifteenth (as a covering) titled ‘thunder’ by imagine dragon. then on the ninth song titled ‘no excuses’ by megan trainor from album: no excuses. picture 4. gen halilintar video’s copyright explanation 152 journal of social studies (jss), volume 16, number 2, 2020: 137-156 the fifth youtuber, kevin hendrawan, on his video titled “ngabuburit the series: damai itu indah episode 29 (final)” is found to include attribution in the video description section. the background song used in this video is original soundtrack #ngabuburittheseries by althof miraza explicitly created for this youtube series. in this case, the use of attribution has been done correctly in the form of a description. the second video of kevin hendrawan titled “kaget lihat malin kundang asli plus bangkai kapalnya langsung di padang” using eight back sound songs, with some that identified, such as the third song titled ‘toca’s miracle’ by coco vs. fragma from album dj ricardo! pres. out anthems, vol. 3. after that, ‘la princesa by pedro el flamenkito from the album la princesa. the third song identified is la la (singin ‘like)’ by elijah n. feat. ms. k from album blogilates summer sweat mix. from the eight songs used, three identified while others are not. the entire song does not use copyright attribution. meanwhile, in kevin hendrawan’s third video titled “short escape: jakarta rasa gili trawangan.”, the video used six background songs, with no copyright attribution attributed to the entire song. some of the songs identified from this video are ‘la la (singin ‘like)’ by elijah n. feat. ms. k from the album blogilates summer sweat mix and ‘la princesa’ by pedro el flamenkito from the album la princesa which is a repetition of the previous video. picture 5. kevin hendrawan attribution sample on one of his video for the subjectivity discussion, the researcher sees that youtubers even understand the global context of youtube usage. however, in practice, they are not fully implementing global regulatory regulations, especially regarding 153 copyright issue on music back sound usage by ...(xenia angelica wijayanto,lestari nurhajati) copyright. on the other hand, the youtube policy with fair use causes the youtubers to use the regulation according to their “tastes” and subjectivity. the absence of sufficiently clear restrictions, making this rule seem indirect to do “omission” on copyright violation. fair use nevertheless is the grey area in the problem of the use of background music and songs copyright. in addition to this, it seems that the youtube policy in enabling content id claim and copyright straight basic applied in some videos. it is seen from the replacement of background songs performed by gen halilintar on one of their videos, as discussed above. one of the things that became researchers’ concerns is the use of a background song. with a short time as gen halilintar did on their videos, is there any special regulation for the duration of a song on youtube so that its use spared from copyright claim? alternatively, it is possible just because of the lack of attention on youtube or the rightful owner of the song put on it that made it possible to avoid. subjected to the use of free content, until the end of this research, no visible attribution provided by the youtuber or any other that indicates if they use free content as suggested by youtube on its site. there is also no use of another kind of attribution, such as creative commons in the description section of the youtuber videos. it is interesting when youtubers do not use attribution when using other people’s content, but they also not using free content provided by google. it is doubtful if we give the assumption that they do not understand or have knowledge about this. however, it is exciting to study further why (the reason behind) they do not provide attribution and also why they choose not to use available free content. conclusion this research shows that youtuber has run the agent of change function that is different from mainstream media, or in this case, television. they produce content with divers variety and build communication with their subscribers reasonably well. two-way communication between the youtuber and their audience shows how the difference them with the mainstream media as television. while in terms of content and subjectivity, especially in regards to the use of songs and music as background, it appears that youtubers generally do not run attribution according to copyright rules globally. it also shows that understanding the context imposed by youtube has not been thoroughly done by the youtuber. content id claim, copyright basic strike, and fair 154 journal of social studies (jss), volume 16, number 2, 2020: 137-156 use are still not run wholeheartedly. it is clear that the youtubers awareness of respecting copyrights of musicians and songwriters, including singers, is relatively less on youtuber indonesia. a firmer legal approach from youtube managers would be significant to influence indonesian youtuber behavioral patterns. for further research, researchers suggest deepening the study of strengthening copyright law enforcement and its development from various aspects, especially communication. references adding music. 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(2018, february 25). 10 youtuber indonesia dengan penghasilan miliaran rupiah. cnbc indonesia. accessed from https://www. cnbcindonesia.com/lifestyle/20180225163251-33-5380/10-youtuberindonesia-dengan-penghasilan-miliaran-rupiah 156 journal of social studies (jss), volume 16, number 2, 2020: 137-156 aman: social skill assesment fot transvestives... 64 social skill assessment for transvestives through the implementation of social problem solving method aman6 abstract this study is aimed to know: 1) how the steps of assessment instrumen building of social skill for transvestives through social problem solving method are, 2) instrument appropriateness of transvestives’ social skill assessment is. this study uses research and development method consisting of four stages, which are: (1) introduction stage, (2) design organizing stage of social skill assessment instrument for transvestives as the development of initial product form, (3) trial, evaluation and revision stage, and (4) implementation stage. the numbers of transvestives who become the sample in each trial in 2015 is 5 transvestives selected using purposive sampling. the data collection technique uses fgd, questionaire, observation, and documentation techniques. the data validation uses expert validation, while the accuracy of qualitative data uses source triangulation technique, theory and method. the quantitative data analysis is conducted using descriptive and qualitative data analytic technique with interactive model. based on the research result, it is concluded as follow: 1) the steps of instrument building on social skill assessment for transvestives through the implementation of social problem solving model are through : a) introductory study to construct theoretical framework, b) plan and organize instrument through fgd and expert validation, c) limited trial or individual test, evaluation and revision of instrument. the guidelines of expert validation result instrument indicates average score as 3.89 which means that the guideline is good or appropriate to test. also, based on the transvestivesassessment in individual trial indicates good result with average score of 3.69. meanwhile, the character education model of social problem solving (sps) for transvestives as the effort to develop their social skill in special region of yogyakarta indicates good result with average score of 3.80. keywords: character education, transvestives, and social skill 6 yogyakarta state university. email: aman@uny.ac.id ijss.vol.12, no.2, september 2016 65 introduction the main problem faced by transvestives in special region of yogyakarta is the low of social skill aspect. it influences the tendency of roughly attitudes and behaviors in social environment of they who are included in transvestives group or not. there are some factors that can be identified as the cause of low social skill aspect for transvestives in diy, (1) the lack of character education, (2) there has not been character education model for them, (3) the lack of government attention towards their character development, (4) transvestives development program is merely focussed on economic assistance, (5) and so on. recent character education program that has been developed by the government is focussed on formal education institution, and less reach transvestives group. their group may be marginalized with government programs concerning the implementation of character education in indonesia, whereas, they are also the nation generation that require equal attention in order to support current and future national character program. transvestives also have equal rights in education, including the implementation of national character education. according to ngo’s explanation, the number of transvestives in diy are 1962 people (kebaya ngo, 2013). the data indicates that their numbers are high and increasing over years. the increasing of transvestives number in diy is caused by their difficulty to find a job beside other social conditions. such condition indirectly has a cause towards the increasing number of transvestives. if it does not get special attention from the local government, their existence will be more marginalized. the other problem is that transvestives management is less appropriate in handling problems they face. in general, they are treated as the society who are merely categorized in marginal class. as a result, many programs of social economic problem solving which is directed for them is only giving less useful social and financial asistance. in fact, there have been many programs performed but they have not indicated maximum result. one of the causes is that the programmed activity has not been able to improve their identiy values as dignified citizens. their social skill is still far from the duty as society members who also need proper place. therefore, character education is a whole relational dynamic among individuals with various dimension, both inside or outside themselves. in order that the individuals more appreciate their freedom to be more responsible towards their self development as individuals and others’ in their lives. character education as a pedagogy gives attention towards three important things for human development, which are human natural ability development as possessed by each individu differently (naturalist). in developing this natural ability, human cannot ignore negative relation with social environment (rosseau) and in relation between today’s individual and society, humans lead themselves to values (among them are foerster, marx, kohlberg, and dithrey). having glorious morals are not automatically owned by each human right after they were born, however, it needs a long process through nurturing and education aman: social skill assesment fot transvestives... 66 (craving process). in arabian language, character is similar to morals (the root of khuluk word), which is habit to do good things. alghazali (2010: 25) draws that morals is an individual’s behavior which comes from a good heart/ sri sulistyawati’s study in 2008 which is entitled “society’s perception towards the existence of transvestives in sidomulyo area, yogyakarta” is aimed to know the transvestives’ activities in their social lives, how their existence in sidomulyo area and the perception of society towards transvestives existence in their environment are. the result of this study indicates that the society’s perception is less positive towards their existence so that transvestives’ life is marginalized. the existence of transvestives in sidomulyo area as marginalized group of people are considered as less having social skill in group or social life. according to the study of ricky santosa muharam in 2009 which is entitled “the existence of yogyakarta transvestives community in politic participation of transvestives group in special region of yogyakarta” is aimed to find out the existence of yogyakarta transvestives community in politic participation and solution to solve the problems concerning political participation, factors which hamper their participation in politic. the solutions of solving the problems have not been done in real about the crucial problems on character education for transvestives because so far character building is only implemented in formal path. based on the explanation above and studies done previously by sri sulistyawati (2008), andricky santosa muharam (2009) in which they have not disccussed and found character education model for transvestives to develop social skill and as the effort to improve identity values as dignified citizens. therefore, it is neccessary to do a dignified education, one of which is done through character education for them as the effort to develop social skill. on the basis of problem rationality above, it is neccessary to do indepth review through excellent research of this multiyears universities, which is furthermore entitled: the development of character education model for transvestives to improve social skill in special region of yogyakarta. based on the background and identification of the problems that have been elaborated in advance, it is formulated the main problems as follow: 1) how the steps of development of social skill assessment instrument through social problem solving implementation is, 2) how the appropriateness of social skill assessment instrument thrugh the implementation of social problem solving is. character is an individual’s figures, attitudes, morals or personalities shaped by virtues internalization result believed and used as the basic of the way of thinking, acting, and taking action. virtues consist of some values, morals and norms, such as honest, having courage to act, trustworthy, and respecting others. interaction between somebody and others raises social and nation character. therefore, the development of national character can only be done through individual character building. however, since humans live in a certain social and cultural environment, an individual’s character building can only be done in relevant social and cultural environment. it means a cultural and character development (puskur, 2010). ijss.vol.12, no.2, september 2016 67 also, david elkind & freddy sweet (2004: 127), explains that character education is undestood as: “character education is the deliberate effort to help people understand, care about, and act upon core ethical values. when we think about the kind of character we want for our children, it is clear that we want them to be able to judge what is right, care deeply about what is right, and then do what they believe to be right, even in the face of pressure from without and temptation from within”.character education is everything done by a teacher who is able to influence learners’ characters. a teacher helps to shape learners’ character concerning exemplary, how teacher’s behavior is, the way teacher speaks or delivers material, how he/she tolerate does, and various things concerning other things. a study towards cooperating skill is done through a research towards the capability to be a leader with seven indicators developed by banks(saripudin, 2002: 183), which are: a) happy of being a leader, b) able to cooperate with others easily, c) willing to listen to others’ suggestion, d) willing to maintain group unity, e) respecting others’ opinion, f) willing to help others, g) able to build group spirit. in this case, a research towards transvestives is intended to develop the most appopriate character education model, focussed on cooperation skill as one of social skill indicators. kemala atmojo (1986) explains that transvestives are transsexual phenomenon. through the observation he does, it is assumed that most of them are transexual. the term of transvestives is directed to a transexual individual (an individual whose physical appearance is different his/her sould condition). physically, a transvestives wants to perform as a woman, phychologically he identifies himself as a woman. however, biologically he is a man with man reproduction organ. problem based learning model more emphasizes on the application of problem solving method as mentioned by john dewey (sanjaya, 2008: 217) consists of 6 learning steps: 1. formulating problem. learners determine problem that will be solved. 2. analyzing problem. students review the problem critically from various point of views. 3. formulating hypothesis. learners formulate vaious solutions as the knowledge they possess. 4. collecting data. learners find out and draw information neccessary for the problem solving. 5. testing hypothesis. learners take and formulate conclusion as the acceptance and rejection of proposed hypotheses. 6. formulating recommendation of problem solving. learners draw recommendation that can be done as the formulation of hypothesis testing result and conclusion. character education model for transvestives to develop social skill is by developing problem based learning model with problem solving method into social problem solving (sps). this model is initiated with developing education system reality concerning character education that has compex variables, in this case, the research focus is social skill as model target. the solution of transvestives’ social skill as character component that will be find out is very low. in order to improve transvestives’ social skill, social problem solving (sps) method will be developed. it is aman: social skill assesment fot transvestives... 68 done through some steps: form a group of 4-5 people to discuss existing problems around them, identify problems and select one riskiest problem through group discussion, write down the cause, identity efforts that should be done to solve it, determines the most appropriate effort to solveit, determine how to implement problem solving effort and measure the success of problem solving which has been done. research method this research uses research and development method consisting four stages, which are: (1) introductory, (2) disain organizing of social skill assessment instrumen for transvestives as the development of initial product, (3) trial, evaluation and revision, and (4) implementation stages. the numbers of transvestives as the trial sample in 2015 were 5 people who were chosing in form of purposive sampling. the data collection technique uses fgd, questionaire, observation and documentation technique. the data validity uses expert validity, while the quality data validity uses source triangulation technique, theory and method. fgd activity involves 10 people, consisting of 3 people as research team, 1 reseach assistant, 2 sociology material experts, 2 character education experts, 1 learning technology experts, and 1 administration staff. for expert judgement, the experts who are involved are 8 people they were 2 sociology material experts, 2 character education experts, 2 evaluation experts, and 2 learning technology experts. the initial draft that has been revised is tested on 5 transvestives in one by one trial to know whether the model is good or bad. data analysis technique uses descriptive technique for quantitative data and interactive for the qualitative one. one of functions of descriptive analysis is to present the data of research result in simple form so that it is easy to obtain description of research result. qualitative data analysis technique is done for the interpretation importance by analyzing validation result data from experts that has given useful suggestions for character education model improvement. reseach result and discussion character education model as the effort of developing social skill that is focussed on cooperating skill of transvestives that is developed in this research is social problem solving (sps) model used to implemented character education for transvestives. research and development (r&d) through pre-survey, theoretical relevant, empiric, and practive reseach review in field ultimately find the concept of social problem solving (sps) as a means to develop social skill for transvestives. the concept of sps resulted through long proces such as panel discussion, foccussed discussion (fgd) , and product trial in field. before this model is tested in one-byone trial for model feasibility and clarity trial for transvestives, all set of models have been validated by experts. theoretical, empirical, and practival review in field, intensive discussion with researchteam and transvestives management and various parties through limited field trial indicates that sps concept consists of good learning process and a set of model components. furthermore, the development product is described in character education for transvestives as the effort of improving social skill on this research appendices. here will be ijss.vol.12, no.2, september 2016 69 explained systematically the field trial data as the development research result in this research. the implementation of fgd (focus group discussion) was held on august 22nd, 2015 in deanery courtroom of social science faculty of state university of yogyakarta. it was done by involving parties that are relevant with character education, learning technology, and sociology. fgd activity involves 10 people, consisting of 3 researchers, 1 research assistant, 2 sociology material experts, 2 character education experts, 1 learning technology expert, and 1 administrative staff. while for expert judgement, experts who are involved are 9 people. they are 2 sociology material experts, 2 character education experts, 2 evaluation experts, and 2 2 learning technology experts. through fgd which is intensively and effectively implemented by involving experts, it has been found and determined the concept of character education model. besides, the initial draft of the model and completeness are is also descussed and covers many suggestions or reccomendation to simplicize model which is developed because the research subject is transvestives. furthermore, after the improvement of developed model, one-by-one test is done towards 5 transvestives by involving all researcher and research assistant team. before the mode is tested on the subject, all model and the completeness have been validated by experts through preliminary trial. experts who are involved in the expert validation are 8 people, consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts, and 2 learning technology experts. 1. first trial borg and gall names this first trial as preliminary field testing. thistrial is done by distributing development products in form of guideline of sps character education model towards 8 people consisting 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. this firts trial is aimed to give meaningful correction and suggestion on character education model substance which is relevant to filling direction, content clarity, language used, writing procedure including writing format, general assessment, question points sufficiency, and reccomendation notes for revision. it is intended to make the developed model is understood easily by the model users, who are transvestives, social service agency, police, social practitioners, and transvestives obeservers. a. guideline of character education model guideline validation of sps model character education is foccussed on guideline content aspect and the language used.the development of character education guideline which is done based on validation result (assessment) of experts who give revision nots or reccomendation for the model guideline revision. the assessment of model guideline is foccussed on : 1) transvestives criteria clarity, 2) learning objective formulation clarity; 3) learning material formulation clarity, 4) learning material clarity, 5) learning design clarity, 6) learning model clarity, 7) learners role clarity, 8) assessment instrumen clarity, 9) assessment criteria clarity, and 10) education external clarity. while the language assessment is foccussed on : 1) standard indonesian language using, 2) undersanable statement formulation, and 3) clear words and sentences aman: social skill assesment fot transvestives... 70 for education model users. meanwhile, the things concerning writitng format are 1) letters shape and size, 2) writting format and punctuation using, and 3) writing format. validation towards character educator model clarity which is recently calls as sps model as the development of problem based learning model with problem solving method in preliminary trial is 8 peope consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. the assessment is done using 5 scale with minumum score of 1 and maximum score of 5. the average score of the first stage assessment result towards historical learning quality instrument are as follow: table 1 experts’ assessment result towards sps model guideline. no. assessment aspects score average 1 transvestives criteria clarity 3,75 2 learning objective formulation clarity 3,88 3 learning material formulation clarity 3,88 4 learning material scope 3,63 5 learning design clarity 3,75 6 learning model clarity 3,88 7 educators’ role clarity 3,75 8 assessment instrument clarity 3,88 9 assessment criteria clarity 3,63 10 learning external clarity 3,88 11 standard indonesian language use 3,88 12 understanable statement formulation 3,63 13 clear words and sentences use. 4,00 14 letter shape and size 4,00 15 writing format and punctuation use 3,88 16 writing format 3,88 total score average 3,89 besides doing assessment, validator is also asked to give comment or suggestion concerning all sps character education model. here is the recommendation or suggestion given by validator in preliminary stage assessment towards sps character education model guideline: 1) instrument assessment for answer selection score with “sometimes” term with score 3 and “rarely” with score 2 are changed into “rarely” score 3 and “very rare” score 2, 2) the correct term is social problem solving, 3) it should be rethinking whether transvestives validator is needed in validating model readibility and clarity of character education for transvestives, 4) each indicator should be more than item, as for group spirit building which is only 1 instrument point, 5) reconsidering whether the external is recommended to transvestives management and social department or there is no component or other users who also have their own interest. referring to reccomendation notes from experts in preliminary stage, furthermore the sps character education model is revised. the revision is done as a whole both towards education model component, character education guideline, social skill assessment format, or towards other components recommended for the revision. the revision result of guideline of sps character education model with various scientific-methodoligical considerations. futhermore it is used as the basic of developing sps character education model for the second trial or main trial in the second year in this research. besides being validated by experts, the validation towards sps character education model clarity as the development of problem based learning model with problem solving ijss.vol.12, no.2, september 2016 71 model in preliminary trial are 5 transvestives who are the management. the 5 scale assessment with minimum score of 1 and maximum of 5. the average score of first stage assessment result towards historical learning quality instrument is as follows: table 2 transvestives’ assessment result towards sps model guideline no. assessment aspects score average 1 transvestives criteria clarity 3,80 2 learning objective formulation clarity 3,80 3 learning material formulation clarity 3,60 4 learning material scope 3,60 5 learning design clarity 3,40 6 learning model clarity 3,40 7 educators’ role clarity 3,80 8 assessment instrument clarity 3,80 9 assessment criteria clarity 3,40 10 learning external clarity 3,60 11 standard indonesian language use 3,60 12 understanable statement formulation 3,60 13 clear words and sentences use. 4,00 14 letter shape and size 4,00 15 writing format and punctuation use 3,80 16 writing format 3,80 total score average 3,69 based on the transvestives assessment result towards sps character education model indicates assessment score 3.69 or good criteria to be tested in limited scale. b. character education model of lpm model character education model is validated from objectivity, practicality and efficiency aspect. sps character education model valuator involved in the development of first trial stage are 8 people, consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. the assessment uses scale 5 with minimum score of 1 and maximum of 5. the average score of first stage assessment result towards historical learning quality instrument is as follows: table3 experts’ assessment result towards sps model no. assessment aspects score average 1 learning material objectivity 3,88 2 model guideline objectivity 3,75 3 data collection instrument objectivity 3,75 4 social skill measurement practicality 3,88 5 learning material practicality 3,75 6 model implementation guideline practicality 3,88 7 economical in time use 3,75 8 economical in cost use 3,75 9 economical in in energy use 3,75 total score average 3,69 based on the expert assessment towards education model appropriateness of sps model character, the score average indicates 3.80 or good category. all assessment aspects indicate good category. it indicates that sps model developed for the implementation of character education for transvestives in order to develop their social skill is appropriately used in main or field operational trial. discussion and analysis in order to answer the problem formulation: how the developments steps of character education model as the effort to improve aman: social skill assesment fot transvestives... 72 social and personal skill for street children in diy, it is used descriptive analysis technique with percentage, score averafe (mean) and qualitative analysis with interactive model. the implementation of research and development (r&d) through theoretical review, empirical finding, and practices in field as the concept initial draft, continued with panel discussion with character education and sociology education experts, also education practitioners cause component compotition and indicators experience basic change. furthermore, the researcher conducts intensive theoretical and empirical review with reseacher team which the result is used as the initial draft or fgd material and continous discussion. fgd activities involve 10 people consisting 3 people of research team, 1 research assistant, 2 sociology experts, 2 character education experts, 1 learning technological expert, and 1 administrative staff. for expert judgement, experts who are involved are 8 people, consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. by implementing fgd intensively and effectively, it is finnaly found and determines character education model concept. before the model is tested on testing subject in small scale, all design and the set have been validated by experts through preliminary trial towards 8 people, consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. after the preliminary trial is done, model and instrumen are revised to do small scale trial. it is done in form of purposive sampling with certain considerations, which are subject quality that represents information and program completeness. this main trial is done by transvestives management in yogyakarta by considering that the management is able to represent all information about the existing management. besides, it should be representative with complex characteristics. here we are going to systematically explain field trial data of first and second stage as the result of development research. 1. sps model feasibility of expert assessment result based on the assessment result in the preliminary stage towards the instrument feasibility of character education model guideline, it is found the average score as follow: 1) transvestives criteria clarity = 3,75; 2) learning objective formulation clarity = 3,88; ; 3)learning material formulation clarity = 3,88 ; 4) learning material scope = 3,63; 5) learning design clarity = 3,75; 6) learning model clarity = 3,88; 7) educators’ role clarity = 3,75 ; 8) assessment instrument clarity = 3,88; 9) assessment criteria clarity =3,63; 10) learning external clarity=3,88. while the language assessment has average score as follow: 1) standard indonesian language use = 3,88; 2) understanable statement formulation = 3,63 and 3) clear words and sentences use = 4,00. writing format covers 1) letter shape and size = 4,00; 2) writing format and punctuation use = 3,88; 3) writing format=3,88. if it is consulted with assessment standard in character education model guideline, the total score average is in the interval >3.4-4.2 including in good or feasible category so that the model can be used with some revisions. in order to get good model, the instrument is revised. therefore, before ijss.vol.12, no.2, september 2016 73 the instrument is tested on second small scale trial, revision refers to recommendation given by validator is done. there are 5 recommendations given by validators and as the basic of revision before small scale trial is still in feasibility or clarity test of sps model guideline. 2. model of sps model character education character education model is validated from objectivity, practicality, and efficiency aspects. the valuator of lpm character education model involved in the development preliminary trial are 8 people, consisting of 2 sociology material experts, 2 character education experts, 2 evaluation experts and 2 learning technology experts. the assessment uses scale 5 with minimum score of 1 and maximum of 5. based on the assessment result on preliminary stage towards character education model effectiveness, it is found the average score as follow: 1) learning material objectivity= 3,88; 2) model guideline objectivity = 3,75; 3) data collection instrument objectivity= 3,75; 4) social skill measurement practicality = 3,88; 5) learning material practicality = 3,75; 6) model implementation guideline practicality = 3,88; 7)economical in time use= 3,75; 8) economical in cost use= 3,75; 9) economical in in energy use= 3,75. if it is consulted with assessment standard on model guideline, the total score average is in the interval >3,4-4,2 which is included in good or feasible category so that the model can be used with some revision. therefore, before the model is tested on the second stage of feasibility test for transvestives, it is done revisions which refer to reccomendation given by the validator. there are some reccomendation given by them and as the basic of revision before being tested on the second stage or small scale trial. 3. sps model feasibility of transvestives’ assessment result based on the transvestives assessment result on preliminary stage towards guideline instrument feasibility of character education model, it is found score average as follow: 1) transvestives criteria clarity= 3,80; 2)learning objective formulation clarity= 3,80; 3) learning material formulation clarity=3,60; 4) learning material scope= 3,60; 5)learning design clarity= 3,40; 6) learning model clarity= 3,40; 7)educators’ role clarity= 3,80; 8) assessment instrument clarity= 3,80; 9)assessment criteria clarity= 3,40; 10) learning external clarity = 3,60. while the language assessment has score average as follow: 1) standard indonesian language use= 3,60; 2) understanable statement formulation= 3,60;3) clear words and sentences use =4,00; writing format covers 1) letter shape and size = 4,00; 2) writing format and punctuation use = 3,80; 3) writing format=3,80. if it is consulted with assessment standard in character education model guideline, the total score average is in the interval >3.4-4.2 including in good or feasible category so that the model can be used with some revisions. in order to get good model, the instrument is revised. therefore, before the instrument is tested on second small scale trial, revision refers to recommendation given by validator is done. there are 5 recommendations given by validators and as the basic of revision before small scale trial is still in feasibility or clarity test of sps model guideline. aman: social skill assesment fot transvestives... 74 character education model for transvestives which is done to improve their social skill is by developing problem based learning model with problem solving method to be social problem solving (sps) method, is particularly foccussed on transvestives’ social problen in undergoing their lives in group. this model is initiated with education system reality which develop concerning character education that has complex variable, in this case, the research focuss is on social skill as the model target. the solution of transvestives’ social character will found with the existing reality that it is still low. in order to develop social skill, sps model implementation is done through steps of: making a group of 4-5 people to discuss existing social problems around them, identifying social problems and choosing the riskiest social problem in their environment, writing the problem causes, identifying most appropriate efforts to solve the problem, determining how to implement the problem solving, and valuing problem solving success which is done. conclusion 1. conclusion based on the research result and development done, through the data collection and analysis process, it can be proposed the research conclusion as follow: a. the development of component and completeness of sps character education model is done procedurally and methodologically through research and development. of component and completeness of sps character education mode as the core is done through conceptual, theoretical, and empirical review in field through survey, fgd, expert assessment and small scale trial. research and development (r&d) activity done through theoretical review presurvey, including relevant, empirical and practical research review finnally find sps concept as a means to improve social skill for transvestives. sps concept resulted through a long process such as panel discussion, foccussed discussion(fgd) and product trial in field. before this model is tested in small scale, all set of model has been validated by experts. theoretical, empirical and practical review in field and intensive discussion with researcher team and transvestives management and various parties through small scale field trial indicates that the concept of social problem solving consists of the component of education process amd a set of model. furthermore, the development product described in the character educaion guideline for transvestives as the effort of developing social skill exists in this research appendices. b. sps model of the research and development research has good feasibility level. the guideline of character education model of experts’ validation result indicates that score average 3.89 which means that the guideline is good and feasible to test. also, based on the transcestives assessment in one-by-one trial indicates a good result with score averaga of 3.69. while the character education model of social problem solving (sps) model for transvestives as the effort to develop social skill in special region of yogyakarta indicates a good result with score average of 3.80. ijss.vol.12, no.2, september 2016 75 suggestion based on the conclusion that has been explained above, it can be reccomended some things a. sps model can be used for transvestives management, social department, police, teachers, or transvestives social problem obervers in developing their character, especially concerning social kill, especially their cooperating skill. b. sps model should be continously tested on wider subject so that the sharpness and sensitivity of model is guaranteed and applicable on various transvestives’ characteirstics. references al ghazali. 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(2008). strategi pembelajaran berorientasi standar proses pendidikan.jakarta: kencana prenada media group. 197 promoting and practicing religious pluralism: muhammadiyah experience biyanto biyanto department theology and islamic philosophy, ushuluddin and philosophy faculty, state islamic university sunan ampel surabaya, indonesia email: mrbiyanto@gmail.com abstract this article aims to discuss about the experiences of muhammadiyah in promoting and practicing values of religious pluralism in indonesia. as one of the biggest modern islamic organization in the world muhammadiyah showed to take action in promoting values of religious pluralism. it was showed by education, preaching, social welfare, inter-faith dialogue and peace, and across culture, ethnic, and religious programs. for example, muhammadiyah formed many schools and universities at all provinces in indonesia. the network of muhammadiyah’s schools and universities through in districts, in fact at villages. by education, muhammadiyah taught and practiced values of religious pluralism. it was showed, particularly, by muhammadiyah’s schools and universities at muslim minority provinces. province of papua, west papua, and east nusa tenggara, for example, percentage non-muslim students and teacher at muhammadiyah’s schools and universities through 75%-90%. muhammadiyah also invited non-muslim teachers to teach religion. muhammadiyah gave freedom for every student to practice his religious teaching. by preaching, muhammadiyah gave an emphasis that the diversity or plurality in the human life patterns is god’s wish and a scientific fact (natural of law, sunnatullah). therefor everyone must celebrate and respect to diversity or plurality. until journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.197-210, doi: 10.21831/jss.v16i2. 34711. 197-210 198 journal of social studies (jss), volume 16, number 2, 2020: 197-210 now muhammadiyah still active inter-faith dialogue and peace with religious leaders in indonesia, even in the world. muhammadiyah also does programs to against terrorism. the leaders of muhammadiyah also involved peace building programs ini the world. promoting values of religious pluralism by muhammadiyah is very important because indonesia is a multicultural state in ethnic, culture, and religion. keywords: diversity, values of religious pluralism, muhammadiyah experience introduction one of the themes raised by many moslem thinkers in the contemporary era, as said charles kurzman, is rights of non-muslim. this theme is very relevant with religious pluralism discourse. the other themes are against theocracy, democracy, rights of women, freedom of thought, and progress. (kurzman, 1998). theme of religious pluralism is generally discussed in the context of inter-religious ummah and inter-school of thoughts in a religion. based on this thought, the religious pluralism discourse had actually appeared during the beginning era of islam development, especially when the process of conquest (al-futuhat) by the muslim over non-muslim ummah happened. the interaction among the ummah of islam in the period got some sharia legitimation, meaning that the non-muslims rights, especially jews and christians in performing their religion teachings were assured as long as they gave loyalty and paid tributes to the ruling islam leaders. this fact of history shows that since the beginning, some awareness among the circles of the islam leaders have appeared in order to build a harmonious life order above the cultural, tribal, and religious plurality. in the context of the muslim elites in indonesia, the religious pluralism discourse has also been much discussed. especially, the council of indonesian ulama (majelis ulama indonesia, mui) in its seventh national meeting held on july 26-29, 2005, issued a fatwa (a binding ruling in religious matters) on the deviation to the secularism, pluralism, and liberalism. these three views in the mui’s perspective and their critics are called “sipilis”. pluralism the mui has been considered as deviation is the view seeing that all religions are the same (hasyim, 2015). even, some figures of social and religious organizations also variously responded to the issue of the religious pluralism. among them, some support and some reject the fatwa. whereas indonesia is multicultural 199 promoting and practicing religious pluralism: muhammadiyah experience (biyanto biyanto) state. indonesia has more than 17.000 islands. there are over 300 ethnic groups and more than 700 living languages spoken in indonesia. plurality of society also is shown in religion. there are many religions in indonesia. as plural state, why indonesia is able to keep diversity. because, indonesia has national ideology, namely pancasila (five basic principles). the substance of five principles of pancasila are: (1) belief in the one and only god, (2) humanity, (3) unity, (4) deliberative consensus, and (5) social justice. in pancasila there is national motto, “unity in diversity” (bhinneka tunggal ika). indonesia also has many religious organizations as pillars of civil society, one of them muhammadiyah. muhammadiyah is one of the biggest modern islamic organizations in indonesia. muhammadiyah has positively responded to the religious pluralism discourse. it states that plurality is a fact, even, a part of the god’s design. therefore, earthing the religious pluralism values is a necessity. figures such as ahmad syafii maarif (born, 1935), din syamsuddin (born, 1958), amin abdullah (born, 1953), haedar nashir (born, 1958), abdul munir mulkhan (born, 1946), and moeslim abdurrahman (1948-2012), may be called to represent the groups of the muhammadiyah thinkers who really appreciate the idea of the religious pluralism. therefore, the aim of this writing is to describe some experiences from muhammadiyah in promoting and practicing values of religious pluralism in indonesia. literature review besides religious pluralism, there are also various terms used in some literatures to show the diversity phenomenon in religiousness. the figures such as richard huges seager (seager, 1993), thomas dean (dean, 1995), and kosuke koyama (koyama, 2016), are those who make use of the term religious diversity (parsons, 1993). such various uses show that pluralism has been one of the themes that have been discussed by a lot of inter-religious thinkers. therefore, it is not exaggerated when harold coward states that pluralism is a challenge each religion faces at present. even, referring to the religiousness tradition, each religion turns out having various doctrines and experiences in facing the pluralism problem (coward, 1985). thus, pluralism means that a religion cannot close itself anymore and consider that its teachings and the ritual system are the most valid ones. in this present context, the discourse of pluralism is not only discussed in terms of the reality of the diverse and complex society, consisting of 200 journal of social studies (jss), volume 16, number 2, 2020: 197-210 various races and religions, but also in the context of building some genuine engagement of diversities within the bounds of civility. even, it can be said that pluralism is a necessity for saving the human beings that may be made among others through the mechanism of supervising and balancing among any groups in the society. it means that this perspective places pluralism as a religious typology which is the further stage of inclusivism. inclusivism necessitates an understanding that other religions possess similarities so that there is a desire to have a meeting point among the religions. different from inclusivism, pluralism exactly recognizes the differences (misrawi, 2007). it is in this context that pluralism may be considered as a continuance from inclusivism since it sees each religion possess a unique reality. then, here pluralism is present to build some tolerance amid the religious differences and diversities. the problem of diversity is not only experienced by islam, but also realized by other religions. therefore, harold coward states that pluralism may actually be found out in each religion. according to harold, great religions, judaism, christianity, islam, hinduism, and buddhism, clearly have normative teachings and historical experiences in facing the society’s plurality problem (coward, 1985). but, in john hick’s perspective, islam seems to have a clear view on pluralism. according to john hick (19222012), it is because islam has a doctrine on the scribers (ahl al-kitab) covering judaism and christianity (hick, 1989: 197-199). among the thinkers of islam, the discourse of the scribers is also debated so that this issue seems to be controversial. so, how the elit groups of muhammadiyah respond to religious pluralism? one of them, kuntowijoyo (1943-2005) said that pluralism may be typified into two, negative and positive pluralism (kuntowijoyo, 2001: 287). the term “negative pluralism” is used to show one’s very extreme religious attitude. this extreme attitude for example is shown by statement that a religion is like to wear clothing so that one may replace it any time with another. in the mind of the conceivers and builders of this negative pluralism, they acknowledge that there are many religions. principally, this statement is in line with the existing reality. but stating that a conversion of religion naturally happens as easily as replacing clothing of course may result in some controversies. pluralism is said to be negative if there is someone viewing that it is not necessary to hold his religious faith firmly. meanwhile, positive pluralism is a religious attitude respecting to the opinions, ways of life and faiths. when explaining this positive pluralism, 201 promoting and practicing religious pluralism: muhammadiyah experience (biyanto biyanto) kuntowijoyo exemplified his own experiences when he was studying abroad. for instance, when there was an announcement of a beer party, he came to the party by bringing coca cola with him. if he found out that his friend living in the same apartment with him was addicted to beer, he was willing to accompany him to come to a restaurant to buy beer. even, when asked whether his refrigerator may be used to store beer, he answered “yes” as long as he was not asked to drink beer. it turns out that america which is very plurality in the human life patterns according to kuntowijoyo still give opportunities to the development of this positive pluralism (kuntowijoyo, 2001). meanwhile, nurcholish madjid (1939-2005) gives an emphasis that the diversity or plurality in the human life patterns is god’s wish and a scientific fact. according to nurcholish, pluralism is a value system requiring human beings to respect forms of plurality by accepting plurality as a reality and then doing some kindness in accordance with each personal disposition (madjid, 1992). in this context, nurcholish suggests that the ummah of islam applies a principle called an internal relativism principle. the character of this internal relativism according nurcholish may be used as a way out for the ummah avoid an absolutism claim for oneself and his own group. this principle is stated by nurcholish in the context of building muslim brotherhood (ukhuwah islamiyah) in indonesia (madjid, 2000). it is through the brotherhood spirit that one should change any differences into a positive base of the life attitude, such as doing a race for goodness (al-khairat). this condition may be realized if an attitude of respecting and appreciating any differences among the members of the society grows well. according to nurcholish, indonesia possessing the greatest amount of muslims in the world may offer itself as a lab for developing religious tolerance and pluralism. besides, the ummah of islam in indonesia is trying hard to bring islam into positive and constructive dialogues in line with various demands of places and time. nurcholish also uses some verses of the holy qur’an as a base to build pluralism values (qs. al-hujurat/49: 11-13). the law of difference according to nurcholish is god’s determination for human beings. even, the law also prevails for those with each biographical, social, and cultural background believing in god. therefore, brotherhood based on belief (ukhuwah imaniyah) under a diversity framework is really suggested by allah swt (qs. al-hujurat/49: 10). since difference is god’s determination, each person should be really (ijtihad) trying to look for, to understand, and to catch the truth. nurcholish, citing ibn taymiyah (1263202 journal of social studies (jss), volume 16, number 2, 2020: 197-210 1328) states that those who are doing ijtihad cannot be blamed, since if their ijtihads are right, they will get multiple rewards from god. whereas, if their ijtihad is wrong, they will still get the reward, although the reward is just one. therefore, the freedom of thinking, of speech, and of gathering without any suspicion among groups of society should always be maintained. a scientist, who is also called the father of comparative religion in indonesia, abdul mukti ali (1923-2004), also proposes a typology of the religious pluralism. according to mukti ali, plurality is a reality which is clearly seen. in indonesia, many religions may also be found out. even, there are six official religions in indonesia, namely islam, christian, catholic, hinduism, buddhism, and confusius. each religion must teach different ways of life. it is the believer’s faith to understand god’s teaching. since indonesian people live in a plural society, a way towards harmony in religious life is needed. moreover, mukti ali shows some choices that may be proposed to grow the religious pluralism values. first, there is an opinion stating that all religions are the same. it is called “syncretism”. this syncretic pattern grows well not only in indonesia but also in some other developing countries. in indonesia, the syncretism becomes the main teaching of mystical groups. in the 1959 report of badan kongres kebatinan (mystical congress board), it is formulized that all conceptions of god are the aspects of the one supreme, eternal, and unending god. all religions are aspects of a great way into one truth. this formula shows one of the pillars of the syncretic group’s teaching. the second pattern is called re-conception, meaning seeing through and reviewing one’s religion in relation to others. this pattern requires an arrangement of a universal religion that fulfills all people and nations’ needs by way of re-conception. this way is reached by stating that each person should believe in his own religion, but in each religion, one should enter elements of other religion into his own religion. the third pattern is synthesis, meaning creating a new religion of which its elements are taken from various religions. it is done in order to make each believer feels that some of his religion teaching has been represented in the synthetic religion. by this way, each believer hopes that he may have a harmonious and peaceful life. the fourth pattern is replacement, meaning that it is one’s religion that is right, while others are wrong. therefore, there will be some efforts that other believers should enter into one’s religion. he is not willing if there are 203 promoting and practicing religious pluralism: muhammadiyah experience (biyanto biyanto) other persons believing in different religions and faiths. consequently, other religions should also be replaced with the religion one believes in order to create a harmonious life. the fifth pattern is called agree in disagreement. this patter teaches that it is the religion one believes in is the best. but he lets other people believe that their religions are the best. this typology also teaches that each religion has differences and sameness. so, an attitude to grow in this matter is to respect one another among religion believers (ali, 1992). from the alternatives, mukti ali states that the agree in disagreement pattern is the most relevant for each believer. it is said that a religious person should believe that it is the religion one believes in is the best and the most right. and, others are let, or appreciated to believe the truth of the religion one believes in. another typology of pluralism is also proposed by diana l. eck (born, 1945), professor of comparative religion and indian studies at harvard university. according to diana, a religious pluralism possesses four important characteristics; first, pluralism is not diversity alone, but the energetic engagement with diversity. a religious diversity is something given, while a religious pluralism is an achievement that should always be actively tried. second, pluralism is not just tolerance, but the active seeking of understanding a cross lines of difference. third, pluralism is not relativism, but the encounter of commitments. fourth, pluralism is based on dialogue. dialogue means involvement of two or more persons to speak and to listen to. both are in a process to open their mind on the sameness of understanding and the reality of difference (eck, 1993). hence, what is important in this dialogue is the existence of commitments and willingness to share, to criticize and to be criticized. methods the method of this study was a literature review or library research. the data was collected with reading the books, the paths of the books, articles in journals, sources from the websites, and documents of muhammadiyah. this study used the qualitative approach. according lawrence neuman that qualitative style had some characteristics: (a) construct social reality, cultural meaning; (b) focus on interactive processes, events; (c) authenticity is key; (d) values are present and explicit; (d) situationally constrained; (e) few cases, subjects; (f) thematic analysis; and (g) researcher is involved (neuman, 2003). by 204 journal of social studies (jss), volume 16, number 2, 2020: 197-210 qualitative approach as neuman said this study described the meaning of the views of muhammadiyah about promoting and practicing religious pluralism in indonesia. results and discussion one of the muhammadiyah important works dealing with the idea of religious pluralism is a book published by majelis tarjih dan pengembangan pemikiran islam with the title of tafsir tematik al-qur’an tentang hubungan sosial antar umat beragama (thematic interpretation of the holy qur’an on the social relationship among religious ummah) (henceforth, tafsir tematik) (abdullah, 2000). this is important since the theme of the actual social relationship among religious ummah is discussed. it is because there are many cases of intolerance among religious ummah. indonesia during the post reform era is also colored with various cases of radicalism with religion nuances. even, there are suicide bombing in various areas. muhammadiyah as one the the greatest social religious organizations in this country clearly should give some positive contributions. as a whole, the tafsir tematik consists of four parts. the first part the discussion of the principles of the relationship among religious ummah. in this part, an interpretation on a number of verses that may be understood as the recognition of islam to the fact of the religion diversity is presented. a commitment to realize a peaceful coexistence in the relation among religious ummah also exists. the second part talks about how to maintain good relations and cooperation among religious ummah. the third part is the discussion of the holy qur’an on the scribers. the last part discusses about marriages between brides and bridegrooms possessing different religions according to the holly qur’an. some discourses developed in the tafsir tematik should be appreciated because it is relevant with the problems of pluralism in the contemporary era, especially in indonesia. the explanation of the religious pluralism and of the response to it is discussed at the first part of the book. it is said that pluralism in the study of theology possesses three interpretations. first pluralism means a fact that the religious ummah is plural. in the context, pluralism means actual plurality, especially the indonesian government recognizes many religions and faiths. second, pluralism has a political connotation of which the meaning is synonymous with secularism. in this case, secularism may have two meanings; 205 promoting and practicing religious pluralism: muhammadiyah experience (biyanto biyanto) (1) separating religion from public affairs and also reflecting an anti-religion phenomenon, (2) the state that does not identify itself to a certain religion, but that respects and gives opportunities to all religions to develop. the policy made by the indonesian government on the existence of religions reflects the development of secularism under the second meaning. third, the term plurality refers to a view stating that all religions at last lead towards one same truth (abdullah, 2000). as one pillar of the civil society, muhammadiyah is committed to present the feature of modern plurality. the face of indonesian islam should be brought toward a moderate form. this awareness may be observed through actions muhammadiyah has done in the recent years. in the tanwir meeting held in yogyakarta, dated from april 26-29, 2007, some problems dealing with the nationality roles of muhammadiyah, including its contribution to the development of the democratic cultures, human rights, environment, and cultural plurality were discussed. in its 47th congress held in makassar, dated on august 3-7, 2015, a concept of pancasila state as a consensus of all elements of the nation was also formulized. the form of indonesia state is considered to be final. for muhammadiyah, it is high time for us to fill in this country with crediting achievements. according to one of its figures, abdul malik fadjar (born, 1939), muhammadiyah actually has a normative reference to lead its members to do their lives under pluralistically geographical and cultural environment (fadjar, 2007). the base malik fajar said is a smart book serving as a guide to do daily lives. the book is pedoman hidup islami warga muhammadiyah (an islamic life guide for the members of muhammadiyah). this book has discussed the life of family, society, and state, environment preservation, and the life of the art, and culture. another figure, sudibyo markus, states that the nationality roles of muhammadiyah actually may be observed since the establishment of this organization. many of its activities have been directed to the fields of missionary endeavors, education, health and social welfare that directly deal with the life of society, nation and state (markus, 2007). although alwi shihab (born, 1946) in his research states that one of the factors of the birth of muhammadiyah is to dam up the flow of christianization, but it does not mean that muhammadiyah does not respect the religious and cultural plurality. various dialogues made by the founding father of muhammadiyah, kh ahmad dahlan (1868-1923), with a number of christian missionaries 206 journal of social studies (jss), volume 16, number 2, 2020: 197-210 show commitments of the founding father to build a more dialogical interreligion relationship. from the beginning, not only has muhammadiyah made inter-religion associations, but also shown a very open organization. the relationship between muhammadiyah and budi utomo, an organization pioneering the national resurrection with “nationalism-java” ideology shows the openness character. a good relationship with budi utomo was also shown through the willingness of this organization to invite ahmad dahlan to give a speech in front of the congress participants in 1917. the participants were so interested in the speech that some of them asked him to give lectures on religion and also to open branches of muhammadiyah in their regions. as a result, it is not surprising that in 1920, muhammadiyah had succeeded in reaching areas all over java island (arifin, 1990). beside maintaining good relationships with religious organizations such as sufi order (tarekat) in islam, muhammadiyah are also open with non religious organizations. even, with a communist-bowed organization such as isdv (indische social demochratische vereeniging), muhammadiyah also built a good relation. it was proved by the fact that ahmad dahlan also invited the figures of isdv and chairman of the communist party of indonesia such as semaun (1899-1971) and darsono (born, 1897) to give speeches in the open meeting of muhammadiyah held in kauman, yogyakarta (arifin, 1990). the facts show that muhammadiyah whishes to develop a culture of inter-ethnic and religion dialogues. this shows the basic character of muhammadiyah, open to plurality. at present, muhammadiyah is also trying to develop an openness culture. the spirit of openness certainly will be meaningful to its members, especially those who live in minority areas. sudibyo told that there are some muhammadiyah schools located in the christian majority areas such as east nusa tenggara, west papua, and papua. there are many christian students in muhammadiyah schools at that provinces. therefore, there is a joke that “there are many pastors who are alumni of muhammadiyah schools.” it is because 75-90% of the students in the muhammadiyah schools and universities are christians. the interesting, muhammadiyah always invite the christianity teacher to teach christian students. the phenomenon shows the basic character of muhammadiyah, has open attitudes and respects cultural and religious diversity. some efforts to build inter-religious, ethnic, and cultural relationships 207 promoting and practicing religious pluralism: muhammadiyah experience (biyanto biyanto) have always been being made by muhammadiyah up to now. pioneering spirit of muhammadiyah in various international multicultural forums such as world peace forum (wpf), asian committee on religions and peace (acrp), and world committee on religions and peace (wcrp), shows strong whishes of muhammadiyah to earth religious pluralism values. din syamsuddin (head of central board muhammadiyah in 2005-2015) still has occupied the presidents of wpf, acrp, and wcrp. din states that the institutions he leads have members of leaders, thinkers, religious elites, and scholars from all over the world (sukma, 2006). periodically, muhammadiyah and wpf also make joint programs. one of them is an activity made in august, 2006 with the theme; one humanity, one destiny, one responsibility. the theme was chosen to respond the world condition full of wars, conflicts, and violences. in 2012, the fourth wpf meeting with the theme of consolidating multicultural democracy was held. this meeting shows the actions taken by muhammadiyah in consolidating multicultural democracy so that an inter-ethnic, cultural and religious dialogical relationship may be maintained. actions taken by the youth of muhammadiyah to earth the religious pluralism values are also seen through ngos such as maarif institute for humanity and culture, youth intellectual network of muhammadiyah (jaringan intelektual muda muhammadiyah, jimm), al-maun foundation, and center for dialogue and cooperation among civilization (cdcc). maarif institute may be said to be an embryo of almost all ngos with the bases of the youth of muhammadiyah. maarif institute was established in 2002, when ahmad syafii maarif became the general head of central leader of muhammadiyah. beside syafii maarif, there are popular figures as the founders of maarif institute such as haedar nashir, moeslim abdurrahman, jeffrie geofannie (born, 1967), rizal sukma (born, 1964), and suyoto (born, 1965). in the statute of the establishment it is stated that maarif institute is committed to the cultural movements in the islam, humanity, and indonesia context. some contemporary issues dealing with humanity problems such human rights, pluralism, gender, and inter-religion and civilization dialogues become the concern of maarif institute. today, muhammadiyah active interfaith dialogue and peace with religious leaders in indonesia, even in the world. muhammadiyah also does programs to against terrorism and radicalism. under leadership haedar nashir and abdul mukti, muhammadiyah proposed programs for strengthening of religious moderation (wasatiyyah 208 journal of social studies (jss), volume 16, number 2, 2020: 197-210 islam) to replace deradicalization that be done by government. muhammadiyah also involved actively peace building programs in the world, for example in south thailand, south philippines, and myanmar. at the world level muhammadiyah has partnered with international institutions such as usaid, ausaid, muslim aid, unicef, bill & melinda gate, community of sant’egidio, global fund, and the asian muslim charity foundation (biyanto, 2020). all partnerships are generally in the form of support for humanitarian work to help those who were victims natural and humanitarian disasters. muhammadiyah helped them regardless of religion and ethnicity. conclusion various activities muhammadiyah has held show its commitment to present moderate and friendly face of islam about religious and cultural plurality. efforts to earth religious pluralism values have been made through the field of education, beside the actions taken by the figures of muhammadiyah. the educational institutions of muhammadiyah from the elementary, secondary to tertiary levels have maximized its roles as public services to educate the children from various ethnic groups, classes, and religions. the actions muhammadiyah has taken in this field may be felt in areas with moslem minority. it means, therefore, that muhammadiyah has positively responded to the plural and multicultural challenges. muhammadiyah also asks the government and foreign funding agencies to earth pluralism values all the time, and it also has intensified its activities to ask as many as possible individuals, societies, and institutions to present developed and moderate islam. all of these show the actions muhammadiyah taken as a civil society committed to promote religious pluralism values by education, preaching, social welfare, inter-faith dialogue and peace, and across culture, ethnic, and religious programs. muhammadiyah taught values of religious pluralism with example, not only as knowledge or discourse. references abdullah, m. a. et.all. 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(2006). report world peace forum: one humanity, one desnity, one responsibility. jakarta: bureau for international and cooperation central board of muhammadiyah ijss.vol.12, no.2, september 2016 19 analysis of lecturers’ experience in the implementationof ict in teaching economics to undergraduates kabora floria2 abstract this research aims to reveal: (1) the use of ict by the economics lecturers in the faculty of economics, yogyakarta state university; (2) the reality of their skill in using ict in teaching; and (3) the impact of ict use on teaching. this research used the qualitative phenomenology approach. the goal is to describe a “lived experience” of lecturers in the implementation of ict in teaching economics to undergraduate students than to explain their experiences. the result reveals three findings. first, the use of ict in the faculty of economics, yogyakarta state university is that the internet is used for browsing, lcd projectors for visualizing materials, and be-smart (e-learning) for learning support. second, the lecturers’ skill in using ict in teaching is in the average level. it is also noticed that the male lecturers are more competent in ict than female lecturers. third, the impacts of ict use on teaching are the increase of the competence and the confidence of the lecturers to transfer knowledge. keywords: economics lecturers, ict, experience 2the ministry of education, madagaskar. email: loyahkabora@yahoo.fr kabora floria:analysis of lecturer’s experience 20 introduction education is the most powerful weapon to change the worldnelson mandela. through education, human knowledge advances rapidly and brings an enormous implication in education itself. innovating is one of humans’ faculties. it involves learning to make something in different way than usual. that innovation is often associated with the new technologies such as ict. ict has been introduced in education over the last 28 years and it is often used in higher education. however the existence of ict in education presents a big challenge for the educators in their ways of teaching. it requires a shift from the traditional method to the modern one. ict provides a revolutionary tool in education. but as we know that lecturers are the main driver of the studies in class and have a role to lecture, to prepare teaching materials and handouts for students, to set and mark assignments and examination papers, so, ict is the main tool to fulfill their work. thus, it can be said that lecturers are very experienced in the implementation of ict in the pedagogical process including its advantages and its inconveniences. the use of ict is supposed to enhance or support learning and teaching in education, has become increasingly important in tertiary education (fabunmi & adesoji f., 2012, p.121) but ict does not guarantee that a student will learn. a good quality of pen cannot improve a student’s learning, but it can help that student write easily and comfortably. it is the same with ict, it can help a student to find information rapidly and easily. simply using ict in teaching and learning process does not improve the thinking of students. students learn from thinking and thinking needs exercises. so, teaching and learning in the new environment require complex adjustments and substantial rethinking. indonesia is one of the countries which already implemented ict in all universities. one of the cities of indonesia is yogyakarta. this city is known as a city of students. referring to the thoughtfulness of public, ysu or yogyakarta state university is one of the favorite universities in the yogyakarta area. the vision of the university is to become a world-class university in 2025 which is based on faith, independence and intelligence. although the one of the important roles of education is the economic role that makes human work according to their needs, ysu provides economics as one of the fields of study existed in the university. it is held by the faculty of economics. the initial survey conducted by the researcher at the faculty of economics at yogyakarta state university mentioned that the university has just got a new building that was established on june 22nd, 2011. previously the faculty was blended with the faculty of social science. the reasons of their separation are first, the philosophy of science; the graduates of economics themselves will be more meaningful if they come from the pure field of economics. second, the public confidence or the stakeholders, some of public or stakeholders do not trust in the competence of the graduates if they come from the field of social science even though their field of study is economics. finally, the request of economics’ students with respect to the pride; they feel more confident and proud of when it mentions economics’ graduates rather than social science graduates in their diploma (interview on july 24th, 2014). thus, the faculty is the youngest ijss.vol.12, no.2, september 2016 21 faculty of the university and uses ict since its creation for implementing its programs with an adequate enough of infrastructure and facilities. yet, in terms of teaching methods, economics is the lower-rated disciplines by students. this picture is similar in other countries (fry, 2009, p.407). while the objective to teach economics in class is to help the students on how to think but not on what to think (boyes & melvin, 2004, p.5). economics makes human reasonable and has an analytical mind. on the other side, technology evolves fast and it always affects the people’s way of life in all over the world. how does then our fast changing world effect education? how does technology effect education, in its delivery and in its depth? what issues and questions do we now face with new education? thus, how is the experience of the lecturers of faculty of economics, ysu in the implementation of ict in teaching economics? therefore, this paper is more interested in the ways of using ict by the economics lecturers in the faculty of economics, yogyakarta state university; the reality of their skill in using ict in teaching; and the impact of ict use on teaching. ict stands for information and communication technologies and are defined, for the purposes of this primer, as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information (victoria, 2002, p.4). these technologies include computers, the internet, broadcasting. information technology (it) is a technology which uses computers to gather, process, store, protect, and transfer information but today, it is already accustomed to use the term information and communication technology (ict) because it is unimaginable to work on a computer which is not connected to the network. thus, information and communication technology is as an aid to store, to process and to distribute information. the difference between it and ct is that information technology (it) covers all matters relating to the process, manipulation and management of information. while communication technology is everything associated with the use of tools to process and to transfer data from one device to another. (prasetyowati, 2013, pp.40-41). therefore, information technology emphasizes on the results of data obtained, while communication technology is on how the results of data can be distributed, disseminated and delivered to a destination. about the criteria of lecturers competency in ict, in the indonesia laws number 14 of 2005 about teachers and lecturers (uugd) states that “kompetensi adalah seperangkat pengetahuan, keterampilan, dan perilaku yang harus miliki, dihayati, dan kuasai oleh guru atau dosen dalam melaksanakan tugas keprofesionalan.” that means competence is a set of knowledge, skills and behaviors that should have, internalized and mastered by teachers or lecturers in carrying out the duties of professionalism. competence is a change in attitudes, skills and interests towards progress and goodness. thus, the competency level of lecturers can be classified following the notes of fusaro, m. & couture, a. (2012, p.83): the lecturer can be said novice if he/she has no experience on ict. beginner if he/she is able to perform the basic operations on a small number of ict. for instance the use of document creation softwares such as word kabora floria:analysis of lecturer’s experience 22 processing softwares (like microsoft word) and can serve the spreadsheet to process student scores (microsoft excel). average if he/she has a general competence for a certain number of ict. for example communicate remotely by the networks and use the services offered by the internet as using email, browser (such as explorer) and search engine (like google); using multimedia in teaching and be able to use presentation softwares (such as powerpoint). advanced if he/she is able to use competently several ict. for instance being able to exploit the potential of educational softwares in connection with the teaching objectives. expert if he/she is very clever and can competently use most of ict. for example rationally consult the internet by using search engines and boolean operators and make a reasonable use of it (ethical, legal, critics ...) teaching economics in higher education economics is the social science that studies the choices that individuals, businesses, governments, and entire societies make as they cope with scarcity and the incentives that influence and reconcile those choices (parkin, 2005, p.2). economics is the science of choice, the science that explains the choices that we make and how those choices change facing the scarcity. the course of economics is the study of macroeconomics and microeconomics. it includes economic theories as the important element of the course, but students will also learn more about the impact of the difference of policies towards the various aspects of economics. moreover, as a social science, economics is likewise studied in other subjects such as sociology, anthropology, politics and psychology, as well as the business, accounting and finance. besides, the teaching of economics is based on the use of analytical models that require a high level of comprehension of mathematics. among the teaching methods of economics are: teaching with large groups lecturing is the common method used. the economics network (2005) survey showed three main areas where lecturers should improve for the lectures: structuring, reducing the complexity of visual materials, and making lectures more interesting. structuring it is often based on a “building block” approach, taking students through a logical sequence of steps, building up their theoretical understanding. reducing the complexity of visuals powerpoint or similar presentation software is in frequent use by economics lecturers. an article by turner (2006) summarizes the key features of effective visuals in economics as simplicity, accuracy, and flexibility. on simplicity, lecturers should pay attention particularly to graphical presentations. there may be temptation in taking a ready-made, completed graph and then trying to explain how it has been derived. a much more helpful approach is to take a complex graph and take it back to basics, starting, for example, with (labeled) axes and curve, and then building this up gradually. once having a store of basic graphical presentations, it is possible to demonstrate their flexibility to students. in practical terms, there are different ways in which this flexibility can be achieved. lecture theatres may now be equipped with double projection facilities, which allow the lecturer to simultaneously use powerpoint and a ijss.vol.12, no.2, september 2016 23 visualizer (or chalk/white board). this enables the lecturer to combine prepared outlines/notes with the practice of working through examples and ideas with students at writing speed. on accuracy, with graphical presentations and mathematics, remembering to label axes and notation are important. the way to set them in visual materials should be consistent notation ideally matched to the core textbook, if one is used. increasing interest clarity of structure and simplicity can improve interest by the students. in economics, as in other disciplines, a vital way of maintaining student interest is to illustrate lecture content with examples relevant to the day-to-day lives of students or to current affairs and issues of national and international interest.technological solutions are becoming more common. a growing phenomenon in lectures is that students use laptops, enabling them to annotate lecture materials electronically. for example, a more recent addition to economics lectures has been the introduction in some institutions of personal response systems (prs) to lecture theatres. these may be used to check student understanding and views (e.g. using mcqs), to encourage active participation and response to the lecture material, and to introduce alternative stimuli to keep student attention. related to the technology, the students' responses can be picked up by a receiver connected to a computer, with software collating the responses, and a summary of the responses given being presented as a bar chart on the computer screen (which of course can be projected on to a larger screen for the students to see). the technology gives the lecturer an immediate indication of the level of understanding of students, but can also ensure that students remain focused as they receive a variety of stimuli during a class. small group teaching the most commonly used forms are: a) classes to review pre-set problems; b) classes during which students work on problems, often in subgroups, with plenary presentation of their collective work; c) student presentations (group and individual) on both theoretical issues and their applications. some lecturers have started to experiment with a wider array of approaches, including the use of problem and case-based teaching, games and simulations. the main purpose behind employing these different strategies is to increase active student involvement in the learning process. problem-based learning in economics problem-based learning (pbl) is a teaching approach that puts students at the center of the learning process. pbl retains the knowledge of students over a longer period of time, learn at a deeper level and develop a range of transferable skills such as presentation, communication and teamwork skills. educational games and simulations the use of games and simulations can be highly effective in teaching complex ideas. yet, it needs the competency and the creativity of lecturers to apply these methods in the learning process. furthermore, time can be a challenge to their application. using it in economics teaching virtual learning environments (vles) and websites are used to support lectures, classes and independent study. the 2005 survey found that 90 percent of economics lecturers kabora floria:analysis of lecturer’s experience 24 already posted lecture materials online. online resources will often include a range of different types of course materials (e.g. course books, slides, handouts, problem sets, solutions to problems, simulations, worked examples, videos and podcasts of lectures). assessment economics departments use a variety of assessment approaches, including examinations (which may incorporate essays, short-answer questions, case and problembased questions, multiple choice questions), group and individual projects and online testing. the 2007 economics subject benchmark statements, (qaa, 2007, p.7) puts clear emphasis on the importance of skills development, noting that this should include both the broad skills such as literacy, communication and it skills and a range of more specific transferable skills which directly build on economics, such as the ability to take account of opportunity costs, understand how incentives operate, and take strategic decisions. the faculty of economics, yogyakarta state university (fe-ysu) is based on the people's economy and entrepreneurship. the existence of the faculty of economics supports ysu to achieve the vision towards the word class university or wcu (sugiharsono, 2014, pp.3-4). wcu is a university that develops tri darma higher education (education, research, and community service) including the identity of indonesia, local advantages, and the regional and international competitiveness (enriched with the quality advantages excavated from the colleges of the developed countries) (sugiharsono, 2014, pp.14-15). the vision of the faculty is to be a faculty which is superior in the field of education and economics. it is based on faith, independance and intelligence, and has a conception of people's economy, entrepreneurship and noble cultural value. while the missions are to work on: a) the implementation of learning in a conductive environment in order to form human resources who are committed in developing and applying economics and economics education for the improvement of people's welfare; b) the assessment, development, and application of economics and economics education in order to contribute to the community development; c) the implementation of a quality of society service in the field of economics and economics education, as well as developing the network of industry, government and society; d) the organization of a good governance which is clean, transparent, and accountable. the motto of the faculty is "bright": bermoral (moral), rasional (rational), integritas (integrity), gigih (persistence), humanis (humanist) and taqwa (pious) and its official website is http://fe.uny.ac.id/ (sugiharsono& al., 2012, pp.13-14). the faculty is led by dr. sugiharsono, msc., accompanied by three (3) vice deans: dr. moerdiyanto, m.ed., moh. djazari, m. ed., and siswanto, m.ed. fe-ysu have four (4) departments: education of administration office, education of accounting, education of economics, and management with eight (8) study programs which are education of administration office, education of accounting, accounting, education of economics, management, d3 in accounting, d3 in marketing, and d3 in secretary. the facilities and the infrastructure of the faculty can be seen in the following table. ijss.vol.12, no.2, september 2016 25 table 1. list of the facilities and the infrastructure of fe-ysu source: sugiharsono & al. (2012, pp.34-35). research method this research used the qualitative phenomenology approach. the goal is to describe a “lived experience” of lecturers in the implementation of ict in teaching economics to undergraduate students than to explain their experiences. phenomenology is concerned with the study of experience from the perspective of the individual, bracketing taken-for-granted assumptions and usual ways of perceiving (lester, 1999, p.1). the place of the research is in the faculty of economics, ysu because the faculty is the youngest of the faculties in yogyakarta state university and has an adequate enough infrastructure and facilities including the use of ict in education. most of the lecturers at the faculty are likewise used to implement ict in their teaching activities. moreover the faculty focuses on the field of education meaning that it trains students to be teachers that can be a model on how to teach economics for the future generation with ict aids. this research was done during the period december 2014 to may, 2015. the determination of the source of data employed the snowball sampling technique, consisting of lecturers of economics education department, through in-depth interviews, observations and documentation and also students of the department of economics education, who were given open-ended questions for crosschecking the information. the technique of data analysis encompassed three interactive procedures among data collection, data reduction, data display, and conclusion drawing and verification. results and discussion the faculty contains seventy (70) state’ s lecturers, six (6) contract lecturers and two thousand seven hundred and forty seven (2747) students, in which nineteen (19) lecturers and three hundred and ninety-five (395) students belongs to the department of economics education according to the staff of academic office of the faculty on april 22th, 2015. for the objectives of this research, a sample of ten (10) lecturers including five (5) males and five (5) females at the economics education department was conducted by indepth interviews, observations and documentation. then, for cross-checking the information, a sample of forty (40) students of the department was conducted by open-ended questions. no. room name number broadness (m2) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 classroom laboratory meeting room / session administration room worship room / mosque students activities room be2 red building room library infirmary guard room / cleaning room microteaching room / studio public room seminar proposal room skripsi room toilet/wc warehouse seminar room security room red building cafeteria room total 24 8 4 17 3 2 6 1 1 2 2 1 2 2 8 4 1 1 1 92 993 361 737 758 91 48 90 69 20 14 48 32 52 48 166 78 30 13 50 3.698 buildings and land 1 2 3 building dean (be1) middle building (be2) west building (be3) total building area of fe total land area of fe 3.232 2.910 660 6.802 8.885 facilities / equipments 1 2 3 4 5 6 7 8 9 10 11 12 13 14 lcd computers laptops ac chairs workbench session tables session seats guest tables cupboards bookshelf reading tables library books journals collection 45 200 12 144 1.500 150 40 450 16 45 15 8 1.381 37 kabora floria:analysis of lecturer’s experience 26 the findings constitute the use of ict by the economics’ lecturers of the faculty of economics, yogyakarta state university, the reality of their skill in using ict in teaching and the impact of ict use on teaching. about the use of ict by the economics’ lecturers of the faculty of economics, yogyakarta state university, first, the faculty always improves the quality of its education conforming to the evolution of science and technology. it was started from using the ohp until the lcd. the facilities at the faculty are adequate enough for the learning activities, among others the use of internet, lcd projector and e-learning. moreover, the lecturers are familiar using ict tools in teaching. second, internet is used for browsing, lcd projector for visualizing materials, and be-smart (e-learning) for learning support. ict helps the lecturers in searching materials, simplifies the process of transferring knowledge and reduces the shortage of shortcomings they may face at the time of learning in classrooms. third, the lecturers are aware of the benefits received from the use of ict in teaching economics but ict only is not enough for teaching, it should be combined with the manual media and the traditional classroom practice. thus, these lecturers usually use the blended learning system in teaching. the reality of the economics lecturers’ skill in using ict in teaching at the faculty of economics, yogyakarta state university is that first, the skill of the economics’ lecturers at yogyakarta state university is centered on the average level. this is due to the lack of training of these lecturers on ict. they are only received the basic training but not the advanced. it is also noticed that the male lecturers are more competent in ict than female lecturers. nonetheless, the lack of ict knowledge belongs to the old lecturers but not to the youngers. second, although the common strategy used by the lecturers is to give a lecture with powerpoint presentations, their skill can be seen through their creativity in operating this media. furthermore, the common ict tool used by the lecturers in classrooms are laptop and lcd projector for displaying materials but not all of the lecturers use be-smart or elearning and other tools such as microphone, speakers and pointer in the teaching and learning process. this is what differ the competence of these lecturers in ict. third, the common ict-activities used by these lecturers are presentation of materials and students’ assignments, sending assignments through email and the enrichment of materials through internet browser. for the expert and advanced lecturers, they can make a supplement of materials through be-smart and even do discussion forums, sending and receiving students’ assignments, watching educational movies, listening music to encourage students to learn. in short, their ways of teaching are more varied than the average lecturers so that students feel motivated and enjoy the course that they provide. the impacts of ict use on economics teaching at the faculty of economics, yogyakarta state university are first, the assessment of the students is increasingly aggravated. one of that is the plagiarism issue. to evaluate the hard copy of students’ assignments, the lecturers look at the beauty of the language used by the students or look at the resemblance of the students’ copy. while for the soft copy of students’ assignments, ijss.vol.12, no.2, september 2016 27 some of the lecturers use ict software against plagiarism such as viper but some of them type the doubtful sentences on google. concerning the students’ presentation using powerpoint, lecturers look at three aspects: the substance of the contents that should be conformed to the learning objectives; the creativity of the students; and the font and color used in accordance with the size of the classroom. second, for the perception of students' experience in the course, ict renders them to focus on learning. they feel being helped and have fun with ict even there are an improvement of their achievement and the quality of education. thus, it makes the pedagogical practice more effective and efficient. on the other side, the students can be lazy and less discipline with ict rules. while in general, students understand the way of using ict in their learning activities but not so deeply. third, regarding the professional impact of ict use for the lecturers, the usage of ict increases their competence and their confidence to transfer knowledge. yet they become dependent on it. indeed, ict really supports and helps lecturers in their professional practice and it is not only in the teaching activities but also in the research. therefore, it makes their work easy and more professional. consequently, all of economics’ lecturers and even students appreciate and always use ict in their pedagogical practice. fourth, there are ten factors that encourage economics’ lecturers in the faculty using ict: the global challenge, the awareness of the faculty staff on the importance of ict usage, the existence of a computer center at yogyakarta state university, the facilities available in classrooms, the competence of the lecturers, the adaptation of economics subjects using ict, the students' understanding and abilities in ict, the existence of wi-fi in the campus, the existence of technical ict-staff and the availability of the taught subjects related to ict usage such as micro-teaching, computer applications and development of instructional media. while despite these favorable factors, the faculty faces many problems on ict, among others, the insufficiency and the lack of maintenance of the available ict tools in classrooms, the lack of equitable distribution and utilization of facilities, the limited numbers of computers in laboratory, the nonrenewal of lcd projectors and the inadequate infrastructure of the installation of ict tools in classrooms, the lack of speed of the internet connection, the power failure, the optical cable problem, the lack of creativity and knowledge of lecturers making better powerpoint presentations, the financial limitations of the students on the cost of technology, the lack of knowledge of foreign languages like english of the lecturers and the students, and the non-existence of a digital library and an economic and business integrated laboratory. conclusion and suggestions first, the use of ict in the faculty of economics, yogyakarta state university is that the internet is used for browsing, lcd projectors for visualizing materials, and besmart (e-learning) for learning support. however, ict alone is not enough for teaching so the lecturers usually use the blended learning system in teaching. second, the lecturers’ skill in using ict in teaching is in the average level. it is also noticed that the male lecturers are more competent in ict than kabora floria:analysis of lecturer’s experience 28 female lecturers. their skills can be seen through their creativity in operating ict media, and the variation and the number of ict tools used in the classroom. third, the impacts of ict use on teaching are the increase of the competence and the confidence of the lecturers to transfer knowledge. this is not only in teaching activities but also in research. although ict renders the students to focus on learning and it makes the pedagogical practice more effective and efficient, the fight against plagiarism remains a big issue for lecturers in the assessment of the students’ abilities. besides, among the encouraging factors to use ict in teaching are the global challenge, the available facilities and the adaptation of economics subjects using ict tools, while the unfavorable factor is the lack of creativity and knowledge of the lecturers in making better powerpoint presentations for the students. to reach the goal towards the world class university, the faculty of economics at ysu cannot stay within the existing conditions. there are plenty of facilities, infrastructure to be repaired and equipped such as the usage of speakers and microphone in the classroom, the improvement of all lcd projectors, the installation of two switches in every classroom (one for the light in front and one for the rest) so that if the lecturers use lcd, they can just turn off the light near the screen and the pictures would be clear to watch. the plug and the lecturers table also should not be so far in order to make lecturers feel comfortable in teaching. the installation of optical cable map is also recommended because when there is construction, it will not affect the network. thus, all the communities of the faculty (staff, lecturers, students) are responsible to maintain the durability of existing facilities and the ict-staff must be diligent in checking or taking care of these facilities. in the use of ict in economics, lecturers should improve more their knowledge in ict in pedagogical practice, most of all, the mastering of powerpoint presentations in order to increase the students’ interests. the creativity of lecturers should be required and also the management of changing slide of powerpoint should be done slowly so that the lessons would be well received by the students because it is not necessarily that all of them could understand what the lecturers are talking about. it is recommended because some of the students are not brave to ask the presented materials by the lecturers however they neither understand the lesson. the faculty should also make a socialization of the usefulness of e-learning and barcode system so that all lecturers will be aware of its utilization. ict training that encourages women should be forecasted by the faculty. the faculty should provide ict training for lecturers every year in order to improve and to update their knowledge in ict and it requires the diligence of the lecturers as well, most of all for those who still feel lack of abilities in ict. an assessment of ict-abilities should be mainly required by the faculty in the recruitment of new lecturers. the lecturers and the students should improve their english language such as following an english course or practicing english with english speakers or reading english books or watching english movies so that they can easily understand english economics books or journals on the internet. the faculty also should add an economic and business integrated laboratory so that the students could not only be rich in theory but also could implement these theories in a ijss.vol.12, no.2, september 2016 29 laboratory. the faculty should have the facility to support the research activities of either students or lecturers so that the results could be published locally, nationally or internationally such as the implementation of digital library. furthermore, with the digital library, lecturers and students could access books or journals not only inside ysu but also outside ysu even in abroad so that the access of the learning resources could be obtained anywhere and could make the time more efficient. as the faculty of economics at ysu focuses on the field of education, the lecturers should not always use ict in teaching in order that students can get an example to teach economics with fun without ict. perhaps, these students will teach in an undeveloped area as seen as still many parts of indonesia do not have access to electricity. so these future teachers can easily teach even if there is no ict aid. references boyes, w. & melvin, m. 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(2002). ict in education. new york: stephan browne. yogyakarta state university. visi, misi dan tujuan tahun 2025. accessed on july 20th, 2014, from http:/ /www. uny. ac. id/profil/visi-misi-dan-tujuan-tahun2025 http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/economics.asp#p7 http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/economics.asp#p7 121 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape yuyun sri wahyuni global gender and sexuality studies state university of new york at buffalo, new york, united state email: yuyunsri@buffalo.edu abstract this paper seeks to better understand rape as a weapon in genocide and wars, the myriads contributing factors to creating ignorance to rape as a weapon in genocide, other forms of sexual violations, and circumstances that prevent women from witnessing rape acts of genocide violence. drawing from the feminist perspectives of rape and women’s sexual violence theorization, derrida’s accounts of truth and witness, and women as an improper mythic being-tainted witness, this paper shows that the current global gender inequality discrimination perpetuates the practice of rape as a weapon of genocide and wars as well as a repudiation for women’s witnessing rape and sexual violations. as this situation of women rape survivors’ desertions are not only happened in the rwanda genocide and witnessing rapes for rape victims and survivors are equally challenging, this paper serves an alternative to support women’s witnessing rapes and prevent rape the weapon of war to reoccur in the future. further, derrida’s considerations on law should extend the notions of witnessing beyond the traditional european juridical tradition that excludes literature from legal exercise of witnessing as literature is regarded as mostly only fiction upbrings witnessing through literature as secret testimony is a useful interpretation on women’s witnessing rape. deciphering derrida’s description journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.121-136, doi: 10.21831/jss.v16i2. 34696. 121-136 122 journal of social studies (jss), volume 16, number 2, 2020: 121-136 of witnessing through literature, this paper also recommends that women’s writing literature can be an effective way for women to testify independently of the various gendered political disciplining gazes that hold them back from giving testimonies and then gain liberations. keywords: rape as a weapon, sexual violation against women, derrida’s secret testimony, women as witness. introduction in the history of the world genocide, women and girls are regarded as the most disadvantaged. partly, it is because women are deemed weak that they cannot protect themselves from violence. further, they are also often targeted as objects of power in genocides because of the mythic thinking upon their ontology and bodily subjects (beauvoir, 2012), their reproductive duties, and their gender positions that are out of balance with men, especially in the eyes of men who commit rape for genocide acts. forms of injustices towards women and girls during the genocide include repeated individual rapes, gang rapes, tortures, inserting weapons and other subjects into victim’s organ, murders after sexually violated, mutilations, and rape the killing (mackinnon,1994; kirby, 2012). in wars and genocide settings, women’s and girls’ rapes, tortures, and murders are used as instruments to humiliate and destroy the whole genocidal-targeted families and communities. different records of genocides from the holocaust to myanmar show significant fatalities of women and girls who were raped, tortured, or murdered. however, despite such fatalities, there have not been balanced responses to giving justice and healing to women as victims during genocides. in rwandan genocides, the highest numbers of victims are women and girls who were raped, sexually tortured, and then killed (eftekhari, 2004). if they escape murders and survive after being raped, the rape-survivors genocide lives are intensely tragic due to the loss of their families, friends, and almost everyone they knew and because of their experience of the deepest traumas that could never be forgotten, including the presence of children born as a result of rape during the genocide seasons. among the common situations that the genocide survivors share are their strange temporalities, their brokenness, and their no life in life conditions. in women rape-genocide survivors, such shared characteristics are worse as women are also subjected to different social stigmas and hardship after experiencing the rape. 123 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) despite the suffers that women rape-genocide survivors are great and the continuation of using rape as a war and genocide weapon, the response towards rape crimes during the rwandan genocide and in another world darkest humanities investigations, however, remained insignificance. in the case of the rwandan rape genocide, eftekhari (2004) suggests that the lack of rape justice assessment is due to the deficiency of women and gender just perspectives trained personnel within the investigators, judges, and courts. worse of all, in different settings of rape occurrence, women were considered as those who do not have access to proper witnessing as well as the power of resisting the gender-based witness smothering (dotson, 2011; alcoff, 2018), if women witness, their witnesses are considered tainted (gilmore, 2016). in the shed light of this situation, this paper attempts to further understand the topic of women’s rape as a weapon of genocide and different factors that contribute to creating ignorance to rape weapon in genocide. additionally, this paper also clarifies various situations that hinder women from witnessing rape as acts of genocide violence. framing through the feminist perspectives of rape and women’s sexual violence, derrida’s account of truth and witness, and women as improper mythic being-tainted witnesses, this paper argues that global gender inequality ignorance helps maintain the practice of rape as a weapon of genocide. as this situation of women rape survivors’ desertions are not only happened in the rwandan genocide and witnessing rapes for rape victims, and survivors are equally problematic, this paper may serve as an alternative to support women’s witnessing rapes and prevent rape as the weapon of war to reoccur in the future. literature review rape as weapon in genocide and war genocide, as it is defined in the united nation’s convention of 1948, is various acts committed with intentions to destroy the whole, or in part, a national, ethnical, racial, or religious group, through different acts of violence such as assassination the members of the group, instigating grave physical or psychological harm to members of the group, intentionally perpetrating on the group conditions of life designed to bring about its corporeal destruction in whole or in part, imposing procedures intended to thwart births within the group, forcibly removing children of the group to another group (un-refuse facism, 2018). 124 journal of social studies (jss), volume 16, number 2, 2020: 121-136 despite this clear definition provided by the un, understanding the occurrence of genocide is never an easy matter. the sense of superiority over the others, uncontrolled anger, deep-rooted politicized hatred, and the lust to the power of domination and diminishing others stand before various forms of human crimes committed during genocides that go beyond the capability of human’s sense of reasoning. in rwandan genocide, where half a million to million victims were killed using machete-traditional methods of killing by militias and ordinary peasants to their long known and live together with neighbors, different accounts of narrations attempt to explain the occurrence. still, scholars regard that each given explanation does not represent the conundrum’s deep layers in such massive brutal killings and tortures. in life laid bare, for example, accounting different life narrations of the survivors after the genocide, hatzfel (2007) contends that we would never be able to understand the whole spectrum of the rwandan genocide, especially in the perspective of the victims, yet, we can only approach it, as close as we can. hatzfel further suggests that we could never know the heart of genocide as the survivors themselves never know about such secret encrypted knowledge of the genocide that they never have access to it. narrated, in his book, “the truth about me is that i do not know the truth about me. i know there is something about myself that i do not know how to get to it.” however, despite this difficulty of understanding the occurrence of genocide comprehensively, several analyses (newburry, 1998; des forges, 2008) record that there is at least one agreed on understanding towards genocide: from the rwandan genocide, genocide was long prepared in different historical political and genocide-ideological stages. in the rwandan context, the sense of segregation, hatred, and ideologies of extreme otherness of the others formed during the colonial era of political identities and continuedly fertilized in different political agenda settings, sedimented in various arrangements of embodied communal segregations and post-colonial ethnic separations, and thus, become the apt habitus for the widely spread ideology of genocide. during the genocide, women’s and some men’s bodies are targeted for rape. in rape, genocide, and women’s human rights, mackinnon (1994) criticizes the human rights universalities concept that neglect realities of women’s different needs than men’s needs. she narrates that women are human as men also human; they bleed if they are cut as men also suffer when they are cut. women are also despoiled in numerous ways, as men are in many ways. however, women violated differently in ways that men are violated, especially in sexually 125 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) and reproductively related violations. in serbia’s bosnia and herzegovina invasions’ massive rapes, the legal report shows that women are sexually and reproductively violated as part of strategic war policies of genocide. mackinnon strengthens her argumentation in logical order rhetoric: rapes are tools of the war as wars are the genocide instruments. she contends further that genocide does not come from empty vacuum realities, as rapes also do not. rapes in war and genocide embody different ideologies of hatred, patriarchy, and oppressive bloody domination that are also used to fuel genocide. rapes, in this sense, as mackinnon strongly condemns, are used as structural policies within genocide’s tactics and performed as a daily practice of diminishing people: in this genocide through war, mass rape is a tool, a tactic, a policy, a plan, a strategy, and a practice. muslim and croatian women and girls are raped, then often killed, by serbian military men, regulars, and irregulars in a variety of formations, in their homes, on hillsides, in camps-camps that used to be factories, schools, farms, mines, sports arenas, post offices, restaurants, hotels, or houses of prostitution. the camps can be outdoor enclosures of barbed wire or buildings where people are held, beaten, and killed and where women, and sometimes men, are raped. sometimes the women are also raped after they are killed. some of these camps are rape/death camps exclusively for women, organized like the brothels of what is called peacetime, sometimes in locations that were brothels before the war. … rape directed toward women because they are muslim or croatian… after world war i and ii, different agreements were signed to avoid targeting the civilians, until recently, however, there has been reappearance on combating the non-combatants, including the use of rape and other means of sexual violence as a weapon on wars (sitkin, x. lee & lee, 2019). in 2008, the united nations enacted the security council 1820, which covers the recognition of rape as a weapon and war tactic. this 1820 resolution asserts that rape and various sexual violence methods are war crime and crimes against humanity, equals genocide crime. other than equalizing rape as a weapon of war to genocide crime, the 1820 resolution also calls for more women deployments in peace operations and troop training on preventing and responding to sexual violence: noting that civilians account for the vast majority of those adversely affected by armed conflict; that women and girls are particularly targeted by the use of sexual violence, including as a tactic of war to humiliate, 126 journal of social studies (jss), volume 16, number 2, 2020: 121-136 dominate, instill fear in, disperse and forcibly relocate civilian members of a community or ethnic group; and that sexual violence perpetrated in this manner may in some instances persist after the cessation of hostilities; recalling its condemnation in the strongest terms of all sexual and other forms of violence committed against civilians in armed conflict, in particular women and children; reiterating deep concern that, despite its repeated condemnation of violence against women and children in situations of armed conflict, including sexual violence in situations of armed conflict, and despite its calls addressed to all parties to armed conflict for the cessation of such acts with immediate effect, such acts continue to occur, and in some situations have become systematic and widespread, reaching appalling levels of brutality… referring to this resolution, different academic researches, political advocacies, and media reports on wartime sexual violence, kirby (2012) regards rape widely recognized today as a systematic tactic of war, a war crime, and fundamental acts of genocide. nevertheless, kirby suggests that the positive responses and good political will from different institutional elements in other countries on rape as a weapon is still minimal on action levels despite the enormous physical and psychological damages on women and girls caused by rape as a weapon of war. different wars and acts genocides in other parts of the world today indicate that rape as a weapon is still largely used as tactics in many additional human rights bothering wars and genocides. women and girls in myanmar, columbia, iraq-isis wars, and more places in armed conflicts are currently sexually violated. results and discussion global gender injustices as the main origin of rape as weapon persistence assessing the world’s impunity on rape as a weapon of a war crime, hillen (2016) narrates that the country’s broader international socio-political-economic interests often prevent them from giving adequate responses to tackle the problem of rape as a weapon in wars/genocide. further, on explaining women rapes as a weapon in war conditions in congo’s massive rape on women, hillen argues that if we have not solved gender inequality problems within our world society, we will, unfortunately, see rape as a weapon reoccur. contextualizing from congo’s massive rape, hillen explains that it is only women responsible 127 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) for food-water gathering in congo while men usually stay sit on the porches of their house. it is during this time of resource gathering that women are sexually targeted. if only the socio-gender construct changesmen and women work together in their domestic-public spheres, rapes on women could not be so massive in congo. if only our gender constructs do not marginalize women from justice and humanity, we will not see a different reoccurrence of rape as a weapon of wars, justice is given to survivors, and our world majority will not remain silent about it. rape is intended to humiliate, terror, and dismiss the whole community members targeted in genocide concerning gender inequality constructs. card (1996) argues that rape both in peaceful time and wartime as weapons embodies one fundamental function: to show, communicate, create, or preserve dominance. rape is a common-universal language of domination. it could be domination by or of males. in our social construct, where women are under men’s protections, rape has social meaning. women in our different traditional-modern social accounts exchange services with men for protections. in these gendered social bonds of men and women, rape is intended to send messages to the community’s men and to the whole community, ethnic, race, nation, that the women under their protections are threatened, and they fail to protect. another way of saying, raping women, the perpetrators urge their victims to seek protections while they are being tortured. card (1996) further explains that there is not only one way to commit genocide, besides massmurdering, slaughtering, enslaving, and destroying such social ties in families, communities, or nations, then showing tortures before dismissing the whole members of genocide targeted entirely is also among tactics of genocide. all these genocide crimes that our humanity bothered are repeatedly utilized to create or maintain domination over peoples, resources, and powers. in the greatest silence, rape in congo (jackson, 2007), it is powerfully narrated how rape in congo represents explanations of how rape as a war weapon is a form of severe gender inequality and silencing women from speaking about it. paramilitary men feel that they can gain magical power potion after they rape; besides, they also rape because they feel the need women vent their power and their sexual desires, where after they raped, they felt more determined both as men and as soldiers. in and after the rwandan genocide, mass sexual violence attends genocide tactic strategic and political purposes. based on both their gender 128 journal of social studies (jss), volume 16, number 2, 2020: 121-136 and their ethnic affiliation, tutsi women are ideologized as sexual transgressors for hutu men to achieve tutsi dominations over the hutus. based on such ideology of tutsi women, hutu genocide perpetrators massively rape tutsi women and moderate hutu women to put shame, instill hutu’s dominations over tutsi, and to cleanse tutsi ethnic from their lands. before and after the genocide, however, the use of sexual violations is not strange to rwandan tutsi and hutu’s realities. before the genocide, hutu women were targeted by the rwandan patriotic army (rpa) extremists. in contrast, after the genocide, tutsis’ survivors are forced married to rpas members as a form of reciprocation after being saved during the genocide season (twagiramariya & turshen in eftekhari, 2004). making women’s bodies as objects political anger, community despairs and resentments, and power-seeking rebels in pre-during and postgenocide in rwanda denotes various gender subordination layers, men and women inequalities. women witnessing rape as weapon in wars/genocide “rape did not necessarily occur in public. how can one accept the testimony of the victim without there having been a witness? what will happen when the accused pleads not guilty?” wk human rights interview in gitarama, rwanda. (eftakhari, 2004) in various wars and genocides, the number of female rape victims is vast. this vast number is inversely proportional to what we have after the wars and genocides from the data of victims who reported rapes happened to them. the united nations data suggests that only a low percentage (one percent) of women raped in wars and genocide report the rapes when they survive. in massive rapes during the rwandan genocide, eftakhari (2004) records that from december 1996 to december 2003, the rwandan tribunal of first instance and military court tried 9.728 persons for different genocide crimes against humanity. of this thousand’s numbers of court judgments, the human rights watch examined over 1000 court filing and decisions and found that only 32 included rape and sexual torture cases. prosecutors were mainly informed that the victims failed to report their rape and sexual violation cases before the laws so that the number of rape cases is minimum. women’s reluctance to report rapes and other sexual violations before the court and give testimony on rape and other sexual violations is not something that only happens in the genocide and war situations. under the 129 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) normal peaceful condition, the 2015 un data release shows that within the large number of sexual assaults that women experience, one in three women experienced sexual violation in different nations worldwide. only significantly small numbers of women reported the sexual assaults to the police. in most countries, less than 40 % of women sought help, and less than 10 % sought help from the police. different reasons explain why women are reluctant to report their sexual violations before the system worldwide from lack of adequate institutional governance and goodwill on eliminating gender-based violence, to different other socio-cultural religious barriers. in the context of the rwandan genocide, rapes and sexual crimes as a weapon of genocide, almost all the reported factors that hinder women from reporting as giving witness in rape as a weapon of genocide and war represent similar problems that underlay women’s reluctance of witnessing rape and sexual assaults before formal institutions in normal peaceful conditions, but much worse. eftekhari (2004) shows that the conditions that hinder women from reporting including the lack of protection from the rwandan justice system to women who reported rape and sexual crimes, the absence of victims’ privacies and confidentialities, stigmatizations, and fewer considerations of rape and sexual crimes as serious humanity crimes in local genocide investigators due to rwandan socio-cultural constructs of gender 130 journal of social studies (jss), volume 16, number 2, 2020: 121-136 imbalances during the court times. the lack of evidence that women can provide in the court for the alleged rapists is also significant for women not reporting rape during genocides. rape victim’s inability to identify the assailants, lack of physical evidence, or eyewitness testimonies are also among the reasons for women hindering report for the rape or other sexual crimes in rwanda (eftakhari, 2004). the questions of evidence, self-narration of her story, and his story problems (alcoff, 2018) within feminist theoretical discussions of justice for rape victims are complex delicate situations as in different social patriarchal settings, very rarely her story is accounted. in benign condition, this is already problematic, in a genocide setting, this standpoint positionality to women is doubled in difficulties unless again if there is goodwill in the patriarchal system to reform and set alignment to women and victims. in tainted witness why we doubt women say about their lives, gilmore (2016) considers that women’s testimonies demonstrate both women’s bodies and speech in the public sphere and the lack of institutional security where women can safely claim their bodies. the absence of this institutional security shared in various justice institutional settings hinders women from getting justice. if women did report, however, another question of distrusts was raised. from the data in the human rights report of rwanda (eftakhari, 2004), most of the narrations provided by the women victim show that they live only with tiny relatives left because most of their families were murdered, while the perpetrators are along with their bands of family supports. these women feel that they are most likely to be distrusted if they report and proceed with their justice claims. different sets of societal contexts of stigmatization, doubts, and shame towards women victims of rape and sexual violations have also become the problems that must be dealt with after women file their reports (eftakhari, 2004). in most of our gendered society setting, and that of clearly in rwandan social construct, women are blamed for their being victims of rape and sexual crimes. women are blamed for the ways they dress, how they speak, the ways they walk, or just in the ways they are women. gilmore (2016) argues that through additional evidence and analysis provided in her book, it is essential to bring feminist perspectives on women’s bearing witness, as women’s witness is subjected to humiliations and dishonor through shame in different ways to contaminate women’s witness with doubts and then dismiss their witness. in rape and resistance understanding the complexities of sexual violations (alcoff, 2018) brings the significances of providing discourse that allow 131 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) women’s liberation from oppressive traumatic experiences through witnessing. framing her speaking as with laura gray-rosendale chapter through foucauldian realms of discourse, alcoff concerns that failure to provide secure discourses for women’s witnessing rape, and compulsion to ensure whichever details of women’s experiences and inner life as well as inadequacies to maintain a nondisciplining gendered gaze that reflects gendered power exercises bring different counterproductive political consequences to women’s witnessing rapes: foucault worried that subjects who were compelled to speak about their experiences and inner life with whichever detail could become subjected to a disciplining gaze, which adverse political consequences. the confession, he argues, “unfolds within power relationship, for one does not confess without the presence (or virtual presence) of a partner who is not simply an interlocutor but the agency that requires confession, prescribes it, and appreciates it, and intervenes to judge, punish, console, and reconcile” (foucault in alcoff, ). in the problem of speaking for myself, alcoff (2018) regards that often philosophers consider the self-narrativizing piece as problematic. however, alcoff argues that the self-narrativizing allows us to reach possibilities of different productive epistemic assessment about the first-person absolute claim’s points of view. alcoff provides an example of powerful self-narration merleau-ponty provided regarding his deeply personal experiences, self-critical transformations of sensibilities, and reflective awareness about social structure conditions after the world war ii ends. alcoff contends that merleau-ponty’s narratives stand for one method to form general empathy and even moral agencies’ broad claims. she further mentions that if merleau-ponty’s work is not narrated in the first person-narrative accounts, his work would not contain rich resources of understanding the delicate orders of oppressive social relations that “can be sedimented into our habitual embodiment, imaginary, and perceptual practices.” in her supports on the use of personal narrative as a means of selfwitnessing, alcoff suggests that personal narrative of witnessing is not a domain of single perspective truth absoluteness. it is, instead, a site for both discoveries and critiques. using a productive approach to solve the problem of women’s testimony in rape, such as that offered by alcoff, women can have a space of narrating their experiences without concerns about disciplining gendered gaze problems. 132 journal of social studies (jss), volume 16, number 2, 2020: 121-136 women’s witness silencing and its liberation truth, as we examined in the world of praxis, is the consensus of power and ideologies. those who are in power may define truth in accord with their need for truth definition. within our philosophical academic and practice layers and the world political inquiries, we often examine the description of how truth is a consensus of power and ideologies, and the ability to convey truth is in the hands of those in power. among the agreed expectations of the powerful is the oppressed supposed not to speak about the truth. in this way, there have been different instrumentalizations of silencing practices upon the oppressed, such as creating different social taboos and sets of conduct of what can be delivered and what is not. the examples of such prohibition and games of conduct vary, to mention one, social stigmatization, shaming, and blaming women as rape victims. in congo, women do not tell their physical and inner experiences of rape even to their husbands and relatives as she will be subjected to rejections. another way of silencing is intimidating and traumatizing, in which both ways, women must learn how to behave as expected as victims and suppress their traumatic conditions for themselves. using spivak’s can the subalterns speak?’s epistemic violence terminology, dotson (2011) underlies how the colonial tactic of the subaltern’s knowledge elimination and replacing it by privileging alternative discourse of the western colonial epistemologies is useful to understand how the practice of silencing women from testifying rape and sexual crimes is prolonged. in the status quo of gender inequality construct, it is men’s privileged knowledge, and it is also men’s realms that are regarded as precedence. women’s live conditions that bevoair (2012) describes in her second sex as living in the men’s world through the realities of men see through the sights of men, and dream in the dreams of men are the conditions that are widely agreed upon today’s gendered inequality world. through such situations, it is understandable how women cannot possess their knowledge, and thus, it also becomes more apparent how women refuse to witness and how women’s witnessing, if they bear witness, is often neglected. while in the case of the rwandan genocide, women survivors’ muteness to witnessing shows us how they see the non-belongingness towards knowledge of genocide and rape, as the knowledge of genocide lays in two hands, one in the hands of those who were murdered and the other is in the palm of the perpetrators who are most likely corrupt the knowledge of genocide. knowledge of rape lies in the hands of patriarchal histories of their socio-gender constructs. in analyzing blanchot’s the instant of my death, derrida’s demeure 133 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) suggests how literature may serve both knowledge liberation from colonizing powers and testimonies before histories of dominations, oppressions, and genocides. through his philosophical construct of historical witnessing and his deconstruction of literature as only fiction and poetry, derrida goes beyond the limit of traditional european understanding of literature. in discussing michael lissse’s passions of literature as the entrance to colonizing literature deconstruction, derrida explains that there is already a significant disturbance in reading the title related to the number’s law. passions (plural) and literature (singular): “this is not simply for fun, also, if this is a game, this is a serious game: the many passions devoted to literature, as one will of the passions that literature, literature itself, literature in general, can endure, suffer, accept or refuse. literature would thus the subject as well as the object of these passions, as well as the canvas or in any case, the place passive and punishable, to which events supervene: an entire history awaits us.” it is also mentioned in demeure that to understand european literature, one should realize european history. in derrida’s explanation, this imposed understanding of europe’s narrative brings an awakening of the singularity and the latinity of literature as a word. as a word, literature conceives the imposing power on other differences being. derrida says the consequences of this imposing power are infinite, universalizing the singularity, there is no question of even beginning to lay others out there. there must be a reciprocal activity of understanding the history and existence of other literature to liberate literature from its universalizing definition. interpreting derrida’s universalizing singularity into women’s witnessing rape realities, there is one universalizing history: men’s history and deliberate rape assessment from singlesided knowledge construction, women’s subjective histories should be counted equally. conclusion derrida considers that law should extend the notions of witnessing beyond the traditional european juridical tradition that excludes literature from legal exercise as literature regarded as especially only fiction. in this sense, derrida also considers that secret testimony within historical literature equals public testimony as through literature-secret testimonies. testifiers render their deepest secret to the public even though it is delivered in covert ways. at the 134 journal of social studies (jss), volume 16, number 2, 2020: 121-136 same time, the author of such literature, as well as the narrator of the narration provided in literature present themselves as a witness to testify, even it is not (as derrida puts it) in broad daylight witnessing. women’s writing literature, as we understand it from derrida’s description of witnessing through literature can be an effective way for women to testify independently of the various gendered political disciplining gazes that hold them back from giving testimonies and then gain liberations. references alcoff, l. m. 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(2017). tainted witness: why we doubt what women say about their lives. columbia university press. hatzfeld, j. (2013). life laid bare: the survivors in rwanda speak. other press, llc. hillen (2016). rape as a weapon of war: the untold story of armed conlict. retrieved from aljazeera english at https://www.youtube.com/ watch?v=p8gtemb9u9i jackson, l. f. (2007). the greatest silence: rape in the congo. new york, ny: women make movies. kirby, p. (2013). how is rape a weapon of war? feminist international 135 rape as a weapon in genocide and wars: enquiring the problems of women’s witnessing rape (yuyun sri wahyuni) relations, modes of critical explanation and the study of wartime sexual violence. european journal of international relations, 19(4), 797-821. https://doi.org/10.1177/1354066111427614. mackinnon, c. a. (1994). rape, genocide, and women’s human rights. harvard women’s newbury, c. (1998). ethnicity and the politics of history in rwanda. africa today, 45(1), 7-24. ruby reid-cunningham, a. (2008). rape as a weapon of genocide. genocide studies and prevention, 3(3), 279-296. sitkin, r. a., lee, b. x., & lee, g. (2019). to destroy a people: sexual violence as a form of genocide in the conflicts of bosnia, rwanda, and chile. aggression and violent behavior, 46, 219-224. https://doi. org/10.1016/j.avb.2019.01.013. what is genocide (according to the un and international law). (2018). retrieved from https://refusefascism.org/2018/01/29/what-is-genocideaccording-to-the-un-and-international-law/ violence against women chapter 6. (2015). retrieved from https://unstats. un.org/unsd/gender/chapter6/chapter6.html 136 journal of social studies (jss), volume 16, number 2, 2020: 121-136 65 computer-mediated communication and interpersonal communication in social media twitter among adolescents novianto yudha laksana department communication, faculty of social science, universitas negeri yogyakarta, indonesia email: laksananyudha@uny.ac.id ahda fadhilah department communication, faculty of social science education, universitas pendidikan indonesia, indonesia email: ahda@upi.edu abstract interactions that occur on social media through computer-mediated communication can form an interpersonal relationship between users. based on twitter data, 83% of indonesian millennial users consider twitter as a trusted source for access to product information. this study aims to gain the meaning of computer-mediated communication in the birth of interpersonal relationships between twitter users among adolescents. this research method uses a qualitative approach through participant observation, in-depth interviews, and library studies. the study subjects were ten twitter users with an educational background of high school students, which was determined based on purposive sampling techniques. the results revealed that on social media twitter, interactions are generally made by teenagers commenting on each other’s tweets about personal issues or life complaints. if there is a journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 65-78, doi: 10.21831/jss.v17i1. 39015. 65-78 66 journal of social studies (jss), volume 17, number 1, 2021: 65-78 frequency match, there will be a familiar feeling. the intense process through direct message channels makes communication feel more intimate and makes the relationship even tighter among users. keywords: computer-mediated communication, kauthentication interpersonal, twitter. introduction the development of technology that is increasingly sophisticated makes many human activities affected by it. starting from the economic sector, education, politics, and health, everything has been affected by the rapid development of technology. the presence of this new technology also has an impact on traditional media. a new term is new media (new media), whose use is very relevant to computers and the internet. although new media is limited to the internet in its development, the internet is the most dominant tool or media in new media (situmorang, 1991). because of its convenience, now every individual can enjoy new media anytime and anywhere. its usefulness also varies, ranging from finding information, sharing information, expressing yourself through writing or other forms to interacting with others in cyberspace and making friends. interacting is one form of communication that changes with the development of technology. when interacting in the past, face-to-face takes a lot of time, effort, even money, or using letters, which is equally less efficient because the different distance makes receiving messages long. now interaction can be done anywhere and anytime with the presence of new media, especially social media. social media is a medium designed to facilitate social interactions that are interactive or two-way. social media is based on internet technology that changes the dissemination of information from the previous one to many audiences (saleh, 2018). examples of social media that are being widely used right now are twitter, facebook, and instagram. through these platforms, communication networks on the internet are used by humans as a place to form connections or interpersonal relationships. they can create a virtual community and share the same interests or likes there. social media is one form of communication mediated by computers or computer-mediated communication (cmc). computer-mediated communication (cmc) is a new form of communication that can mark the era of technological 67 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) and social change (pratiwi, 2014). interactions in cyberspace are free and can be done by anyone, and users must understand and can use social media services. the limitations on activities and interactions conducted on social media are also extensive. even arguably, there are no particular restrictions. users can state anything in their communication behavior, as all controls are in their hands thoroughly. this also applies to interpersonal communication from users. some experts state that relationships born of communication in cyberspace are not as strong as face-to-face relationships in real life when people can see and hear in person. they assessed that in cyber touch, to some context, interpersonal communication is lost. in interpersonal communication, there are four types of context included. first, relationship context that consists of the subject of relationships in transmission and expectations are mutual. second, a context episode explains that all interpersonal communication participants are in the same event simultaneously. third, self-concept context includes the image or self-image of the communication participants. fourth, archetype context is an overview of truth (suparno, 2012). but if we examine more deeply, all the context of interpersonal communication is covered in computer-based communication. it is not as complete and fully running as face-to-face interpersonal communication, but social media also does not entirely abandon all aspects of this interpersonal communication. it is therefore not impossible to form more personal relationships based on interactions on social media. there are even times when relationships formed on social media feel more intimate than real-world relationships. the ties can see from the number of people who use matchmaking apps on the internet. with the development of social media functions, their use is also increasing every day. social media such as instagram, whatsapp, and twitter are among the most popular services today, especially among young people. nurhadi (2017), in his research on the model of social communication of adolescents through twitter media, explains the motive of using twitter media that is due to the development of the social environment, the delivery and reception of short messages, and unlimited space and time. now almost all teenagers have social media that he uses for a variety of things. they are starting from being self-existence, following trends, or making friends. based on what nurhadi researched, researchers feel interested to conduct more specific research that focuses on interpersonal communication processes in social media among adolescents. considering that youth are still in maturity 68 journal of social studies (jss), volume 17, number 1, 2021: 65-78 and even in self-formation, it is essential to research. first, examine how computer-based interpersonal communication (technology) can occur. second, look at how adolescents form intimate relationships from interactions that occur in cyberspace. this study will focus more on social media that is widely used among teenagers, namely twitter social media. literature review computer-mediated communication computer-mediated communication or, in english, computermediated communication, in a broad sense, can be interpreted as any form of communication mediated by digital technology (littlejohn, 2009). another definition, according to john december (thurlow, 2004), computer-mediated communication is a process of human communication through computers, involving people, being in a particular context, and engaging in the process of shaping media for various purposes. in short, it can use the definition according to susan herring, namely cmc is a communication that occurs between humans through computer instruments (thurlow, 2004). from the three reports above, cmc can conclude that all communications conducted through computers, laptops, mobile phones, landlines, or the internet are computermediated communications. a computer can mediate a touch or message if every aspect of it is converted into digital code, sent, and then translated by the recipient or listener. as the name implies, cmc has three central concepts, namely communication, mediated, and computer. communication communication is one of the concepts that is not limited by one definition because of its broad scope. although communication is always done by humans in daily life, interpreting this concept is considered problematic. in cmc itself, this becomes interesting because, at the same time, communication feels like a novelty, but on the other hand, there is not much change or difference from regular communication with computer-mediated communication. however, what should be emphasized in this article the author will focus on human communication interpersonally and will not explain the scope of other communications such as intrapersonal communication or mass communication. according to thurlaw (2004), communication has some properties that the first is dynamic communication. communication is not just about delivering messages from the sender to the recipient. but it is better understood as a more 69 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) active process. the statement does not have to be conveyed through the word but rather to its meaning and depends on the context of the conversation that is taking place. secondly, communication is transactional. communication, in general, is always interpreted as an exchange of messages between the sender and the recipient. still, communication is more suitable is said to be a negotiation of meaning among people. this means that communication is a transaction between them. and third, communication is multifunctional. intentionally or not, communication provides many functions and can play a role in many things at a time. examples include influencing others’ behavior, giving and seeking information, making friends, as entertainment, and so on. finally, communication is multimodal. one way to communicate is through language, or what we often refer to as verbal communication. verbal communication is always accompanied by other messages formed not from speech but other meaningful or nonverbal communication. mediated according to the chamber’s twenty-first century dictionary, the word mediate (mediation) means conveying or transmitting something or acting as a medium for something. put mediation can be interpreted as the process of something being shared–be it a message, a feeling, a voice, and so on. in communication itself, a message is always channeled and depends on the context of meaning (thurlaw, 2004). this means that this communication is mediated through interactions that we do daily with others. the method can be verbal communication through language and nonverbal communication, which is usually an action. communication channels or media are intermediaries in delivering information from communicators to others aimed at the efficiency of disseminating such information or messages. according to suryanto (2015), communication media has several practical functions that facilitate the smooth delivery of information; efficiency that is to accelerate the delivery of information; concrete that helps accelerate the content of abstract messages; motivative that is to increase the spirit to communicate. these three functions will also certainly affect how communication occurs because it is directly related to humans’ background, such as the level of education, age, and the culture in which they grow. in cmc itself, which is intended to mediate the message, it is technology to apply scientific knowledge in everyday life. 70 journal of social studies (jss), volume 17, number 1, 2021: 65-78 computer computer as a revolution left no area of life untouched in the present world. it is of tremendous help in all field of life (jeleel, 201). almost everything in life now involves computers or, for that matter, digital technology. they are starting from computers, laptops, mobile phones, tablets, cameras, and others. all of these tools are a form of computer mediation. in computer-mediated communication, the concept of computers is more intended to be related to its facilities to facilitate human communication. how humans interact with others, make friends with fellow social media account users, create online communities, and form personal relationships with others in cyberspace. interpersonal communication interpersonal communication talks about how people in a relationship talk to each other, why they choose the message they choose, and how that message affects relationships and individuals (littlejohn & foss, 2009). generally, many people define interpersonal communication as communication involving two people, whereas more than two people can do interpersonal communication. or it makes the context of intimacy or intimacy an aspect to define interpersonal communication, but the reality is not like that. the best way to describe interpersonal communication is to focus on what’s happening among people, not where they are or how many are present. we can say that interpersonal communication is a different kind of interaction between people (wood, 2016). interpersonal communication or interpersonal communication is face-toface communication between people, which allows each participant to capture others’ reactions, both verbally and nonverbally directly (aw, 2011). from this understanding, communication interpersonal can take several keywords, i.e., the first is electives. this means that interpersonal communication is done selectively on the opponent’s communication. then interpersonal communication is also systemic, meaning that it occurs in various systems or contexts that affect what is happening and the meaning in the interaction. interpersonal communication is an ongoing and ongoing process. this means; first, communication evolves, becoming more intimate and talking about personal things as people interact (thurlaw, 2004). friendships and romantic relationships deepen and matter over time, and their quality can also decline over time. personal knowledge and insights will grow and develop 71 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) with interpersonal communication. to connect as a unique individual, one must know others personally and understand their thoughts and feelings. as everyone is unique, so is every interpersonal relationship. each develops different patterns and rhythms and even a specific vocabulary that is not part of other interpersonal relationships. the essence of interpersonal communication is to share meaning between people. humans don’t just exchange words while communicating. instead, they create sense when interacting, i.e., figuring out what each word and behavior means, representing what, or implying what. the growing meaning of the history of interaction between people is unique. in aw (2011), it is also explained about the purpose of interpersonal communication, among others, expressing attention to others, finding oneself, finding the outside world, building and maintaining harmonious relationships, and influencing attitudes and behaviors. sometimes, someone does interpersonal communication just looking for fun or entertainment. talking to friends about birthday celebrations, discussing sports, exchanging funny stories is a conversation to fill in and spend time. the interpersonal communication discussed in this study relates to communication between two (or more) people in a virtual world setting. because technology is getting more sophisticated and developed, it certainly impacts the rapid flow of information and the form of community interaction. people now interact more or communicate through cyberspace, meaning interpersonal communication is directly mediated by computers. computer-mediated interpersonal communication after the industrial revolution 4.0, technology continued to evolve. almost all human activities now use technology in their work, ranging from education, economics, politics to health. communication also has a significant influence on the development of technology. communication can now be done anywhere and anytime with anyone regardless of distance or time. as dominick (2009) says, modern technology communication makes it easy for everyone to connect 24 hours and seven days a week, so information is easy to get anytime and anywhere. from the development of modern technology, communication was born a new medium. according to wikipedia, new media is a terminology to describe the convergence between computerized digital communication technologies and networks. communication in cyberspace supports interpersonal communication 72 journal of social studies (jss), volume 17, number 1, 2021: 65-78 from one person to another and can spread messages or information to the public. this happens because the user more directly controls the internet; the user determines the activities performed, so the interactivity is higher. interactions that occur also involve asynchronous communication that is not done simultaneously, not face-to-face, and pauses in the feedback. and also involves synchronous communication that happens in real-time, can be done face-to-face via video conference, and the feedback received is immediately felt by the interacting party. communication between social media users or interactive media is intimate even if the users do not meet in person. usually, they are bound by the same interests or likes to form a virtual community. virtual communities also have a high level of familiarity because they are no longer limited by space and time. interpersonal communication built-in cyberspace also has a high level of intimacy because although they do not know the user’s real identity, they often share life stories. social media social media is a collection of internet-based applications based on the ideology and technology of web 2.0, thus enabling the creation and exchange of content by its users (kaplan & haenlein, 2010). social media has very high interactive content due to the discussion of content or information among its users. users can easily participate directly in interactions on social media. the business itself can be one-to-one or now by many people in a community. please note that social media is not online mass media. however, social media can use it to share information with the audience; social media is often used for personal communication by its users through the comments feature or direct messages. social media today is very diverse, ranging from twitter, facebook, instagram, and so on. because of this, social media is increasingly attracting people to use it. and everyone usually uses not just one social media but a few of them. social media, like everything in the world, certainly has a positive and negative impact. when viewed from the positive impact, with social media, one will be more active and have a lot of social connections, increase social engagement, and continually update with information and phenomena discussed (khan, et. al., 2013). whereas, when viewed from the opposite side, social media has made an insufficient private space and its users’ public area. many do not hesitate to 73 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) provide personal information such as uploading selfies, telling their full names, birthdays, places of residence, etc. many of them also feel a dependence on social media, so they forget about their lives in the real world and invest more in the sphere of cyberspace. also, as ibrahim (2011) stated, the generation that grows up in digital culture tends to be alone (dissociative), so it will lack sympathy for the surrounding environment, which can cause other new problems such as cyber-bullying. methods the method used in this study is literature study or literature research. literature research is meant by research conducted only based on written work, including the results of research both that has been and has not been published (dew, 2012). the required data collection is not obtained by going down directly to the field but obtained from trusted library or document sources. the source consists of a group of other scientific articles published in journals both nationally and internationally, articles from trusted websites, and e-books. the type of data used in the literature research method is secondary data, i.e., data obtained or collected by people who research available sources. these people do not receive information or data directly from the phenomena discussed but get information or data from other primary sources. in addition to the literature research method, observation methods and in-depth interviews were also used as complementary elements in this study. observations are made online by scanning interactions on selected twitter users. in-depth interviews were conducted on ten twitter users with high school education backgrounds and following each other. the question emphasizes the origin of using social media to the characteristics of tweets that give rise to personal closeness with other users. results and discussions establishment of computer-based interpersonal communication interpersonal communication occurs between two (or more) people in which a verbal or nonverbal message exchange occurs, and therefore an intimate relationship is formed. interpersonal communication is usually done face-to-face. but with the rapid development of technology, interpersonal communication can now be done through computers in the form of social media applications. 74 journal of social studies (jss), volume 17, number 1, 2021: 65-78 mcluhan (griffin, 2003) states about the relationship between technology, media, and society or technological determinism, namely the understanding that technology is determinant or decisive in shaping human life. the relationship can interpret that social media has now created a new form of human interpersonal communication, both to family, friends, coworkers, and even strangers. ayun’s research (2016) stated that interpersonal communication, especially in adolescents, has changed many media. from the traditional meeting in person, they are now using social media to facilitate communication. one of the social media used is instant messenger, such as whatsapp and line, to exchange text messages between users. further explained that in conducting communication on social media will be formed internet language. one example of the influence of internet language is the appearance of emotional icons(emoticons)or emojis as a complement in interpersonal communication. these icons appear as a form of user emotion when communicating via instant messenger. this study shows that with emoji to share, making communication through instant messenger more effective than just using text. interpersonal communication mediated by the central computer is done in direct messages. no matter what application or social network you use, personal interactions are more common in the direct message section. the user can also determine if he will interact with one or only to be more personal. they are used to interact with other people and create group chats on social media. interactions that are done alone can start from the same interest in something or the user’s background; there are similarities. when interacting on social media, there is no limit to what fellow users are talking about everything. in suparno’s discovery, et al. (2012) explained that facebook social media users do not believe what other users say is one hundred percent true. because there are still many possibilities that a person can hide his identity on the internet, his nature and character can also be different when interacting on the internet and when interacting directly. many of facebook’s social media users also use the app to interact with people they know in general. through facebook, for example, they use to ask old friends who have rarely met or invite junior high school friends for a reunion together. but in addition to familiar friends, facebook users are also open to accepting people they don’t already know. as long as these unknown people want to be invited to get acquainted, they also keep an eye on and consider through mutual friends that are friends on facebook that are the same as them. 75 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) twitter can form interpersonal communication in computer-mediated communication through social media, mainly done in the network’s direct message feature. while it can’t entirely run like real-world interpersonal communication face-to-face, interpersonal communication in cyberspace can also build intimate relationships. for example, in a matchmaking app, both participants’ interpersonal communication will form personal relationships, even more, private than other relationships in the real world. from here, users of social media accounts can desire to interact directly with their online friends. therefore, relationships created from interpersonal communication on social media are intimate. adolescents and interpersonal communication on social media twitter interpersonal communication on social media has its uniqueness. social media users also have different views on the services provided by each social media. as well as teenagers, 8 out of 10 teenagers interviewed have a particular reason for using social media. they use instagram when they want to show their existence and upload photos, then switch to using whatsapp when there’s a need for communication with their classmates and change social media again when they want to get acquainted with new people using twitter. in comparison, the other two teenagers are more passive in using twitter. twitter is now one of the most used social media by teenagers. the sheer number of features on twitter’s social media makes teens feel interested in using it. in suparno’s study (2012), adolescents judged that from a level of trust and honesty to what is said in it, twitter is more trustworthy and more honest than facebook. users of twitter accounts among teenagers use social media primarily to seek information because social media is one of the most up-to-date on the phenomenon in public. in addition to finding information, twitter social media is seen as reliable when making new friends. many of them found close friends from social media. based on researchers’ observations, teenagers on twitter often follow the accounts they like, such as meme accounts, bases, fan accounts, and so on. it is from here that interactions usually begin to form. when something they like, they’ll retweet, like, or write a comment under the upload. and from their words, there will be other users who reply to their comments, and this process will continue again and again. from the interaction of these comments then they will follow each other’s accounts and become mutual on their twitter accounts. 76 journal of social studies (jss), volume 17, number 1, 2021: 65-78 then there will be more interaction after that, both in the comments field and in the direct message feature. how interaction can form through intimate relationships on twitter can be in many ways. but as a result of the researchers’ observations, many teenagers like to tweet about personal issues in their lives. figure 1. twitter user interaction figure 2. teen tweets on personal issues as can be seen in the picture above, teenagers tend to tweet about their problems. whether it’s something that makes him sad (pictures 1 and 3) or personal information like birthdays (figure 2), there will be a familiar feeling 77 computer-mediated communication and interpersonal ... (novianto yudha laksana, ahda fadhilah) between the two users from such short interactions. in the case in the first image, the business of the two continues to the direct message. and from there, the communication that takes place feels more personal and more intimate; finally, there will be a strong interpersonal relationship between the two users. interactions will not occur once but can constantly happen because they already feel close to each other. conclusion interactions that occur on social media through computer-mediated communication (cmc) can form an interpersonal relationship between users. especially among teens on social media twitter, businesses are generally done by commenting on each other’s tweets or exchanging messages in the direct message feature. the topics that are often discussed in these interactions are personal, making communication more intimate and making a close relationship between communication participants. but on the condition that among these users have followed each other. references aw, s. (2011). komunikasi interpersonal. graha ilmu. ayun, p. q. (2016). penggunaan instant messenger dan komunikasi interpersonal remaja. jurnal ilmu sosial, 15(2), 111-120. https://doi.org/10.14710/ jis.15.2.2016 ibrahim, s. i. (2011). kritik budaya komunikasi. jalasutra. jeleel. (2013). fundamentals of computer studies (pp. 1-59). expert solution consults kaplan, a.m., & haenlein, m. (2010). users of the world, unite! challenges and opportunities of social media. business horizons, 53(1), 59-68. https://doi. org/10.1016/j.bushor.2009.09.003 khan, gf., swar, b., & lee, k. s. (2013). social media risks and benefits: a public sector perspective. koreatech. littlejohn, s., & foss, k. (2009). computer-mediated communication in the encyclopedia of communication theory. sage publications inc. nurhadi, z. f. (2017). model komunikasi sosial remaja melalui media twitter. journal aspikom, 3(3), 539. https://doi.org/10.24329/aspikom.v3i3.154 78 journal of social studies (jss), volume 17, number 1, 2021: 65-78 pratiwi, f.d. (2014). computer mediated communication (cmc) dalam perspektif komunikasi lintas budaya (tinjauan pada soompi discussion forum empress ki tanyang shipper). profetik: jurnal komunikasi, 7(1), 29-43. saleh, g., & pitriani, r. (2018). pengaruh media sosial instagram dan whatsapp terhadap pembentukan budaya “alone together”. jurnal komunikasi, 10(2), 103–14. https://doi.org/10.24912/jk.v10i2.2673 suparno, b. a., sosiawan, e. a., & tripambudi, s. (2014). computer mediated communication situs jejaring sosial dan identitas diri remaja. jurnal ilmu komunikasi, 10(1), 85-102. https://doi.org/10.31315/jik.v10i1.88 suryanto. (2015). pengantar ilmu komunikasi. cv pustaka setia swing, p. q. (2016). use of instant messenger and adolescent interpersonal communication. journal of social sciences, 15(2), 111-120. https://doi. org/10.14710/jis.15.2.2016 thurlow, c., lengel, l., & tornic, a. (2004). computer-mediated communication: social interaction and the internet. sage publications ltd. twitter. (2016). 83% pengguna milenium indonesia menganggap twitter sebagai sumber yang dapat dipercaya untuk informasi produk. https://blog.twitter. com/in_id/a/id/2016/83-pengguna-milenium-indonesia-menganggaptwitter-sebagai-sumber-yang-dapat-dipercaya-untuk.html. accessed 16 januari 2021. wood, a. f., & smith, m. j. (2005). online communication, linking technology, identity & culture (4th ed). lawrence erlbaum associates inc. wood, j. t. (2016). interpersonal communication: everyday encounters (8th ed). cengage ijss.vol.12, no.2, september 2016 31 state and the statecract of the centrals of government mataram islam kingdom in java hy. agus murdiyastomo3 abstract this study is aimed to examine the dynamic of islamic mataram kingdom, focusing more on administrative system in islam mataram. this research used the five stages historical research method according to kuntowijoyo, which are topic selection, heuristic, verification, interpretation and writing. panembahan senopati defeated pajang and built a palace in kotagede which later was used by mataram kings until their peak of glory under sultan agunghanyakrakusuma. however the defeat of mataram from voc caused them to lose their ground, moreover after sultan agunghanyakrakusuma deceased. his successor, amangkurat i think that kotagede as the central of economic activities considered to be no longer suitable for the central of government. therefore he ordered to move the palace from kotagede to pleret. raden mas rahmat, as ‘amangkurat ii’, didn’t want to go back to pleret because it had been taken by puger prince, and then built new palace in kartasura. amangkurat iii escaped to the east when kartasura was taken. but this palace would also be abandoned later, and moved to surakarta when pakubuwono ii ruled the place. mataram moved its government four times, from kotagede, plered, kartasura, and lastly, surakarta. keywords: government, islamic mataram. 3 yogyakarta state university. email: hyagusm@uny.ac.id hy. agus murdiyastomo:state and the statecrac of the centrals.... 32 introduction initially islam mataram kingdom had the capital city in kota gede, 6 km far to the southern part of yogyakarta. approximately 70 years later (1648), it was moved to the southeast of kota gede, which was plered. thirty years later, plered was also left to kartasura, which was 70 km far from the eastern part of plered. finally, in february 20, 1976, the capital city of islam mataram was moved from kartasura to surakarta (inajati adrisijanti, 2004: 8). the central cities position of islam mataram kingdom was in the series of “link” of city history in java as the development and explicitiness of city layout, and islamic javanese society life, whose embryo came in demak city. those aspects were developed in newer javanese cities. this research will also give whole pincture on the emergence, development and fall of those cities and the society. this research is expected to be a material to understand and review various social and cultural problems raised in the city development in indonesia recently and improve the understanding on dynamic city development. in the historical journey of islam mataram kingdom, it experienced three times movements of administrational centre. initially the capital city of islam mataram kingdom was in kota gede, approximately 6 km to the southern part of yogyakarta. approximately 70 years later (1648), it was moved to the southeast of kota gede, which was plered. thirty years later, plered was also left to kartasura, which was 70 km far from the eastern part of plered. finally, in february 20, 1976, the capital city of islam mataram was moved from kartasura to surakarta (inajati adrisijanti, 2004: 8). during the islam period in indonesia, many cities used territories in coastal area, such as samudra pasai, demak, banten, and makassar. at that time those cities’ geographical area were in the remote areas, such as pajang, kota gedhe, and yogyakarta. some cities such is samudra pasai has lost its physical tracks that are difficult to find, and the other cities such as banten and plerer have still had its seen tracks. some other citites still live and develop until today, for example cirebon, kota gede and makassar. this research is focused on administrative system in islam mataram. research method the word metode is originated from english word “method” which means ways or manners. etimologicaly. method is a problem that explains ways or manners, technical implementation direction (lorens bagus, 1966: 635). basically, historical research is interrelated with historical method procedure. historical method is rules on systematic principles which collect historical sources effectively and asses it critically and made in written form. the method utilized by the researcher in this historical writing is historical research method according to kuntowijoyo. the stages of historical according to kuntowijoyo has five stages, which are topic selection, heuristic, verification, interpretation and writing (kuntowijoyo, 2005: 91).topic selection is the initial step in the research to identify topic which is appropriate to be observed. after the topic selection, further stage is data collection process, which are books, documents, images and other relevant soures. the next activity is to make source critique both the source originality and external critique or the reliability of source content through internal ijss.vol.12, no.2, september 2016 33 critique. after the validity is assured, further stage is to interpret through the analysis and synthesis. the last stage is to perform historical report writing or historiography. result and discussion in the 16th century, there were some kingdom states, among them were majapahit, demak, pajang, banten, cirebon, and mataram islam. islam religion gradually developed to the remote areas in king and noblemen group of society (notosusanto, 1993:1). nowadays, islam has experienced rapid development and started to move the position of hindu-budha as the religion followed by previous society. one of them was islam mataram kingdom or furthermore is called mataram kingdom. many versions of the establishment of mataram kingdom was based on myths and legent. in general, those versions related it with previous kingdom , such as demak and pajang. based on one of versions, after demak collapsed, its capital city was moved to pajang. thus pajang administration was started as a kingdom. mataram kingdom was established in 1582. mataram territory covered central java, east java, and some parts of west java. before voc annexed mataram state territory until the end of 17th centry, all mataram territories were divided into some big territories located in the palace as he centre. the sequence of division from the centre to the region included palace or kingdom palace as the state centre and located in the capital city called kutanegara or kutagara. furthermore, the territory surrounded kutanegara was called negara agung. according to serat pustaka of puwara king, it was initially divided into four parts, including kedu, siti ageng or bumi gede, bagelen, andpajang. in sultan agung era, each of the territory is separated into two parts. it was called siti bumi and bumijo. each of them was located in the west and east of progo river. siti ageng area was located between pajang and demak, and divided into siti ageng kiwa and siti ageng tengen.bagelen became sewu area, located between bogowonto and donan river in cilacam and numbak anyar area located between bogowonto and progo river. pajang was also divided into two parts, which were panumpin, including sukowati area, and panekar area as the pajang area itself. 1. the kings who ruled islam mataram administrative system the adminstration system of islam mataram kingdom was the god-king system. it means that the highest and absolute power centre was in sultan. sultan or king was often pictured as the sacred personality whose policy was shinning from his facial expression with matchless policy. the king appeared himself to its citizens once a week in the palace plaza. besides sultan, the other important officials were priyayi category as the connector between the king and citizens. there was also war commander entitled kusumadayu and subordinate officer or yudanegara. the other officials were sasranegara, administrative official. with the administrative system, panembahan senopati strengthened the influence of mataram in various aspects until he passed away in 1601. he was replaced by his son, mas jolang or panembahan seda ing krapyak (1601 – 1613). the role of mas jolang was not really interesting to note. after he passed away, mas jolang was replaced by mas rangsang (1613 – 1645). in his administration hy. agus murdiyastomo:state and the statecrac of the centrals.... 34 period, mataram reached its glory. both in the territorial expansion or religion and culture. prince jatmiko or rangsang mas became the third mataram king. he obtained the title of agung hanyakrakusuma during his administration. agung hanyakrakusuma were successes to take mataram to the top of glory with administrative centre in yogyakarta. “sultan” title beared by sultan agung indicates that he had strengths from the previous kings, they were panembahan senopati and panembahan seda ing krapyak. he was crowned as the king in 1613 when he was 20 years old with the title of “panembahan”. in 1624, the title of “panembahan” was changed into “susuhunan or “sunan”. in 1641, agung hanyakrakusuma received recognition from mekkah as sultan, then he possessed complete title sultan agung hanyakrakusuma senopati ing alaga ngabdurrahman. since sultan agung’s dream was to rule all javanese island, mataram kingdom was involved in long term war both with local administrators or voc colonialization that eyed javanese island. in 1614, sultan agung united kediri, pasuruan, lumajang, and malang. in 1615, the power of mataram armies were more focused on wirasaba area, a strategic place to face east java. this area was overpowered. in 1616, there was battle among mataram and surabaya, pasuruan, tuban, wirasaba, arosbaya, and sumenep armies. it was won by mataram armies. in the same year, lasen surrendered. in 1619, tuban and pasuruan were united. furthermore, mataram directly faced surabaya. in order to face it, mataram performed besiege strategy, which firstly battered remote areas as sukadana (1622) and madura (1624). finally, surabaya was authorized until 1625. following those conguests, mataram became a very strong military kingdom. in 1627, the whole javanese islands except banten and the territory of voc in batavia was successful to united under mataram. the big success developed self-confidence of sultan agung to challenge the company which was still in batavia. thus, in 1628, mataram prepared troops undertumenggung baureksa and tumenggung sura agul-agul leadership to besiege batavia. unfortunately, since ducth sustainability was very strong, the onset failed. even tumenggung baureksa passed away. the failure raised mataram’s motivation to manage more practiced power and mature preparation. therefore, in 1629, sultan agung troops attacked batavia. at that time, ki ageng juminah, ki ageng purbaya, ki ageng puger were the leaders. the attact was launched to hollandia and bommel bastion. however, it was failed and caused mataram to be pulled at that year. furthermore, mataram attack was directed to blambangan which could be integrated in 1963. the history of mataram kings in the kingdom development, king has centre in its state area. the position legitimacy and king’s power were obtained because of heritage according to tradition (notosusanto, 1993: 5). the authority of king were more based on charisma and personal competence strength, thus further king’s authority was institutionalized to be a tradition. in islam history, kesultanan mataram had important role in the historical journey of islam kingdoms in indonesian archipelago. it was seen from the spirit of kings to expand the territorial and convert the society into islam. ijss.vol.12, no.2, september 2016 35 in the beginning, mataram was authorized by kasultanan pajang as the good deed of buffetting to defend arya panangsang. sultan hadiwijaya granted mataram to ki ageng pamanahan. furthermore, by ki ageng pemanahan mataram it was built as a new residence and field. however, his presence in the area and effort of development got various comments from local arbiters. for example, ki ageng giring who came from kajoran dynasti transparently opposed his presence. also, ki ageng tembayat and ki ageng mangir.however, there were arbiters who accepted his presence, for example ki ageng karanglo. nevertheles, the various responses and reactions didn’t change ki ageng pemanahan’s perception to continue the area development. he built the authority centre in plered and prepared strategy to defeat the arbiters who againsted his presence. in 1575, pamanahan passed away. he was replaced by his son, danang sutawijaya or pangeran ngabehi loring pasar. besides the intention to continue his father’s dream, he had a dream to liberalize himself from pajang authority. it caused the relationship beween mataram and pajang worsened. tense relationship between sutawijaya and kesultanan pajang caused war. in this war, kesultanan pajang faced defeat. after the tax arbiter, hadiwijaya passed away (1587), sutawijaya promoted himself to be mataram king with the title of penembahan senopati ing alaga sayidin panatagama (mifathul a’la, 2010: 103). he started to build his kingdom and moved central administration senopati to kotagede. in order to expand his territory, panembahan senopati launched attacks in the surrounding areas. for example by defeating ki ageng mangir and ki ageng giring. the picture of islam mataram kingdom territory in 1950, panembahan senopat authorized madium which at time was allied with surabaya. in 1591, he defeated kediri and jipang and continued it by defeating pasuruan and tuban in 1598-1599. as a new islam king, panembahan senopati carried out those conguests to manifest his idea that mataram should be cultural and islam religious centre to replace or continue kesultanan demak (de graaf, 1985: 287). it was also mentioned in the chronicle story that those dreams came from the wangsit or divine inspiration received from lipura (a village located in the southwest of yogyakarta). the wangsit came ater the dream and meeting between senopati and the south sea ruler, nyi roro kidul, when he meditated in parang tritis and langse cave in the southern part of yogyakarta. from the meeting, it was mentioned that in the future he would dominate all javanese land. 2. the life of mataram kingdom society the life of mataram kingdom was managed well based on islamic law without leaving old prevailing norms. in the administration of islam mataram kingdom, a king was the highest power holder, followed http://tinypic.com/?ref= hy. agus murdiyastomo:state and the statecrac of the centrals.... 36 by a number of officer. in religious aspect, there were muslim leader (penghulu), preacher at the mosque, mosque official and suantana who were assigned to lead religious ceremonies. in justicial aspect, there was prosecutor position who was assigned to manage the palace jurisdiction. economical and cultural life aspect mataram kingdom is the continuation of demak and pajang kingdom. after pajang kingdom fell from the power arena, mataram became the replacement (purwadi, 2007: 299). this kingdom hung its economic life from agricultural sector. it was caused the area located in the remote area. however, mataram also had authority territory in the north coastal area of java who were the majority were sailors. it had important role for mataram kingdom trade current. cultures developed rapidly during the mataram kingdom period were the art of dance, chisel, voice and literature. the form of developing culture was kejawen ceremony which was an acculturation between hindu-budha culture and islam. besides, literary aspect development raised a famous literature work, which was gendhing literature book (kitab sastra gendhing) as the mix between islamic law and javanese culture or which was called surya alam law. the top of glory of islam mataram islam mataram reached its glory in the period of sultan agung hanyokrokusumo (1613-1646). the area covered javanese island (except banten and batavia), madura island and sukadana area in west kalimantan. at that time, batavia was administered by dutch voc (vereenigde oost indische compagnie). mataram military power was very enourmous. sultanagung who was anticolonialism attacked voic in batavia in 1628 and 1629. according to moejanti as quoted by purwadi (2007), sultan agung utilized political concept of keagung-binataran which meant that mataram kingdom was a unity, whole , uncompetitive and inseparated. the top of mataram glory also influenced literature aspect. at that time, the palace poets competed to set forth how high their nobility and how old the king’s greatgrandparents origin were (de graaf, 1985: 281). in the literary work, it was noticed that ki ageng pamanahan was the grandchild of authoritarian in sela (in grobogan area, southern part of demak) which were covered with weird stories. the literary works made at that time were lies and was only administrative legitimation of mataram kingdom. the dynasti ofmataram was not able to concern the mandate of sultan agung, because many of his grandchildren became a king and poet (purwadi, 2007: 312). however, in the further development. there were many critiques and review of literature in the top period of mataram’s glory. for abot 100 years, from the middle of the 16th century to 17th century, four kings (especially panembahan senopati and sultan agung) with their power and strictness have forced almost all central and east java kings to obey the mataram highest authority. at that time, many king’s residences were the traffic of trade, islam knowledge, and javanese literary and art centre located in the coastal area of northern part of javanese island. if the generations of king were not destroyed, the would espace to other places. their degree fell and became a subordinate noblemen in the area or were forced to be new priyayi or officials whose life depended on mataram kings’ kindness de graaf, 1985: 297). ijss.vol.12, no.2, september 2016 37 the expansion of mataram authority and armies’ victory have been diiquieting them who lived in the same period and became the victim. in the 17th century and 18th, palace noblemen awed and glorified the king, their living cost givers assumed that the prominent welfare experienced by mataram king’s family for the first century of its establishment was caused by magical energy which proected the remote kingdom. purportedly, the rapid development of mataram in the 16th and 17th century was caused by fresh, motivated society whose energy had not been exploited (de graaf, 1985: 297). besides, mataram development was also caused by the fall of old kingdoms in the coastal area. the deterioration of islam mataram the deterioration of islam mataram was initiated when the sultan agung’s shellacking to arrogate batavia and dominae all java from dutch. after the shellackin, the society economic life was not managed well because some parts of them were mobilized to be at war. it was worsened with amangkurat i who replaced sultan agung. he was known as materialistic king who didn’t think about his society welfare. he was also known as a very cruel king, so he was resented by many groups of society. as a result of his behavior, the emergence of trunajaya rebellion was succeed to place plered palace and forced amangkurat i to escape and passed in his escape. the succession of amangkurat i to amangkurat ii didn’t run well. plered palace was occupied by the other pangeran puger putera amangkurat i who received palace transfer when amangkurat i escaped. amangkurat ii ascended the throne caused by voc interference and should sign agreement which more weakened mataram as a kingdom. considering prince puger was not willing to grant plered to him, amangkurat ii should build his own palace in kartasura. internal conflicts, succession and rebellion which occurred weakened mataram. it was begun by voc recognition towards prince puger as the king with paku buwono i title, meanwhile, in kartasura after the leaving of amangkurat ii, the authorization was in amangkurat iii. considering it, relative war between uncle and nephew was unavoided. amangkurat iii ran away to east java, until finally with surapati’s descent surrender to voc and was casted to srilangka, (ricklefs, 2005 : 131). paku buwono i occupied the crown with debt burden towards voc on bigger military operation.the debt repayment obligation certainly sucked mataram’s wealth. areas under mataram were caused and forced them to disengage from mataram. thus the collusion and rebellion often occurred especially in east area. it more opened the possibility for voc to play bigger role in managing javanese kingdoms. in fact, only voc that could save the arbitrer to maintain his crown although the cost was oftenly too big and exceed the kingdom payment power. as a result, new concessions were given to voc so that voc deeper embed their nails to hold firmly javanese land. in the other side, in order to “serve” the king to maintain his power, actually voc almost ran of energy. their financial condition experienced confusion. therefore voc should immediately create stability in java so that it didn’t have to expend unbeneficial money. creating stability was not easy, considering there were many arbiters in mataram kingdom who tried to detach from the bound hy. agus murdiyastomo:state and the statecrac of the centrals.... 38 with mataram. there were also among of them who caballed with the king’s family to overthrow the ruling king. some of them transparently called voc to ask support, so voc tried to find and help the kindest figure to voc to be managed more easily. 3. the family tree of mataram kings ki ageng pamanahan (ki gede pamanahan) he was the founder of mataram village in 1556, the son of ki ageng henis, the son of ki ageng sela, got married with his own cousin, nyai sabinah, the daughter of nyai ageng saba (the sister of ki ageng henis). ki pamanahan and his adoptive brother, ki panjawi served hadiwijaya as pajang regent (the student of ki ageng sela). both of them were adopted as older brother by the king and became lurah wiratamtama in pajang. hadiwijaya stayed over danaraja mount. ki pamanagan worked together with the queen kalinyamat to persuade hadiwijaya so that he would face arya panangsang. as the present, the queen kalinyamat granted her hereditary ring to ki pamanahan. ki pamanahan had seven children, among them were raden ngabehi, raden ambu, raden santri, raden tompe, raden kedawung (babad tanah jawi, 81). sutawijaya (danang sutawijaya) the founder of kasultanan mataram who ruled as the first king in 15871607, with title of panembahan senopati ing alaga sayidin panatagama khalifatullah tanah jawa. he was considered as the pioneer of kasultanan mataram basics. the first son of ki ageng pamanagan and nyai sabina. according to the chronicle documents, his father was the ancestry of brawijaya, the last majapahit king. meanwhile, his mother was the ancestry of sunan giri, one of walisanga. nyai sabinah had a brother, ki juru martani, that furthermore was assigned as the first patih or vice regent of kasultanan mataram. his service was big in managing strategy to defeat arya panangsang in 1549. sutawijaya was also adopted as a child by hadiwijaya, the regent of pajang as the inducement, because he had not a child from his marriage with his wife. furthermore, sutawijaya was given residence in the northen part of market and was popular with the name raden ngabehi loring pasar. the competition to defeat arya panangsang in 1549 was sutawijaya’s first war experience. he was asked by his father to participate in the troops so that hadiwijaya had not the heart and enclosed pajang troops as the help. at that time sutawijaya was teenager. he passed away in 1601 in kajenar village. then he was entombed in kotagede. raden mas jolang (panembahan hanyakrawati/sri susuhunan adi prabu hanyakrawati senapati-ing-ngalaga mataram) the second king of kasultanan mataram who ruled from 1601 -1613, the son of panembahan senapati, the first king of kasultanan mataram. his mother was ratu mas waskitajawi, the daughter of ki ageng panjawi, the ruler of pati. when he was an adipati anom (the crown prince), mas jolang got married with queen tulungayu, the daughter from ponorogo. since they had no children, he got married again with dyah banowati, the son of prince benawa, pajang king. then dyah banowati was titled ratu mas hadi who gave birth raden mas rangsang and queen pandansari (furthermore became the wife of pangeran pekik). four years after ijss.vol.12, no.2, september 2016 39 mas jolang was given the crown, the queen tulungayu gave birth a son named raden mas wuryah or adipati martapura. whereas at that time the position of the adipati anom was held by mas rangsang. in 1601, he continued his father’s effort to conguer surabaya, the strongest mataram enemy. those attacts were done until his last administration in 1613 only weakened surabaya economy but it was not able to fall the city. the 1613 attact caused voc posts in gresik and jortan to be burnt. as an apology. hanyakrawati allowed voc to build new trade posts in jepara. he also tried to make relationship with voc headquarter in ambon. he passed away in 1613 because of an accident during her deer hunting in krapyak forest. therefore, he was famous with the title of anumerta panembahan seda ing krapyak, or panembahan seda krapyak which ment “the majesty who passed away in krapyak.” raden mas rangsang (sultan agung adi prabu hanyakrakusuma) he was the third king of kasultananlmataram who ruled in 1613-1645. under his administration, mataram developed to be the biggest kingdom in java and the archipelago at that time (the top of glory). as his service as the warrior and humanist, sultan agung has been assiged as indonesian national hero based on presidential decree no. 106/tk/1975 on november 3rd, 1975. the son of prabyu hanyakrawati and ratu mas adi dyah banawati. in 1620, mataram troops besieged surabaya periodically. the throw-back of islam mataram kingdon was caused by war defeat to seize batavia from voc. mataram attacked batavia twice. the first attact (1628) occured in holandia castle, led by tumenggung bahureksa, and the prince mandurareja mebawa and 10,000 troops but they failed. the first attact failure was anticipated bu building rice barns in karawang and cirebon. however ,voc has destroyed all. the second attact (1629) was led by adipat ukur and adipati juminah with 14,000 troops. in the second attact, sultan agung was able to dam and contaminate ciliwung river, as a result cholera disease epidemic had spread to batavia. the general governoor voc, j.p. coen died to be the epidemic victim. amangkurat i (sri susuhunan amangkurat agung) he ruled in 1646-1677. he had anumerta sunan tegalwangi or sunan tegalarum title. his real name was raden mas sayidin, the son of sultan agung. his mother was queen wetan, the daughter of tumenggung upasanta of batang regent (the generation of ki juru martani).when he was assigned as adipati anom, his title was the prince arya prabu adi mataram. he had two empresses. the daughter of prince pekik from surabaya became queen west (ratu kulon) who gave birth to raden mas rahmat, who became amangkurat ii, while the daughter of kajoran family became the queen east who gave birt to raden mas drajat, furthermore became pakubuwana i. he obtained a very large mataram territory and applied centralization or centre governmental system. in 1647, the capital city of mataram was moved to plered. the palace movemet was colored with the rebellion of raden mas alit or the prince danupoyo, brother of amangkurat i who opposed senior figures annihilation. this rebellion obtained support from religious experts (ulama) but ended with the death of mas alit. hy. agus murdiyastomo:state and the statecrac of the centrals.... 40 amangkurat i faced those religious experts. they, including their family members, which numbers were 5,000 people were gathered on the plaza to be assassinated. amangkurat i made relationship with voc which had been destroyed by his father. in 1646, he made an agreement, among them voc party was allowed to open trade posts in mataram area, on the other side, mataram party was allowed to trade in other islands dominated by voc. both parties exempted military internees. the agreement was considered as voc subject proof towards mataram by amangkurat i. however, he was shaken when voc arrogated palembang in 1659. diplomatic relationship between mataram and makassar built by sultan agung was destroyed in his son’s hand in 1658. amangkurat i refused makassar representatives makasar and asked sultan hasanuddin when they came to java. but it was rejected. on june 28th, 1677 trunajaya was succeed to arrogate plered palace. amangkurat i and mas rahmat escaped to the west. babad tanah jawi stated that follwing the fall of plered palace, it signified the end of kasultanan mataram. the escapee of amangkurat i made him sick and passed awa on jully 13th, 1677 in wanayasa village, banyumas and made a will to be buried close to his teacher in tegal. amangkurat ii (the real name amangkurat ii was raden mas rahmat) he was the son of amangkurat i, the king of mataram was given birth by queen west, the daughter of prince pekik from surabaya. amangkurat ii had many wives but he only had one son (furthermore became amangkurat iii). in september 1680, amangkurat ii built a new palace in wanakerta forest because plered palace was occupied by his brother, prince puger. the new palace was called kartasura. amangkurat ii passed away in 1703. after that, there was kartasura throne battle for power between his sons, amangkurat iii and his brother, prince puger. in the beginning of september 1677, jepara agreement was made. voc was represented by cornelis speelman. north coastal area of java started from karawang to the east was mortaged by voc as the collateral to pay trunajaya war cost payment. mas rahmat was assigned as amangkurat ii, a king without a palace. being helped by voc, he ended the rebellion of trunajaya on december 26th, 1679. even he condemned trunajaya to die with his own hand on januari 2nd, 1680. amangkurat iii (the real name was raden mas sutikna) he led between 1703-1705. he was called as prince kencet, because he had heel defect. when he was an adipati anom, he got married with his cousin, raden ayu lembah, the daughter of prince puger. howeve she was divorced because of cheating with raden sukra, the son of patih sindureja. raden sukra was murdered by mas sutikna delegate, while prince puger was forced to condemned ayu lembah, his daughter, to die. mas sutikna got married with ayu himpun, the sister of ayu lembah. amengkurat iii group escaped to ponorogo while taking all the palace heirlooms. in the city he tortured adipati martowongso because of a misunderstanding. seeing their regent to be tortured, ponorogo people rebelled. amangkurat iii escaped to madiun and moved to kediri. throughout 1707, amangkurat iii experienced sufferings because of being chasd ijss.vol.12, no.2, september 2016 41 after by pakubuwana i troops. from malang he moved to blitar, then kediri and finally he surrendered in surabaya in 1708. the prince blitar, the son of pakubuwana i, came to surabaya to ask amangkurat to grant all palace heirlooms but he was rejected. amangkurat iii was willing to grant them directly to pakubuwono i. then voc moved amangkurat iii to batavia prison. there he was taken and exiled in sri lanka. after he passed away in the country in 1734. purportedly, heirlooms of kasultanan mataram heritage were also taken to sri lanka. however, pakubuwana i was determined by announcing that the heirlooms of the real javanese island was the great mosque of demak and sunan kalijaga resting place in kadilangu, demak. java suksesi war i (1704-1708), was between amangkurat iii and pakubuwana i. java suksesi war ii (1719– 1723), was between amangkurat iv and prince blitar and purbaya. java suksesi war iii (1747–1757), was between pakubuwana iii against hamengkubuwana i and mangkunegara i. conclusion mataram kingdom was the islam kingdom built by the struggle of the founders. panembahan senopati was successful to defeat pajang and built palace in kota gede, this palace was used by mataram kings until the top of glory under sultan agung hanyakrakusuma’s administration. however mataram defeat caused its deterioration, moreover after sultan agung hanyakrakusuma passed away. his quidproquo, amangkurat i more thougt about his own pleasure than people and country. he was popular to have many mistresses and cold blood, whoever didn’t like him would be murdered. kota gede experienced rapid development as the economic business centre and was considered as inappropriate to be the administration centre. thereofere, he commanded to move palace from kota gede to plered. the arrogant and cruel act of amangkurat i towards his people have built resentment. it was proven with trunajaya attact in which his relatives were destroyed by amangkurat i. trunajaya’s attact was even successful to occupy pleret palace, and forced amangkurat i fleeing to the west, with the intention to ask voc help in batavia. arriving at batavia, wanayasa was sick and passed away and buried in tegal. the journey to batavia was continued by his son, raden mas rahmat, and succeed to ask voc help. trunajaya was caught and condemned to die. after the rebellion was ended, raden mas rahmat replaced his father’s position with the title of amangkurat ii, however he didn’t came back to plered because it was occupied by prince puger. besides, based on the belief that palace that had been occupied by the enemy had lost the sacredness. thus, amangkurat ii built a new palace in kartasura. it was caused by plered that was occupied by his brother, prince puger, who obtained a recognition from voc and title pakubuwana i. as a javanese king, he had initiative to attact kartasura. then amangkurat iii escaped to the east. after kartasura was taken over, this palace was also left and the palace was moved to surakarta when paku buwono ii administered. therefore, mataram had experienced four time movements, from kota gede, plered, kartasura, and surakarta. hy. agus murdiyastomo:state and the statecrac of the centrals.... 42 references andrisijanti, inajati. 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(1985). kerajaankerajaan islam pertama di jawa. jakarta: grafiti pers. h. j. de graaf (1987). disintegrasi mataram di bawah mangkurat i, jakarta: grafitipers. kasdi, aminudin. (1991). pengantar ilmu sejarah. surabaya: university press ikip surabaya. mills criss b. (2008). merancang dengan maket/edisi kedua. a.b. hanggan situmorang. jakarta: erlangga. purwadi. (2007). sejarah raja-raja jawa: sejarah kehidupan keraton dan perkembangannya di jawa. yogyakarta: media abadi. ricklefs, m.c.( 2005). sejarah indonesia modern. yogyakarta : gadjah mada university press. soekiman, djoko. (1993). kota gede, jakarta: proyek pengembangan media kebudayaan. soeratman, darsiti. (2000). dunia keraton surakarta 1830-1939, yogyakarta: yayasan untuk indonesia. yatim, badri. (1993). sejarah peradaban islam. raja grafindo persada: jakarta. 103 model of religious character education: a case study in al-hilal islamic primary school bekasi, indonesia irnie victorynie international islamic university malaysia malaysia e-mail: victorynie@gmail.com m husnaini international islamic university malaysia malaysia e-mail: hus_surya06@yahoo.co.id noor amili international islamic university malaysia malaysia e-mail: nooramili@iium.edu.my abstract presidential regulation number 87 of 2017 article 2 states that character education must be the leading spirit in indonesia’s delivery of education. this study aims to describe the religious character education model implemented at al-hilal islamic primary school bekasi, which is supported by participation of students’ parent to build a learning process that not only produces an output of students who can graduate from school but also produce students who have religious characters. this research uses a qualitative approach with the type of case study method. the data collection techniques used were interviews, observation, and documentation. the results are the synergistic relationship and active role of all parties; in this case, the school and parents have successfully shaped the islamic religious character. students’ character is built on a strong journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.103-120, doi: 10.21831/jss.v16i2. 34706. 103-120 104 journal of social studies (jss), volume 16, number 2, 2020: 103-120 foundation from the family and strengthened through the islamic education system in schools. keywords: religious character education, habituation method, synergistic relationship introduction no country in the world does not desire progress, including indonesia. therefore, every country is willing to make an effort to achieve development. initially, natural resources were considered as the most important capital and element of state development. however, over the time, this assumption has shifted. in other words, no matter how much natural resource wealth a country has, it will not be able to support development if it is not matched by adequate quality of human resources (croce, 2019). to produce quality human resources, a good education system is surely needed (hastasari, aw, setiawan, 2016). through proper guidance, teaching and training, good human resources are capable of playing the role in the country’s development efforts will emerge. this view is in accordance with the law of the republic of indonesia number 2 of 1989 concerning the national education system article 1 paragraph 1 which stated that “education is a conscious effort to prepare students through guidance, teaching, and/or training activities to be able to play a role in the future.” today, education is facing tremendous challenges. various efforts have been made to improve the quality of education to suit the demands of the times and changes. on the other hand, education is expected to meet the various needs of society (althof & berkowitz, 2006). in addition, there is a strong will for educational institutions to be able to supply the quality human resources so that they can make leaps in the country’s development. in this regards, the government’s role is needed in order to make meaningful changes in improving the quality of education. currently, the national education innovation that is being extremely discussed to be implemented is character education. improvement of national education is carried out through various efforts and programs for strengthening character education. as quoted from kemdikbud.go.id (2017) that one of the programs in the field of education is strengthening character education. in accordance with the mandate of nawacita, the government will carry out a 105 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) revolution against the character of the nation. character education that is given at the basic education level must get a larger portion than knowledge education (singh, 2019). character education in primary schools is given at seventy per cent, while in junior high schools it is given at sixty per cent. in addition, the success of education is not only determined by academic achievement, but must be supported by the development of positive characters in accordance with development needs (muhtar & dallyono, 2020). presidential regulation number 87 of 2017 article 2 states that the strengthening of character education (ppk) makes character education a national education platform to equip students as the golden generation in 2045. based on the spirit of pancasila and good character to face the dynamics of change in the future. based on the presidential regulation, character education must be the main spirit in the implementation of education in indonesia. the issuance of presidential regulation number 87 of 2017 has had a real impact on schools to implement the strengthening of character education (ppk) in the curriculum 2013. it is hoped that the strengthening of character education can be integrated in the curriculum 2013. it is not just an additional program, but can be a way of teaching and learning applied by all stakeholders in the education unit. in the guidelines for the implementation of character education in the publication of the curriculum centre of the research and development agency, the ministry of national education has also identified a number of values that shape character and are the results of empirical studies that come from religion, pancasila, culture, and national education goals. one of them is religious values, namely obedient attitudes and behaviours in implementing the teachings of the religion they adhere to, being tolerant of the practice of other religions, and living in harmony with followers of other religions (benaziria & murdiono, 2019). even so, the religious character education that has been trying to be developed in schools has not been implemented optimally. in fact, it could even be said to be a failure. this is because religious education only touches on the introduction of norms or values, not at the level of internalization and real action in daily life. this fact shows that the religious character education currently being carried out places more emphasis on cognitive aspects only, and tends to ignore affective and psychomotor aspects which are actually the core of value learning (sutomo, 2014). 106 journal of social studies (jss), volume 16, number 2, 2020: 103-120 this phenomenon should not be allowed to continue, because it will cause a gap between acquired knowledge and real behaviour in daily life. therefore, strengthening religious character education is imperative so that the nation’s generation is saved from moral degradation and multidimensional crises. the implementation of strengthening religious character education requires the role and participation of various parties. in this case, one of the parties that plays an important role in the implementation of religious character education for students is the family (sukendar, usman & jabar, 2019). the family is regarded as one of the elements that support the success of the religious character education process, because the family is the environment closest to students. also, the intensity of togetherness between students and their families is much more in quantity compared to the school. in the results of a survey conducted by the ministry of national education and quoted by wibowo (2012), it is revealed that the average student in attending school is only about seven hours per day or less than 30%. the rest, about 70% of students are in the family and the surrounding environment. so, when viewed from the aspect of the quantity of time, education in schools only contributes 30% to the educational outcomes of students. similar opinion was expressed by suprayogo (2004) who said that family and school institutions should be synchronous and integrated in providing educational influences on children. based on some of these phenomena and problems, the researchers are interested in examining deeply the religious character education model that is suitable for basic education and forms of parental participation or participation in synergizing for the success of students’ religious character education held at al-hilal islamic primary school, bekasi, indonesia. methods this study uses a qualitative approach, because it requires more in-depth data and information about the religious character education model that is characteristic of al-hilal islamic primary school bekasi and the role of parents of students in achieving successful character education for students. this type of research is a case study. this research was conducted at al-hilal islamic primary school which is located at jalan makrik number 8, kelurahan bojong rawalumbu, district of rawalumbu, bekasi, indonesia 107 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) this study used triangulation of data collection techniques. methodological triangulation is that researchers collect data from documents, interviews, and observations (denzin, 1978). thus, this study will use semistructured interviews with participants, school observation using a redesigned classroom observation form, and finally, document analysis. meanwhile, the focus of this research is only on the application of character education held at al-hilal islamic primary school and the parents of students. the data were obtained directly from participants through the process of observation, interviews, and documentation. in addition, the data sources for this study were the principal, teachers, parents of students, and students. results and discussion al-hilal islamic primary school is a school founded by the imam nawawi foundation. this school is located at jalan makrik number 8, kelurahan bojong rawalumbu, district of rawalumbu, bekasi, indonesia. the principal of al-hilal islamic primary school currently is agus priatna. the number of teachers owned by this school is 42 people, with 331 male students and 346 female students. al-hilal islamic primary school has a vision of realizing professional and quality educational institutions that are in line with islamic values based on the principles of ahlus sunnah wal jamaah. in an effort to implement this vision, al-hilal islamic primary school tries to integrate the school’s vision with a character education system, especially religious characters. religious character education at al-hilal islamic primary school has its own management, so that it becomes the hallmark of the school. the implementation of character education in schools can be done by several methods. this study uses the concept used by hidayatullah & rohmadi (2010) that the method in shaping the religious character of early childhood consists of (1) instilling discipline; (2) creating a conducive atmosphere; and (3) integration and internalization. in this study, there are several findings that are closely related to this theory. discipline cultivation in essence, discipline is an obedience that is truly supported by the awareness to fulfill duties and behave properly according to the rules or code of 108 journal of social studies (jss), volume 16, number 2, 2020: 103-120 conduct that apply in a certain environment (hidayatullah & rohmadi, 2010). there are many ways that can be done in enforcing discipline, especially in schools. based on the results of interviews and observations at al-hilal islamic primary school, it is known that there are several ways and efforts that have been made by schools as a process of building a disciplined personality to realize the success of character education for students, namely: first, habitual method, to assist the discipline process of students, alhilal islamic primary school uses the habituation method. the habituation method is used to train students in implementing discipline so that they are accustomed to thinking and acting in accordance with school regulations and become students with good character. this is in line with statement of armai (2002) that the habituation method is a way that can be done to accustom students to think, behave, and act in accordance with the guidance of islamic teachings. the habituation method is a very effective way of instilling character values into the souls of students, including religious character, because the characteristic of the habituation method is an activity in the form of repetition of the same thing. this repetition is deliberately done so that the stimulus and response are strong enough. thus, the inculcation of religious character can be helped by this method (muqowim & lessy, 2019). in the field of psychology, it has been studied that the “operant conditioning” habituation method needs to be done by the teacher in order to accustom students to behave well in accordance with the rules set by the school. the form of habituation efforts made by schools of students refers to the theory presented by ramayulis (2001), namely habituation in morals, worship, and faith. the following will explain the findings in schools related to this theory: (1) habituation efforts in morals. at al-hilal islamic primary school, habituation efforts in morals are in the form of habituation in doing good deeds, such as always behaving honestly, coming to school on time, respecting teachers and elders, loving friends, helping anyone in need, and so on. (2) habituation efforts in worship. habituation efforts in terms of worship such as getting used to reading “bismillah” before doing something, reading “hamdalah” every time you do something, obliging to attend dzuhur prayers at school, and so on. (3) habituation efforts in faith. this habituation efforts are habituation in the form of building a sense of faith in the hearts of students in daily activities, 109 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) including in the process of teaching and learning activities in the classroom. through these habituation efforts, the pattern of character education has begun to be embedded in the majority of the students of al-hilal islamic primary school. the pattern of character education with disciplinary cultivation has been programmed by the school in stages since the students were in the first grade. it is proven that the students of al-hilal islamic primary school have their own characteristics in appearance as a muslim and muslim woman who has islamic character. the second form of effort in shaping the character of students in order to practice self-discipline consistently, al-hilal islamic primary school makes several disciplinary rules for students. the regulations were printed in the form of large banners, which were posted near wall magazine of school and several other places. the following are the rules regarding the types of violations and the types of punishment received by students for committing a violation: no types of violations types of penalties 1 throwing trash anywhere garbage must be picked up and disposed of in its place 2 not working on cleaning picket schedules an additional cleaning picket schedule is imposed 3 not keeping the toilet clean cleaning the bathroom 4 bringing cigarettes/ smoking/accessories inside or outside the school • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • suspension for 6 days and work on assignments from the teacher • memorize as many as 8 lines of al quran verse • if it is repeated, the student will be returned to the parents 110 journal of social studies (jss), volume 16, number 2, 2020: 103-120 no types of violations types of penalties 5 bringing/displaying obscene pictures or photos inside or outside school and bringing, viewing, or distributing pornography • confiscated by the school • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • memorize as many as 8 lines of al quran verse • one week suspension • if it is repeated, the student will be returned to the parents 6 bringing cellphone, mp3/ mp4, radio, walkman, camera, laptop, modem, without permission • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • the items brought will be confiscated by the school for 3 months 7 dating and the like • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • suspension for 3 days and work on assignments from the teacher • memorize as many as 8 lines of al quran verse • if it is repeated, the student will be returned to the parents 111 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) no types of violations types of penalties 8 doing and saying impolite/ not covering the genitals/ not dressing muslim muslim women in public • make a statement • reading and giving alms in the form of books related to despicable acts • reading/memorizing dhikr for morning/evening • one day suspension • if it is repeated, the student will suspension for 6 days and even be returned to the parents 9 making noise/fighting with residents outside the school • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • memorize as many as 4 lines of al quran verse • if it is repeated, the student will suspension for 3 days and even be returned to the parents 10 prevent disturbance or unpleasant actions against residents outside the school and damage school facilities/facilities • parents call • make a statement • replacing the damaged items • if it is repeated, the student will suspension for 2 days and even be returned to the parents 11 participating in activities outside of school without permission from the school • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • if it is repeated, the student will suspension for 2 days and even be returned to the parents 112 journal of social studies (jss), volume 16, number 2, 2020: 103-120 no types of violations types of penalties 12 defaming the name of the school either through behavior or speech through anything (real/virtual world) • parents call • make a statement • reading and giving alms in the form of books related to despicable acts • restoring the good name of the school • suspension for 3 days and work on assignments from the teacher • memorize as many as 4 lines of al quran verse 13 stealing inside or outside of school • make a statement • reading and giving alms in the form of books related to despicable acts • reading/memorizing dhikr for morning/evening • suspension for 4 days • if it is repeated, the student will be returned to the parents 14 committing blackmail against others and committing fraud • reading and giving alms in the form of books related to despicable acts • suspension for 6 days and work on assignments from the teacher • returning items that do not belong to him and apologizing • if it is repeated, the student will be returned to the parents based on the results of interviews and observations, information was obtained that not all types of violations were committed by students at alhilal islamic primary school. the types of violations that were still found were classified as minor violations, such as throwing garbage out of place, not carrying out cleaning pickets according to duties, not keeping school toilets clean, and speaking disrespectfully. there have been no serious violations so far. 113 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) however, regardless of the type of violation, the rules are still enforced. with the few types of violations committed by students, it proves that al-hilal islamic primary school is quite successful in instilling discipline for students. creating a conducive atmosphere to create a conducive atmosphere for students in religious character education at al-hilal islamic primary school, it is carried out through the participation and active role of all parties related to students, including family, school, and community. this is in accordance with the theory of hidayatullah & rohmadi (2010) which explains that basically the responsibility for character education lies with all those who surround it, starting from family, school, community and government. the environment can be said to be a process of child culture influenced by the conditions that children face and experience at any time (zulfah & shofa, 2019). the same opinion was conveyed by suprayogo (2004) that family and school institutions should be synchronous and integrated in providing educational influences to children. based on these theories, there are several findings in schools that are closely related to the school’s efforts to build a conducive atmosphere for religious character education and the school’s efforts to build cooperation with students ‘families in the form of participation and the active role of parents in supporting the success of students’ religious character education (sanderse, 2013; hastasari, aw, setiawan, 2016). according to the results of an interview with the principal of al-hilal islamic primary school, it was revealed that al-hilal islamic primary school has a 5s program in an effort to build a conducive atmosphere to form religious character. these 5s behaviors are senyum, salam, sapa, sopan, santun. senyum. school provides understanding to students that senyum is worship. senyum can be done by everyone because senyum is a very easy and cheap worship. even though it’s easy to do, a senyum can have a tremendous impact, including a senyum can build a sense of affection between others and a senyum can turn enmity into friendship. this statement is in accordance with the explanation of hadi (2013) that a senyum can paralyze enemies, heal illnesses, glue brotherhood ties, heal mental wounds, and can be a means of achieving world peace. salam. students are taught and accustomed to always spread salam in the school environment, both to teachers, friends, and others, by saying assalaamu’alaikum warahmatullahi wabarakatuh. students are given the understanding that giving, saying and answering salam is included in good 114 journal of social studies (jss), volume 16, number 2, 2020: 103-120 deeds and can strengthen brotherhood. salam is said at the time of meeting, separating, entering the classroom, entering the teacher’s room, and other conditions. sapa. students are directed to greet each other, so that a comfortable interaction process will be established and the atmosphere becomes conducive. sutarno (2008) explains that sapa is synonymous with reprimanding. sapa can mean inviting someone to have a conversation. sapa can make it easier for anyone to get along, contact each other, and interact. sopan santun. in interactions with everyone in the school environment, students are taught to always be polite. politeness is an attitude of respect for others and for the interests of others. the benefits of politeness are numerous, including relationships with others becoming more intimate, mutual understanding and mutual respect. this was stated mas’ud, fuad, & zaini (2019) that politeness is a procedure or rule that has been passed down from generation to generation and developed in a culture of society, which is useful in socializing with other people, so that a close relationship, mutual understanding, respect according to predetermined customs. field findings regarding the implementation of the 5s (senyum, salam, sapa, sopan, santun) rules make students at al-hilal islamic primary school have a different character from primary school in general. with this application, the atmosphere that is formed in the al-hilal primary school environment has a distinctive religious characteristic that applies islamic principles. based on the findings in the research, al-hilal islamic primary school has carried out several programs in establishing cooperation and the active role of parents of students to synergize with the school in supporting the process of educating students’ religious character. these programs are: one, establish a school committee and class coordinator. al-hilal islamic primary school has an association of parents of students called the school committee. the school committee is an independent institution formed and plays a role in improving the quality of services by providing consideration, direction and support for personnel, facilities and infrastructure, as well as educational supervision at the education unit level (pasal 56 ayat 3 uu spn nomor 20/2003). the school committee at al-hilal islamic primary school is very helpful to the school. they work together with the school in supporting school programs, including programs that lead to the religious character education of students. in addition, the school committee becomes a forum for channelling 115 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) the aspirations and initiatives of parents of students and the community, accommodating and analysing every aspiration, idea, and educational need proposed by the community, and the school committee usually provides input, considerations and recommendations to the school concerned. the process of implementing education. two, meetings of parents of students. al-hilal islamic primary school often holds meetings between parents and school. the meeting was held to equalize visions and perceptions in educating students, and conveyed the programs that will be and are being implemented by al-hilal islamic primary school, including the religious character education program, with the hope that if parents know the school program they will participate and help to educate their sons and daughters. in addition, the meeting between parents and schools also discusses problems that occur in the educational process, such as the opinion expressed by purwanto (2004) that there is an association of parents of students with the school to discuss educational problems which still have many mistakes found in parents. three, routine scientific studies for parents of students. according to information obtained from the principal of al-hilal islamic primary school agus priatna, that once a month in schools a routine scientific study is held. all parents of students and the community around al-hilal islamic primary school are invited to attend the scientific study. scientific studies are held to increase public insight and knowledge related to children’s education, religious education, and so on. the program agreed between al hilal islamic elementary school and the parents and/or families of al-hilal islamic primary school students is carried out with the management submitted to the parents association of students and coordinating for each implementation with al-hilal islamic primary school teachers. in fact, this program is significant enough to create a conducive atmosphere in the al-hilal islamic primary school environment. the presence of the family in several activities in the al-hilal islamic primary school environment which is quite intensive makes the atmosphere conducive because psychologically it makes students also feel a kinship atmosphere in the school environment. this makes students accustomed to forming islamic religious characters by getting a conducive atmosphere at school and of course also at home because parents and their families already have the same understanding in character building by getting used to a conducive atmosphere (sukendar, usman & jabar, 2019). 116 journal of social studies (jss), volume 16, number 2, 2020: 103-120 four, integration and iinternalization. based on the results of observations and interviews, al-hilal islamic primary school seeks to implement religious character education through a process of integration and internalization of religious values in several school programs. the need for a process of integration and implementation of values is in line with hidayatullah & rohmadi (2010) that emphasizes character education requires a process of internalizing values. for that we need self-habituation to enter the heart so that it grows from within. the following are some of the findings in schools in efforts to integrate and internalize religious values in school programs: first, diniyyah curriculum iinnovations. in carrying out the learning process, al-hilal islamic primary school uses two curricula, namely the national curriculum and the diniyyah curriculum. the national curriculum used by this school is a curriculum issued by the ministry of cultural education of the republic of indonesia (kemendikbud), while the additional curriculum used by this school is the diniyyah curriculum made by the school which refers to the vision and mission of the school and considers the needs and demands of the community, especially with regard with religious education for students. diniyyah curriculum at al-hilal islamic primary school changes every year. the principal of al-hilal islamic primary school agus priatna always trying to make innovations and new breakthroughs in making the diniyyah curriculum so that the essence of the diniyyah curriculum is always in accordance with the development and change of society and cultural values, as well as changing conditions and development of students. this is in line with explanation of sanjaya (2009) that curriculum innovation means an idea, idea, or certain action in the curriculum field that is considered new to solve educational problems. agus priatna added that curriculum improvement which is carried out continuously, of course, begins with a periodic and scheduled evaluation process. from the results of this evaluation, it will be known the advantages and disadvantages of the curriculum that has been implemented. these weaknesses and strengths become input and material for consideration in the planning process of the next diniyyah curriculum. this is in accordance with the opinion of gunawan (2012) who states that curriculum development is a way of planning, implementing educational curricula in educational units, in order to produce a collaborative, accommodating curriculum, resulting in an ideal-operational curriculum, which is in accordance with the characteristics and the needs of education units and their respective regions. with the changes and improvements to the diniyyah 117 model of religious character education: a case study in ... (irnie victorynie, m husnaini, noor amili) curriculum, it is hoped that it can lead to improvements in religious character and can continue to support government efforts in realizing student character education. diniyyah curriculum changes are constantly changing and adding to several subjects, namely tauhid, aqidah, morals, sirah, fiqh, tahsin, tahfidz, and arabic. one example of changes in the diniyyah curriculum provide information that there will be changes to the material content in arabic lessons. it is planned that these changes will be implemented in the next academic year. these changes are in the classification of material for the lower and upper classes. low class (grade 1 to grade 3) will learn arabic material content in the form of arabic vocabulary only, then will continue with arabic lessons in upper class (grade 4 to grade 6) by studying nahwu and sharaf material. second, internalization of religious concepts in teaching. in religious character education, al-hilal islamic primary school applies religious values in the teaching process in the classroom. every lesson in school tries to be linked or linked to religious values, including general subjects such as mathematics, science, social sciences, civics, indonesian language, and so on. so that every lesson given to students even though general lessons always contain character education. the principal of al-hilal islamic primary school hopes that efforts to internalize religious concepts in teaching will influence the mind-set of students little by little. students will be familiar with all activities in the learning process that are always associated with religion. one example in mathematics. students are not only equipped with mathematics, but students also learn what is meant by honest actions, the importance of shadaqah, and so on. third, internalization of religious concepts in exemplary. the results of interviews and observations at al-hilal islamic primary school, obtained findings that to support the realization of religious character education in schools requires exemplary from teachers and all parties in the school. exemplary is the behaviour and attitude of teachers and other education personnel in providing examples of good action so that these examples are expected to become role models for students to imitate what they see (revell & arthur, 2007). students will behave well if they see teachers or parents behaving well too. the al-hilal islamic primary school teacher provides an example in behaviour, such as the teacher saying greetings first, participating in reading prayers before starting to learn, discipline coming on time, dressing neatly, 118 journal of social studies (jss), volume 16, number 2, 2020: 103-120 speaking polite words and giving an example in everything that has been promised. based on observations in the field, the concept of exemplary is indeed quite influencing students, because the majority of teachers and parents of students have been able to provide role models in shaping islamic religious character. but sometimes in a minority there are still some things that are not conducive to the application of character for students which of course are only casuistic because not most of them. conclusion based on research at al-hilal islamic elementary school, the conclusion is that the habituation method successfully shapes student character. one of them is with a smile, greetings, greetings, politeness, courtesy. the synergistic relationship and active role of all parties, in this case, the school and parents, have succeeded in shaping the islamic religious character. students’ character is built on a strong foundation from the family and strengthened through the islamic education system in schools. references althof, w., & berkowitz, m. w. 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(2019). evolution and orientation of islamic education in indonesia and malaysia. journal of indonesian islam, 13(1), 21-49. http://dx.doi.org/10.15642/jiis.2019.13.1.21-49. muhtar, t., & dallyono, r. (2020). character education from the perspectives of elementary school physical education teachers. jurnal cakrawala pendidikan, 39(2), 395-408. https://doi.org/10.21831/cp.v39i2.30647. muqowim, m., & lessy, z. (2019). augmenting science in the islamic contemporary world: a strategic attempt at reconstructing the future. al-jami’ah: journal of islamic studies, 57(1), 197-230. https://doi. org/10.14421/ajis.2019.571.197-230. purwanto, m. n. (2004). ilmu pendidikan teoritis dan praktis. bandung: pt remaja rosdakarya. ramayulis. (2001). metodologi pengajaran agama islam. jakarta: kalam mulia revell, l., & arthur, j. (2007). character education in schools and the education of teachers. journal of moral education, 36(1), 79-92.https:// doi.org/10.1080/03057240701194738. sanderse, w. (2013). the meaning of role modelling in moral and character education. journal of moral education, 42(1), 28-42.https://doi.org/10.10 80/03057240.2012.690727. sanjaya, w. (2009). kurikulum dan pembelajaran: teori dan praktik pengembangan kurikulum tingkat satuan pendidikan (ktsp). jakarta: kencana prenada singh, b. (2019). character education in the 21st century. journal of social studies (jss), 15(1). 1-12. https://doi.org/10.21831/jss.v15i1.25226. sukendar, a., usman, h., & jabar, c. s. a. (2019). teaching-loving-caring (asah-asih-asuh) and semi-military education on character education management. jurnal cakrawala pendidikan, 38(2), 292-304. https://doi. 120 journal of social studies (jss), volume 16, number 2, 2020: 103-120 org/10.21831/cp.v38i2.24452. suprayogo, i. (2004). pendidikan berparadigma al-qur’an. malang: aditya media bekerjasama dengan uin malang press. sutarno, a. (2008). etiket kiat serasi berelasi. yogyakarta: kanisius. sutomo, i. (2014). modification of character education into akhlaq education for the global community life. indonesian journal of islam and muslim societies, 4(2), 291-316. https://doi.org/10.18326/ijims.v4i2.291-316. wibowo, a. (2012). pendidikan karakter: strategi membangun karakter bangsa berperadaban. yogyakarta: pustaka pelajar. zulfah, z., & shofa, r. a. (2019). information checking as a form of character management in education. journal of social studies (jss), 15(1). 63-76. https://doi.org/10.21831/jss.v15i1.32809. kemdikbud. (2017). penguatan pendidikan karakter jadi pintu masuk pembenahan pendidikan nasional. https://www.kemdikbud.go.id/ main/blog/2017/07/penguatan-pendidikan-karakter-jadi-pintu-masukpembenahan-pendidikan-nasional. accessed 13 september 2018. 21 teacher orientation of adiwiyata school trustees in environment character building in malang senior high school, indonesia sukarsono sukarsono university of muhammadiyah malang, indonesia. email: sukarsono031164@gmail.com lise chamisijatin university of muhammadiyah malang, indonesia. email: lisechamisijatin@gmail.com eko susetyorini university of muhammadiyah malang, indonesia. email: niniek08@gmail.com abstract this research was conducted to determine the supervisory teacher orientation of adiwiyata school program, a program of the ministry of environment and ministry of education which aims to create good conditions for schools to become places of learning and awareness of the school community so that in the future the school community can involve in taking responsibility to save the environment and sustainable development. this research is a qualitative phenomenological research carried out on the supervisory teacher of malang adiwiyata school program. it was shown that the highest adiwiyata middle school, that has ever received an award (gold) from the government as an independent school, was chosen to be adiwiyata school as a learning location. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 21-36, doi: 10.21831/jss.v17i1. 36106. 21-36 22 journal of social studies (jss), volume 17, number 1, 2021: 21-36 the data were collected by using in-depth interviews and documentation studies. meanwhile, data analysis used triangulation techniques which were carried out simultaneously including data collection, data reduction, data presentation, verification, and drawing conclusions. the results of the study found that the adiwiyata’s supervisory teachers had a clear orientation based on activities or what was better known as a professional orientation. orientations are arranged systematically from the most basic orientation to the peak orientation and expected to achieve as follows: policy development orientation, insight-enhancing orientation, awareness orientation, awarenessraising orientation, and conservation orientation. conservation orientation is a direction that is created to realize the character of loving the environment. conservation orientation in many ways illustrates that teachers and students are good conservationists. in addition, other orientations are additional orientations and are conducted outside the main orientation when it has been achieved. keywords: supervisory teacher, orientation, adiwiyata school introduction each adiwiyata school has an orientation. this orientation becomes the orientation of teachers who have a particular assignment as adiwiyata supervisor. orientation is a person’s process of knowing or understanding their surroundings and being able to place themselves in that environment. this orientation helps and directs someone in the organization to act in accordance with the environmental conditions that support them in carrying out their duties (susetyo & kumara, 2012). orientation is needed by someone in taking the actions to achieve the goals. orientation has a function to protect and guide a person to believe that what he is doing has a strong relationship with other tasks (stern, deitz, & kalof, 1993). susetyo & kumara (2012) also stated that orientation will motivate actors to take an action. therefore, someone who acts with an orientation will have a stronger quality for the action than those who act without orientation. there are many orientations used by a person to strengthen himself and to give confidence in himself that what he is doing is something very valuable. various orientations are created by a person so that he feels more stable in his job. however, some orientations are stronger and held firmly by someone 23 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) even though the workplace does not have a clear orientation and purpose (parson, 2005). usually, they have brought this orientation before working at that place. one of the most well-known orientations in schools is the orientation of altruism. this orientation is very popular among teachers or educators in educational institutions, especially informal education. nevertheless, it is not infrequent for this orientation to be found in formal educational institutions (sukarsono, 2014; stern, deitz, & kalof, 1993). an orientation that is adjusted to the orientation of the workplace, including school, will provide benefits for the schools and the teachers (mclver, kearns, lyons, & sussman, 2009). principals will become more skilled in setting goals and controlling teacher and student activities (johnson, rochkind, & doble, 2008); improving the teaching and learning process for both students and teachers (leiwood, et. al, 2006); forming a unified goal accommodated by a quality orientation (wallace foundation, 2011). the adiwiyata school program is a program of indonesia’s government under the coordination of the ministry of environment and the ministry of national education. the program is implemented in accordance with the minister of environment regulation no. 02/2009 on adiwiyata program guidelines. the word of “adiwiyata” consists of two words, derived from sanskrit, namely “adi” which means: great, noble, kind, ideal or perfect, and “wiyata” which means a place where a person gets knowledge. norms, and ethics in social life. when combined, “adiwiyata” indicates a good and ideal place where all knowledge, various norms and ethics can be obtained that might become a foundation for the creation of human welfare and towards the ideal of sustainable development. it represents that the adiwiyata school was formed to create good conditions for schools to become places of learning and awareness for the school community so that in the future the school community can participate in saving the environment and sustainable development (ministry of environment of the republic of indonesia, 2010). according to various educational researchers, schools categorize adiwiyata as a school-based environment, green school, and so on which are very consistent in conducting environmental education activities. environmental education according to unesco is a process that aims to create a world community who cares for the environment and related issues and has the knowledge, motivation as well as commitment to work both individually and collectively in finding solutions to the current environmental problems and to avoid new environmental problems (sukarsono, 2014). 24 journal of social studies (jss), volume 17, number 1, 2021: 21-36 environmental education at present is still significantly partial, cannot anticipate problems widely, is extremely instant, and has not yet built human’s character who has responsibility for the environment and the future of mankind (roque, 2013). many education experts criticize character education that is created since it does not have a clear form and orientation, even lack of clarity or understanding of the character of education itself. ambiguity arises if character is expected to appear in students, especially as character preservation (conservationist in the environmental field). this situation raises public’s distrust of the process and results of character education carried out by the government through various educational institutions (sukarsono, 2014). environmental education implemented by the ministry of education and culture in collaboration with the ministry of environment on the adiwiyata program seeks to integrate approaches to school’s environmental management through planning till implementing a conservation-oriented learning environment. this program has been going on for a long time, so several schools have received awards three times in a row for the adiwiyata mandiri award. schools that have obtained the adiwiyata mandiri award provide instructions on what, why, and how the principal and teachers in the school have knowledge and values of nature or the environment, which will then be shared and internalized with the students (mubarak, 2006). teachers and school principals are the main actors in character education for students in schools. however, in reality, teachers and school principals are frequently the same as a manner or an integral part of the national education process and become important targets to be achieved from an educational process (ministry of education’s character education team, sarjono, 2004). a character as a human being who cares about the environment is still rare or difficult to find in educational institutions in the world. the development of values for environmental stewardship is still disintegrated and only carried out by those with an interest or ngos that operate with very limited, unstructured and even unsustainable manners (emeakaroha, ang, & yan, 2012). a character must be created with knowledge and values. there are several theories and models proving that human behavior can damage or vice versa to the environment. one of the models used in this study is the model proposed by fietkau & kessel (1981) and the opinion of evans, et.al (2006) which states that the behavior of a person or group of people to stand for the environment depends on their knowledge, attitudes and values as well as supporting factors -such as economic factorsthat enable them to carry out 25 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) environmental conservation activities. furthermore, character education is not new in indonesian national education system. currently, at least two subjects are given to foster the character and behavior of good students, namely religious education and citizenship education. however, a character development through these two subjects has not yielded satisfactory results because of several reasons. first, the two courses tend to provide new knowledge about values through the subject materials. second, learning activities in these two subjects generally do not encourage the internalization of the values possessed by each student so that the students behave toughly. third, two subjects are not enough to form the student’s character. student’s character development needs to involve more subjects, even all subjects. in addition, the student’s development activities and day-today school management must also be designed and implemented to support character education. school as one of the character building institutions for students has a duty to build the character set by the government. one of the characters that must be raised in students is the “character of loving the environment”. methods the approach of this research is a qualitative approach with phenomenology with existing models (winarno, 2007). a qualitative approach is used because the data is soft collected data, with an emphasis on descriptions of people, places and conversations and does not apply statistical procedures. the phenomenological approach chosen for this study seeks to enter into the world of conceptual subjects to gain a deeper understanding of how and what subjects are structured around the events of daily life. thus, this type of research is non-experimental. a qualitative phenomenology is an approach that emphasizes natural conditions, field work, while the main instrument is the researcher himself and more descriptive disclosures. the focus of this research is visible phenomena and underlying symptoms based on the subjective understanding of the researcher himself (lincoln & guba, 1985). this research was conducted at the research location for eight months, from november 2014 to july 2015. the research was held in two schools representing all schools that have received recognition as adiwiyata schools. the two schools were selected as samples since those schools have existed as adiwiyata mandiri schools and received the adiwiyata award four times in a 26 journal of social studies (jss), volume 17, number 1, 2021: 21-36 row, and the fifth award is obtained because the school has been able to carry out the program activities. data collection uses three techniques, namely indepth interviews, participant observation, and documentation study (lincoln & guba, 1985; moleong, 2005). meanwhile, the value data were collected using in-depth interviews with the procedure carried out by kempton et al (1995); and hanada, et al (dietz, fitzgerald, & shwom, 2005). the degree of validity is in the following ways: expanding engagement in the field, observing diligently, triangulating (methods and data sources). the fulfillment of dependency criteria carried out according to lincoln & guba (1983) guidelines include; data presentation and data analysis results, data reconstruction and synthesis results: covering the structure of the theme categories, definitions and relationships; findings and conclusions; and the final report and relationship with the latest literature, integration, and interpretation of the relationship concepts. the certainty of the criteria is carried out through a focus group committee (moleong, 2002). after collecting data, the researcher will reduce data, present data, draw tentative conclusions, and verify. during the data reduction process, the material that has been collected will be analyzed, compiled systematically, and highlighted the main points of the problem. analysis of activity data is based on the theory of miles & huberman (linacre, 1995) which consists of data reduction, data presentation, and drawing conclusions or data verification. results and discussion all this time, both adiwiyata and non-adiwiyata schools are considered not to have a clear orientation in building the student’s character to become environmentalists. the results showed that the teachers at malang adiwiyata school already had a clear orientation in building character so that students became keen on the environment. this breaks the assumption that so far schools have not had a clear orientation in shaping the students’ character who love the environment. forms of teacher orientation in adiwiyata school program orientation created by adiwiyata school supervisory teachers can be categorized as an action orientation. referring to the action orientation proposed by talcott parson, the human action orientation is determined by two orientations, called motivational orientation and value orientation (parsons, 2005), the results of this study indicate that school as a closed system has 27 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) two forms, namely orientation. the motivation orientation grows in school principals and teachers because they want their school to excel as an adiwiyata school and receive awards from the government at both the regional and central levels. meanwhile for the teacher’s value orientation, it is because the adiwiyata school supervisor already has noble values as an environmentalist even before the adiwiyata school program exists. the value orientation that the supervisory teachers have refers to normative standards and these thoughts can influence the life pattern and students at school. the values that are created come from the adiwiyata activity guidelines set by the government. however, these values had previously existed in the supervisory teacher itself even before the adiwiyata program was introduced by the government. theses are generally expressed by the supervisory teacher as ‘a pleasure’ or ‘an interest’ in environmental issues. according to him, in the absence of pleasure or interest in environmental issues, it would not be easy for someone to become a supervisory teacher for the adiwiyata program. the interest that is assessed on environmental problems has led a teacher to do strenuous activities beyond the responsibility that must be carried out as a teacher. this teacher’s behavior is similar to the altruistic behavior proposed by stern, deitz, & kalof (1993). the results of this study indicate that before teachers supervise adiwiyata program with idea of orientation, they have great motivation as altruists with the orientation suggested by stern, deitz, & kalof (1993) and sukarsono (2014). stern, deitz, & kalof (1993) argues that a person’s motivation in the activities of his own environmental development is based on egotistical orientation, social orientation, and biosphere orientation. the results show that before becoming adiwiyata program supervisory teachers, they must have values that are cumulatively expressed by them as ‘enjoyment’ or ‘interest’ towards environmental problems. this finding also supports the suggestion of sukarsono (2014) which states that a person’s motivation to act in the field of environmental concern, not only based on orientation as suggested by stern, deitz, & kalof (1993), but also on religious orientation. religious orientation is not only found in religious schools but also in public schools. the teacher, a supervisor of adiwiyata, stated that his actions would suffer if he was only oriented to worldly things so that the orientation of his actions must also be based on the orientation of life after death. with altruistic behavior, adiwiyata teachers receive an education or a training from the ministry of environment and the ministry of education of the republic of indonesia. based on the results of the training, all adiwiyata programs are designed and implemented. 28 journal of social studies (jss), volume 17, number 1, 2021: 21-36 the orientation created by the supervisory teacher of adiwiyata school consisted of several structured orientations that were systematic and sequential from the most basic orientation to the final orientation. the order of orientation carried out by the teacher is as follows: 1) orientation of school policy development; 2) orientation to increase insight; 3) orientation to increase awareness and attention; and 4) orientation of conversation. conservation orientation is the orientation of the entire school family where all school activities must reflect conservation activities. if the summit orientation has been completed, the supervisory teacher must develop a further orientation, namely a development orientation. the policy development orientation school has determined the school’s vision, mission, goals, strategy and program policies. for schools that have not implemented the adiwiyata program, this policy has not included the environment as a central issue in all school activities, especially in teaching and learning activities. meanwhile, in adiwiyata school, the whole school policy must make the environment as a central issue in all school activities, including in the teaching and learning process. policy is essentia; because it relates to the existence of the principal as the controller of all activities in the school. the principal must know how to focus on school activities that will be implemented through the designed vision and mission and how the goals will be achieved through mutual agreement (mclver, et. al, 2009); the principal has become a schooltransforming mission to create a culture for students to learn (johnson rochkind, & doble, 2008); enhance the learning process with motivation and commitment (leithwood, 2006); and form a vision of success for students with high standards, to create a good educational climate, and build togetherness and the ability of teachers to excel (wallace foundation, 2011). the insight-enhancing orientation insight-enhancing orientation is carried out if the policies to support the implementation of the adiwiyata school program have been agreed upon and approved by the school principal. this orientation is needed so that teacher’s competence in the field of science and skills in adiwiyata activities can increase. the increase of insight is truly required, especially by teachers who will carry out the teaching and learning process, and develop the students’ character to love the environment. this orientation can be applied through various activities such as training, seminar, workshop, visiting various locations both educational 29 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) institutions and other institutions. various activities to gain more insight are carried out on teachers in the form of theory and practice. enhacing insight is fulfilled to increase the critical awareness of students and teachers. critical awareness will distinguish a person from others in the quality of the actions (murwani, 2006). insight or knowledge is an absolute component that must be possessed to build awareness, values, attitudes and behavior of the community (parson, 2005; sukarsono, 2014). such behavior is called volitional behavior because it has a clear orientation and is based on deep knowledge and thought. the awareness-raising and caring orientation raising awareness during the early stages of the school component orientation must be achieved before moving to the next activity. this orientation is based on the consideration that all activities in the school environment will not be running well unless they are based on a strong awareness of students, teachers, school principals, administrative staff, park rangers, and school canteen managers. the program of adiwiyata supervisory teacher hopes that the ultimate goal of environmental education will change the behavior based on a strong awareness of what to do. awareness-raising activities are carried out in various ways, including visiting various locations that carry out activities related to environmental conservation and management (landfill, electric dams, flood and landslide locations, etc.). this activity was deemed necessary as teachers would be the main part of the entire program and lead the adiwiyata school. the result of teacher’s awareness-raising must be followed by determining the role of each teacher as the person in charge of the adiwiyata program that supports the school environment. the determination of this responsibility is adjusted to the interests and abilities possessed by each teacher. some areas that must be the responsibility of teachers include waste, water, school’s gardens, food in the canteen, energy, and others. the forms of self-awareness of students, teachers, school principals, and other school supporters must be able to form behaviors that support environmental protection and sustainable use of natural resources. this concern must arise in the entire school family as a continuation of the awareness awakening of the school community. these forms of concern must be seen in behaviors that are no longer enforced, but arise naturally, although in many cases they still have to go through the guidance of a teacher or school principal. building awareness is not only performed within the school environment but also 30 journal of social studies (jss), volume 17, number 1, 2021: 21-36 outside the school through various activities. for example, students participate in cleaning and waste management activities in the village community around the school and help to organize the environment in and around the wells to prevent contamination by either solid waste or liquid waste. increasing awareness and attention is an entry point for teachers to prepare future activities so that they are more successful in forming the leadership skill (komives, et. al, 2006); is a major and very important component that must be possessed by someone in action, and critical awareness of students and the school community must be built by looking more at aspects of systems and structures as sources of problems (murwani, 2006); including the problems of globalization (crawford & kirby, 2008). the form of awareness activities at the initial stage was implemented to all teachers in schools through mentoring. murwani (2006) states that the role of the teacher is more appropriate to develop critical awareness as a facilitator and students as subjects, not learning objects. building awareness and concern for students should not only be done in the school environment without understanding the conditions and culture that exist in society where the students live everyday (brown, 2006). the environmental conservation orientation a behavior of preserving natural resources and the environment in the entire school family is a behavior that becomes the peak orientation in schools which implement the adiwiyata program. conservation behavior determines the success of the program, considering that the result of awareness and concern is the existence of conservation behavior itself. even baca-motes, et. al (2013) states that it is an indicator of a person’s commitment. sengupta, das, & maji (2010) explains that the term of “environmental care” has a very large meaning, not only being aware, caring, having good values and attitudes towards the environment, but also behavior and ability to solve various environmental problems. thomson, hoffman, & staniforth (2003) stated that conservation behavior is the best way to evaluate the success of environmental education. conservation behavior in each school will have different forms according to the abilities, knowledge, experience, and capabilities of supporting resources. however, the conservation activities consist of two main points, namely environmental protection and sustainable use of natural resources. various conservation behaviors that are generally carried out in these schools are; energy conservation, minimization and utilization of waste, air protection, protection of healthy food, and others. all of these activities must become a part of teaching 31 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) and learning activities especially in the theory, direct observation as well as practice in the field. the efforts to create conservation behavior can be done in various ways, including through social marketing and educational methods (monroe, 2003); scientific and contextual learning approaches are applied (machin, 2014; puspandari, 2012); or practices of solid waste management (2010); even using community engagement to monitor the use of energy by using smartphone technology (emeakaroha, ang, & yan, 2013). the results of sukarsono’s (2014) research state that in a religious education institution that intensively carries out environmental education activities, at least there is a character that awakens in himself as a student when he continues to do intensive education about the environment. this character is called the character of conservation or conservationist which is taken from the english word of “conservationist”. character is formed relatively and differently for each person, but basically, these findings show that a person’s character is awakened by the various kinds of knowledge and values that they have. the program development orientation an additional orientation for supervisory teachers of adiwiyata school is that their school has received the adiwiyata mandiri award. each school that has succeeded in obtaining an award for adiwiyata mandiri is required to build another school that has not yet received the award or will be proposed as an adiwiyata school. greenlee (2007) states that the development orientation of various structural matters must be carried out by the government. however, for the adiwiyata school program, the development program is carried out as the request of the government, while the internal program development is carried out as the initiative of the supervisory teachers or the school itself. the development orientation is conducted by the supervisory teachers as a personal and institutional responsibility to maintain the school’s status as a champion of adiwiyata mandiri. even though this orientation is mandatory, in reality, the supervisory teachers of adiwiyata mandiri have carried out training activities to other schools independently or were requested by the school. thus, the obligation imposed by the government has been carried out in advance by them and it has become a personal orientation which is inherent in the teacher. the development orientation in learning activities should be an orientation that is owned by every teacher or school management (bolman & deal, 1994). the development orientation is carried out because of future demands that are not only needed by the supervisory teachers to help other 32 journal of social studies (jss), volume 17, number 1, 2021: 21-36 schools but also to help themselves to develop their knowledge and experience. the development orientation will be introduced to teachers about the broader life (pillay, 2012), then it will provide benefits between teachers and institutions who make cooperation and even benefits for students, either directly or indirectly. conclusions from the discussion above, it can be concluded that the existence of orientation in character education activities is an important thing that must be owned by a teacher. likewise in educating students with environmental characteristics and systematic orientation. the orientation that the supervisory teachers must have consists of: policy development, knowledge enhancement, awareness-raising, and conservation. development orientation can be carried out if the conservation orientation has been successfully implemented. the implication of these results is that character education activities in schools to build the character of students who love the environment can be done by building the first orientation. teachers and schools can arrange an orientation to build students’ character and a school-based environment by imitating the steps taken by the supervisory teachers of adiwiyata school as revealed in this study. references baca-motes, k., brown, a., gneezy, a., keenan, e. a., & nelson, l. d. 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(2014). implementasi pendekatan saintifik, penanaman karakter dan konservasi pada pembelajaran materi pertumbuhan. jurnal pendidikan ipa indonesia, 3(1). 28-35. https://doi.org/10.15294/jpii.v3i1.2898 34 journal of social studies (jss), volume 17, number 1, 2021: 21-36 mciver, m. c., kearns, j., lyons, c., & sussman, m. (2009). leadership: a mcrel report prepared for stupski foundation’s learning system. midcontinent research for education and learning (mcrel). mohamed, n. (2012). revitalising an eco-justice ethic of islam by way of environmental education: implications for islamic education (doctoral dissertation, stellenbosch: stellenbosch university). moleong, l. j. (2005). metodologi penelitian kualitatif. remaja rosda karya. monroe, m. c. (2003). two avenues for encouraging conservation behaviors. human ecology review, 10 (2). 113-125. mubarak, z. m. (2006). pendidikan karakter. alfabeta. murwani, e. d. 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(2010). environmental awareness and environment related behaviour of twelfth grade students in kolkata: effects of stream and gender. anwesa, 5(1), 1-8. smyth, d. p., fredeen, a. l., & booth, a. l. (2010). reducing solid waste in higher education: the first step towards ‘greening’a university campus. resources, conservation and recycling, 54(11), 1007-1016. https:// doi.org/10.1016/j.resconrec.2010.02.008 stern, p. c., dietz, t., & kalof, l. (1993). value orientations, gender, and environmental concern. environment and behavior, 25(5), 322-348. https://doi.org/10.1177/0013916593255002 sukarsono, (2014). model pendidikan konservasi keanekaragaman hayati hutan rakyat di pesantren annuqayah sumenep. disertasi tidak diterbitkan. 35 teacher orientation of adiwiyata school ... (sukarsono sukarsono, lise chamisijatin, and eko susetyorini) pascasarjana universitas negeri malang. susetyo, y. f., & kumara, a. (2012). orientasi tujuan, atribusi penyebab, dan belajar berdasar regulasi diri. jurnal psikologi, 39(1), 95-111. doi: 10.22146/ jpsi.6969 thomson, g., hoffman, j., & staniforth, s. (2003). measuring the success of environmental education programs. canadian parks and wilderness society and sierra club of canada. torkar, g., zimmermann, b., & willebrand, t. (2011). qualitative interviews in human dimensions studies about nature conservation. varstvo narave, 25. 39—52. wallace foundation. (2011). the school principal as leader: guiding schools to better teaching and learning. retrieved from http://www. wallacefoundation.org/knowledge-center/school-leadership/effectiveprincipalleadership/documents/the-school-principal-as-leaderguiding-schools-to-better-teaching-and-learning.pdf. winarno, a. (2007). internalisasi nilai-nilai kewirausahaan; pendekatan fenomenologis pada smk negeri 3 malang. disertasi tidak diterbitkan. program pascasarjana universitas negeri malang. 36 journal of social studies (jss), volume 17, number 1, 2021: 21-36 65 from the centre to periphery: the middle eastern impacts on islamic education in indonesia pradana boy ztf faculty of islamic studies, muhammadiyah university of malang, indonesia email: fata.failasufa@gmail.com abstract this paper traces middle eastern elements in islamic education in indonesia by looking at their institutions, curricula, method of teaching, orientations, and islamic ideological transmission. the information on values and impacts of indonesian and middle eastern islam takes a one-way traffic pattern in general terms. the dynamics of islam in middle eastern regions will fundamentally affect the practice and dynamic of islam in indonesia. this paper maps out middle eastern components’ influence on the course of education run by these two largest islamic organizations in indonesia, muhammadiyah and nahdlatul ulama’. however, following the new order’s fall, many islamic groups emerged; education offered by these new groups and orientations is also worthy of evaluation. in the modernist group, the idea and practice of islamic reform, which constitutes one of its significant agendas, mostly echoed the similar and earlier movements in the middle east. similarly, traditionalist groups are often described as the revivers of more locally-rooted islamic practice, and therefore, they tend to blend local and middle eastern elements within their religious way. keywords: middle east, islamic education in indonesia, islamic organizations, indonesian islam journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.65-82, doi: 10.21831/jss.v16i1.34702. 65-82 66 journal of social studies (jss), volume 16, number 1, 2020: 65-82 introduction as islam is originated from the middle east, the influence of middle eastern elements on the practice of indonesian islam is undebated. in general term, the transmission of values, tradition and impacts of middle eastern islam to indonesia takes a one-way traffic pattern. this means that the dynamics of islam in the middle east will bring fundamental impacts to the practices and dynamic of islam in the indonesian archipelago. in contrast, it is rarely the case that dynamics and values of indonesian islam could be transmitted to the middle east regions. the relationship of these two entities of islam is often described as the relationship of “centre” and “periphery”; or in other expression, the relationship of “great tradition” and “little tradition”. this influence is not confined to certain fields, but can be found almost in all walks of life. in such a case, the establishment of islamic education is not an exception. in the light of this context, this article is an investigation of the extent to which middle eastern elements shaped the establishment of islamic educational institutions in indonesia. following generally-accepted categorization of indonesian islam into modernist and traditionalist muslim groups as broadly represented by muhammadiyah and nahdlatul ulama’ respectively, this article maps out the influence of middle eastern components on the practice of education run by these two largest islamic organizations. furthermore, as in the post-new order period many other islamic groups emerged, which at the same time also enriched the competing orientations of islamic groups. in this case, education offered by new groups and orientations are also worthy for evaluation. in the case of modernist group, it can be asserted that the idea and practice of islamic reform which constitute one of its major agendas mostly echoed the similar and earlier movements took place in the middle east. in this case, it is interesting to investigate whether this echoing movement also impact the practice of islamic education run by modernist groups or not. similarly, traditionalist group is often described as the reviver of more locally-rooted practices of islam, and therefore, it has a tendency to blend local and foreign (middle eastern) elements within their religious practices. an important question is whether the pattern is also mirrored in their educational system or it may take different form from its main orientation? not less important are islamic groups which completely mirror middle eastern islam such as hizbut tahrir, ikhwanul muslimin, and many groups categorized as salafi. these groups have also established their educational institutions which are much more arabized than other groups’ establishment. 67 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) in general, this article will trace the influence of middle eastern elements in islamic education in indonesia by looking at their institutions, curricula, method of teaching, orientations, and islamic ideological transmission. literature review the nature of indonesian islam before moving further, it is important to outline some notes on recent development of indonesian islam and ideologies they adhere as well as how these ideologies impact their position within larger context of islamic education in the country. by and large, forms and orientations of islamic education in indonesia are dependent on ideologies of groups which run certain types of education. in other words, the role of ideology in shaping models, types and orientations of education is almost uncontested. theoretically speaking, ideology is a highly controversial concept, and it constitutes one of “most complex” concepts in social sciences (mclellan, 2013).therefore, it has been widely defined and conceptualized with a possibility of overlaped and even contradictory definitions. however, among most popular definitions is that ideology is seen as “the process of production of meanings, signs, and values in social life”(eagleton, 1991). other than this, ideology may also be very succinctly formulated as “the basis of the social representations shared by members of a group.” by this formulation, ideology will enable people, as members of certain group, “to organize the multitude of social beliefs about what is the case, good or bad, right or wrong, for them, and to act accordingly”(van dijk, 2015). when all this formulation is applied to education, it can evidently be seen that education is a process through which “the production of meaning and values” can be achieved. up to this point, ideology and education play complimentary and cyclical roles, namely ideology determines the model, type and orientation of education; and at the same time education functions as leg for certain ideology. in general terms, indonesian islam is not a monolithic context. it manifests in several orientations, ranging from moderate, radical to liberal. mainstream groups such muhammadiyah and nahdlatul ulama’ (nu) remain at the axis of moderatism within indonesian islam, although within both groups some competing orientations can certainly be found, both radical and liberal. within this moderate stand, the emergence of competing orientations is sociologically possible, as moderate position is a middle way which can be 68 journal of social studies (jss), volume 16, number 1, 2020: 65-82 easily directed towards “right” or “left” depending on sociological factors conditioning respective groups. however, despite this fact, mainstream indonesian islam is still largely portrayed as moderate. as a consequence, for a relatively long period, reference to islam in indonesia is mainly made to mainstream islamic movements such as muhammadiyah (established in 1912) and nahdlatul ulama’ (established in 1926). these two movements, despite their wide spread and mass-following across the country and beyond, are also known for their representation of modern-urban audience and traditional-rural audience, respectively. in addition, they offer non-extremist understanding of islam which accommodate indigenous and foreign elements in the practice of islam, although with varied degree. being featured as the home for moderate islam, however, post-new order indonesia witnessed the emergence of competing ideologies. these ideologies were suppressed during suharto’s reign which only prevented these competing orientations of islam from being publicly expressed. the new political situation, nevertheless, has made indonesian islam not only ideologically varied, but also politically diverse, as those competing groups have also created ideological rivalry in social and political realm. in this relation, among the most important development is the emergence of non-mainstream islamic movements. these groups include the tarbiyah movement which closely related to partai keadilan sejahtera (pks), hizbut tahrir indonesia (hti) and its students movement, front pembela islam (fpi), the salafi groups and other movements which share similar ideology and visions on islam.1 in spreading their ideologies, these movements take variety of medium from informal, non-formal study circles to political party and physical jihad. the tarbiyah is one of the most popular movements among university student circles. the formation of ideology for the followers and members of these movements took place through regular meetings technically called liqa’, dawrah, usrah, or pengajian. following the popularity of such movements, contemporary 1 the meaning of salafi might be used in great variation by scholars. in current indonesian setting, i believe that there are at least three meaning of salafi is being used. first, in general term, salafi is used to refer to groups believe in the doctrine of returning the qur’an and sunna which indicate the reference to the earliest generation muslims. secondly, for a relative long period, the term “salafi” is also used to designate those who are educated in traditional type of pesantren. in previous decade, therefore, many traditional pesantren affiliated to nahdlatul ulama’ is referred to as pesantren salafi. lastly, salafi is used to refer to specific group that campaign for specific type of understanding of islam. in other words, salafi is used as a name of a group. 69 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) indonesia is also witnessing the growing number of islamic knowledge seekers not only among students but also general public. in terms of education, those islamic knowledge seekers are usually coming from non-religious background, and it is often metaphorically said that this has made them as empty glasses filled with water. the consequence is that whatever kinds and colours of water poured into the glasses will certainly determine the colour of the glasses. this is the case with islamist movements, both among students and general public. their religious orientations and attitudes are mostly determined by the source of islamic knowledge which they learned from. in general case, even those who are considered as resource person by these islamic knowledge seekers are also from non-religious backgrounds who perceive islam in very simplistic way. more importantly, a note on the source of islamic knowledge should also be made. the curiosity in islamic knowledge combined with close-mindedness and aggressive penetration of information technology have revolutionarily transformed the nature of religious authority in indonesia. as obtaining information on religious matters is getting much easier, those who are trained in religious knowledge are now less respected and followed than any unidentified information spread among social media and internet (hosen, 2008) . closely related to this phenomenon is the unprecedented growing sectarianism level among muslim groups. currently, some muslim groups are easily trapped into claim of truth to the belief, doctrines and system of thought which they adhere and struggle for; and at the same time, show tendency to claim other beliefs and doctrines as false or invalid. as an example, the antishi’a sentiment now widespread among most muslim groups in indonesia. the dissemination of anti-shi’a campaigns are done through internet, social media, printed media as well as religious circles such as khutbah (sermons) and pengajian (informal religious classes). within this situation, there are also some minor groups that campaign for a more tolerant and peaceful islam, arguing that difference in orientations and thought among muslims are part of human life dynamic and therefore it should not be taken as a pretext for any exclusion and discrimination. however, groups campaigning for tolerance and peace are becoming increasingly unpopular. rather than attaining support and attention, in most cases, they are harshly accused as part of liberal muslims, unbelievers, spoiler of islam and proponent of western ideology. furthermore, in many cases, such campaign also fruited in public hatred to those who favour for openmindedness in practicing islam. such hatred is not only showed by general and lay muslims, but also by authority holders, both religious and governmental. 70 journal of social studies (jss), volume 16, number 1, 2020: 65-82 as just recently happened, the mayor of bogor in west java issued a letter prohibiting shi’ite community in bogor to commemorate the ashura which is known as part of shi’ite rituals (tempo, 2015). same attitude is also shown by religious authorities. majelis ulama’ indonesia (mui) which is seen as the official holder of islamic religious authority in indonesia repeatedly affirmed their sectarian attitude towards issues related to shi’a in indonesia. similarly, although formally muhammadiyah and nu do not show hostile attitude towards shi’a, certain groups within both organization sporadically produced hatred to this minority group. understanding this background is fundamental in order to draw maps of contemporary dynamics of indonesian islam, especially in its relations to models and orientations of islamic education developed in this multicultural and pluralistic nation; and how middle eastern elements influence all this situation, both in context of indonesian islam in general, and in islamic education, in particular. in order to achieve this goal, in the following sections, i will discuss the nature of education developed by muhammadiyah, nahdlatul ulama’ and islamist group, by taking pks and its tarbiyah movement as cases studies. results and discussion the transmission of reform in education muhammadiyah is an islamic organization known for its modern inclination. founded in yogyakarta in the beginning of twentieth century, it is aimed at purifying, modernising and rationalising religious and social life of javanese society under dutch colonialism. therefore, this movement is sociologically rooted in local conditions. however, although its emergence is basically a response posed by ahmad dahlan, the founding father of muhammadiyah, to local phenomenon; it is not completely void from foreign elements especially that of middle eastern as the centre of islamic knowledge. it can be claimed that the factors which triggered the foundation of muhammadiyah as a modern islamic organization are multi-layered. in addition to the problem of syncretism of islamic teachings and local cultures and religious fanaticism widespread among indonesian muslims, a fundamental factor leading to establishment of muhammadiyah is the problem of backwardness which, among many other factors, is caused by the practice of dualism in education. as karel steenbrink shows, in the late nineteenth century, dualism in education 71 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) marked the nature of education in indonesia (steenbrink, 1995). this situation is closely related to the dutch colonialism policy which practiced the politics of divide et impera. this principle is manifested in many fields of indonesian people’s life from social stratifications, legal provision to policy on education. in the field of law, as an example, the dutch colonial administration classified legal provisions into at least three categories, namely legal provision for europeans, legal provisions for arabs and chinese, and legal provisions for the indigenous of netherlands indies. in educational sector, this discriminative policy is manifested in the establishment of modern and segregated dutch-modelled education. the dutch education system is exclusively privileged for children of dutch officials and children of indigenous people who maintained close ties with dutch officials and were loyal to them. not only social class which was marked the discriminatory nature of dutch education, but also the orientation and curricula. this model of education taught secular subjects and did not pay any attention and give portion to religious education. on the other hand, those who are socially marginalised, economically unpriviliged and did not maintain any ties with dutch colonial administration were excluded from dutch education system. alternatively, those who are from lower social classes were educated in traditional educational institutions, popularly known as pesantren. in the modern day, these two distinct models of education are known as sekolah and pesantren. consequently, diametrical contrast between these two models of education can evidently be seen. while dutch-modelled education is “secularly” oriented, traditional education developed by indonesian religious leaders was heavily religious and close-minded. against the backdrop of colonial administration which to some extent was also seen as an endeavour to propagate christianity in indonesia, it is understandable that those religious leaders were hostile to the dutch. as a result, they become internally defensive to all kinds of perceived potential threat to islam. furthermore, the implementation of this attitude within the context of education is that traditional educational system taught only religious-related subjects and avoided all other subjects which generally labelled as secular. in turn, traditional islamic education produced only closeminded alumni who were reluctant to deal with any kinds of change within indonesian muslim society. amidst this contrast, ahmad dahlan offered his synthetical thought and experiment. therefore, in general term, it is historically accepted that the 72 journal of social studies (jss), volume 16, number 1, 2020: 65-82 initial reform in islamic education can be traced to attempts carried out by ahmad dahlan. facing this dualism in education, ahmad dahlan sought to synthesize these two models by developing what later known sistem pendidikan muhammadiyah or muhammadiyah education system. by this, it is projected that muhammadiyah’s education will put emphasis both on religious and secular subjects in proportional weigh. historically, religious subjects were taught by ahmad dahlan himself, while general subjects were taught by a government-affiliated teacher who voluntarily helped dahlan to run his school (yusuf, 2008). in this context, the influence of middle eastern elements within the reform of islamic education carried out by ahmad dahlan can be possibly located. among the most possible elements is educational reforms pioneered by muhammad abduh in egypt. in her study on relation between muhammadiyah and muhammad abduh’s thought, arbiyah lubis shows that muhammadiyah theological thought is influenced by muhammad abduh’s theological stance (lubis, 1993). however, the influence of abduh’s thought on muhammadiyah is basically not confined to theological realm, but also in the field of education. abduh is critical to traditional model education which put emphasis on memorizing the subject which was practiced since the elementary level of kuttab system up to university level. alternatively, abduh opined that memory system should be replaced by insight and comprehension. in muhammadiyah case, the most important element of middle eastern influence within its educational establishment is the model and spirit of reform in islamic education. abduh believed that education is the key for reform of society. therefore, any kinds of reforms should be embarked from reformation of education. as an example, in responding the ill-practiced islamic law within the context of egyptian society, abduh maintained that law can only be properly revised if citizens are educated (armajani, 2012). furthermore, abduh’s program of educational reform cannot be grasped separately without taking the idea of ijtihad in islamic law into account. according to muhammad abduh: “religious education had to teach ijtihad through critical examination of the primary source of religion; and it had to include mathematics, the science and comparative history as a vehicle for a well-rounded understanding of the implications of juristic judgement” (gesink, 2014). muhammadiyah system of education resembles abduh reform program in which it gives place to reason and accommodate non-religious subjects. benda notes that one of the most important successful achievements of 73 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) muhammadiyah movement is education (benda, 1980). muhammadiyah education teaches modern syllabus which successfully combines religious and non-religious elements (swe, 2016). as has been indicated earlier, educational system run by muslim groups in indonesia is largely dependent on the ideology embraced by respective group. in this context, education also serves as leg for its ideology. rational inclination and the combination of variety of subject in islamic education developed by muhammadiyah is fundamentally in line with its advocacy for ijtihad which again, reflects abduh’s thought on reform on islamic law. in a more technical term, muhammadiyah’s education system has attempted to develop both sekolah and madrasa or pesantren types of education. in an indonesian context, sekolah refers to a system of education which is broadly connected to secular system and subjects, while madrasa as widely known in any other muslim world, as a system of religious education. other than madrasa, another type of religious education is also known as pesantren, which according to van bruinessen is identified as indonesian version of madrasa (van bruinessen, 2008). in its later development, however, muhammadiyah seems to fail to synthesize these two models, as muhammadiyah is much more associated with sekolah model rather than madrasa and pesantren models. in other words, muhammadiyah becomes more exposed to secular-type of education rather than madrasa and or pesantren. consequently, muhammadiyah has been criticised of experiencing the lack of ulama’ (religious scholars). it is highly possible that awareness on the imbalance in its educational system, which was previously designed to be balanced, which recently motivated muhammadiyah to pay more attention to pesantren education. this new trend is resulted in the establishment of a number of pesantren within muhammadiyah which technically known as “muhammadiyah boarding school” (mbs). regarding this, how far and effective this new direction will transform muhammadiyah education is a question which need considerably long period to answer. but, if this trend is successful in transforming muhammadiyah education, another wave of middle east impacts will certainly take place in muhammadiyah context. this is possible as in running pesantren, muhammadiyah will mostly take benefit from those who are graduated from middle eastern universities. this possible influx of middle eastern graduates into muhammadiyah education will surely bring impacts to transform the face of muhammadiyah education in the future. 74 journal of social studies (jss), volume 16, number 1, 2020: 65-82 education and the preservation of tradition other than muhammadiyah, islamic education in indonesia is also run by nahdlatul ulama’, an islamic organization which is largely associated with traditionalism and its inclination to preserve elements of tradition within its religious practices, under the banner of ma’arif education (rochmat, 2016). as with muhammadiyah’s case, the foundation of nu is also related to both local and foreign factors. locally, the penetration of modernist islamic movements advocated by muhammadiyah and other similarly-oriented organizations such as persatuan islam and al-irsyad, have been responded by kiais (religious clerics mostly based in pesantren) by institutionalizing traditional islam which culminated in the foundation of nahdlatul ulama’. the term itself literally means the awakening of ulama’ (religious scholars) which only strengthens the impression of tensions between the wave of modernisation and traditional ulama’s stance. in this context, therefore, pesantren education is a medium through which traditional islamic practices and values are institutionalized. furthermore, a fact often quoted to legitimize this goal is related to the attitude that hasyim asy’ari, the founding father of nu, showed to muhammad abduh. it is mentioned that asy’ari was an admirer of abduh’s thought especially his thought expressed in al-manar, but asy’ari forbid his pupils to read this exegesis not because of abduh’s rational approach to religion, but rather because of abduh’s humiliation of traditional ulama’ ( van bruinessen, 2012). generally, pesantren education is mostly associated with nu. historically speaking, the early existence of pesantren in nusantara is often associated to maulana malik ibrahim, a figure which is believed as the spreader of islam to indonesian archipelago. ibrahim is seen as the first generation of ulama’ who pioneered the pesantren system which followed by raden rahmat who later popularly known as sunan ampel, since he resided in a place called ampeldenta and conducted islamic religious classes within this area (soebahar, 2013). it is not clear from this, nevertheless, whether pesantren is an educational system which resembled middle eastern model or locally grown. robert w hefner argues that the influence of middle eastern style of islamic education did not take place simultaneously with the coming of islam to indonesia, but rather it is result of ceaseless changes and transformation (hefner, 2008). hefner’s position with regard to the history of islamic education in indonesia is partly a criticism of clifford geertz’s metaphor of “old wine in a new bottle” to describe the hindu-buddhist legacy which is merely adopted under the banner of islam. similarly, bruinessen is also of the opinion that pesantren in indonesia is result 75 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) of long interactions and transformations. in his words: rather than imitating hindu and buddhist precursors, these late nineteenth-and early twentieth-century pesantrens appeared to be modelled on institutions with which their founders had become familiar during their studies in arabia: the study circles (halqa) in the great mosque of mecca (the masjid al-haram), cairo’s azhar, which had a dormitory assigned to southeast asian students (the riwaq al-jawa), and especially the slightly modernised madrasas in mecca at the time. the most prominent of the latter was the madrasa sawlatiyya, which was established by indian muslims in 1874 and which also attracted many indonesian students. in 1934, following an incident in which their national pride was impaired, the indonesians abandoned this madrasa and founded their own school, dar al-ulum al-diniyya, which exists to this very day and has been a major centre of orientation for the indonesian traditional ulama (van bruinessen, 2008). although scholar such as bruinessen tends to relate the pesantren tradition with middle eastern model, some opinions, as can be summarised from soebahar’s explanation, tends to relate pesantren as combination of local and foreign elements. dhofier argues that pesantren in indonesia is resulted from combination of madrasa and tarekat activities (dhofier, 2011). whether or not the pesantren as an institution is influenced by middle eastern elements, it does not mean that middle eastern influence is absent from nahdlatul ulama’s educational dynamics. the most visible element of middle eastern in pesantren education is the pervasive use of arabic source in teaching. this fact is referred to by bruinessen as uniqueness of pesantren education system. on the one hand, it is deeply rooted in local values, practices and culture; but on the other, it is also internationally oriented, especially to mecca (van bruinessen, 2012). in traditional pesantren system, teaching activities are mostly carried out by reading a number of books called kitab kuning. literally, kitab kuning means yellow books which refer to the colour of the paper on which books are printed. those books are written by ulama’ from the middle eastern in arabic which also known as kitab klasik or classical book. in more technical term, they are called al-kutub al-mu’tabara. the reference to these kinds of book is integral part of pesantren education. soebahar identifies that the only school of law adopted and referred by pesantren is shafi’ite school of law (soebahar, 2013). mujamil qomar lists some of kitab kuning popularly used in pesantren ranging from fiqh (islamic 76 journal of social studies (jss), volume 16, number 1, 2020: 65-82 jurisprudence), hadith (prophetic tradition), ushul fiqh (philosophy of islamic law), to tafsir (exegesis of the qur’an). in the field of islamic jurisprudence, as an example, the most popular references used include: safinah al-najah, sullam al-taufiq, masail al-sittin, mukhtashar, minhaj al-qawim, al-hawasyi al-madaniyah, al-risalah, fath al-qarib, al-iqna’, tuhfat al-habib, al-muharrar, minhaj al-thalibin, fath al-wahab, and tuhfat al-muhtaj. in the field of arabic grammar, the books used are: muqaddimah al-ajurumiyah, mutammimah, al-fawaqih al-janniyyah, aldhurrah al-bahiyyah, al-awamil al-mi’at, inna awla, alfiyah, minhaj al-masalik, thamrin al-tullab, al-rafiyyah, qathr al-nada, mujib al-nida’ and al-mishbah. in the field of ushul al-din (the fundamentals of religion), can be found such books as: bahjat al-ulum, umm al-barahin, al-mufid, fath al-mubin, kifayat al-awwam, almiftah fi syarh al-ma’rifat al-islam, and jawharat al-tawhid (qomar, 2006). the use of kitab kuning which mostly –if not entirely—written by middle eastern ulama’ also underlines a point on religious authority transmitted from the arab world to indonesia. therefore, it can be asserted that middle eastern impacts on indonesian islamic education are related to religious authority. the case of authority transmission can also be seen from the case of fatwa. in his classifications of fatwa, kaptein (2004) lists a category called “traditional fatwa”. this refers to a mechanism of fatwa-issuing by ulama’ resided in mecca responding questions raised by muslims in indonesia. although it seems does not directly relate to education, it basically reflects the impact of middle eastern authority in education circles. fatwa-making is an activity which involves kiai as the holder of religious authority, and since kiai is the sole-authority holder in a pesantren as an islamic educational institution, this fact can still be analysed within the issue of education. furthermore, this fact is a confirmation of the influence of middle eastern elements in traditional islamic education system in indonesia. as azyumardi azra’s study shows, the connection of ulama in nusantara and ulama in the middle east was very much intensified (azra, 2013). while slightly criticizes azra’s finding, zamakhsyari dhofier argues that some development in the middle east, including the opening of suez canal, has made connections between nusantara and the middle east more accessible which brought consequence of transmission of ideas and knowledge become more intense (dhofier, 2012). apart from this context, a brief note on recent transformation within nu’s context of education is worthy. in contrast to muhammadiyah’s case discussed above; has long been associated with pesantren education, nahdlatul ulama’ is currently transforming its educational system. while pesantren still 77 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) constitutes core and main characteristic of nu’s education system, it starts to orient its education into universities which basically suggests nu’s inclination into a more modern system of education. however, how this will change future face of nu education and how this phenomenon will bring impacts to the influence of middle eastern elements within nu’s traditional education is a question which can only be answered in the following decades. in summary, it can be maintained that the influence of middle eastern elements within the practice of education within the context of nu take the form of reference in traditional islamic studies. this nature has influenced and is in line with nu’s attitude towards tradition as well as its methodological position within the context of islamic legal thought. legally speaking, in contrast position to muhammadiyah which advocates for the performing of ijtihad, nu adopts taqlid (imitation or following the teaching of specific school of law, or madzhab) as part of its legal position. in such a case, transmitting middle eastern knowledge through reference to kitab kuning is on par with the principle of islam bermadzhab and taqlid believed and adhered by nu. education and political ideology as has been indicated earlier, one of important socio-religious phenomena in the post-new order period is the emergence of islamist groups. among many groups, the most prominent is pks and hti. for a practical reason, this section will only discuss the influence of middle eastern elements within the context of pks education system. as a political party, pks is started from student propagation movements in many campus across indonesia. many studies, such as by yon mahmudi, show that in 1980s, indonesian islam witnessed a resurgent in tendency of islamisation which gave rise to the emergence of gerakan tarbiyah (mahmudi, 2008). mahmudi reveals that members of gerakan tarbiyah were successful in gaining support from students of university of indonesia which eventually elevated those tarbiyah activists into the leadership of student government. the transformation of gerakan tarbiyah into a political party took place in the post-suharto period which was featured by a freedom of speech and expressions. in addition, gerakan tarbiyah also transformed into a student organization named kesatuan aksi mahasiswa muslim indonesia (kammi) in malang in 1998. kammi successfully attracted huge mass-following among students which in turn become the backbone of partai keadilan sejahtera. 78 journal of social studies (jss), volume 16, number 1, 2020: 65-82 mahmudi argues that this success is due to accommodative attitude of gerakan tarbiyah which is able to accomodate people from diverse background. while some scholars tend to see gerakan tarbiyah as a distinct and separated phenomenon of islamization (damanik, 2000; azizm 1995; azra, 1999), machmudi believes that the phenomenon of gerakan tarbiyah is basically continuation of the process or trend of islamization in 1970s. although the rise of this new santri group is a local phenomenon, it cannot be separated from international influence, especially that of middle eastern. gerakan tarbiyah and pks members are mostly influenced and inspired by the teachings of hasan al-banna and ikhwanul muslimin in egypt. the adoption of islam as a sole ideology in dealing with any issues marks one of the most important feature of pks. this tendency is what is theoretically called as islamism. greg fealy and anthony bubalo identify that islamism is a movement which view islam as an ideology, that islam is a religion which encompasses all dimensions of modern society. in the view of islamists, islam is a determinant factor in defining all dimensions of life within particular society from governance, education, system of law, to economy and culture. the other element of islamism is activism (fealy & bubalo, 2007). the success of pks or gerakan tarbiyah in attracting huge following from students cannot be separated from the system of education they adopt. in the case of pks, the recruitment of members which is more popularly known as “kader” can be performed individually (fardi) or collectively (jama’i). analysing pks case, it can be asserted that the middle eastern elements are very influential in shaping its mode of thought. not only education, political issues and stance of ikhwan al-muslimin (muslim brotherhood) in egypt strongly determine pks position. more importantly, education and politics are two unseparated activities within the context of pks. in contrast to muhammadiyah and nu which much more open in conducting their training for its member, pks is much more exclusive. it develops both formal and informal types of education. in general context, formal education is run for kindergarten and primary level, while for university-student level the education take out of informal organization. in most cases, the education and or training for this age-group take place in the mosques or the murabbi’s houses. murabbi (male) and murabbiyah (female) are those who are appointed by the mechanism of organization to supervise, guide and teach circles, classes or any meetings regularly conducted by the groups. the middle eastern influence to pks is particularly from the ikhwanul muslimin (muslim brotherhood) ideology. as rahmat (2009) records, the 79 from the centre to periphery: the middle eastern impacts on islamic education in indonesia (pradana boy ztf) influence of ikhwanul muslimin is pervasive as ideology of this movement has been indoctrinated long-before the foundation of pks through lembaga dakwah kampus (campus propagation movements). the model of education offerred by pks to university students are mostly non-formal and informal. but, in late decade, pks started to embark on running formal education system by founding kindergarten and elementary schools in many places in indonesia. conclusion from three groups with which three different ideologies are examined in this paper, it can be concluded that although they come from the same regional source, they take various forms when coming to indonesia. from a modernist point of view as represented by muhammadiyah, this middle eastern model is taken not only for education but also for a more fundamental purpose, namely supporting its ideology and agenda. the doctrine is non-conformism to any schools of law in the islamic legal context. this non-conformism orientation is manifested in muhammadiyah’s campaign for ijtihad, resisting the earlier period claim of the shut of the ijtihad gate. not limited to a modernist group, the middle eastern connection with the indonesian context can also be identified from the traditional group; in this case, nahdlatul ulama’ exhibits a unique point. it has smoothly combined a pesantren education, a locally grown institution, with that of middle eastern content through the adoption of kitab kuning. although pesantren has currently been undergoing adaptation and reform, its curricula’ core element is still heavily loaded with middle eastern ingredients. lastly, different from the last two groups, which are more moderate in orientation, middle eastern elements also influenced islamist groups such as partai keadilan sejahtera. the form of movement and organization it took are sole-mirror of institution and organization developed in the middle east. the same situation can also be seen in terms of the schedule. despite that islamist group such as pks grows in indonesian soil, their attachment to middle easternoriginated issues is more visible than local problems in indonesia. references armajani, j. 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(2013). modernisasi pesantren: studi transformasi kepemimpinan kiai dan sistem pendidikan pesantren. yogyakarta: lkis. steenbrink, k. (1995). kawan dalam pertikaian: kaum kolonial belanda dan islam di indonesia 1596-1942. bandung: mizan. swe, y. l. (2016). the history of the development of sd muhammadiyah kauman yogyakarta from 1980 to 2015. journal of social studies (jss), 12(2). van bruinessen, m. (2008). traditionalist and islamist pesantren in contemporary indonesia”, in noor, f. a. et. all (ed), the madrasa in asia: political activism and transnational linkage. amsterdam: amsterdam university press. van bruinessen, m. (2012). kitab kuning, pesantren dan tarekat. yogyakarta: gading publishing. van dijk, t. a. (2015). introduction. ideology: a multidisciplinary approach. london: sage publications ltd.. yusuf, y. (2008). introduction, in hamdan. paradigma pendidikan muhammadiyah. yogyakarta: ircisod. 82 journal of social studies (jss), volume 16, number 1, 2020: 65-82 jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 52 revitalization of south sulawesi socio-cultural values relating to democracy in the era of regional autonomy jumadi, rifai nur, and patahuddin5 abstract this research aims to understand the principles of democracy enforcement in the implementation of regional autonomy, to promote and to revitalize the south sulawesi sociocultural values relating to the issue of democracy in the era of regional autonomy, the development of the region potency and the diversity of community to achieve regional and national progress. south sulawesi since the empire era has posessed socio-cultural values that are closely related to the principles of democracy enforcement. the socio-cultural values are potential for the regional development, especially in the era of regional autonomy. social values, one of them are embedded in the democracy principles and foundations in south sulawesi as the legal basis for organizing the kingdom in south sulawesi: “rusa’ taro datu, ten rusa’ taro ade’, rusa’ taro ade’ ten rusa’ taro anang, rusa’ anang ten rusa’ taro tomaegae”.means that the decision of datu / king can be canceled by ade ' (council) but the decision of ade' can not be canceled by the king / datu, the decision of ade' can be canceled by public figures, but the willingness of public figures can not be canceled by public figures, the willingness of public figures can be canceled by the society, but the willingness of the society can not be canceled by public figures. this means the highest decision belongs to the society. keywords: socio-cultural values and democracy in the era of regional autonomy. 5 faculty of social sciences university of makassar & fkip haluuleo kendari. ijss.vol.12, no.2, september 2016 53 introduction the research related to the socio-cultural values and local democracy in this era of regional autonomy is the development of some previous research results. the first research, recommends the enforcement of regional freedom authority in policy-making, decision-making and governance. the principle of centralization in budget-planning and decision-making is still very strong compared to the bottom-up principle. consequently, the level of regional dependence on the central area is still very large (nur rifai; 2007). then the second study, emphasizes the need for equality enforcement of all local communities, sociocultural life as well as governance, prioritizing the preservation of equality. as a result, in the implementation of regional autonomy, a negative impact occurs namely the development of primordialism principle based on ethnic and religion (nur rifai; 1999). local democracy in the autonomous regional government is a prerequisite to reach the progress. people in the region were placed on the importance position (putting people first) in decision-making. at the level of society, the democracy talks about the freedom of individuals and groups in society; whereas the level of center-region relations, democracy requires the regional freedom to regulate itself. the existence of individual and group freedom is necessary, so that the individual progress can be achieved as beside as a way to guard against possible violations of the public rights and interests by the state. later in the level of center-region relations, autonomy is desirable to develop independence and leads to the progress in all areas suitable with the views or based on the socio-cultural values and community needs. problems based on the background of the research problem, the problems in this research are: 1. how are the principles of democracy enforcement in the implementation of regional autonomy ?. 2. how to promote and revitalize the sociocultural values of south sulawesi local culture relating to the issue of democracy in the era of regional autonomy ?. 3. how to encourage the development of region potency and the community diversity to achieve regional and national progress ?. research urgency research on extracting soclo-cultural values in relation to the democracy in the era of regional autonomy is important to be developed in the areas which implement an autonomous government, beside it is intended to promote the progress of the region as well as to prevent the negative impact of the implementation of regional autonomy. this research is expected to provide benefits in theoretical contribution for the social sciences, especially the studies of democratization, increasing the sense of responsibility from the local society for regional and national progress in the areas of: social and cultural, and the contribution and input to local governments in decision-making related to the the principles of local democracy based on socicultural values of the area. meanwhile, the expected outcomes are the existence of values for local democracy jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 54 enforcement in the era of regional autonomy. the existence of values that can support the enforcement of local democracy as a system in order to encourage regional and national progress, the existence of socio-cultural revitalization mechanism in order to promote regional and national progress. discussion of the research result a. the principles of democracy and the development of democracy in indonesia various opinions about democracy both classical and modern such as socrates (469399 bc) which is considered as the prototype of the democracy hero, especially in the freedom of speech and freedom of inquiry. although socrates did not leave any writings, what is known about socrates comes from his student plato (427-347 bc). the other prominent of classisal democracy is aristotle (384-322 bc), his works on politics are so well known among scientists. aristotle's political composition is a starting point for a systematic discussion of the political life in western world, comprehensively about the form of government, virtues that support it, the meaning of citizenship and the role of education in political life (nur rifai, 2007) aristotle argued that the form of the state can be perceived to be good if it is directed to the public interest namely the interests of each individual, his contribution in providing a view of democracy also seen from his thought about; personal freedom, the government based on the basic law (constitution), and the importance of a large middle class. the democratic process in third world countries began in 1974, which was marked by the advent of the 25 april coup in lisbon, portugal. although it is hard to believe from a movement to democracy across the world because the coup is more often dropped than delivers a democratic regime, but it still was placed as the beginning of the third wave of democratization. the coup on april 25, 1974, was the beginning of an unintentional, for the enforcement of democracy, if democracy movement triggers a global scale, far from the minds of the leaders of the coup. this expression is spoken by anhar gonggong in his book "indonesia; democracy and the future "(anhar gonggong, 2002). the rapid development of the democratic process which had begun in 1974, which was marked by the emergence of a spirit of togetherness and openness in a democratic frame. this spirit can be seen in view of gorbachev, the concept of perestroika. perestroika with the spirit of openness and democracy movement has had an impact not only on the state of the soviet union but also extends and gets into other countries in europe. communist ideology of power that has been going on for around 70 years, eventually collapsed and the wave of democratization grows in the region. two historical events with very broad impact have happened and changed the order as well as the political power in mondial scale. although the two incidents are merely mondial symptoms at the beginning of the democratic process, the will of the community to create a more democratic way of life is a universal and common symptom. this review, at least encourages people to understand the early history of the democratic process. then it is translated by experts in accordance with their scientific view. huntington (1995), considers that democracy as a form of government, its use starts in the modern age. since the revolutionary upheaval in western ijss.vol.12, no.2, september 2016 55 society, namely at the end of the 18th century. in the mid 20th century in the debate about the meaning of democracy, three general approaches occur. various notions of democracy are adapted to the procedure. one of them stated that the main procedure of democracy is the election of the leaders on a competitive basis by the people they govern, this view is related to the democratic procedures to form a government. people of this view is among joseph schumpeter (1942) in his book "capitalism, socialism, and democracy cited by (rifai nur; 2007), explains that democratic methods are institutional procedures to achieve political decisions in which individuals acquire the power to make decisions through competitive struggle in order to obtain the most votes. whatever the perceptions of democracy which are accepted, there are some things in a democracy that needs to be understood fully by the community of these countries, as proposed by ryllis and omar ghosihni in (nur rifai, 2007) that: 1) independence; 2) selfgovernment; 3) responsibility acceptance; 4) differences of opinion; 5) tolerance; 6) patience, and 7) a chance. if so the perceptions of democracy, then surely democracy is a democracy which will not be realized without freedom, and independence will only thrive with a self-government. hence, democracy can only thrive well, if accompanied by a sense of responsibility for adhering to the rules (laws) agreed by the citizens. democracy also means that there is a toleration for dissent and on the side is an important function of criticism. but a willingness to dissent will only tangible best if all are willing to build a tolerance that is sustained by patience. in addition, in a democratic society, all citizens must obtain a reasonable place and therefore open opportunities is one of the main elements in a democracy. enterprises realization of democracy must undergo various struggles. seen from the history of how hammurabi, king of babylon in the 18th century bc, with his law, which is the will to live by the rules of democratic life based on rules "agreed upon". history is also familiar with the birth of "magna charta libertum" which is the great charter of liberty institution marked a victory for the united kingdom is considered as a basic freedom for the british people, also showed the people's participation in governance and power in a democratic spirit. likewise with the outbreak of the french revolution, marking the urge to organize a more democratic and prosperous. indonesia has conducted a long dialogue about democracy and how it is applied, and in the end they agreed with the conclusion that there is a definite and obvious difference between democracy developed in the west from indonesia. hatta, associated with democracy in indonesia, explained that the principle of democracy implies that sovereignty is in the people. all laws must be based on a sense of justice and truth that lives in the hearts of many, and the rules of life should be perfect and joyful for the people if reasoned for the sovereignty of the people. the principle of sovereignty is jointed by any kind of civilized men, that every nation has the right for self-determination. the differences between western democracy and indonesian democracy in the view of hatta, as follows; that western democracy is carried out by the french revolution, which brought no freedom of real people, but raised the power of capitalism. therefore, political democracy is not enough jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 56 to achieve real democracy, the sovereignty of the people. there must be some economic democracy, which holds the reason that all the earnings on the livelihoods of many people must apply under the crowds as well. this view is in line with what is proposed by sukarno, who does not accept the western democratic system. the views of soekarno state that political democracy itself unable to save the people. even in countries, such as britain, the netherlands, france, america and so on, where 'democracy' has been run, rampant capitalism and the miserable marhennya people. democracy which is suitable with the indonesian community in view of soekarno is what is called the socio-democratic democracy. entering the 21st century starts with the advent of two (2) large power poles which are different in terms of ideology. america and its allies are within the western bloc dealing with capitalist ideology, eastern bloc is led by the soviet union and its allies with the communist ideology. the fight and feud from the two blocks in order to have influence in the world are so prominent, until the birth of a neutral view of the non-aligned movement which sought to ease tensions between the two blocks in order to create a more peaceful world and democratic. a fact that entering the 21st century, people are faced with the reality of the demands for the creation of a more open state. this fact is supported by at least three (3) factors, namely; first; the increasing number of residents or citizens educated who have been taking instruction in a variety of higher education; second; the demands of the embryonic group of 'middle class which is called by marz as class struggle 'or the group of middle-class struggle to change his life, and the third; the appearance of labour group or workers as oppressive power, the background level of demand for the improvement of their welfare, not only that this group consists of laborers but also other workers who feel pressured by the organization they are employed. what is expected from this three conditions, is the desire for finding a formula that is more beneficial to all parties for their demands to obtain a more open atmosphere. institutions of the constitutional state is expected to find its function more accurately and correctly. likewise, of course, political organizations and mass are also expected to further empower themselves by adhering to the rules of the organization which are created and agreed. all of these mean that the process of empowerment component of government, private and political organizations and the masses will be realized simultaneously with the motion-viable for maturation itself as politically democratic. indonesia on its way at least, has entered the fourth occasion in an attempt to organize themselves as an independent nation based on democratic constitutional order or system. the first opportunity of indonesia can be seen in a transition period to maintain the independence war 1945-1949 as a period of liberal democracy (parliamentary). the constitution was applied in 1949 (federal state) and replaced by a provisional constitution 1950 (a unitary state). it seems that the understanding of liberal democracy can not be relied upon. the frequent change of cabinet, based on freedom and opposition occurs without regard to the stability of the state government, and eventually this period expires. ijss.vol.12, no.2, september 2016 57 the second period, with the so-called guided democracy as a substitute for liberal democracy is considered unreliable in guarding democratization in indonesia. enforcement of guided democracy marked by the re-enactment of the 1945 constitution as the constitution which is regarded as the order of life. not much different from liberal democracy, guided democracy also finally fell after ruling about 6 (six) years. some rebellions and other movements lead to the collapse of guided democracy. the fall of guided democracy, which also marked the collapse of the charismaticauthoritarian as expressed by anhar gonggong in his book: indonesia, democracy and the future; marking the emergence of new powers which aspire to restore the rule in accordance with the order of society, then the terms of constitutional democracy was back which indeed is one manifestation of the independence mandate. indonesian society is better known by the name of multicultural communities. how is democracy in multicultural society?. founders (foundation father) have created a series of words that are so memorable for the people of indonesia, unity in diversity. since the beginning, the founding fathers are determined to develop and create a democratic social order. surely it is the opposition to the nature of the social order which is more authoritarian, centralized and discriminatory. a democratic society order is a promising hope, but at the same time beautiful shadows that can be lost. in the relation to democracy, the embodiment of the democratic order is the creation of spaces that can be used by all citizens of an independent nation, so that true democracy is more than just a set of rules or constitutional procedures. this is the situation faced by the indonesian state, multi-ethnic society who build a multicultural society at large, certainly not an easy job to build a multicultural society because it will also deal with issues that are also multi-complex. this fact applies in indonesian multicultural society, so not easy to create democratic spaces. but with the spirit of unity in diversity, it is gradually revealing itself that even though indonesia is a multicultural nation, they still look for the future as a nation who want to live together and be more democratic. the ideals of the struggle for independence of the nation was to establish democracy in the independence of indonesian nation, in addition to democracy, as well as social justice in the independence of indonesian nation, the country's independence, democracy and social justice are the three (3) major milestone that supports the existence of the independence of indonesian nation. by itself, the democratic values contain human rights (ham), because democracy and human rights are an integral unity. a country that claims to be democratic must be necessarily consistent in the practice of respect to human rights, because democracy without respect for the rights of every society is not democratic, but it was fascism or totalitarian state (muchtar lubis, 2005). a democratic state also covers other rights such as the right of freedom of the press, the right of expression and thought, the right to elect the representative members of the people in free and secret, the right of religious freedom, the right to artistic freedom, the right of association, equality of women with men and so on. it is clear that democracy is based on the value of the rights of human jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 58 freedom. the freedom that underlies democracy should be a positive freedom and not a freedom of anarchy. freedom or independence in a democracy must sustain and protect democracy with all human rights contained therein. independence in favor of democracy should have the power to protect democracy from threats that can destroy democracy itself. furthermore, today's era, the indonesian nation, besides they are willing to live in a society that is more democratic in the frame of the unitary republic of indonesia with the spirit of regional autonomy. one thing that is so important in the context of the struggle to be independent indonesia, democracy is nucleated on the sovereignty and the power is in the people. this fundamental change in today's era of reform is the change in the order of life together and government. regional autonomy was born, based on law no. 22 and 25 in 1999. the importance of the act, how the implementation or application. further in the research, held (1996) states that democracy is "the realization of the principle of autonomy would require the creation of a system of decision-making which allowed extensive involvement of citizens in the diverse forms of political affairs that significantly affect them. furthermore, democracy has five (5) criteria as stated by dahl (1989), quoted by held, namely: effective participation, enlightened understanding, voting equality at the decisive stage, control of the agenda, and inclusiveness ". held stresses the principle of autonomy in the creative freedom and the participation of local resident in making decisions. then, maswadi rauf (2005) stated that regional autonomy is one of the real form of democratic practices. regional autonomy must begin with open space for the development of freedom as a condition of progress and independence. according to maswadi rauf "freedom must be interpreted as freedom which is restricted by the applicable legislation. so it is not an absolute freedom as absolute freedom gave birth to anarchy. freedom rooted in the legislation can be productive and bring the initiative and creativity which are essential to the development and advancement of the human. according to rauf "democracy of the view that progress must start private. coercion by the political authorities (state) of what is good and what is not good for society members will only turn off the self-reliance that impede the progress of individuals and society "(maswadi rauf, 2005). rauf democratic theory can help to understand the implementation of the principle of democracy in local governance in south sulawesi. the phenomenon was discovered in the kingdoms that later became the autonomous regional government in organizing government. the foundation of democracy can be found starting from the beginning of the establishment of the kingdom to the kingdom completeness tools / swapraja and procedures for running the government. approach and potential development of south sulawesi socio-cultural values in relation to democracy and autonomy approach to socio-cultural values is used to observe the symptoms of local government with broaden autonomy. autonomy provides space and opportunity for the region to try to develop cultural potential in accordance with the culture and interests of local communities. parson quoting geertz ijss.vol.12, no.2, september 2016 59 views culture as a system of symbols. through this system, people give meaning to their own experience. kingdoms in south sulawesi established the kingdom through an agreement. it begins with the arrival of to manurung which is told so dramatically in the 'lontara' contribute to this "coincidence" condition. people's lives are portrayed by la galigo as the anre bale taue ended when bate salapang (gowa), matoa / ulu anang (wajo), miapatamiana (buton) leaders of the country made a political contract with to manurung to jointly build and organize a kingdom with a legal or pangadakkang (makassar), and pangngadereng (bugis) in certain territorial areas. the principle of democracy appears also in the basic law of kingdom implementation in south sulawesi, such as: deer 'taro datu, ten deer' taro ade 'deer' taro ade 'ten deer' taro anang, deer 'anang ten deer' taro tomaegae (sanusi d. mattata, 1967). that is, the decision of king / datu can be canceled by ade '(council) but the decision of ade' can not be canceled by the king / datu. the decision of ade' can be canceled by public figures, but the willingness of public figures cannot be canceled by public figures. the willingness of community leaders can be canceled by the people, but the willingness of the people cannot be canceled by public figures. in other words, the highest decision belongs to the people. patuppui ri adee, ri pasanrei sara'e, muattangnga ri rapangnge, mupatarettei ri warie, mualai peppegau ripobiasange (sanusi dg. mattata, 1967). the meanings are namely, joint on customs, lean to sara' (islam), note the state of society, organize it according to the rules and compare the habit. each decision-making and implementation should advance based on customs, islamic teaching, community life, regulations and customs of the community. south sulawesi, as well as other regions have their own customs which are so thick in the order of society. south sulawesi people are familiar with the principle of life 'siri na pesse', which became a lifeline in a set of social institutions that they have received from generation to generation and through such a long time prosess. the values of a society based on ade '/ ada’ who have lived a long time in society life have shaped people's lives in south sulawesi. the principle of life is what leads to the community's way of life in south sulawesi, an ordinary person (to sama), independent person, and nobility interact to each other. the perpetrators can be changed; leaders of tradition, village leaders, other leaders may change, but ade and ada' stay intact and eventually became the sustainable capital and order of community living in favor of supporting community life. south sulawesi's population is strongly tied to a system, norms and rules of customary. they have what is called pangngadereng or pangngadakkang. this term, according to mattulada (1974), is the overall norm that includes how a person should behave towards his fellow human beings and the social institutions on a reciprocal basis, and that led to their movement or dynamics of the community. an essential element in pangngadereng or pangngadakkang, which regulates the life of the bugis-makassar, known within five (5) basic elements: 1) ade '/ ada'; 2) bicara; 3) rapang; 4) wari, and 5) sara ' ada’ or ade', covers all businesses of the bugis-makassar people in living together. jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 60 every aspect of human activity contains elements ade 'or ada' in the customary learning process or pangngadakkang / pangngadereng. for example in the case of marriage, also set in ade 'or ada', about the norm which may or may not get marry. ade' or ada' serves as an aspect of geneology and social status in marriage. the norms governing the rights and obligations in the household life are better known by the term legal aspects of marriage, even in the ideal aspects of marriage patterns, as well as ethics and education are also managed in ade 'or ada’. all cultural aspects of marriage that has been arranged in ade 'or ada' are maintained as well as ordered and maintained, if not, it will come into contact with aspects of siri’ which is an aspect of stabilizers in the marriage relationship to the household and their integration outside the household itself. it is simply illustrated that the very large role of ade' or ada' in maintaining the integrity of south sulawesi people, especially in holding to the existing habit to set the order of the community social life. not only in the aspect of marriage ade' or ada' function in the government and state affairs; they can also be intangible in state law, the legal relations between countries as well as the ethical and political guidance. ade 'or ada’ entry in the governance and the state, regarding the norms that govern the lives of citizens and familial status or regulate relations between countries, set the terms of state descent holders. this involves aspects of constitutional law, governs how states and citizens related reciprocity in implementing their rights and obligations. for the norms that govern the pattern of state life, how the country should treat itself and its citizens as expected by the ideal patterns of the country. likewise the ethics and education of political human. for these norms to be applied, the norms governing typical self and personality of the country and its citizens are necessary, they know the norms of siri tana, which regulates aspects of stabilizers and dynamistsor in all national and international activities of the country (anhar gonggong, 2004). to preserve and maintain all the norms mentioned above, we need a form of supervision and guidance, which is in the bugis-makassar, usually carried out by some customs officials, as pakkateni ada', tumangngala ada’' meaning customary holders. in addition, it is also known puang ade’ and karaeng ada' which means seigniorial customs. further aspects of community living arrangements in south sulawesi is bicara, which is an essential element in the customs system of bugis-makassar. that element, concerning all activities and concepts that have to do with justice less the same as procedural law. determining the procedure and the rights and obligations of a person who told some cases. about this bicara element position in relation to pangngadereng or pangngadakkang, mattulada states that: bicara, as one of the principal elements of pangangadereng or pangngadakkang, it can not escape from the entire system of psychiatric grounding. therefore, the boundaries aspect of the activity cannot be clearly separated from other aspects, without offending the other aspects that will remain logged in the integral activities of social life. but any aspects as already stated in a speech symbol of bicara, from the beginning has highlighted the typical facets and take a ijss.vol.12, no.2, september 2016 61 stronger role of other aspects contained in that rounded system. aspects of bicara, has a position that is typical in the search for justice and truth in south sulawesi community, thereby aspect of bicara was transformed into an important aspect in the survival of south sulawesi people, so that in the implementation it must also strive to approach justice based on truth, must be objective. bicara in the implementation as well as repressive actions, grounded in objective circumstances. therefore, it compares equal lightweight to both sides of a dispute about the sanctions and the establishment of both parties. bicara is repressive because it aims to re-establish or restore the correct (tongeng). the justice will only be realized if there is an oversight in the implementation. in the implementation of bicara in the community, there are regulatory agencies such as pambicarae / pambirayya. the third aspect of pangngadereng or pangngadakkang is rapang, which is interpreted as an example, analogy, metaphor, equality, or figurative. however, in some views it is commonly referred to as the regulation. only difference is that the regulation is fully written rules or laws, whereas rapang contains a broader sense, including the so-called unwritten conventions. rapang serves as a stabilizer because it contains properties of the regulations to keep the statutes, uniformity and continuity of some action from time to time even until now. rapang also serves as a comparison in the absence or no norms or a regulation to regulate something, so this rapang is more called as comparison over some provision in the past that ever happened. in addition, it also serves as a protector, giving strict regulations in the form of pemali-pemali or paseng ' that serve to protect public property from the encroachments of the individual. similarly, serves to protect a person from a dangerous situation, so therefore, rapang, is a parable or allegory for the conduct-ideal behavior and ethics in the field of life, such as in the field of politics and government. pangngadereng or pangngadakkang, the fourth aspect is wari, which is a classification of all objects, events and activities in society, for example to maintain the placement and the arrangement of certain things in society. these arrangements are to maintain the lineage of social strata. it also has preserved the arrangement of kinship between people and even between regions / countries. wari also connotes a system of law that determines regulations or law which are applicable or void or according to the standpoint of the type of material and formal powers. furthermore, aspects pangngadereng or pangngadakkang called sara ', which is a sign of the entry of islamic law into the livelihood ofsouth sulawesi people. this element becomes a spirit or soul than pangngadereng or pangngadakkang, due to be core elements that are crucial in the life of society. sara' in the element of pangngadereng or pangngadakkang, marks the integration of all aspects than pangngadereng or pangngadakkang, to be the crucial core as a result of various beliefs and behavior patterns that have long been part of people's lives, such as; worship, meditation, offerings later called attoriolong, maintaining sacred places, change after adjusted with the concepts and teachings of islam. in the development, the system of life in south sulawesi, the implementation of sara' was organized by the organization of ade or jumadi, rifai nur, and patahuddin: revitalization of south sulawesi 62 ada'. marking that it has devided jobs. sara' sets religious life and ade' sets temporal and political life of the country. for example, in the days of empire in south sulawesi precisely in wajo kingdom, the role of sara' and ade' is so important in the life of the country, it can be observed, such as in the activities of deliberation kingdom, where arung matoa wajo sitting in the midst among officials ade 'and sara' , officials ade' sitting on the left and officials sara sitting on the right. so important, the living arrangements of individuals, groups of citizens, and the state have been set in pangngadereng aspect in south sulawesi community. the elements have rules that cover all aspects of bugismakassar human life. in south sulawesi public life, in addition to pangngadereng, there is also that by mattulada named azas, which includes four (4) sections, first, mappasilasa'e principle, embodied in the manifestation of ade' occurred the harmony in attitudes and behavior of human beings in treating himself in pangngadereng. in the actions, it serves as a deterrent or preventive and rescue measures; second principle mappasisaue, embodied in the manifestation of ade' to impose flogging to each violation of ade' which is expressed in bicara. this principle states the legal guidelines and refressive which runs very consistently. also implemented in terms of teaching good and bad things; third principle mappasenrupae, to maintain the continuity of the patterns that already exist in advance, to the developments that will arise, this is implemented on the terms rapang; and fourth, mappalaiseng principle, embodied in the manifestation of ade ' to provide a clear delineation of the relationship between human and social institutions, so that people can live orderly (mahmud tang, 1995). conclusion the principle of democracy in indonesia has grown along with the development of democracy in the world. indonesia has undergone various phases of the democratic development of liberal democracy, guided democracy, to enter a period of constitutional democracy. the journey of democracy in indonesia is influenced by factors of diversity in indonesia. as in south sulawesi region since the days of empire has had socio-cultural values that are closely related to the rule of democracy. as in one of the tenets and principles of democracy in the legal basis for organizing the kingdom in south sulawesi, such as: rusa 'taro datu, ten rusa' taro ade ' rusa' taro ade 'ten rusa' taro anang, rusa 'anang ten rusa' taro tomaegae, that is, decision of datu / king can be canceled by ade' (council) but the decision of ade' cannot be canceled by the king / datu. the decision of ade' can be canceled by public figures, but the willingness of public figures can not be canceled by public figures. the willingness of community leaders can be canceled by the people, but the willingness of the people cannot be canceled by public figures. in other words, the highest decision belongs to the people. likewise the term customary in south sulawesi 'patuppui ri adee, pasanrei ri sara'e, muattangnga ri rapangnge, mupatarettei ri warie, mualai peppegau ripobiasange. that is, joint on customs, lean to sara' (islam), note the state of society, regulate according to the rules and compare to customs rules. each decisionmaking and implementation should advance based on customs, islamic teaching, community life, regulations and customs of the community. principles of the rule of democracy in south sulawesi community have ijss.vol.12, no.2, september 2016 63 a value to the potential development of the region and nation, especially in the era of regional autonomy. south sulawesi since the kingdom until today has been committed to the principle siri na pacce, contained in a system, norms and rules of customary. in restructuring the system of social culture, the people of south sulawesi hold what is termed pangngadereng or pangngadakkang, which are a whole norm that includes how a person should behave towards his fellow human beings and the social institutions on a reciprocal basis, and that led to their movement or dynamics of the community. somehow, constituents of pangngadereng or pangngadakkang regulate the life of the bugis-makassar, ade '/ ada'; bicara; rapang; wari, and sara '. references geertz, clifford, politik kebudayaan, kanisius, yogyakarta, diterjemahkan dari buku, the interpretation of cultures: selected essays, london, hutchinson & co publisher, ltd. gonggong, anhar, 2002. demokrasi dan masa depan, ombak, yogyakarta. gonggong, anhar, 2004. abdul qahhar mudzakkar dari patriot hingga pemberontak. ombak yogyakarta. huntington samuel p., 1991, gelombang demokratisasi ketiga, jakarta, garafiti. lubis, muctar, 2005. demokrasi klasik dan modern, diane revitch dan abigail. mattulada, 1974. “bugis-makassar manusia dan kebudayaan”, berita antropologi, terbitan khusus, no. 16 tahun ke vi, juli 1974, hlm. 30 – 31. rauf, maswadi, 2005. pemerintah daerah dan konflik horizontal, dalam desentralisasi dan otonomi daerah: desentralisasi, demokratisasi & akuntabilitas pemerintahan daerah, syamsuddin haris, editor, lipi press, jakarta. nur, rifai, alimin siregar, djamal bake, 1999, orang daerah menggugat pusat, jakarta, pspk-the ford foundation. nur, rifai, 2007, otonomi daerah: hambatanhambatan dalam pelaksanaannya di sulawesi selatan 1950-1957, disertasi, ui. sanusi dg. mattata, 1967. luwu dalam revolusi. makassar, tanpa penerbit. tang, mahmud, 1995. kebudayaan bugis menegakkan siri’. jakarta 1 journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.1-18, doi: 10.21831/jss.v16i1.32268. 1-18 the problem of poor student education: capital limitation & decision making in higher education rika kartika department sociology, faculty of social and political sciences, university of indonesia email: rikakartika259@gmail.com abstract this study aims to analyze how poor students learning problems are within the limitations of capital. and then, to explore how the decision making of poor students to continue higher education. the study was conducted at a private high school, east jakarta, using a qualitative approach and case study method. data collection techniques with interviews, observation, and study documents. the problem of low student education will continue as long as social class differences exist. the contrast of social class plays a role in almost all aspects of education, like learning achievement and educational choices differences. this study shows poor students’ inability to get learning achievement because limited economic capital makes the other money little. poor students who have low achievement don’t pursue higher education. they chose to work early, appearing almost as an “unconscious strategy” to survive in an environment full of restrictions and shortcomings. this confirms the existence of poor student habitus that determines in explaining the disposition to work early. and then, poor students who have high achievements tend to go college but resisted the risk of not choose a favorite public university. keywords: education, poor students, habitus, capital 2 journal of social studies (jss), volume 16, number 1, 2020: 1-18 introduction the role of education in determining poverty is crucial. a country that has successfully overcome poverty is a country that is able to provide education to all its citizens. the scope of the dki jakarta provincial government, the percentage of jakarta’s poor population decreased in september 2018 by 3.55 percent, which meant 372 thousand people. decreasing poverty becomes a breath of fresh air for the government in overcoming the factors that cause poverty, one of which is the low level of education (kartasasmita, 1996: 240). the education assistance policy provided by the government to the poor can be seen as an effort to improve the education sector, primarily to provide equal opportunities for all levels of society to receive education. it was implemented through various educational assistance programs in dki jakarta, such as the jakarta smart card (kjp) and the jakarta excellence student card (kjmu) which had an impact on increasing school participation. the school participation rate is based on the age group in each level of education, namely elementary school (7-12), junior high school (13-15), high school (16-18), to college. in 2018 until 2019, school participation rates have increased at the junior high, high school to university levels. while the elementary school level decreased by 0.14%. even so, unlike in elementary, junior high and high school levels where the participation rate is above 50%, the tertiary level is still below 50%. at the high school level, students who through higher education with kjmu only amounted to 5,061 of the total recipients of the jakarta smart card (kjp-plus) 180,683 students from 2017 to 2019 stage 1 (dinas pendidikan provinsi dki jakarta, 2019). even though, sma/smk in dki jakarta contributes the highest level of 8.09% of sma and 9.65% of smk when compared to the diploma and university level of 4.81% (badan pusat statistik, 2018). whereas in higher education can be a filter for parents to maintain the economic position of the family, and can simultaneously encourage economic efficiency and social mobility (goldthorpe,1987). however, the conflict perspective sees education upside down as making a negative contribution to society. every element in the social system has the potential to cause conflict in society. this conflict occurs because of differences in position or position between subsystems. differences in position such as class differences impact on differences in opportunities to access educational facilities. on the other hand, educational institutions for the upper classes will be different from educational institutions for the lower classes of society. rich families, most of whom have 3 the problem of poor student education: capital limitation & decision making ... (rika kartika) relatively high educational backgrounds, have the opportunity to take their children to quality schools. this also guarantees that later children from rich families will enter higher and higher quality schools. as a result, they will enter the campus and study programs that will guarantee graduates get jobs with high incomes. in addition, class differences also have an impact on learning achievement. like students in private schools labeled superior islam generally has the ability to get achievement. the success of students in this school was approved through the ability of students to obtain national exam scores with an average graduation rate of 90% to 100% and the output distribution of their students managed to reach favorite domestic universities abroad (lubis, 2008: 159-165). whereas heterogeneous public schools in madrasah aliyah negeri 1 bandung, students from low socioeconomic groups are unable to get achievement at school, do not move up to class until they drop out (supiana, 2008: 165). in addition to interest in learning, class differences also affect when making higher education decisions. educational choices are based on classroom habitus that provides upper and lower limits in their aspirations, and conditions the cost-benefit analysis into decision making (glaesser, 2013). rational choice theories and habitus are not mutually exclusive, they complement each other and provide a more complete picture of this social process (vester, 2006). seeing this reality, even though the obligation to study was increased up to high school, it certainly would not guarantee social mobility. the high education/universities are still selective and not all poor students can go to higher education. by using bourdieu and goldthrope’s approach to see differences in educational choices in the context of socio-economic status students can provide novelty about the problem of educational inequality. the purpose of this study is to analyze the learning achievements of poor students amid the limitations of capital in the school field. then, analyze the decision making of poor students to get higher education. literature review the role of capital in learning achievement the field can be seen as a place of struggle for certain forms of capital. the field can be a space of struggle where human strategy is associated with affirming or enhancing their position with respect to defining capital in the field. some forms of capital (such as educational qualifications, family 4 journal of social studies (jss), volume 16, number 1, 2020: 1-18 background) can be utilized to maximize a position in an field so as to enhance trajectory. the main places for obtaining forms of capital that can be generally applied are schools. habitus, the dominant social and cultural faction, acts as a multiplier of educational capital (harker, et.all, 2009: 124). capital is also seen by bourdieu as the basis of domination (although not always recognized by participants). various types of capital can be exchanged with other types of capital, which means that capital is ‘exchangeable’. capital can also be interpreted as a collection of resources (both material and non-material) owned by a particular person or group that can be used to achieve goals. capital will determine position in social structures. the concept of capital according to bourdieu, there is social capital that refers to a set of actual or potential resources associated with the ownership of a network of mutual relations and / or mutual recognition that gives its members the support of shared capital. cultural capital refers to a series of abilities or expertise of individuals including attitudes, ways of speaking, appearance, ways of getting along, and so on. cultural capital can be manifested in three forms, firstly in the condition of developing cultural capital, it can be the disposition of the body and mind that is valued in a particular area. second, in the objectified condition, cultural capital is manifested in cultural objects. as an object, cultural capital in this form can be owned by someone and can also be inherited or transferred to other people (the same as economic capital). third, in the institutionalized condition, this cultural capital manifests the participation and recognition of educational institutions in the form of academic degrees and diplomas. meanwhile, symbolic capital is a form of capital that comes from another type, which is recognized and recognized as something that is legal and natural. decision making in higher education for poor students in the context of habitus & rational choice theory educational choices taken by children and parents from different class backgrounds are made at transition points in the system. their choices tend to strengthen social class differentiation. hatcher (2006) offers two opposing perspectives to study this phenomenon. first, rational choice theory (rat). rational action theory regards it as the result of rational utilitarian choices made by actors who occupy different classes in unequal societies. second, bourdieu’s perspective. from the perspective of cultural reproduction, it can 5 the problem of poor student education: capital limitation & decision making ... (rika kartika) be explained in terms of cultural processes which unwittingly bring goals into conformity with their social position. by bringing dialectical habitus, institutions and rational actions can further explain the scenario of educational choices. a comprehensive agency theory in the field of education needs to maintain the power of the culturalist paradigm while creating space within it for rational strategic decision making, both for non-utilitarians and utilitarians. in the context of this research, it is interesting to bring these two approaches to study higher education decision making by students who have different class backgrounds. habitus (bourdieu) bourdieu explains how action is a product of the relationship between habitus (which is a product of history) and the field, which is also a product of history and at the same time, a product of the power of the field. habitus refers to a set of dispositions that are created and formulated through a combination of objective structures and personal history. disposition is obtained in various social positions within an field, and implies a subjective adjustment to that position. habitus is a place for internalizing reality and externalizing internality. this indicates a dialectical relationship between objective structures and the cognitive and motivational structures that they produce and tend to reproduce them. habitus is objectively adjusted to the conditions in which it is formed (jenkins, 1992: 115). such objective conditions continually instill various dispositions of character, which in turn give birth to aspirations and practices that are in line with objective conditions. therefore, according to him, habitus changes in each sequence or recurrence of events in a direction that seeks compromise with material conditions. however, this compromise is inevitably biased, because perceptions about the objective conditions themselves are born and filtered through habitus. this implies that habitus itself is no more “unchanging” than the practice that it helped to structure (harker, et.all, 2009: 15). in addition, related to the next educational choice. the fact that habitus helps to understand how a student’s habitus forms the trajectory of his choice of course. the concept of habitus explicitly combines the existence of individual agencies and the mechanisms by which dispositions, structured by social constraints, are related to external behavior. the desired action for habitus may be accompanied by a strategic calculation of costs and benefits which at the conscious level tends to carry out operations carried out by habitus in its own way. according to bourdieu, the outward appearance of decision 6 journal of social studies (jss), volume 16, number 1, 2020: 1-18 making could be (a) a shadow or reflection of what the habitus did, whether done before or simultaneously, (b) a choice which in certain situations is part of the habitus, not an autonomous or elected process (c) illusion as long as the principle of operation is inhibited and originates from habitus. therefore, it is important to remember that habitus itself controls this choice. we can always say that individuals make choices, as long as we do not forget that they did not choose their chosen principles (harker, 1990: 112). relative risk aversion (breen & goldthrope) the breen-goldthorpe model of relative risk analysis is used to explain inequality at the level of educational attainment (breen and goldthorpe, 1997). this model, builds on maximum decision rules (to maximize the worst outcome), which implies that individuals from disadvantaged backgrounds are more risk averse, and are largely consistent. individuals from disadvantaged backgrounds value a higher rate of return and, therefore, accept the risk of accessing this return. however, individuals from disadvantaged social backgrounds tend to exchange high returns to minimize the risk of returns. in relative risk aversion theory, the criterion of rationality that guides educational decision making is the desire to avoid decreased social class mobility (breen and goldthorpe, 1997). in relative risk aversion theory, education consists of instrumental means to minimize the risk of entering lower social classes than their parents. they weigh the potential utility that comes from various education choices against education costs (real costs and previous lost income) and subjective probabilities of failure to complete the level of education (“risks” associated with educational investment). the fact that children who come from higher social circles more often go to school at a higher level (controlling ability) is explained by the fact that they need more education to ensure the maintenance of social class. in their education making decisions, families will consider the costs and benefits of educational options compared to leaving school, and leaving school early is an expensive choice for children who come from higher social classes, because they will not be able to meet the goals of care class. children with lower social backgrounds must be more ambitious than children with higher social backgrounds to continue schooling, especially the transition to higher education. children with lower social backgrounds need a higher probability of success than children with a higher social background when deciding to continue schooling (goldthorpe 1996, 2000: chapter 11; breen and goldthorpe 1997). 7 the problem of poor student education: capital limitation & decision making ... (rika kartika) according to the relative risk aversion theory, the reason why class inequality in achieving educational attainment is because young people from different social class backgrounds need different levels of education to maximize the possibility of maintaining their social class position. because pursuing education is a way to secure social status. the desire to avoid decreased mobility leads to different choices of education in different classes. students from the upper class are encouraged to choose the high path, which is necessary if they want to maintain their social position, while students from the lower class choose the low path, which is sufficient to maintain their social position. finally, the rational choice model leads us to the fact that social reproduction is mediated in part by differences in educational choices (breen and goldthorpe, 1997). methods this research was conducted in early january to march 2020 in one of the private high schools, east jakarta with using a qualitative approach methods and case study. qualitative approach is the process of understanding the study of research problems related to the meaning imposed by individuals, or groups on a social problem (creswell, 2013: 59). data collection techniques using observation, interviews and study documents. the author makes note of the field by observing as a participant. that way, the writer can understand where poor students carry out education in schools with limited capital. field notes and don’t forget to use important events needed to support the study in this research. in addition, in-depth interviews are used by the author to uncover poor student learning problems in the context of capital and habitus. in starting the interview, the writer identifies poor students with high achievements and poor students with no achievements in 12th grade. and then, study documents through school ad / art archives and student legers. by using a qualitative approach, data analysis will rely on data sources obtained through primary data and secondary data. primary data, such as information obtained through the field will be analyzed through the following steps : (1) making interview transcripts to facilitate researchers in mapping information, (2) carrying out the analysis process according to the design made by researchers, (3) contextualizing the data in order to identify different aspects in establishing the consumption in information, (4) the report is explained descriptivelyanalytically with the intention of the information described and developed 8 journal of social studies (jss), volume 16, number 1, 2020: 1-18 based on the concepts used in the study. results and discussion capital limitations in poor student learning problems the inability of poor students to achieve learning achievement is inseparable from their limited economic capital. bourdieu argues that limited economic capital makes poor students as agents of difficulties in accumulating and converting into social, cultural and symbolic capital in the field of school. limited economic capital also limits student ownership of other capitals. this reality makes the position of poor students in the field of school is weak. as is the case with poor students initialing ar. in the covid-19 pandemic, the ministry of education and culture indeed instructed for distance learning to be supported by technology. the school implements one application, the google classroom. this is of course demanded to approve mobile phones, laptops and internet connections. ar have a cellphone but doesn’t really understand anything related to technology. he never attended a computer training institute (lpk) held by the school. even though the teacher is sufficient in accommodating students, it still cannot attract students to attend lpk diligently and one of them is ar. whereas through lpk, ar can be more adept at operating computers. the limited economic capital of ar has an impact on the ownership of limited cultural capital. from elementary school, junior high school to high school, ar is not very good in english. in addition, this is also seen from the ownership of modern objects (objectified state) such as mobile phones and laptops. the limitations in having a laptop made ar unable to operate a computer, so when the school held lpk, ar was not so enthusiastic because it was far from these modern objects. while institutional capital (an institutionalized country) is also not owned by ar, it’s not active in extracurricular so there is no certificate of appreciation. the absence of economic capital also impacts on the lack of non-physical capital. despite economic and culture capital is inadequate, he has enough social capital in a network of friends. the limitations of ar parents because of their educational background, who are only junior high school graduates, make parents less interfering in helping him when experiencing learning difficulties. he tends to ask friends and rather rely on his friends. that is, when there are homework and assignments, he is more inclined to wait for the work of his friends than to discuss the answer. so this has a negative impact on his fighting power in learning. 9 the problem of poor student education: capital limitation & decision making ... (rika kartika) as with ar, limited economic capital makes cultural capital owned by ad also weak, such as modern and prestigious objects (objectified state) that are very far from ad. ar’s cellphone is also not a prestigious branded cellphone but that can be used for the internet only. he doesn’t have laptops too, so if there is a task and homework, he only relies on mobile phones. while institutional capital (institutionalized state) is also not owned, it is not very active in following extracurricular activities. even though he follows football, he doesn’t regularly practice because it will spend money, even though he was very interesting to football from childhood. his interests and talents are hindered by limited economic capital. ad’s inactivity in training made him not participate in the tournament so there was a minimum of award certificate. the absence of economic capital also impacts on the lack of non-physical capital (embodied state). this can be seen from the figure of ar who is less disciplined, less polite and violates school rules. although economic and cultural capital is limited, it tends to have good social capital that is friends with those who have a better level of life. when he has difficulty learning and his mother who is only a junior high school graduate cannot help, so he often asks his friend as well as looking on the internet. unlike ad and ar which have adequate social capital in the economic limitations, rq has friendship relationships that exist in the scope of his work. this is because in addition to being a student, he also works as an online motorcycle taxi driver. his father’s non-permanent income as a vehicle repair shop, he worked late into the night at 02.00 a.m. this has an impact on low learning motivation seen from how he is more enthusiastic about making money than learning. he doesn’t care about homework or assignment tomorrow. even so, with the results of his work, he earns rp. 100,000, a day and a month can get rp. 3,000,000. from the results of the ojek, he can buy modern objects such as cellphones, laptops and even the remaining money can be saved as much as rp. 50,000. this means that cultural capital in possession of modern objects (objectified state) is fulfilled. even so, he is rarely actively involved in school activities such as extracurricular activities. even though at the beginning of the semester in the 10th grade, he joined volleyball extracurricular activities, but after starting work he started to leave it. thus, cultural capital (institutionalized state) is weak. then, cultural capital is the lack of non-physical capital (embodied state) which can be seen from how he became an arrogant and less disciplined person. df that doesn’t have limited economic capital is not surrounded by 10 journal of social studies (jss), volume 16, number 1, 2020: 1-18 modern objects (objectified state) such as mobile phones that are used without brand names that can only be used for telephone and message. he also did not actively participate in extracurricular activities that initially took part in basketball. he did not participate in the training organized by the school, the computer training institute (lpk). thus, cultural capital (institutionalized state) is also weak. limited economic capital makes minimal non-physical capital (embodied state). this is seen from how his life behavior is not disciplined, in addition to not doing the task, also the absence and tardiness in school. the tendency of poor students who less achievements don’t take higher education the education problem of poor student is not only related to the inability to compete in school, but the low chance of poor students to take high education. this is related to data from the dki jakarta provincial education office which shows the total number of poor students receiving kjp-plus at the high school level, namely 180,683 students, only 5,061 students to take higher education with kjmu. meanwhile, according to goldthorpe (1987), education at the higher education level can be a filter for parents to maintain the economic position of the family, and can simultaneously encourage economic efficiency, social justice, and social mobility. this relates to the typology of robert k merton’s function, social mobility as a form of the latent function of educational institutions which means that a person can raise his social status by taking education to a higher level or more easily, it can be said through education that poor families can get out of poverty and changes in social status. the private schools which have heterogeneous students’ socio-economic backgrounds, where almost 50% of students are kjp-plus recipients, this school is considered to be able to provide opportunities for poor students in terms of disclosure of information on admission into state universities. one of the activities that the school has developed is to bring in alumni that have been accepted by state universities to socialize related to the selection process, tips to redeem state universities and so on. although in this case the school has carried out its role to motivate students in pursuing higher education. it was not enough to encourage some of the following poor students to go to college. like ar who is not interested in college and thinks that college will be in vain. besides not wanting to go to college, even though ar has social capital with 11 the problem of poor student education: capital limitation & decision making ... (rika kartika) friends in his school who tend to come from adequate economic capital. then, almost most of his friends said that they wanted to go to college even though they didn’t have to go to state universities, it was not enough to encourage the same intention towards ar. werfhorst, et.all (2007: 403) revealed that children from all social backgrounds are more or less equally concerned with achievement and at least the same grade as their parents. this is a confirmation of one of the core assumptions of relative risk aversion theory. this indicates that it does not mean that children from low educated backgrounds are more concerned about mobility than children from high educated backgrounds. the problem of mobility is indeed relative to the socio-economic background of children. like ar, even though it comes from an inadequate socio-economic background it also does not make him concerned about the condition of his parents, whose income is uncertain every day because it relies only on the results of satay sales. ar tends not to prioritize schools such as not wanting to get echievment and not wanting to pursue higher education even though there is educational assistance such as the kjmu or scholarships. this indicates that compared to upper class children who choose risky options because this will bring them to the upper classes. conversely, lower class children tend to choose options that are not too risky because they are satisfied with the achievement of their class work (breen and goldthorpe 1997: 283). although rational choice perspectives offer alternatives to cultural theory and still dominant norms about educational inequality, such as bourdieu’s theory of cultural reproduction (werfhorst, 2007: 392). bourdieu does not offer explicitly about decision making or the secondary effects of class differences. then, proponents of rational choice perspectives have recognized the potential role of class-cultural influences in primary effects, generally proponents of rational choice perspectives argue that this is not sufficient in relation to decision making (boudon, 1974). however, from the case of ar and four other students who will be presented later, it seems necessary to include the concept of bourdieu in particular the idea of habitus. agents who do that don’t have to be guided by a conscious and deliberate search for satisfaction of these proposed interests as goals. the fact that they actually do not need to be involved in rational calculations to achieve the goals that best suit their interests. as for what is done by following dispositions that are tailored to their position, “naturally” results in practices that are adapted to the situation (bourdieu 1990b: 108). 12 journal of social studies (jss), volume 16, number 1, 2020: 1-18 just like ar who is not interested in college, df is not interested in college because he is only wants to open motorcycle workshop. even though the school has conducted socialization related to college entrance selection, then if related to financial problems there have been many educational assistance programs like kjmu, but he remains to choose work. this is as breen and goldthorpe (1997) state that individuals with lower class backgrounds have lower incentives to pursue higher education compared to people from high social backgrounds. so ‘relative risk aversion’ is further distinguished into ‘strategies from above’, where middle class students aim to maintain their socially benefited positions by making educational choices that will maximize their chances of entering the next middle class work. then the ‘bottom-up strategy’ where lower-class students make the decision to pursue qualifications only to the point that this will minimize the risk of experiencing unemployment. the low incentives of higher education to poor students can be explained through the concept of habitus bourdieu which means individuals construct the world around them. habitus also includes one’s knowledge and understanding of the world, which contributes itself to the reality of that world. therefore, one’s knowledge has constitutive power, the ability to create forms of world reality (harker, et.all, 2009: 46). this is like df’s view of education as a place for smart people. indeed at school, df is often involved in learning problems and school discipline. for him, the channel for social mobility isn’t through education but through entrepreneurship. unlike most students in general, rq in high school has worked as an online motorcycle taxi. previously, he also had time to leave school with the problem of absence until finally starting school again. this is as willis stated that students from the lower levels of society want to leave school to find work (willis, 1997; willis in haralambos and halborn, 2004: 702-703). regarding university entrance selection, he also considers this complicated. this also refers to the mechanism of relative risk aversion, for middle class children it implies choosing risky options because this will bring them to the upper classes. conversely, working class children tend to choose options that are not too risky because they are satisfied with the achievement of working class work (breen and goldthorpe 1997: 283). however, in this case rq actually wants to change fate but not through school. this is why the rq for three years at school often has problems in low motivation to learn. then, other things can’t be separated how the family formed it. from his statement, rq can be an online motorcycle taxi with 13 the problem of poor student education: capital limitation & decision making ... (rika kartika) reference to his brother. some of his brothers tend not to succeed in education. such objective conditions continually in still various dispositions of character, which in turn shape aspirations and practices that are in line with objective conditions. therefore, habitus in this case forms the trajectory of rq education choices for not being interested in college. poor students who have achievements in higher education decision making in opening opportunities for poor students to get higher education, the central government and regional governments have issued many educational assistance programs such as bidikmisi, lpdp, and kjmu. however, this access is still difficult for poor students to penetrate especially in order to be accepted by universities in the qs graduate employability rankings 2020 list in asia. this is due to the fact that very few kjmu recipient poor students are registered at favorite universities, which is 3.93%. a total of 5,061 kjmu recipients scattered from 94 state universities in indonesia, around 31% were students from jakarta state university, followed by syarif hidayatullah state islamic university with a percentage of 15.25%. whereas it is known that universities can be a benchmark in getting a job later (dki jakarta education agency, 2019). the problematic education of poor students in the context of the description can be seen through one of the rational choice perspectives that influences educational decision making, namely the relative risk aversion from breen and goldthorpe (1997; goldthorpe 1996). breen and goldthorpe consider that children take the social position of their parents as a reference for their own aspirations. the relative risk aversion mechanism states an important goal in educational decision making is to avoid downward mobility. one will pursue a minimum educational career to realize this goal. then, people tend to struggle for the level of education and social position that is at least as good as the position of their parents. (werfhorst, 2007: 392). the difference in educational choices in the context of students’ social backgrounds, is a goldthrope starting point where the choice strategies pursued by middle class and working class decision makers will differ as they strive to achieve this goal. so ‘relative risk aversion’ is further distinguished into ‘strategies from above’, where the middle class aims to maintain their socially benefited by making educational choices that will maximize their chances of entering the next middle class work, and ‘strategies from below’ where the working class 14 journal of social studies (jss), volume 16, number 1, 2020: 1-18 makes the decision to pursue qualifications only to the point that this will minimize the risk of experiencing unemployment. for goldthorpe, this is a key element that forms the path of children’s education, and consequently their highest achievement. as dm who has a father as a glass bottle opener. there are a number of things that dm considers when deciding on a higher education plan. although he has always been ranked in the top five class, this inevitably makes him optimistic in achieving his goals. at the parallel ranking level, he is registered as a participant in the university entrance invitation. at snmptn, he chose uin gunung jati with a major in electricity. then, he chose pnj with the same majors, but both didn’t qualify. as told by dm by seeing the family’s economic capital is limited and there are still younger siblings whose schooling is a consideration for continuing higher education. dm’s father, who did not want government assistance and dm who found it difficult to take the scholarship route, was enough to create a dm dilemma for this problem. for goldthorpe, the role of family cultural resources in shaping educational attainment was not rejected, but he stressed that this was only a small part. the most important thing in his view is that family resources, especially the economy, play a fundamental role in joint decisions between children and their families is an important stage. even though he knew there was a scholarship path, dm felt it was very difficult for him to travel. then, it would be better for him to take the risk to just work which happened to be his friend’s offer so he had to abandon his next education plan. this is as goldthrope states that individuals from disadvantaged backgrounds are more risk averse, and largely consistent. individuals from disadvantaged social backgrounds tend to exchange high returns to minimize the risk of returns. in contrast to individuals from disadvantaged backgrounds, individuals from disadvantaged backgrounds assess higher rates of return and, therefore, accept the risk of accessing these returns (hallsten, 2010: 812). unlike dm, sn is the student who always gets first place in his class. sn comes from an adequate economic background and is not reluctant to choose medical majors that are considered expensive for their education costs. he also has an alternative private campus if not accepted at public universities. then, unlike sn, fh, which has limited economic capital and is ranked in both class 10, 11 and 12, she doesn’t accepted in snmptn and snmpn. in snmpn, fh chose management and accounting majors. the considerations chosen by fh based on the following explanation: 15 the problem of poor student education: capital limitation & decision making ... (rika kartika) “if management is rich in creating jobs, just when i ask their parents, just follow my choice. i also searched for questions about majors and counselors with counselors about the majors. when alumni went to school, i was very interested to hear about the information, and there were alumni who got at ui, well, i was thinking why i chose a good campus, what was important was getting the opportunity”. in making educational decisions, fh doesn’t take risks on the choice of favorite state universities. same is the case with fh, as who always gets a class ranking in high school didn’t take the risk. meskipun ibunya hanya pedagang, dia masih memiliki tekad untuk melanjutkan pendidikan tinggi. she isn’t like dm will try to use kjmu for his education costs. if she doesn’t get a state university, she will choose a private campus with affordable education costs. children with lower social background must be more ambitious than children with higher social background to continue schooling, especially the transition to higher education. children with lower social backgrounds need a higher probability of success than children with a higher social background when deciding to continue school (goldthorpe 1996, 2000: chapter 11; breen and goldthorpe 1997). conclusion the results showed two things in looking at the education problems of poor students. the first thing is related to the application of various capital (social, economic, symbolic and cultural) to poor students in the school field. this is because the application of poor student capital turns out to produce differences in learning achievement. limited economic capital makes students also limited other capital. this reality makes the position of poor students in the school is weak. in addition, what is of concern is that groups of poor students who don’t have a tendency to have social capital with those who underestimate education, such as being involved in school rules, sometimes truant, not doing assignments and even having social capital with workers and unemployed adults. it is very different from the group of students who have limitations, but can get learning achievement. what is interesting is the role of peer social capital in fostering a spirit of learning. poor students who get achievment tend to be friends with those who are concerned with school, such as attending school regularly, getting good grades. the second thing is about decision making of poor students to get higher education. 16 journal of social studies (jss), volume 16, number 1, 2020: 1-18 then, interesting thing also related to the dilemma of higher education for poor students also afflicts poor students with high achievements. the dilemma is related to the choice of state universities as their goal. although financial assistance is trying to be provided through kjmu which doesn’t limited the choice of the high education, the reality is that poor students are reluctant to choose their favorite higher education. then, if they do not get a favorite public university, they will look for private schools that are cheap. there are even poor students with high achievement who work directly because they can’t compete. in contrast, middle-up students tend to maximize risk in order to obtain the state tertiary institution. this is related to differences in educational choices in the context of students’ social backgrounds, according to goldthrope (1997) namely the choice strategies adopted by middle-class and working-class decision makers will be different when they try to achieve this goal. references boudon, r. (1974). education, opportunity and sosial inequality. new york : wiley. bourdieu, p. (1990). the logic of practice. cambridge: polity press. breen, r. & goldthrope, h. j. (1997). explaining educational differentials: towards a formal rational action theory. sage publications. 9(3): 275305. doi: 10.1177/104346397009003002 creswell, j. w. (2013). qualitative inquiry & research design, choosing among five approaches, third edition. sage publications. glaesser, j. & cooper, b. (2013). using rational action theory and bourdieu’s habitus theory together to account for educational decision making in england and germany. sage publications. 48(3) 463–481. doi: 10.1177/0038038513490352 goldthorpe, j. h. (1987). sosial mobility and class structure in modern britain(2nd ed.), oxford: clar-endon press. goldthrope, j. h. & breen. r. (1997). explaining educational differentials: towards a formal rational action theory. sage publications london. goldthrope, j. h. (1998). rational action theory for sociology. blackwell publishing. grenfell, m. (ed). (1998). bourdieu and education. usa: falmer press, taylor & francis inc. haralombos, m et.all. (2000). sociology themes and perspective: sixth edition. 17 the problem of poor student education: capital limitation & decision making ... (rika kartika) london: collins education. harker, r. mahar c., & wilkes, c. (2009). (habitus x modal)+ranah=praktik. bandung: jalasutra hatcher, r. (2006). class differentiation in education: rational choice. routledge. jenkins, r (1992). pierre bourdieu. london: routledge. kartasamita, g. (1996). pembangunan untuk rakyat; memadukan pertumbuhan dan pemerataan. jakarta. cides lubis, h. (2008). pertumbuhan sma islam unggulan di indonesia: studi tentang strategi peningkatan kualitas pendidikan. jakarta: balitbang dan diklat departemen agama ri ritzer, g. & godman, d. j. (2004). teori sosiologi modern: edisi keenam. jakarta: kencana. supiana. (2008). sistem pendidikan madrasah unggulan di madrasah aliyah negeri insan cendekia tanggerang, madrasah aliyah negeri bandung dan madrasah aliyah negeri darussalam ciamis. jakarta: balitbang dan diklat departemen agama ri. van de werfhorst, h. g., & hofstede, s. (2007). cultural capital or relative risk aversion? two mechanisms for educational inequality compared 1. the british journal of sociology, 58(3), 391-415. willis, p. (1997). learning to labor: how working class kids get working class jobs. new york : columbia university press. http://statistik.jakarta.go.id/kartu-jakarta-mahasiswa-unggul-kjmu/ accessed 20/5/2020 http://statistik.jakarta.go.id/sebanyak-55-penerima-kjp-plus-merupakanpeserta-didik-sekolah-dasar-sd/ accessed 20/5/2020 18 journal of social studies (jss), volume 16, number 1, 2020: 1-18 79 preference of media politics and beginner voter trust in surakarta erwin kartinawati universitas sahid surakarta, indonesia email: erwin.kartinawati@usahidsolo.ac.id andrik purwasito universitas sebelas maret, indonesia email: andrikpurwasito@staff.uns.ac.id abstract the indonesian presidential elections of 2014 and 2019 indicated the behavioral changes in mass media, especially that of private television. the involvement of media owners in the political arena can influence the content of most journalistic broadcasts. therefore, this study aims to determine the perception of student voters in surakarta on media houses with political preferences. this might be because the media owner is actively supporting a political party or a particular candidate. furthermore, if the media is under the influence of politics, how can voters have trust in the information dissipated, especially during elections. the data obtained for this study was through the distribution of questionnaires to college students aged 17-25 years that are voting for the first time. most of the respondents stated that their political choices are not necessarily influenced by the media. the belief in the media is not directly related to political preferences but depends on the content or what is conveyed to the public. however, the involvement of media owners in politics also undermines public trust in the content of the media, especially about political news. the public believed that the media would not be able to act neutrally and objectively in their coverage as long as it had affiliation to a particular political party. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 79-94, doi: 10.21831/jss.v17i1. 39147. 79-94 80 journal of social studies (jss), volume 17, number 1, 2021: 79-94 keywords: beginner voters, general elections, media owner, political preferences, trust. introduction indonesia’s presidential elections of 2014 and 2019 indicate changes in the mass media’s behavior, especially that of private television. the results of the 2014 presidential election, influenced the media’s content, as clearly indicated on metro tv and tv one. this change was new to the world of indonesian journalism, especially in the reform era after the collapse of the new order’s power. the shift in media coverage first occurred in indonesia after the rise of democracy, when television stations blatantly became mouthpieces and propaganda tools for political agents. consequently, television took the side of whatever candidate it sided with, as in the 2014 presidential election, metro tv and tv one outrightly supported certain parties. furthermore, the news coverage of both media houses revealed a partiality towards one of the candidates. even after the end of the election, both media still positioned themselves as supporters of one of the contestants who had previously competed for president. metro tv sided with joko widodo and jusuf kalla (jokowi-jk) while tv one supported prabowo subianto and hatta radjasa (prabowohatta). the support offered to these candidates could be seen from the news content and the way both media presented the news. for metro tv, it was support for the behavior, decisions, programs of the jokowi-jk administration, while tv one was the discrediting of the opposition. however, the allegiance of these media houses was not only to presidential candidates but to political parties as well. that situation not only brought out the complaints but also protests from many parties both the community and the government regarding the unprofessional conduct of the media. the website change.org, for example, had a platform where complaints could be made and sent to the ministry of communication and information (kemkominfo) and the indonesian broadcasting commission (kpi) which contained petitions to revoke metro tv and tv one broadcast licenses (change.org, 2014). those petitions were signed by more than 50 thousand people. consequently, the kpi sent some reprimands to the two broadcasting institutions regarding the neutrality of the programs broadcasted during the election, even asking for an evaluation of both media’s broadcasting permit (ipp) (az, 2014). furthermore, the press council 81 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) also received a request to impose sanctions on the media houses regarding the number of press company leaders who later became leaders of political parties (www.detik.com, 2017). consequently, the government through the directives of the kpi and the ministry of communication and information finally asked several suspicious media groups to sign seven commitments as a condition for a permit extension. therefore, that signing is viewed as a correction form on the media’s behavior. one point in the commitment is the promise to maintain media neutrality, which is free from all kinds of political interference or pressure from capital leaders (laksono, 2016). however, the agreement failed to hold, as the 2019 presidential election, still showcased instances of political favoritism among media groups, most notably, the groups listed above. surya paloh, a major stakeholder in metro tv is the general chairman of the democratic national party (nasdem), while abu rizal bakrie, the owner of tv one, is the general chairman of the golongan karya party (golkar). during the 2014 presidential election, both media groups were in opposition because nasdem formed a coalition with several other parties which supported joko widodo-jusuf kalla, while golkar formed another coalition supporting prabowo subianto-hatta rajasa. therefore, the topic concerning the most appropriate candidate for president was the main debate enjoyed by the public during the election period. in the 2019 presidential election, the media’s behavior did not change, as it still displayed its political preferences toward candidates for the 2019 presidential election. however, the support displayed during this election was not as brazen as that of 2014. due to all of that, the expectation that citizens will obtain coverage of electoral proceedings free of bias seemed distant. the violations of the media code of ethics relating to the concept of independence, neutrality, and objectivity, now seemed common. this situation is interesting because when the media is given the widest possible freedom in the dissemination of information, without fear of dismissal as in the era before the reform, the press does not act neutral by binding themselves to politics. in the era before the reformation (before 1999), neutrality was something that was very expensive and could not even be obtained due to the influence of the government at that time. through the ministerial decree (sk) number 29/sk/m/65 dated march 26, 1965, the press was obligated to associate itself with one political party, such as golkar or any other mass organization. furthermore, the editorial and management staff must be the party’s elect (hill, 2011). that decree was made on the pretext of maintaining national security from domestic and foreign threats 82 journal of social studies (jss), volume 17, number 1, 2021: 79-94 and at the same time overseeing the integrity of the nation. because of that, the press was required to side with the government, political parties and, certain organizations. furthermore, breidel or closure of a media company became a consequence for the groups that did not comply with the regulations at that time (yandry, 2017); (surjomiharjo, 2002). however, during the reform era, the press was given full freedom. there are no longer breidel threats or any other forms of barriers to press efforts regarding the dissemination of information to the public. currently, freedom of the press is legally supported by law number 40 of 1999. however, when the press is given complete freedom, it usually ties itself with one of the political parties or other stakeholders. this study was conducted to evaluate media behavior as mandated in article 52 of the broadcasting law no. 32 of 2002 that the public is obliged and has the right to control media content. public control is important and also needs to be carried out by analyzing channels used by the media. information is public property that must be used for the prosperity of the people and not for the benefit of certain groups (1945 article 33 of law). this public control also becomes important considering the power possessed by the media in shaping and influencing public opinion. the digital era makes the management of the media a bit difficult, as the audience becomes wider, and no longer limited by broadcast coverage and other geographical and demographic conditions (butler, 2019). television today can be enjoyed not only through a screen but online, through the use of social media. today, information is easier to reach the public because television shows can be seen easily without constraints on airtime. furthermore, through social media like youtube, instagram, facebook, information can be copied and pasted (click and share) through private and group chat services, whatsapp, and others. this situation, sure, not only occurs in indonesia but is also global. this phenomenon does cause new problems in the form of conglomeration, convergence, and media consolidation (mcquail, 2011). they are just that the problems that are not being discussed in this paper. studies related to public trust in the media, or that have similarities to this study have existed before. some of them were conducted by widiastuti (2016) entitled “media ownership and democracy in the digital information era”; then widarini and his colleagues with titled “public trust in the mainstream media press” (2019); wasisto raharjo jati (2013) with the title “media and political persuasion: the role of media in indonesia presidential campaign 2001-2009”, and herieningsih widowati (2014) titled “exposure to mass media coverage and level of public trust in jokowi’s competence as a 83 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) leader to public interest in choosing jokowi as capres”. however, this article has different from previous studies, at least with four titles as stated above. widiastuti’s writing highlighted the concentration of media ownership in indonesia, thus showing control over the behavior and content of the mass media, including during the election period. furthermore, widarini’s writing, which was the result of research in cooperation with the press council, discussed the flood of information in the digital age, precisely impacting public trust in the mainstream media. that was because the internet platform media put more forward the speed and orientation of viewers known as clickbait journalism. wasisto’s study underlined the role of the media as a creator who could engineer all political-related news including elections. framing the media still placed the public as a passive object that is easily manipulative. last was widowati’s study that mentioned that media exposure could indeed direct public choice to a certain presidential candidate but did not have an impact on increasing public trust in the image built by the media. the conclusion was dug from the opinion of the people of sendangmulyo semarang central java about the news exposure of jokowi as a presidential candidate in the 2014 election. the four studies above discussed that media content could be influenced by media ownership. it’s just that, what the public’s opinion of the media affiliated with political parties looks like and whether it has implications for public confidence in the press, has not been discussed, especially the group of novice voters. thus, the results of this study can be used as a basis of decision-making for both mass media and related stakeholders. for the media, it is related to public trust which is the main key to the continuity of media organizations. furthermore, without trust, the public is reluctant to watch, which in turn has an impact on ratings and then advertising revenue. however, for stakeholders, it is related to the government (kemkominfo, kpi) as it concerns the importance of returning the press to its original spirit of idealism. the history of the press in indonesia is built on idealism, which in turn gives the media its function as educators. however, without control, the press can be dangerous because it can turn to tyranny by forming truths based on the interests of the authorities. literature review media normative theory media normative theory guides what the media should do. this theory is a behavioral guide for the media concerning their power in spreading messages 84 journal of social studies (jss), volume 17, number 1, 2021: 79-94 and the impact they can have on society. how the media should behave has been regulated in certain terms which are known as journalistic principles. in indonesia, the basic principles of journalism can be seen in the press law no. 40 of 1999, the journalistic code of ethics, the broadcasting law no. 32 of 2002, and the broadcasting code of conduct and broadcast program standards (p3sps). journalistic principles emphasize how the media should behave, regarding the obligation to be independent, to produce accurate, balanced news, and not with bad intentions. agenda setting media and public opinion mass media including television can be used as a tool to shape and influence public opinion. the media has its agenda to be presented to the public by highlighting certain issues. to stand out, issues must be packaged and framed attractively to encourage the formation of public opinion (tamburaka, 2012). the theory of agenda-setting media shows that the reality that circulates in society is the result of media construction, one of which is through the news. the media make efforts to control the reality that occurs in society. the media constructs as well as directs how we should think and even act. in the context of the 2014 presidential election, we could see that the media especially metro tv and tv one, had an important role in making discourse distributed in society through the construction of political news. media and the influencing factors the content of mass media, including television, is strongly influenced by various internal and external pressures (mcquail, 2011). the influence from within the media organization is the interference of parties: (1) management, (2) media professionals (human resources), (3) technical/technology support. meanwhile, external factors that influence media content are economic and socio-political pressures. economic pressure consists of: (1) competitors, (2) news/information agencies, (3) advertisers/sponsors, (4) owners, (5) labor organization. meanwhile, socio-political pressure includes (1) political / legal control, (2) pressure groups, (3) other social institutions. besides, several other forces also influence, namely the supply of events, information, culture, channel distribution, audience, interests, needs. through those factors, we can see the kind of influence that affected the news broadcast by metro tv and tv one during the 2014 presidential election. from factors above, we can get an idea of why there is bias in mass media reporting and why the mass media uses its power for certain things. 85 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) methods the purpose of this study is to explore public perceptions relating to changes in the media’s behavior concerning politics. political preferences can influence the quality and objectivity of information passed to the public which will, in turn, affect the public’s trust in the media. the research object in this paper comprises young voters who have only participated in the 2014 and/or 2019 presidential elections. in indonesia, the right to vote in an election is granted to citizens that are 17 years old or older, and or have married (indonesian general election of law, 2017). this study does not include all young voters but only a section of the community, namely students. these were mostly undergraduate students because their ages ranged from 17-25 years. students were chosen as objects of study because of the assumption that the majority of undergraduates are beginner voters, therefore still have high standards regarding the ideal leader. the political preferences of young people are usually not much influenced by personal sentiment, race, ethnicity, religion, and other matters regarding their political experience. data were obtained through questionnaires. however, due to the covid-19 pandemic and the call for social distancing, the questionnaire was not distributed directly but through google forms for ten days, from june 6th to 15th, 2020. the data was processed descriptively to suit the issues that were to be explored as mentioned above. behavioral approaches are used to help understand the problems in this study. the behavioral approach focuses on learning and socialization, motivation, perception, attitude to the authority, and other considerations (ataya, 2018). in understanding voter behavior, several approaches are often used, namely sociological, psychological, and rational approaches. the sociological approach emphasizes the importance of things like socioeconomic status such as education, type of work, income, religion, ethnicity, also about geography. the psychological approach relates to the value of environmentally derived norms including parenting, then, a rational approach concerning the logic (visser, 1998). result and discussion the 246 respondents in this study, came from several universities in indonesia, especially in the surakarta area, including surakarta sahid, slamet riyadi, veterans bangun nusantara sukoharjo, boyolali, and, sebelas maret 86 journal of social studies (jss), volume 17, number 1, 2021: 79-94 university. students from the muhammadiyah university of surakarta, open university, and indonesia polytechnic were also involved. data revealed that 77.6% of the students used their voting rights in the 2019 presidential election (191 people) and only 22.4% (55 people) used their voting rights in the 2014 presidential election. because the majority of respondents used their right to vote in the 2019 presidential election, 65% of the young voters claimed not to have watched political news shows, especially relating to the 2014 presidential election both on metro tv and one tv. political news, especially about the presidential election, was viewed by the respondents during the 2019 presidential election. the respondents watched the coverage on both television channels, metro tv news viewers were 78.5% and tv one was 80.5%. therefore, from the total respondents (246 people), 72.8% or 179 people felt that both stations were not neutral in their reporting because they had a concern for one of the candidates and/or for their support group. this could be observed from the manner of reporting and how information about the candidates is conveyed to the public. a majority (52.8%) of young voters believe that the media content concerning a candidate depends on which political parties the media owner supports. those who expressed doubts (35.4) and felt there was no connection (11.8%), did not like political news and therefore did not follow the update of news or political information. furthermore, these individuals prefer answers that are considered “safe”. there is an interesting thing to note, however, the majority of respondents that felt the media’s leadership affected the objectivity of information also stated that it was not a problem if the media had political preferences that affected the support for one candidate (38.2%). the rest stated that they did not agree (36.2%), 20.7% agreed, and 4.9% did not care. the political preferences of the media during the presidential election according to the majority of respondents did not matter to them. however, this majority gave a firm note that it is not alright if the reporting is influenced by a candidate or party (40.7%). the rest stated firmly disagree (25.2%), 23.2% (normal), 5.7% (agree only), 5.3% (did not care). therefore, this group, when watching the news on television stations influenced by a candidate, prefers to switch channels (62.6%). those who keep watching 37.4% do so to know the latest news and also want more information before they choose any candidate. however, those who choose to change channels tend to favor candidates who are supported and vilify the opposition, therefore there is an unfair assessment of one of the candidates competing in the election. 87 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) although the media does play a part in shaping opinions, young voters are not fully affected by the picture painted by the media. only 26.4% of respondents claimed that the choice of candidate was due to the influence of media coverage. the rest or 73.6% stated that media coverage did not affect the decisions made in the elections. in choosing potential leaders, compatibility in vision and mission are the main determining factors (79.7%). other factors are the influence of parents, friends, ethnicity, region, religion, political parties, and even random choice. furthermore, due to political preferences, young voters have realized that the media paint the truth about supported figures to garner support for candidates. therefore, most of these voters claim not to be completely convinced by the imagery shown in the media. figure 1: the perception of beginner voters about the candidate’s image in the mass media. blue colour showed about believe perception, red showed rather perception, orange showed not believe perception. source : research data the media houses that have political preferences turned out to influence the decisions of the young voter by the content delivered to the public. however, the number of people influenced is not large, the remaining majority stated that it was still able to examine the contents of the news. the young voter believes that having political preferences is fine as long as it does not affect the content or independence of the media. consequently, the majority of young voters expect the media to remain neutral in reporting the facts to the public, and not be affected by anything. the results of this study indicate that young voters have political choices that are not easily influenced. this is made possible by the student’s educational 88 journal of social studies (jss), volume 17, number 1, 2021: 79-94 background and exposure to very diverse information. that is in line with some research results that mention if the level of education affects the low participation rate in elections, although it is many debates, in this case, whether it is the main determinant or only companion (mayer, 2011); (persson, 2015); (kolstad, ivar; wiig, 2016). this article is not to discuss the issue of education debate as a determinant in public political participation but the results of this study at least show if educational background and knowledge are decisive in the decisionmaking of novice voters in the general election. regardless of all, throughout the years, television has become the main medium of information propagation and no other channel seems capable of attracting public attention in the same scope and intensity as television. television is a place where family members spend the most time but do not seem to notice (heryanto, 2015). television is a favorite because apart from it being cheap, fast, and able to provide visual entertainment, it can combine the sophistication of visual technology and audio engineering. this media has its place in society because seeing is believing (suwardi, 2006). television as a visual media can present thoughts and ideas involving movements that cannot be portrayed by print media and can combine visuals, sounds, drama, movements, colors and, music simultaneously making it able to attract the audience continuously to the messages conveyed. this media form is also able to eliminate the problem of distance and time by presenting live events (biagi, 2010). more than that, television is also able to bring back memories of the past that cannot be found directly by members of the public. because of its ability, it is even called able to overcome the problem of amnesia in culture (edgerton, gary richard; rollins, 2001). however, after the emergence of the internet, the source of information became more diverse and abundant. that is the case with young voters, especially those who become respondents in this study. these voters take information from various sources, then filter and use what is considered to be in line with their needs. however, this is different from the results of several studies which indicate that the decision of the novice voters in choosing presidential candidates is based on the influence of parents and irrational basis such as a sense of admiration for the candidate as well as forms of material stimulation, including gender, as well as the age (nur, raoda; taufik, ahmad; tahir, 2015); (alelaimat, 2019); (kurtba‐, 2015). the results of this research reveal that the newbie voters in surakarta already have political awareness and can choose candidates by themselves. however, these results indicate that the lack of information is connected to the media’s power in being able to influence public opinion. this is more due to 89 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) the factors of the younger generation who tend to dislike political matters less. the issue of young people who don’t like political issues is also a phenomenon not only in this country but also in other countries to influence them in deciding potential leaders in the electoral process. in australia, for example, the involvement of the younger generation in politics is low enough to be seen from their passiveness in the search for information. they also tend to still rely on information from old media, especially television and newspapers, in providing political information needs (winchester, tiffany m.; binney, wayne; hall, 2014). article 5 of the broadcasting law no. 32/2002 states that broadcasters are directed to provide true, balanced and, responsible information. article 36 also states that the contents of a news report must be neutral and must not prioritize the interests of certain groups. consequently, the broadcasting code of conduct and broadcast program standards (p3sps) in chapter vii expressly states that broadcasters must maintain independence and neutrality of broadcast content in every program as stipulated in article 11 regarding the protection of public rights. furthermore, this is also reinforced in article 22 which states that broadcasting is required to maintain independence in the production process of journalistic broadcast programs and is not to be influenced by external or internal parties, including investors or broadcasting institution owners. media behavior must be regulated because media products are not without impact, one of which is in terms of the shape of public opinion and behavior. the way the media chooses news and how to present information to the public is not something neutral but full of ideological views. what the media does can direct audiences to how they should understand reality. gaye tuchman even asserted that the way the mass media constructs facts into news can have a tremendous impact. one of them is as a means of achieving power because an event can give a certain image to an actor (nimmo, 2000). news is not limited to the way the media in carrying out information functions, but more. news is not purely a channel for delivering messages but also a political tool to achieve power. barker (2014); pawito (2009); and mursito (2012) asserted that news was not a mirror of reality but a representation of the results of selection and construction results that formed reality. in the context of the news of metro tv and tv one during the 2014 and 2019 presidential elections, it showed that news was no longer merely information that was in the public interest but had also been constructed in such a way for certain interests or purposes, including to achieve and support power. the basic principles of journalism were no longer held and applied purely. media showed the shift of its basic functions clearly 90 journal of social studies (jss), volume 17, number 1, 2021: 79-94 and visible from supposed as a channel or media (tool) information/news, into another tool. this is called the abuse of media power abuse. misuse of media power/power relates to aspects of ownership that later impact content (mcquail, 2011). the media is no longer a value-free channel but has changed as a tool for gaining importance. the way used one of them is through the construction of reality against the content of the news. television uses its power as a source of crowd outreach quickly and en masse, by disseminating information/news based on aspects of personal/group interests. from here, this study argued that metro tv and tv one had used their power to achieve political goals in this case winning one of the presidential candidates. that was interesting because power has a big part in shaking up the independence of the media in this case is private television. power in essence is indeed the basis of human life goals to profit from the results of the transaction process with other parties (purwasito, 2011). power is the ability to govern or control (suseno, 2002). television is a media that uses the public domain (broadcast spectrum) so it should be if television in the implementation of broadcasts is also oriented in the public interest (broadcasting law no. 32/2002, chapter iii ps.1). but in reality, we see the orientation of television has been different by putting aside the principle of impartiality, blatantly presenting itself as a partisan medium (media affiliation). media independence is needed as a control of power given the power of the media in disseminating information and influencing public opinion. that’s why the media is also referred to as a pillar of democracy (gans, 2004). unsupervised, power would be tyrannical and the media could be one effective tool for creating “truth” based on the regime’s version of power by disregarding public rights (kovack & rosenstiel, 2001). this is also the basis of why media behavior should be regulated based on the basic principles agreed upon. the way metro tv and tv one in the presidential election news can not be used as a model of political education that is right for the community, especially for novice voters. conclusion the results reveal that the involvement of media owners in the political world has an impact on the content that will be disseminated especially during the election period. this influence can be felt again when a political party lead by a media owner joins in or gives support to one of the candidates in the election. the study was conducted on student voters in surakarta. therefore, 91 preference of media politics and beginner voter trust in surakarta (erwin kartinawati, andrik purwasito) the political preferences of the media are difficult to avoid when the media owner or main investor is active in politics. according to the young voter, the political preference of media houses is of no consequence, as long as it does not affect the news content. the media is still expected to be neutral even if there is some involvement of media owners in the political world. consequently, public trust depends on the content delivered to people and should not be influenced by the media’s political preferences. the decision to vote for a political candidate among students in surakarta was not influenced by the media. the picture painted by the press only accounts for a small part while the main determining factor is compatibility with the vision and mission that is conveyed to the public by the candidate. the study also concluded that media literacy linked to general elections for young voters needs to be carried out to provide an understanding of the press’s behavior when it comes to applicable laws and codes of ethics. references alelaimat, m. s. 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(2017). the politics of securitization in democratic indonesia. palgrave macmillan. 94 journal of social studies (jss), volume 17, number 1, 2021: 79-94 86 dialectical islamic and confucian traditionswithin asean to hinder the clash of civilization saefur rochmat8 abstract in the globalization era the clash of civilizations becomes our concern due to culture being the only aspect of human living not affected by globalization. but all aspects of human living are substantially related to culture for their meaning as well as the identity of certain groups differing from others. the clash of civilization discourses was ignited by samuel p. huntington who perceives the unification of islamic civilization and confucian civilization as the greatest threat to america. inevitably the us has tried to attract the confucian civilization as its ally, leaving its former allies, the asean countries, with their strong islamic influence. however the asean members have strong internal cohesion so they are able to manage the challenge and increase their bargaining power. then asean is able to moderate the clash of civilization.this essay tries to analye asean’s success in protecting its moslem members from the clash of civilization, such as interventions and pre-emptive strikes imposed by the us. this is due to the asean’s model of security community which enabled dialogue amongst civilizations possible, especially confucian and islamic ones. asean provides the opportunity for its moslem members to have better bargaining power, such as in the case of indonesia which has relatively strong power in the asean to direct the courses of the organization. as result the us’s realist approach in the form of security regime had been modified to suit the indonesian case. indeed the us should develop dialogue with moslem in formulating terrorism policies in indonesia n order to have effective policies that do not endanger human security. keywords: dialectical, islamic and confucian traditions, clash of civilization 8faculty of social sciences yogyakarta state university. email: saefur_rochmat@uny.ac.id ijss.vol.12, no.2, september 2016 87 a. introduction terror is as old a phenomenon as the history of human beings. terror as a means to frighten, threaten, do violence, attack or kill someone to create great fear is an inherent tactic for power struggles already known long before it was identified as terror or terrorism. this word of terror entered political vocabularies at the time of the french revolution. in the early of 19th century and in the 20th century terror became a technique for revolution. for example, stalin’s regime in 1930s was often categorized as a terror regime. in the cold war era, terror was related to the nuclear weapon threat (hardiman, 2003: 10). terrorism falls into political violence, but it is not always political. terrorism has a political dimension and consequently it tends to be defined subjectively. the following phrases explain the problem that one’s person’s terrorist is another’s freedom fighter. that is why it is impossible to formulate an objective definition based on actor’s identity or actor’s reason but on the quality of the action. if it is based on the actor’s identity it tends to be stigmatization; meanwhile based on actor’s reason it tends to multiinterpretation. from the quality of the action we are able to measure it objectively. by doing so the connection between the casualty and the terrorists’ target can be cut because the casualty whoever it is, is not a matter of interest for them. the casualty just represents the symbolical technique for their reasons. all terrorist actions manifest into violence actions or violence threats which are quite often accompanied by explicit demands. the terror is directed to those who are engaging in resistance and its aim is political and its execution is to have optimally public attention. the actions are carried out systematically following the principles of political struggles (hardiman, 2003: 11). based on scale of the action and its organization we can divide terrorism into national terrorism and international terrorism. the national terrorism limits its organization and its scale of action to certain territorial states. meanwhile international terrorism has certain characteristics such as: a. it is directed at foreigners and foreign assets. b. it is to influence a foreign government’s policies. c. it has global networking for preparing global revolution which will result in new world order (hardiman, 2003: 12). in the cold war era, international terrorism was associated with the ideology of communism which pretends to change the new world order according to the doctrines of communism. terrorists have tried to follow the revolutionary movement of the state model of the former ussr. they created the communist party, besides the bolshevik model of the military cell to guard the revolution. the former ussr and then the people’s republic of china (prc) tried to spread and support communism movements around the world. walter enders and todd sandler (2000: 307-8) argued that transnational terrorism has fallen significantly in the postcold war era due to reduced state sponsorship and the demise of many leftist groups. after the ending of the cold war, the western blocs, especially the usa tried to identify other subsequent threats for their own interest. they mistrust their former allies, themoslems, who had fought against the former ussr in afghanistan. indeed both had reached agreement based on the fragile foundation of their shared enemy. as a result saefur rochmat: dialectical islamic and confucian traditions… 88 they began to fight each other just after the enemy collapse of the ussr following the failure of both to develop constructive dialogues and find common interests for cooperation. despite an imbalance of power the us feel threatened by the possession of weaponry by their moslem former allies. the above kind of alliance based on the realist approach is not strong enough to stop another clash of civilizations and it is just a matter of time. we have witnessed in modern history the failures of this kind of alliance between the former ussr and the western bloc, and between the western bloc, especially the us, and islamic civilization. we will witness problems the current us alliance with confucian civilization if both do not develop dialogue amongst civilizations considering that civilization is the only aspect of life not transformed into globalization. this essay tries to analyse asean’s success in protecting its moslem members from the clash of civilization, such as intervention and preemptive strikes imposed by the us. it is due to the asean model of security community which makes dialogue amongst civilizations possible. asean is very useful for its moslem members to have better bargaining power such as in the case of indonesia which also has strong power in the asean to direct the courses of the organization. as result the us’s realist approach of security regimes is modified to suit the indonesian case. indonesia tries to scrutinize the us war policies on international terrorism in order to have positive responses from other countries, especially moslem countries. b. us global politics and international terrorism as the us believes that the economic globalization can not be separated from the political order or the guarantee of security as explained by joseph s. nye, jr. (1995: 90), exassistant secretary of defence for international security affairs who argued that power politics is still relevant in the post-cold war era for international economic systems resting upon international political order. that is why the us wants to develop both economy and military powers. despite the end of cold war, it appears that the us wants to maintain its superpower position and consequently wants to develop its first class military technology. michael mastanduno (2003: 144) assesses its superpower status as a hegemony that is ‘the ability to control important international outcomes; it is associated not just with material power but with social purposes’. he evaluates correctly that the us is playing a role of partial hegemony because by the ending of the cold war the us, as the only superpower, is reluctantly involved in all matters of world affairs which do not suit well with its national interests. however the us had difficulties in materializing its unilateral approach; besides its member allies do not want to support it, due to lack of ideological justification. politically, the demise of marxism-leninism leaves the us without any powerful transnational ideological competition to social mobilization, willingness to bear high costs for strategic rivalry, and incentives for alliance between countries. richard k betts argues correctly that ideology is an element of power rather than just a matter of values and it can be used to justify us hegemonic roles. the only candidate to replace marxism-leninism as a competing global ideology is radical islam (betts, 1994: 42-43). the september 11, 2001 terrorists’ attack on the world trade centre in new york ijss.vol.12, no.2, september 2016 89 and the pentagon, washington dc is the turning point in creating a common threat as the justification for us unilateralism. for first time since the dawn of the cold war, a new grand strategy is taking shape in washington. it was advanced by president bush jr., whose administration most directly as a response to terrorism, but it is also constitutes broader views about how the us should wield power and organize world order. considering the us has tried to arrange this new system of unilateralism soon after the end of the cold war, it can be seen the onset of the concept of human security. although this concept is offered to the united nations, we know that this concept can not be materialized without the help of the us. by adopting this concept the united nations has justification to make humanitarian interventions into states which threaten human security. i agree with this concept but it should be applied very carefully for it risks more human security if the intervention causes intense conflict with the ruler, which of course has impact on society as a whole. furthermore the us’s materialization of human security has political bias, using this concept to arrange a new world system order which will guarantee the us security or the us hegemonic role (lone, 2004). of course this one sided interpretation of human security endangers other parties and consequently endangers human security which should be materialized fairly without discriminating political ideas. this is the case in the us support for military regimes in moslem countries to take over islamic governments, such as in sudan and algeria. this discriminating policy costs human security in the moslem countries and risks causing terrorism (wright, 2004). the us makes use of the september 11 terrorist attack to arrange a new inter-state relationship comparable to that of the cold war era. however this newly created system is not a political bloc anymore but one system of national and global security to counter terrorist attacks, in which the us places itself as the head of this new world system. according to this new paradigm, the us is to be less bound to its partners and to global rules and institutions while it steps forward to play a more unilateral and anticipatory role in attacking terrorist threats using pre-emptive strikes and confronting rogue states seeking wmd. the us will use its unrivalled military power to manage the global order (ikkebery, 2002: 324). september 11 terrorist attack gives more justification for the us to intervene in other states, especially in the moslem countries perceived to endanger the us’s hegemonic role. the us makes inappropriate responses to pursue terrorists into other national jurisdictions and, further, tries to overthrow the regimes considered as the supporters of terrorist actions (munir, 2003: 5). afghanistan and iraq have become casualties to the us assuming its role of hegemonic power. further threats have been directed to other islamic countries such as syria and iran, but these threats have not materialized because the us has been facing terrible responses from certain iraqi people who do not want to deal with americans. the political stigma of terrorism is maintained by the us to create some instruments for countering political islam. the most important instrument is law and its apparatus to deter subversive cells and to justify extra action by the governing regimes. responses to terrorism have created a new kind of global political conflict and caused the saefur rochmat: dialectical islamic and confucian traditions… 90 restructuring phenomenon of national political systems in most countries. to pursue the us ambition to arrange a global security system has resulted in some wars as well as authoritarian regimes which all belittle world peace, besides the establishment of law regulations to limit civil liberties in most democratic regimes. c. the us clash of civilization policies toward asean 1. the clash of civilization the demise of the ussr makes globalization develop more rapidly especially in terms of the economy (that is world economy) and politics (that is international nation state system), but it has not influenced culture or civilization. we have a world system in politics and economics but it is not a holistic world civilization. furthermore unification of the world by means of technology has created a global structure which causes the shrinking of the globe, but it is not followed automatically by a monolithic world view within itself. for the above reasons bassam tibi (2000: 9) argues that globalization as structural achievement is not followed by the globalization of civilization. it can be inferred that world peace can be obtained by accommodation amongst civilizations based on equality, respect for each other, and recognizing the existence of the other. it is better to offer equality amongst civilizations, as a model which is better than hegemony by anyone (tibi, 2000: 5). this trend of thinking is a kind of postmodernism, that herewith views the world as a ‘plurality of heterogeneous spaces and temporalities’ and rejects the hegemony of modernity (heller and feher, 1988: 1). huntington replaces islam as the enemy of the west, which might be true along with human history, but we should consider also the causes of the unrest and conflict between these civilizations. both fight each other to pursue an ultimate claim of truth by negating each other. this tendency roots in their personal characteristics of god so that they often fail to reach compromises (amstrong, 202: 264). both develop personal religion as opposed to impersonal religion represented by eastern civilization. for them, god’s personal actions can be manifested into man’s actions so that man often acts in the name of the god. on the one hand this personal god has contributed to the western civilization’s formulation of liberal humanism, but on the other hand it creates big problems if god manifests into an idol serving our needs or as the projector of our personal images of limited needs, fears, and willing; and in the name of god people often act cruelly. moreover, both have big potential conflicts due to their global mission so that they will compete with each other to serve their global mission (religion). the clash of civilization has become our concern recently because civilization is the only aspect of human living not effected by globalization. moreover all aspects of human living are substantially related to culture in order to have their meaning. culture also has the function of being the identity of the group, which is different from the others (ross, 1999: 42). it is not surprising that civilization is the last aspect of human life to be transformed into globalization because civilization is the core of all aspects of human being. indeed it is difficult to see the domain of culture becoming the main factor of radical development or revolution because culture itself is multifaceted, has no single appearance of it. instead, the culture becomes a framework for such radical development of revolution. ijss.vol.12, no.2, september 2016 91 it is not appropriate to view islam as the enemy because the latter is not ideology in modern terms, like communism, which has a means to encourage revolution. like other religion, islam can be seen from multidimensions such as politics and culture. most moslems perceive islam as civilization which, within itself, develops some culture representing an islamic worldview. 2. the us belittles the asean and favours china samuel p. huntington (1997: 185) in his provocative book of the clash of civilization and remarking the world order analyzes the changing of world politics. considering the ending of the cold war, huntington evaluates that the greatest danger for america is the unification of islamic civilization and confucian civilization. consequently the us should try to attract the confucian civilization into being its ally and leave its former allies, the asean countries, with their strong islamic influence. table 1. population of moslem in southeast asia (2000-01) country population pop. growth moslem share moslem pop. (mil.) rate (%) of pop. (%) (mil.) brunei 0.3 2.4 67 0.2 indonesia 210.4 1.6 87 183.0 malaysia 23.3 2.4 53 12.3 philippines 75.6 1.9 5 3.8 singapore 4.0 1.7 16 0.6 thailand 60.7 0.8 4 2.4 source: r.w. hefner islam and asian security, p. 374. the above table shows that moslems constitute the majority of the population in the original asean members (202.3 of the total population), and islam has strong followers amongst the non-moslem asean members, constituting the majority in some of their provinces. on the other hand, islamic countries are pluralistic societies with relatively strong influence from the confucian tradition. non-moslems consist of 87%, 67% and 53% in indonesia, brunei and malaysia respectively, although malaysia and brunei formally apply modern islamic states, while indonesia as the largest moslem country in the world, is assumed to be neither an islamic nor secular state. the above sociogeographical figures show that the islamic and confucian traditions live together in peace in southeast asia. inevitably the us is developing closer ties with china and may be recently values as less important its relationship with the asean countries, considering a half of the asean people are moslems who are a majority in indonesia, malaysia and brunei. actually the us policy towards islam is not an overarching goal and its fundamental reason is economical. as the developed country, the usa wants to seek the cheapest labor and the usa, of course, finds this in china (edgington, 2004b: 3). china becomes more attractive due to its large market compared with asean which consists of just only one-third of this. moreover china has better educated people than asean as the driving forces for the development of modern industries. third, it is culturally easier to reach an agreement with the confucian civilization than the islamic civilization. the western civilization based on the christian tradition had long histories of fighting the islamic civilization in the crusades, apart from the fact that both came from the same root of the saefur rochmat: dialectical islamic and confucian traditions… 92 semite tradition. however, the theological claims to truth fostered them as members of the the same family fighting each other for inheritance, instead of cooperating amongst themselves for the common benefit in the future. ironically the shared personal character of the religion causes them difficulties in cooperation because this personal character often does not tolerate others claiming the truth of religion; on the contrary, they compete with each other in serving their global mission. that is why it is easy for the usa to cooperate with confucian civilization because the latter has, differently, an impersonal character which tolerates and absorbs other civilizations (amstrong, 2002: 264). the usa has been developing its relationship with china since the introduction of ping pong diplomacy in 1971, and then in 1979 the us tied a formal diplomatic relationship with china. having experienced a limited long relationship with china, the us was able to make a decisive decision after the ending of the cold war in 1989. the us clinton administration, then, changed its foreign policy to the region by developing a closer relationship with china than that of japan as its major ally in the region. however, the us changing policy toward japan is a more economical and long term policy. the us wanted to develop its economic power in china because the former was frustrated in having a trade relationship with japan because of non-tariff barriers, besides its insistence on japan’s need to pay more of the shared security burden as the result of japan’s economic recovery. after these us short term objectives concluded, both countries managed to build a strong alliance because they shared common interest in global security which will guarantee the us’s superpower position. its strong alliance with japan is very useful to deter the rising power of china. there were three developments which caused the relationship between the asean and the usa to worsen. the first was in the mid-1990s when the us promoted the agenda of trade liberalization within apec, but the u.s.a., then, promoted the north american free trade agreement (nafta) and the free trade area of the americas (ftaa) outside apec, which were perceived to create trade and investment diversions from asia. the usa took this policy due to the rise of regionalism in europe which established the european union (eu). the second was at the time of the asian financial crisis: the usa and international monetary fund (imf), its tool of international economic policy, exacerbated the hardship of the countries hit by the crisis, besides the fact that the us hedge funds substantially profited from the massive selling of asian currencies. last but not least came in the wake of the terrorist attacks on september 11, 2001 which caused the us to pay little attention to the asean economies, besides the us inclination towards unilateralism –not just in the field of security but also in such policy areas as trade or environment (munakata, 2003: 9-10). d. asean’s bargaining power 1. asean’s efforts for bargaining power although both the us and asean have changed their attitudes toward communism since the end of the cold war, but substantially both have a different approach to it. the us bases its foreign policy on the realist belief that within 50 years china’s ijss.vol.12, no.2, september 2016 93 military forces will not become a threat to the us. based on this stand president clinton tied the close relationship with china as one of the us strategies towards japan which, in the view of the us, was not playing fair in their relationship, both politically and economically. recently after japan revised its attitudes toward the us, both developed a close relationship, as far as in security matters, to develop technology which will guarantee the us hegemonic power. the us policy towards asean is based on the security regimes approach which is defined as ‘sets of implicit or explicit principles, norms, rules, and decision-making procedures around which actors’ expectations converge’(krahmann, 2003: 7). security regimes foster stability because states value peace and cooperation despite the fact that their legitimacy becomes disputable concerning the us tendency to maximize its hegemonic power unilaterally. considerably some call it the us incomplete hegemony for its lack of concern toward world affairs outside its national interests and for ignoring persuasive approaches to solve the problem. meanwhile asean attitudes toward communism are based on the security community approach, and the asean countries have experienced living together peacefully despite their prevailing different political systems. a pluralistic security community is defined as a region of states whose people maintain dependable expectations of peaceful change. security communities are facilitated by three factors which build upon one another: (1) precipitating conditions, such as changes in technology, demography, economics, the new interpretation of social relations and external threats; (2) factors conducive to mutual trust and the development of a collective identity, such as transactions, organizations and social learning; and (3) necessary conditions, such as mutual trust and a collective identity (krahmann, 2003: 8). on other hand asean tries to manage itself to counter undesired impacts from the development of the relationship between the us and china. the asean members have a strong identity so that they are able to manage the challenge. asean has functioned well in: (1) alleviation of regional conflict within southeast asia; (2) economic cooperation by fostering intra-asean trade; (3) a common foreign policy with external countries; (4) cooperative defence arrangements (edgington, 2004a: 2). for mediating the impacts of the us clash of civilizations, asean has introduced some strategies as follows. the first was to enlarge its membership to other southeast asian countries which were previously subordinated either to former ussr or china namely vietnam, cambodia, and laos. in the view of asean, these states may create instability in the region if their economic development lags behind by diverting their internal decline into external power seeking because it is impossible for them to invade china (shambaugh, 1994: 44). from an economic point of view, having received new members will enlarge the asean market. on other hand, these states also want to join with asean although they have been developing good ties with china because they just do not want to be dependent on the regional power of china; besides some of them have border conflicts with the regional power. the second was to introduce the asean free trade agreement (afta) in 1991 in order to create the asean economic saefur rochmat: dialectical islamic and confucian traditions… 94 community (aec) in 2010 as a further step of asean’s joint production (edgington, 2004a: 3), although some argue that the introduction of afta was due to the growing threat of regional arrangements in the rest of the world, such as nafta and the eu (edgington, 2004c: 7). by doing so the asean will be able to compete with china and the us and at the same time it becomes a way to increase its bargaining power. asean knows well that amongst major powers in the region are different, if not conflicting, ideas about the security issues, so that it tries to materialize its role in the regional political power by managing its own power and playing the roles as mediator amongst the major regional powers. soon after its introduction of afta, in 1994 asean established the asean regional forum (arf) which has become the principal forum for security in asia. it draws together 23 countries which have a bearing on the security of the asia pacific region (simon, 2002: 9). another bargaining power was obtained in 1997 when pm mahathir muhammad held the asean-china meeting (the asean+1). this meeting encouraged japan to join based on its perception that asean is the most important partner to play with in regional power because japan did not want china to assume the leadership of the regional power. consequently, still in the same year, asean+3 (china, japan, and south korea) was established (naber, 2003: 120). 2. china is approaching asean in contrast to the u.s., china paid more attention towards asean due to its proximity such that the instability in asean could influence the stability in china. moreover china has also political reasons to tie agreements with asean for the purpose of bringing added security as counter strategy to its relationship with the stronger power of the us which may cause hazard impacts to its sovereignty and core national interests (naber, 2003: 45-47). china views asean as geopolitically very important to pursue its ambition to be regional power, so that china becomes sensitive to the fact that its economic development was at the cost of asean which previously enjoyed the us’s economic support. china took careful steps to tie up a closer relationship with asean so that it was very often that the initiatives were at first introduced by its counterparts in asean. i think it is due to its political culture and national historical experiences which constitute the larger milieu in which a nation’s specific security calculations are made. that is why it is very important to know about these matters in the case of china for assessing the nature of the rising power of china as a threat or not to the security of asean. china’s most urgent concern is national security because it is difficult to feed its large population and to run the country. china is most concerned to develop its economy because it perceives strong power as outgrowth of a strong economy. china’s leaders take first into account its national security, and its regional roles develop in parallel with the level of its economic growth (banlaoi, 2003: 98). for that purpose china tries to develop its bilateral relationship with each member of the asean. china was very sceptical of the multilateral approach, such as asean and arf (the asean regional forum), because its influence will be less sound. just after china is able to build a good relationship with each separate member of the asean, the former feels reluctant to join ijss.vol.12, no.2, september 2016 95 into multilateral institutions such as the asean and arf. both china and the members of asean have reached agreement of the treaty of conduct to solve the problems. china has been developing close ties with previous members of the communist bloc, namely laos, vietnam, and cambodia, besides singapore and malaysia, many of whose citizens are overseas chinese people. the relationship between the asean and china has developed very fast, especially after the asian crisis starting from 1997, following china’s commitment not to devaluate its currency. furthermore following its economic growth, china has become more active to promote economic regionalism through its proposal to asean in november 2000 to create asean-china fta. this trend is evidence of china’s ability to challenge dependency theory by developing the concept of greater china which develops economic ties between taiwan, hong kong and mainland china despite political differences (edgington, 2004d: 1). of course, it is due to china’s success in opening market policy which benefits its asean neighbours. in october 2001, china and asean completed the joint feasibility study for an fta, and in november 2001, both agreed to establish an asean-china fta within ten years (krawitz, 2002: 2). in november 2002, the framework agreement on asean-china economic cooperation (acec) was signed that would establish a free trade area by 2010 for the older asean members and 2015 for the newer members. in order for this fta to sound more attractive to the asean, in october 2003, beginning with thailand, china started to implement the so-called early harvest measures to eliminate tariffs on some fruits and vegetables. last but not least, pm zhu rongji proposed five tasks for the asean plus three countries to implement and six points for sino-asean cooperation (thayer, 2002: 6-7). e. bargaining power asean member of indonesia i would like to scrutinize this clash of civilization in order to measure the scale and the extent of it. political islam might be viewed by the west as an enemy in spite of its minority adherents, however it is very dangerous to overwhelm its threat and consequently result in unwisely supporting military regimes, such as the cases in sudan and algeria, just to prevent political islam from gaining power in moslems countries, although it is done by election as a means of democratic processes. it, of course, endangers human security and peace and might be also the cause of terrorists. we can undermine political islam because it is not monolithic. furthermore it does not constitute military forces which should be faced by arms forces. it is a political issue which should be deterred by counter issues. political islam also does not have a model state such as the ussr’s perceived role at the cold war era. if we consider panislamism as a political agenda, then which state will support this utopia? ‘islamic states’ such as saudi arabia and kuwait do not want to give financial aids to this movement because it might create instability for them. ‘islamic states’ in the middle east give financial aids to other moslem countries or to moslem minorities in a certain state primarily based on religious purposes. similarly they promote fundamentalism, just like christian fundamentalism in america in the 19th saefur rochmat: dialectical islamic and confucian traditions… 96 century, with its some negative characteristics. the most clear feature of islamic fundamentalism is to apply shari’a (islamic laws). shari’a does not need an islamic government regime such as perceived by zachary abuza (2003: 322) shari’a can be applied at different levels namely personal, social, or in autonomous groups such as in the case of the indonesian government’s offer to the separatist movement in aceh. fundamentalist movements can be divided into non-political fundamentalists and political fundamentalists. political fundamentalists pretend to apply shari’a at different levels up to state level. we tolerate political fundamentalists as long as they pursue their goals by means of democratic ways. we should deter political fundamentalists manifesting into pan-islamic movements such as done by al-qaeda and jamaah islamiyah. mostly, islam in indonesia is tolerance, moderation, and pluralism, and most moslems support the secular state of the republic of indonesia. this mainstream islam is supported by the two biggest islamic organizations of muhammadiyah and nahdlatul ulama (nu). both represent themselves as civil society, although they have a political interest in making sure that indonesia is ruled by regulations which do not contradict the principles of islamic doctrines. they do not want to implement islamic law (shari’a) formally. zachary abuza (2003: 322) argues that only a small minority advocates the establishment of islamic regimes governed by shariah (islamic law) and their political activities are mainly focused on their own domestic agenda, not as an international threat. it is misleading to judge shari’a (islamic law) as monolithic. as i have mentioned above, we are really to focus our biggest worry on pan-islamism. this category is useful for noticing the differences between religious fundamentalism (salafism) and political fundamentalism (pan-islamism). research done by sidney jones (2003) of the international crisis group, claimed as the first comprehensive analysis of salafism, concludes that the salafism movements characterized by a puritanical form of islam, often identified with saudi funding, do not have any relationship with terrorism activities. furthermore she says that if there is any tendency toward violence on the part of the religious activists, it is rooted in the ambition to dictate, control and correct individual behaviour, and takes the form of punitive actions against individuals or groups regarded as `bad muslims` (jones, 2003: 1). based on sidney jones’s finding, the us should notice this division of groups to hinder counter responses from some moslem groups in indonesia. it is not appropriate to stop all the flow of financial aids from middle east because these aids are very useful to develop human resources. by doing so it will disseminate the birth of radical moslems who are worried about moslems’ converting into christianity as a result of the us allows the inflow of donations by christian missionaries. the us’s efforts to register into united nation’s lists of terrorism groups all the islamic organizations or foundations which receive financial aids from middle east is objected by most indonesian. these islamic organizations do not have any relationship with terrorism activities. for example, haramain foundation headed by dr. hidayat nur wahid, head of mpr (people’s supreme consultative council). it is also the case of ijss.vol.12, no.2, september 2016 97 lipia, an indonesian branch of imam muhammad bin saud university in riyadh, in which one of its graduates ulil abshar abdalla become the founder of the liberal islamic networks, in some ways the antithesis of the salafist movement (jones, 2003: 8). it is due to indonesia culture or situation and condition contribute to the development of intellectual life for the salafists. political fundamentalist or salafist jihadist are the extreme fringe of the salafist movement, determined to attack western targets in retaliation for perceived aggression by the west, or what indonesians more frequently term a “christian-zionist conspiracy”, against muslims around the world. icg correctly argues that this radical wing of the international salafi movement emerged as a product of the war against the soviet occupation of afghanistan, and it is no coincidence that the top ji leaders are afghan veterans (jones, 2003: 1). following us war policies on international terrorism, indonesia public debates on the matter develop quite ambivalent. the devastating bomb blast on the sari nightclub in bali, in which some 183 people were killed, was a wakeup call to government in denial and sceptics about terrorism in the region. the october 12, 2002 attack was al qaeda’s second most deadly after the september 11, 2001 attacks on the united states. indonesia’s two largest moslem organizations urged the government of president megawati sukarnoputri to crack down on islamic militants suspected of violent activities. both urged to propose even more draconian measures. as a result some human rights groups have warned that the new antiterrorist measures could be abused and mark a return to the autocratic practices of former president soeharto. but more moderate moslem figures said these fears are overstated (sipress, 2002). the government issued acts of lieu no 1 and 2 2002 on criminal crimes of terrorism. this acts give a great authority to bin (indonesian intelligent bureau) to take some measures to arrest or catch some people identified as members of terrorist groups. another measure makes worried the human rights groups is to give bin and tni (indonesian army forces) authority to enforce law. moreover these both institutions have rights to apply pre-emptive actions to detect an early potential threat (sipress, 2002). indeed the acts give both institutions a great authority and these acts could be used to suppress civil liberties and could damage to democratization process. without effective control to these both institutions in materializing their function against terrorism they might become new terror mechanisms which create serious threat to civil societies (munir, 2003: 7). however up to now both institutions are very careful to execute their rights because the military is no more the only political power. conclusion strict exclusion of islamic civilization is very dangerous for maintaining world order because the us can develop cooperation with moderate moslem to deter the spreading of terrorism in the islamic countries. the us should be careful for classifying fundamentalist of terrorist. as argued correctly by zachary abuza (2003: 322) that only a small minority of indonesian fall into fundamentalist which advocates the establishment of islamic regimes governed by shari’a (islamic law) and their political saefur rochmat: dialectical islamic and confucian traditions… 98 activities mainly focused on their own domestic agenda, not as international threat. sidney jones (2003) reaffirm that the fundamentalist movements characterized by puritanical form of islam often identified with saudi funding do not have any relationship with terrorism activities. if there is any tendency toward violence on the part of the religious activists, it is rooted in the ambition to dictate, control and correct individual behaviour, and takes the form of occasional punitive actions against individuals or groups regarded as `bad muslims’. it is misleading to judge fundamentalism or shari’a (islamic law) as monolithic and we should notice the differences between religious fundamentalist (salafism) and political fundamentalist (panislamism). the us should develop dialogue with moslem in formulating terrorism policies in indonesia n order to have effective policies and does not endanger human security. the us is unwisely to enlist some organizations as terrorist group in the united nation lists just because of receiving donation from the middle east without developing dialogues with other countries. by means of asean indonesia has stronger bargaining power to the us so that it moderates the us clash of civilization approach into indonesia. the us revises its policy concerning indonesian organizations receiving donation from the middle east while the us are not able to guarantee the same donation of christian missionaries flow into indonesia and become cause of terrorists which are worried about converters. references abuza, zachary, (2003), “the war on terrorism in southeast asia”. amstrong, karen, (2002), sejarah tuhan, translated by mizan team, bandung: mizan. banlaoi, rommel c., (2003), “southeast asian perspectives on the rise of china: regional security after 9/11”, parameters. betts, richard k, (1994), “wealth, power, and instability: east asia and the united states after the cold war”, international security, vol. 18, no. 3. edgington, d.w., (2004a), “political integration: asean, afta and apec”, modul 4, kyoto: ritsumeikan university. _________, d.w., (2004b), “the asian newly industrializing economies”, module 6, kyoto: ritsumeikan university. _________, d.w., (2004c), “southeast asia”, module 7, kyoto: ritsumeikan university. _________, d.w., (2004d), “the greater china circle”, module 8, kyoto: ritsumeikan university. hardiman, f. budi, (2003), “terorisme: paradigma dan definisi (terrorism: paradigm and definition), in rusdi marpaung and al araf eds., terorisme, jakarta: imparsial. harvey, david, (1989), the condition of postmodernity: an inquiry into origins of cultural change, oxford & new york: blackwell. ijss.vol.12, no.2, september 2016 99 heller, agnes and feher, ferenc. (1988). the postmodern political condition. oxford: polity press. huntington, samuel p., (1997), the clash of civilizations and the remarking of world order, new york: a touchstone book. ikkebery, g. john, (2002), “america’s imperial ambition”. jones, sidney, (2003), icg, “indonesia backgrounder: why salafism and terrorism mostly don’t mix”, kohn, hans, (1935), “messianism”, in seligman, edwin r.a. eds., encyclopedia of the social sciences. vol.9. new york: the macmillan company. krahmann, elke, (2003), “conceptualizing security governance”, cooperation and conflict 38, no. 1. krawitz, howard m., (2002), “china’s trade opening: implications for regional stability”, strategic forum, no. 193. lone, salim, (2004), “one more casualty of the war on terrorism”, in washington post, september 1, 2004. munakata, naoko, (2003), “the impact of the rise of china and regional economic integration in asia: a japanese perspective”. munir, (2003), “menanti kebijakan anti terrorisme” (waiting for antiterrorism policies), in rusdi marpaung and al araf eds., terorisme, jakarta: imparsial. naber, dirk, (2003), “the social construction of international institutions: the case of asean + 3”, international relations of the asia-pacific, vol. 3, no. 1. ross, marc howard. (1999: 42). culture and identity in comparative political analysis. in lichbach and zuckerman (ed.) comparative politics: rationality, culture, and structure. new york: cambridge university press. shambaugh, david, (1994), “growing strong: china’s challenge to asian security”, survival vol. 36, no. 2. simon, sheldon w., (2002), “managing security challenges in southeast asia”, nbr analysis, vol 13, no 4. sipress, alan, (2002), “top muslim groups urge crackdown in indonesia”, in http://www.washingtonpost.com/ac2/ wp-dyn/a61498. thayer, carlyle a., (2000), “asean ten plus three: an evolving east asian community?”, in http://www.csis.org/pacfor/cc/004qc hina_asean.html. tibi, bassam, (2000), ancaman fundamentalisme: rajutan islam politik dan kekacauan dunia baru, translated by imron rosyidi, zainul abas, sinta carolina, yogyakarta: tiara wacana. saefur rochmat: dialectical islamic and confucian traditions… 100 wright, robin, (2004), “making political space for islam’s followers”, in washington post, september 15, 2004. hoshino toshiya, “security communities, power-sharing, and preventive diplomacy”, in sato hideo, editor. containing conflict: cases in preventive diplomacy. tokyo: japan center for international exchange, 2003. jurgen haacke, “asean’s diplomatic and security culture: a constructivist assessment”, international relation of the asia-pacific volume 3 number 1 2003, london: oxford university press. andrew tan, “intra-asean tensions: a response”, international relation of the asia-pacific volume 3 number 1 2003, london: oxford university press. mehdi mozaffari, “the transformationalist perspective and the rise of a global standard of civilization”, international relation of the asia-pacific volume 1 number 2 2003, london: oxford university press. liselotte odgaard, “the south china sea: asean’s security concerns about china”, in security dialogue volume 34 number 1, sage publication. alastair iain johnston, “socialization in international institutions: the asean way and international theory”, in g. john ikenberry and michael mastanduno, editors. international relations theory and the asia-pacific. new york: columbia university press, 2003. michael mastanduno, “incomplete hegemony: the united states and security order in asia”, in asian security order: instrumental and normative features. stanford: stanford university press. dewi fortuna anwar, “human aecurity: an intractable problem in asia”, in muthiah alagappa. asian security order: instrumental and normative features. stanford: stanford university press. rosemary foot, “the un system as a pathway to security in asia: a buttress, not a pillar”, in asian security order: instrumental and normative features. stanford: stanford university press. amitav acharya, “regional institutions and asian security order: norms, power, and prospects for peaceful change”, in asian security order: instrumental and normative features. stanford: stanford university press. journal social studies vol 17 no 2.indd 165 women and gender stereotyping in media from the point of view of structuration theory awanis akalili communication science, faculty of social science, universitas negeri yogyakarta, indonesia email: awanisakalili@uny.ac.id indah olivia sari communication science, faculty of social science, universitas negeri yogyakarta, indonesia email: indaholivia.2019@student.uny.ac.id abstract this research is a thought process on social structure that is not understood as the consequence of human repetitive action. this has become folkways, causing gender stereotyping of women even more perpetuated by media’s various narrations. this research aims to describe gender stereotyping of women in indonesian television media. this was done by analyzing the broadcasting shows by using gidden’s theory of structuration. this descriptive research is a literary study that includes books, journals, researches and websites as the data. the collected data then analyzed by using giddens’ structuration theory. this article began with the review on structuration theory. next is a review on structuration theory from the point of view of commmunication study. the gender stereotyping of women case in the media was then broken down and analyzed by using structuration theory. the result showed that the agent’s action and the structure are inseparable, in harmony with gidden’s concept of duality. in fact, many women have put up a fight against this gender stereotyping journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 165-178 doi: 10.21831/jss.v17i2. 40326.165-178 166 journal of social studies (jss), volume 17, number 2, 2021: 165-178 through social-feminist movements. on the other hand, they actually do follow the existing structure both unconsciously and consciously. this structure, however, is still growing among the people of modern society. keywords: structuration, stereotyping, gender, women, media introduction never have it crossed most of people’s mind that, in fact, everything in this life is about consequences to their own actions. human is described as the agent who takes an action according to a structure or norm that limits his/her behaviour. agent and structure are considered as two intertwined elements. they exist in order to complete and also “destroy” each other. a sociological concept believed that each agent behave to follow the applied structure. the structure exists and alive due to the agent’s behaviour. thus, structuration theory emerged as an answer to the problem of agen-structure integration. structure is formed by agent’s repetitive habit that it became folkways. this habit does not all turn to be a good one, but harmful or bad ones for some parties. this is an exact description of social structure that is formed as gender stereotyping, happening to both man and woman. social structure on men is when they are considered as strong, brave and dependable individual that crying is strongly forbidden for them. to be found crying triggered shame, for they do not want to be seen as weak and emotionally driven as women are. this is why men are used to not crying and, each time, supressing their feelings as a habit. it has deeply rooted in their consciousness and simply be the social structure. this structure aside, both man and woman crying when they could not help to do so is a normal and healthy reaction, not a sign of weakness. many people think that crying is something that men should avoid because crying is a female trait, this statement also invites depression for men because they cannot and are restrained from expressing their feelings (branney & white, 2008). the same thing happened to woman, a case that this research focused on. repetitive behaviour or habit performed by woman, such as doing all domestic work, taking care of children, educating children at home, etc, has turned natural and believed to be obligatory for women. women who deviates from the existing structure behaviour will be labeled as devious and immoral that they deserve punishment and violence. especially in married life where the religious norm brings it to the next level. the norm stated that a husband 167 women and gender stereotyping in media from the point of view ... (awanis akalili, indah olivia sari) may hit his nusyuz (disobeying) wife and for her to obey her husband (harnoko, 2010). this creates a social reality that violence on women comes natural and even permitted, as women deviate from the long-formed social structure (sakina & a., 2017). and marriage also in fact does not protect women from sexual violence and diseases (kay, 2008). this gender stereotyping has grown even imperishable with the existence of media. not to mention that digital media with all its conveniences has helped institutionalize the gender stereotypes that existed in this decade with a vulnerable youth audience (ter bogt et al., 2010). moreover, in indonesia, television has always been loved by many as media of entertainment and information. this opportunity has been utilized by the industry players to competitively market their products. in this case, various televison shows are the product, namely soap opera, reality show and more (abdullah & puspitasari, 2018). now, what is the actual problem? televison shows mentioned, even the commercial breaks could not be separated from the social culture and structure that demonstrate gender stereotyping, focusing on the gender stereotyping of women. a soap opera titled tukang ojek pengkolan demonstrated how women are active domestically in the household only, serving the husband needs, shopping, and taking care of the children. commercial advertisements in between the shows also play its part in internalizing structure that form gender stereotype. sari wangi tea advertisement displays a wife who immediately served hot tea for her husband who just got home. it has an implicit message that a wife is expected to be ready and available at home. even if a wife has work outside, she is expected to be home early to prepare meals for her husband and family. this has put limitation to women activity to self-actualize and caused them a feeling of being trapped in serving and making her husband happy, in order to become what a woman is expected to do. gender stereotyping of women, women subordination and women behaviour controling, even further, it is also about women’s freedom in contraception issue. the existing social structure, through media, has perpetuated the kb (family planning/keluarga berencana) sterilization program that is intended only for women. again, women lost their freedom in deciding what to do about herself and again, women have to follow the existing structure. rather than abruptly, contraception side effects, in fact, may really be threatening women’s health. kb injection, a form of contraception from a years ago, affects menstrual cycle of women in its usage (lesmana et al., 2012) 168 journal of social studies (jss), volume 17, number 2, 2021: 165-178 this program is a big campaigned issue in mass media, in a form of repetitive public service advertisement. it ingrained an idea that kb is the only contraception tool married couple should use or consider. if a woman was found not following kb program and got pregnant, many questions woul have put women into tough spot for not joining the kb program. in fact, this phenomena is also about men or husbands who are not very well-committed. instead, women still got cornered with various questions and be blamed for not following the social structure. kb steriliziation is also a form of abuse against women that the society do not aware of (harnoko, 2010). from all these, this article wanted to find out how gender stereotyping of women in the media happened and analyzed it by using giddens’ structuration theory. it began with the literary review on structuration theory. next is a review on structuration theory from the view of commmunication study. furthermore, case study of gender stereotyping of women in the media is then analyzed. literature review stereotypes in television commercials advertising as a means of various information media in the form of videos, images, and even billboards (an nur et al., 2020). in this case, the advertisements used are advertisements on television. the gender stereotype of women in the media is very striking in the advertisements that are displayed. this can happen because advertising is a reflection of the state of a society which believes that women must be feminine and men must be masculine. astuti (2016), through his previous research, found the existence of female gender stereotypes in television commercials. lux soap ad features a beautiful, self-care and white woman. this advertisement shows how the public’s perception of women who must be beautiful, smart to take care of themselves, and is recognized as beautiful if they are white. the surf detergent ad features a mother who takes care of all the housework on her own. this emphasizes the role and obligation of women to take care of the house while men have absolutely no obligation to do this. homoviton ads are increasingly displaying gender stereotypes of women in a striking way. the flow of this supplement ad for men shows how a woman is made an object to fulfill a man’s desire (astuti, 2016). this stereotype also shows how the public expects a certain group which in this case is male and women (riggio, 2020). different literature shows that there are cases that contradict what astuti 169 women and gender stereotyping in media from the point of view ... (awanis akalili, indah olivia sari) has found. sanjaya, through his research on kecap sedaap advertising (2010) found that there is no gender stereotype of women. this ad is different and dares to come out of the reflection of a patriarchal society. in the kecap sedaap ad (2010), it shows a father who is active in the domestic sphere, namely the kitchen, which is very close to women in society’s view. if it is reviewed in the marxist theory where men are the owners of capital while women are workers, it is not found in this advertisement. women image image as a picture of someone about his personality (juanda & azis, 2018). the author tries to dig deeper into the phenomenon of gender stereotyping of women in other media, namely written media in the form of short story. juanda and azis (2018) reveal the veil of gender stereotypes that exist in short stories. this literature shows the existence of massive gender stereotypes in short stories. the short story entitled menyiksa mata tells of a woman who is helpless, has no power over herself, and describes a woman who depends her life on a man she calls her husband. the short story tahi lalat is even bolder in telling gender stereotypes of women which raises the storyline by making women as servants of their husbands. gender injustice gender stereotypes that are constructed through the media not only create public views on the behavior of men that must be masculine and women who are feminine, but also give rise to gender injustice, especially for women (an nur et al., 2020) .nur et al carefully observe this phenomenon in the indosiar soap opera which massively shows how a woman only lives in the domestic sphere. this shows clearly how injustice befell women. women are not given the opportunity to share the same feelings as what men can do such as working in the public sector, occupying high positions, and also the division of labor in taking care of the house, often women have to do it themselves. a similar phenomenon is also found in the film athirah. a woman, especially a mother, is seen as an individual who is full of tenderness, affection, and ability to take care of housework (yoshina siautta et al., 2020). in a different case, it is also found how gender stereotyping creates injustice for men . not all men are strong and willing to work rough. some of them also have talent or potential in areas close to gentleness and caring, such as being a nurse. unfortunately, this institutionalized stereotype also presents discrimination that is also felt by men who work in a female-dominated sector. 170 journal of social studies (jss), volume 17, number 2, 2021: 165-178 they are ridiculed and considered unmanly by society (kouta & kaite, 2011). this view has prevented women from even being allowed to work or continue their studies. this injustice is covered by a sense of obedience to her husband and family. with a variety of existing literature, it encourages the author to observe firsthand how female gender stereotypes occur in the media from the point of view of giddens’ structuration theory. methods this article is a qualitative descriptive research that explains gender stereotyping of women in the media. descriptive research describes how phenomena occur either in an individual or a group by observing and describing naturally what happens (nassaji, 2015). qualitative research observes the behavior of individuals and groups which then produces data that is presented descriptively in written form (bogdan, 1992). from this statement, it can be concluded that this journal observes the phenomenon of gender stereotyping of women in the media and presents the data in a written descriptive manner according to the data obtained. the researcher analyzed the gender stereotyping of women cases by using gidden’s structuration theory. this article elaborates data reference and phenomena that refer to how women and gender stereotypes in media. the references used as materials are those with the following categorization, such as: discussing issues regarding stereotypes, women in media discourse and anthony giddens theoretical framework on structuration. these references are obtained by the author through social phenomena on media, reading materials from books to journals that can be accessed online or offline. regarding the phenomena being analyzed, the problems of women and gender stereotyping in the media in general, then analyzed by researchers using anthony giddens’ structuration theory framework. results and discussion structuration theory anthony giddens, a sociologist from england who analyzed phenomena in modern society, as well as the father of structuration theory. structuration is the most influential theory in seeing social life culture, both in micro and macro field. though agent is generally refers in micro level, human actors could 171 women and gender stereotyping in media from the point of view ... (awanis akalili, indah olivia sari) also refer to the macro level when collectives are making moves (ritzer, 2012). micro here meant the structure of culture believed by the agents. from macro level, however, structure is meant to be a social structure used by the agents in their lives. aside from the micro and macro level from the agent’s point of view and the structure, this theory emphasizes the role of interpretation and meaning system within human (sutrisno, 2005). every agent is considered capable to give the structure a meaning, where each may own different meaning. it depends on how the agent utilizes their own resources in order to interpret the structure. other than understanding meaning process within an agent, the interesting part of structuration theory is the concept of structure duality. structure duality is the relationship between structure and agent’s action. here, the structure and the action are dependent to each other. the structure is described as rules and resources running through the agent’s action in social interaction process. this social interaction process does not occur only between agents, but also in greater interaction scope, that is between an agent and many agents. structure alone could not be understood as an obstacle from an action, but instead, a facility and an action result. giddens also contributed in identifying structure as a action media, while at the same time, structure could only be reproduced through that very action (munti, 2005). furthermore, gidden’s structure duality explained through social and political analysis. it is where a country as the structure and the society as the agent are in dialectic concept of duality (moesa, 2007). for example, in modern society, there are four forming elements, that are capitalism, industrialism, supervision and militarism. these four elements are inseparable as they have reciprocal effect to the country adhering this system. giddens defined that the country is in position to facilitate the four modern dimensions, causing serious problem in society level. this means, society is indirectly subject to the country’s modernity. on the other hand, society as the active agent could avoid the structure authority because it has reflective ability to apply the owned life rights (moesa, 2007). this dualism concept by giddens is the critic proposed to parsonian view of functionalism (tilaar, 2003). parson’s functionalism ideas in considering agent being unfit to the reality of modern society. giddens in this dualism put emphasize on the difference between agents and social structure where the agents live their lives. for giddens, the truth is the relationship formed between structure and agent as one inseparable entity. social structure is a repetitive 172 journal of social studies (jss), volume 17, number 2, 2021: 165-178 behaviour turning into habit performed by the agent (priyono, 2002). structure is divided into three forms, that are symbolic, domination and legitimation (dault, 2012). as previously mentioned that action forms a structure and structure is a media for agent to take action, some structuration thoughts in sociology study also has similar sustainable relationship between structure and action. one of them is jonathan h. turner, a sociologist who believed that agent is actively taking action by using social structure, with the intention to reproduce the very structure. agent is the active and creative subject. agent may independently move and adapt, so that they are not as simple “object” created by the structure. by taking the structure duality concept, the society as active agent are capable of putting a fight with the country. this action is of social movements, such as democratisation, labor movement and peace movement (moesa, 2007). this structure exists outside the agent and could contain rules and resources owned by the agent through socialisation process (sutrisno, 2005). each agent certainly have different resources, such as knowledge, ability and skill. without resources, the agent could not take action. this action then resulting on a structure. this is due to the wide culture pattern and it being reproduced as it is used. the existence of structuration theory has become “fresh air” to the study on social life image as reciprocal process of individual action, in this case referred as agent and social authority that rules it. structuration from the point of view of communication study strukturasi theory was truly born from the root of sociology, but it is also necessary to be reminded on a saying, “no communication, no society”. this statement exist to answer a question on why structuration emerged in communication, another study of social science. it is that the social life will not exist when the people, or agents, are not communicating with each other. in communication study, giddens stated that interaction is an important element from the creation of meaningful and resourceful communication process from the agent’s action. giddens also divided social interaction into three forms, namely communication, authority and morality (haryatmoko, 2010). communication is used as a method for agent to reflect themselves with other agents, while authority is the result of the performed actions. however, on the other hand, structuration sees social interaction in a form of morality. agent’s every action is performed at the thought of moral or norm that rule it. communication is a part of the creation of meaning behind the actions. 173 women and gender stereotyping in media from the point of view ... (awanis akalili, indah olivia sari) thus, giddens included communication as an element on working system of structure duality in modern society. the following is the interaction scheme of structure duality: interaction communication authority sanction modality framework interpretation facility (economy, culture, political ideology, physical, social) norm (rule, law, religion, custom, habit) structure meaning domination legitimation table 1: anthony giddens’ structural duality (giddens, 1993) interaction and communication are placed in different column, yet both are dependent to each other. agent will use resources they own to interact with other agents. on the other hand, interaction also produces structure that is formed by the agent’s behaviour. in the scond table, communication is depicted as the framwork of the next interpretation that produces interpretation of meaning by each agent. similar to the previous explanation, the concept of structure duality does not place agent and structure as two separate element. both are intertwined through continuous interaction process. observed from the point of view of communication study, structure duality is a concept where social structure is the purpose or the result of patterned and continuous interaction. at the same time, however, social structure should also work as suggestion that conditioned the actions (haryatmoko, 2010). on the other hand, structure duality cannot be separated from authority and sanction. it positioned agent as the one who govern and being regulated. in the context of modern society, it is natural to perform dominating act in taking control of the structure. duality happened when the agent are made “busy” with their activity to perform oppression and be opressed. however, behind the agent’s freedom in taking action and dominating other agent, structure duality concept explains that there is sanction in a form of social norm that the agent will receive. this norm, in the structuration context, is known as structure. case study: women gender stereotyping in media “women as a figure who is always oppressed by men in every aspect of life, whether it is in life reality and representation served by the media...”. 174 journal of social studies (jss), volume 17, number 2, 2021: 165-178 this statement is the opening to the birth of feminism as a movement of the oppression of women stereotype in the eyes of society (siregar, 2001). women are considered an “object” whose body, personality, and behaviour is exploited as a symbolic object, not as a subject (widyatama, 2007). in the context of behaviour, women are seen as “the oppressed”. on top of that, the media does not hesitate to broadcast violent action against women in almost in every served contents, especially the entertainment world contents, including entertainment, movie and television series. stereotype is the biggest influence on women’s weak and easy-to-oppress image. from cultural side, stereotype is understood as the image determining factor that divert individual cognitive and perspective about the world. even today, sterotype is still considered as a process that distort the reality (the first lspr communication research conference, 2010). stereotype is a phenomena that is always found among the modern society. the growing asumption is how each active agent interpret the meaning of action and structure-forming in life (hartlep, 2015). sunarto, a lecturer from postgraduate program in universitas diponegoro semarang in his research “stereotipisasi peran gender wanita dalam program televisi anak di indonesia” tried to elaborate the phenomena of gender stereotyping of women in the media borrowing anthony giddens’ strcuturation theory (the first lspr communication research conference, 2010). giddens explained stereotype thought and its relation with prejudice. according to giddens, structuration theory is suitable for analyzing stereotype. this is because all of the thoughts involve categories used by agents to classify their thoughts. gender stereotype is the most applicable when it comes to understanding how structuration theory is applied. unger and crawford stated that stereotype happened when the agent or an individual are categorized by other individual of similar (the first lspr communication research conference, 2010). characteristic similarities between agents is what makes them a group of agent with certain category. stereotype then arise in people’s mind. for example, a stereotype that “women are capable of housework, while men are capable of being a worker”. this stereotype born from the repetitive action that women figure have been continuously doing in real life and as protrayed in the media. as previously mentioned, action of women as the agent who continuously performing what is expected from them, made it a “habit” that is seen as natural within human agent. this fact fits structuration theory, explaining that a habit 175 women and gender stereotyping in media from the point of view ... (awanis akalili, indah olivia sari) could definitely be understood as a structure. out of discussion on whether the structure is true or wrong, everything went back to how the agent represent them. also, gidden claimed that the agent’s action will affect the structure. from here on, the agent “violence against women” will change and reproduce the structure, which is the very women stereotype itself. so how is the true form of structuration image of woman facilitated by media? the first lspr communication research conference (2010) confirmed that the research by sunarto on women stereotype in television, especially on children television program in indonesia, shared their findings in television role in strengthening gender role of women. gender in this case is regarded as an agent acting as a figure with social role as housewife, social position as men’s partner, passive, submissive and emotionally driven individual. this structure is formed on how women’s agent behave as if they are what the structure says about them. however, in reality, some women do behave similarly, while the others do not. furthermore, structuration analysis found in gender stereotyping of women phenomena could also be seen from “the agent’s collective unconsciousness”. other agent, that is the audience, unconsciously gives women meaning exactly how the content of the show wanted to depict them. mythology and religion are structure formed within the self of the agent (the first lspr communication research conference, 2010). agent, in this matter, experiencing collective unconsciousness. they then understand gender, just according to the spreading myth that women are household worker. from religious point of view, women are understood as a figure who obeys the husband, never questions things and tends to be “submissive”. analysis on structuration theory could be seen from how structural violence happened to woman agents. structural violence is a form of indirect violence (cannot be found in the text) and performed by the perpetrator figure (sunarto, 2009). the perpetrator may be an individual, or possibly abstract matters, such as norm, system and value (sunarto, 2009). in this stereotyping case, women are susceptible to harsh treatment from men, the opposite gender. violence against women is considered a structure. back to the asumption proposed from structuration theory that the structure alone could not be understood as obstacles to an action, but more of a facility and action result (beilharz, 2002), that violence is regarded as a natural action. thus, it makes sense that in modern society era, violence against women is found here and there and is slowly becoming an understandable act in society. though, as an 176 journal of social studies (jss), volume 17, number 2, 2021: 165-178 active agent, women can put up a fight against the formed structure. basically, gender stereotyping of women that happened in reality also happened in the media. in indonesia, media contributes fairly to structure forming in society, performed by the agent. however, as giddens claimed about structuration, eventhough women as agent have the right to put up a fight actively against this stetreotype structure, the structure will always be there to control their behaviour. stereotype structure exists to limit agent’s behaviour. structure exists because of the presence of women who behave as women should. on the contrary, gender exist and alive as a result to stereotype grown in the society. conclusion through this research, it can be explained that the issue of women and gender stereotyping in media is one of a communication science problem. the media become spaces that show how women are positioned as agents whom deceived in patriarchal system. the structuration theory is considered relevant in observing modern society phenomena, especially with the presence of women role stereotyping. to put it simply, women as agent is regarded to behave according to the already shackling structure. similar with gidden’s structure duality concept where agent’s behaviour and the structure are two inseparable matters. the easiest mapping of structuration theory in analyzing women stereotyping in the media is by putting woman as agent, and stereotype as the structure. indeed, in fact, these women have tried their best to take action against the structure that binds them. for example actions as in social feminism movements, gender inequality, and so on. aside from this, the fact shows that these agents are both consciously and unconsciously following the existing structure. what is more is the stereotype has seemingly turned women into “the victim”, which the society still following religiously among the modern society, especially in indonesia. for further research that can be developed from this study is to elaborate more specifically on the media as an object of future research. it becomes important to provide a more specifis mappin on how women and gender stereotypes content in anthony guddens structuration theory perspective. 177 women and gender stereotyping in media from the point of view ... 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(2020). selubung ketidakadilan peran gender dalam motherhood pada film athirah. tuturlogi, 1(3), 165–183. https://doi.org/10.21776/ ub.tuturlogi.2020.001.03.2 1 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 1-20, doi: 10.21831/jss.v17i1. 34843. 1-20 indonesian progressive muslims and the discourse of the israeli-palestinian peace: soekarno’s, abdurrahman wahid’s and ahmad syafii maarif ’s thoughts hasnan bachtiar faculty of islamic studies, university of muhammadiyah malang (umm), indonesia email: bachtiar@umm.ac.id muneerah razak middle east institute, national university of singapore (nus), singapore email: meimbar@nus.edu.sg soni zakaria faculty of islamic studies, university of muhammadiyah malang (umm), indonesia email: sonizakaria@umm.ac.id abstract indonesia, as one of the largest majority muslim countries, has had a consistent stance on the israel-palestine conflict since its inception. despite the general pro-palestinian stance, this article explores the discourse of three significant leaders of the indonesian people soekarno, abdurrahman wahid and ahmad syafii maarif. as presidents of indonesia of different time periods of indonesia, soekarno and wahid tended to be pragmatic in their articulation of their political stances, though it is articulated in different ways. maarif, as the leader of muhammadiyah, a popular non-governmental organisation on the ground, was more idealistic and concerned with anti-zionism. this article highlights that the different nuances of the three leaders is due to their different capacities 2 journal of social studies (jss), volume 17, number 1, 2021: 1-20 as leaders, their social and political contexts, and the intellectual leanings and experiences. keywords: israel-palestine conflict, soekarno, abdurrahman wahid, ahmad syafii maarif. introduction the crisis in israel-palestine has proven to be one of the great moral challenges of our time. the foundations to establish the state of israel, which occurred in 1948, has been occurring for over a hundred years. in november 1917, the british government issued the balfour declaration, announcing its intention to facilitate the “establishment in palestine of a national home of the jewish people.” (shlaim, 2010). till today, there has not been a single agreement that will be able to guarantee permanent peace on both sides, in spite of the number of reconciliation efforts that have been undertaken with various international support (maoz, ward, katz & ross, 2002). the clash of ideologies and political stances primarily count for the escalations of the conflict (frisch & sandler, 2004), although some analysts argue that there are many factors that lead to it (falah, 2005). in other words, conservative parties from both sides persistently insist to struggle for their own “ideological” ambitions. however, there are always efforts towards resolution. where worse conflicts have emerged, they have been always followed by efforts of rebuilding, reconciliation and repatriation. it is exactly what erich fromm mentions in his deep critical reflection, “the more insane and dehumanized this world of ours seems to become, the more may an individual feel the need of being together and of working together with men and women who share one’s human concerns.” (fromm, 2009). despite the absence of perfect peace between israel and palestine, reverberations of peoples of both nations have been sounded loudly beyond the elites’ ideological decrees of either the likud party or hamas (rabinovich, 2004). their aspirations have moved many intellectuals across the world, including prominent indonesian muslim intellectuals such as soekarno (19011970), abdurrahman wahid (1940-2009) and ahmad syafii maarif (1935-). while soekarno is well-known as the first president of indonesia, he is also a muslim intellectual and an activist of muhammadiyah. both wahid and maarif are former chairmen of nahdlatul ‘ulama and muhammadiyah respectively. 3 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) sociologically, the views of these muslim thinkers do not represent the general views of the two largest muslim organisations in indonesia, but the intellectual articulations of these personages are significant as they are recognised publicly as the supporters of tolerance, pluralism, democracy and peace. this article examines soekarno’s, wahid’s and maarif’s intellectual stances on the discourse of israeli-palestinian peace. this article argues that amongst the three leaders, there has been a consistent position of supporting palestine, however, with different nuances. soekarno’s stance was entirely pro-palestinian and this position is held by majority of the people till today. however, in the early reformation period in 1999, it strategically turned to attempt to recognise israel as a sovereign state. their stances have to be analysed in light of the realities of their ideologies, social and political contexts, and their intellectual background and experience. this article will cover the propalestinian expression in soekarno’s era, wahid’s realist political project and maarif’s utopian thought, and also the discussion on the rationales of their different thoughts. pro-palestinian expression in soekarno’s era soekarno’s pro-palestinian expression frames the general position of indonesian muslims with regards to the discourse of israeli-palestinian peace. his pro-palestinian expression also lays the foundation of wahid’s and maarif’s thoughts. soekarno’s discourse is defined by his condemnation of any kind of imperialism, colonialism and dehumanising oppression that was imposed by israel on palestinians. this position is consistent with the consequent indonesian administrations and strongly influenced indonesia foreign policy towards israel and palestine. the differences between soekarno’s and other indonesian administrations’ attitudes were due to different ideologies and contexts and these differences resulted in different political behaviour. thus, this primary position of being pro-palestinian had constituted public opinions and in turn, have become an inseparable part of indonesian perspective (lukensbull & woodward, 2011). there were two main aspects to soekarno’s position: the first was his ideological emphasis on nationalism alongside anti-colonialism and antiimperialism and secondly, he stressed the call for pan-islamic solidarity to save the third holiest place of islam (sihbudi, 1997). with regards to the first point on ideological emphasis on anti-colonialism, soekarno opined that the israeli occupation of palestinian land was an example 4 journal of social studies (jss), volume 17, number 1, 2021: 1-20 of colonialism and imperialism. israel was seen as an extension of the western imperialism particularly in the middle east (barton & rubenstein, 2005). this argument had been influenced by his leftist-inclinations that detested the western exploitative socio-politico-cultural system of oppression that often affected other third world countries (dowty, 2005). during his presidency, soekarno refused to develop formal diplomatic relations between indonesia and israel due to israel’s treatment of palestinians and soekarno’s opposition to occupation and colonialism. in 2014, the ministry of foreign affairs of indonesia had a photo exhibition on palestine in partnership with the united nations information centre (unic), jakarta. soekarno was quoted to have said “as long as the independence of the palestinian nation has not been handed over to the people of palestine, indonesia will always stand against israeli colonisation/occupation (penjajahan).” (ministry of foreign affairs of the republic of indonesia, 2014).1 such a stance is consistent with the country’s founding constitution, undang-undang 1945 (uud’45). its preamble states “whereas independence is the inalienable right of all nations, therefore all colonialism/occupation (penjajahan) must be abolished in this world as it is not in conformity with humanity and justice.” (republic of indonesia, 1945).2 during his reign, palestinian issues were also raised at the asian-african conference (kaa), which was held in april 1955 in bandung, indonesia. during this event, which was conducted under the umbrella of anti-colonial spirit, palestine was invited and israeli participation was left out (grovogu, 2011). this conference also resulted in the resolution proclaiming the support of the palestinian rights of self-determination and sovereignty, which triggered protests from israeli foreign minister moshe sharred (oded, 2010). the bandung conference inspired the establishment of the non-aligned movement, which echoed indonesian support for palestine at the first 1961 summit. in 1962, indonesian continued to reject israel in the fourth asian games in jakarta, due to its support for palestine and arabs, as well as a response of internal dynamics that were escalated by muslims (yegar, 2006). 1 ministry of foreign affairs of the republic of indonesia. president soekarno, 1962, jakarta, indonesia, november 2014. translated from: “selama kemerdekaan bangsa palestina belum diserahkan kepada orang-orang palestina, maka selama itulah bangsa indonesia berdiri menantang penjajahan israel.” 2 indonesia constitution. amend. iv, preamble. direct quote: “bahwa sesungguhnya kemerdekaan itu ialah hak segala bangsa dan oleh sebab itu, maka penjajahan diatas dunia harus dihapuskan karena tidak sesuai dengan perikemanusiaan dan perikeadilan” 5 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) secondly, soekarno stressed the call for pan-islamic solidarity to save the third holiest place of islam (sihbudi, 1997). while arab countries such as egypt, jordan and syria, utilised the rhetoric pan-arabism in supporting palestine, countries like indonesia leveraged on the muslim identity to further build solidarity. soekarno, as the most important key figure of indonesia, was supported entirely by two dominant parties, namely the nationalist party of indonesia and islamist party (masyumi). both political parties had different but complementary discourses on the palestinian-israeli conflict. while the former expressed its devoutness to support the principles of anti-colonialism and anti-imperialism of the indonesian constitution, the latter called for muslim solidarity in support of the creation, protection and fulfilment of peace and humanity (weinstein, 1971). these arguments have to be understood in light of soekarno’s context, which was during the independence of the republic of indonesia in 1945, after three and half centuries of living under the iron grip of the dutch colonisation. at that time, indonesia wanted its freedom and independence to be recognised globally. in 1947, egypt, saudi arabia, syria and lebanon recognised indonesia’s sovereignty and was soon followed by yemen in 1949. the dutch eventually recognised indonesian independence too (hassan, 1980). in another case in the 60s, arab countries also supported indonesia to secure the west papua from the dutch (muttaqien, 2013). as arab countries supported the struggles for indonesian liberation, based on a mutual reciprocal relationship, indonesia reinforced its position to support them, especially for the palestinian independence. shortly after dutch recognition of the indonesian sovereignty, the israel president chaim weizmann and the prime minister david ben-gurion congratulated president soekarno and the vice president mohammad hatta. as a new independent state, it welcomed the recognition, however, it did not return the sentiment to recognise israel as an independent state. the political situation worsened as indonesia overtly rejected israeli proposal to develop a diplomatic relationship in 1953 (muttaqien, 2013). in general, soekarno’s political behaviour was neither to urge for conflict resolution nor build peace between israelis and palestinians. he unilaterally supported palestine in the name of humanity, anti-imperialism and islamic solidarity. 6 journal of social studies (jss), volume 17, number 1, 2021: 1-20 wahid’s realist political project abdurrahman wahid was the former leader of nahdatul ‘ulama, the largest muslim organisation in indonesia and also, the former president of the republic of indonesia in the reformation era. he was not only a supporter for the palestinian right to self-determination, but he also acted as a vanguard for israeli-palestinian peace. similar to soekarno, he empathised with the palestinian cause but there were significant differences in his discourse. his stance on the issue was based on rhetoric of peace, humanity, religious-tolerance and pluralism. his realist political project was developed by his intellectual background, which resulted in his support for israeli-palestinian peace, where both independent-sovereign states should be recognised. in support for the twostate solution, he proposed to build indonesia-israel’s bilateral relationship, although this was protested and rejected by many indonesian muslims. there were three factors that explain wahid’s differences in rhetoric from soekarno. firstly, he made several visits to both palestine and israel and this strengthened his intention to support peace of both countries. secondly, he believed that ideological condemnations to israel per se would not amount to a solution. the third, in dealing with his project, however, he should also consider political dynamics in indonesia that were quite difficult to convince muslims those who were blinded by their conservative islamic lens. the turning point in wahid’s rhetoric was the 1993 oslo agreement, which wahid ardently supported. as a muslim leader, wahid argued that the recognition of the israeli state will lead to more permanent peace in the region as opposed to continuing the condemnation of the brutality of israel. yet, this shift was protested by muhammadiyah, the indonesian committee for the liberation of palestine (iclp) and other right-wing muslims (perwita, 2007). in october 1994, wahid, together with bondan gunawan (democracy forum-fordem), djohan effendi (department of religious affairs), and habib chirzin (muhammadiyah) visited jerusalem to attend the seminar on islam and judaism, that was organised by the truman institute. at that time, they were also invited by prime minister yitzhak rabin to attend in the israel-jordan peace accord (yegar, 2006). after wahid returned to indonesia, he lobbied for diplomatic relations with israel. he also believed that it would benefit indonesia, enhancing its international image. he stated that “it is the right time for us to open diplomatic relations with israel. then, we would be able to play more important roles in supporting palestinians.” (sihbudi, 2007). shortly after 7 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) this statement, indonesian ulama’ council (majelis ulama indonesia/mui) and the leader of muhammadiyah, amien rais protested his statement and his visit to israel (yegar, 2006). in addition, there were protests by ulama’ circles of nu and the nu legislative council (rois am). kh moch ilyas ruhiyat stated that wahid’s visit does not represent nu but his personal views (perwita, 2007). nevertheless, wahid persisted in his stance. in 1995, he stated, once again, his view that indonesia needed to have diplomatic relations with israel in an academic conference in bali (yegar, 2006). according to barton, he visited israel three times with the mission of peace (2002). when he became the indonesian president in 1999, he emphasis diplomatic relations with israel as an important part of indonesian foreign policy (barton & rubenstein, 2005). when he realised that establishing diplomatic relations with israel led to significant internal resistances, he stated that indonesia would only open economic relations with israel. in an international business meeting that was held in bali in october 1999, alwi shihab, the foreign minister during wahid’s reign, said that it is important for indonesia to build trade relations with israel as it would help to restore indonesian economy after the monetary crisis of 19971998 as well as build indonesia’s influence in the middle east peace process. he adds that indonesia would not open diplomatic relations with israel until there is a solution with palestine (jakarta post, 1999a). shihab was also aware of the need to retain good relations with the united states. he argued that the jewish lobby in the united states congress is very powerful (gee, 2000a). indeed, this led to protests, mainly from muslims, that accused wahid as pro-zionist rather than pro-palestinian (the jakarta post, 1999b). a leader of muslim brotherhood branch in indonesia (the justice party/pk), hidayat nur wahid complained that “we hope the minister will not open economic ties with israel. israel is colonising the palestinian state. indonesia must take a firm and serious stand. if he cannot resist the pressure from the zionists and their ally, the united states, he would better resign.” (antara, 1999). even mui condemned wahid and said that he “sold out his brothers in palestine.” (solomon, 1999). however, in legitimating his project, wahid argued that “in their [china and former soviet union]constitutions, both of them clearly oppose god. meanwhile, israel has never opposed god, so why should we make such a fuss about them? we must be more mature.” (sukma, 2003). it is worth noting that wahid responded to opposition to his foreign policy with rhetoric of theology as opposed to using the language of occupation and freedom. wahid’s vision was postponed due to the government properly considering the aspiration of the people (gee, 2000: 8 journal of social studies (jss), volume 17, number 1, 2021: 1-20 29). overall, what was wahid’s actual vision? in december 2003, he published his writing “the meaning of a visit” (arti sebuah kunjungan) in a national newspaper, duta masyarakat. this writing represents one of the most important pieces on his thought, as compared to other of his writings about the israeli-palestinian conflict. this piece was his experience and reflections after visiting gaza, palestine. during his trip, he met both palestinians and israelis. he advised palestinian leaders in gaza to not let go of an opportunity to reach a health compromise. there should be a feeling of mutual trust between israeli and palestinian leaders which has never been seen before. when in gaza, wahid stated that the local populations had to fight two things at once: the first, the independence for the establishment of a palestinian state and justice for all its people. he added that gaza should not only resist physically but resist occupying forces culturally. he hoped for palestinians to have a strong and united leadership front that possess the capability to negotiate with israel as well as fight for justice and independence. at the same time, he stated that the israelis must also be willing to negotiate and let go of the idea of “greater israel” (eretz yisrael). the israelis should want to achieve peace with the palestinians, not only safeguarding their state but achieving a higher level of prosperity for all. in summary, wahid wanted a comprehensive peace agreement on both parties (wahid, 2003). indeed, “peace” was not only difficult but also almost impossible. he properly considered that it could never happen unless israeli and palestinian leaders had committed to trust each other. it proved to be difficult as ariel sharon became increasingly hard-line in responding to “palestinian terror” and yasser arafat was too weak to take risks of political negotiations (wahid, 2007). on top of the internal dynamic, the israel-palestinian peace faced challenges due to regional and international factors, such as the political interests of american and european powers and the political dynamics of arab regions (hudson, 2016). thus, with all these considerations in mind, wahid believed that the act of ideological condemnation that was demonstrated by indonesian muslims to israel was never productive. not only did it not amount to anything, it would estrange more possible efforts of building peace (pappé, 2010). in addition, it prevented indonesia from benefitting economically and politically from israel and america. therefore, wahid’s realist political stance was that he sought to open up diplomatic relations with israel as he saw it best to recognise both the palestinian 9 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) and israeli state. however, it led to protests from muslim groups in indonesia. while he modified his stance to only open up economic relations with israel, his accommodating stance invoked protests by many muslim groups. due to this, he postponed his political project. maarif ’s utopian thought ahmad syafii maarif is the former leader of muhammadiyah, the second largest muslim organisation in indonesia. he is also a professor of the history of islam and civilisation. he was one of the brightest students of the muslim reformer, fazlur rahman, when he had been studying in the university of chicago. in dealing with the discourse of peace between israeli and palestinian, his thought tends to be utopian. he offers a utopian solution while underestimating realist perspectives that emphasises current political calculations and any possibility to deal with them. just like soekarno and abdurrahman wahid, maarif also claims to be pro-palestinian. however, how he differs from wahid is that he believes that it is impossible to achieve permanent peace in israel and palestine with the two-state solution. he examines the efforts in history to work towards the two-state solution but he concludes that efforts towards peace are always betrayed by both sides due to many factors (maarif, 2012). he offers a thesis that the only way to ensure the real peace is through a one-state solution, reinstating a united palestine as a state (maarif, 2012). there are several arguments that constituted maarif’s thesis: the first, ideologically he condemns zionism and its racist-imperialistic attitudes and behaviour; the second, the conflict has led to a serious human crisis, mainly in the side of palestinian. the injustices against palestinians are not only the responsibility of arabs, muslims, islam and palestinians, but also jews. the third, demographically, the growth of palestinian population cannot be repressed and accordingly, it will grow naturally alongside the israeli population. the fourth, international great powers and other middle eastern countries use this conflict for their own interests and gains and are therefore, always interfering. maarif believes that foreign intervention or influence should stop or it will lead to other conflicts. the first aspect of maarif’s discourse is his resistance to zionism, which he derived from the radical thought of a jewish intellectual, political activist, musician, gilad atzmon (1963-). atzmon believed that zionism as an ideology was inhuman, imperialist and racist. as a former israeli soldier, 10 journal of social studies (jss), volume 17, number 1, 2021: 1-20 he directly witnessed the injustice and daily oppression of the israelis towards the palestinians. although his grandfather was a commander of irgun, who ideologically supported the revisionist idea of ze’ev jabotinsky, atzmon’s critical consciousness brought him to realise that zionists will never be the owners of eretz yisrael if they continue to steal palestinian land from palestinians (maarif, 2012). in a conversation with atzmon, maarif asked, “is there any possibility for zionism to be an ideology that is humanist and respects values of universal humanism?” atzmon answered, “never”. (maarif, 2012). secondly, maarif argues that the israel-palestine conflict should not be considered political per se. obviously, this conflict has led to a humanitarian crisis. there are victims from both sides, but mainly palestinians. while israelis are worrying about “palestinian terror”, palestinians are suffering from “israeli oppression”. with this, maarif believes that this conflict should be the responsibility of all human beings, all religions and all nations. maarif emphasised that “this conflict is not only a concern for the two different ethnicities, the arabs or muslims. its solution is a responsibility for not only palestinians, arabs or muslims, but also jews.” (muhammad, 2012). such sentiments are consistent and always expressed in his works. shortly after president trump announcement of jerusalem as the capital of israel, he published an article in republika (2017), a well-known newspaper in indonesia, entitled “palestine, your fate!” (palestina, nasibmu!). he states that “[…] palestinians have always been suffering […] donald trump, the president of america, with the recent declaration of jerusalem as the capital of israel has disrupted any hopes of peace between palestine and israel. […] but, people cannot lose hope as in the midst of the darkness of men’s greed for power, there are others who still care, for the world to seek and ask.” (maarif, 2017). thirdly, maarif argues that peace between israel and palestine is possible but it needs two requirements: (i) israel should give back lands that were seized in the 1967 war and (ii) neighbouring arab countries should guarantee israeli sovereignty and security. however, recently, he shifted his position slightly. perhaps due to atzmon’s influence, he came to believe that zionists will never recognise palestinian autonomy. zionists, in both atzmon’s and maarif’s eyes, will never recognise palestinian rights and therefore, they should leave from the land that they stole. his reason is that, demographically, the population of palestinian is growing rapidly, which means that if unhindered, palestinians can reclaim their land step by step (maarif, 2014). he believes that this demographic factor will add to the physical and cultural reclamation of palestine, although 11 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) more revolutionary ways are needed to dismantle settler-colonialism. as a historian, he stands by the theory of cyclical evolution of civilisations, where one great power will fall and be replaced by another through longer-term sociocultural processes (maarif, 1996). lastly, maarif argues that international great powers and middle eastern countries are constantly using the israel-palestinian conflict to legitimise their own domestic power. their interference and influence is often not about peace between the two peoples but of pragmatic concerns such as alliances, resources and security. maarif states that arab countries, and even iran and turkey, have never been really serious about standing up for the oppressed palestinians (maarif, 2017). these countries have made deals with the us, israel or other pro-israeli great powers, usually in the name of political stability and economic development. however, in other instances such as at the islamic organisation cooperation (ioc), these countries like to stress that they hold pro-palestinian positions. furthermore, maarif adds that “ioc is not determiner of the palestinian future due to its members are not quite solid in supporting the liberation of palestinian… they are competing each other… look, saudi arabia says that, find another place for the capital of palestine.” (maarif, 2017). it cannot be doubted that the middle east today is fraught with conflict: saudi arabia vis-à-vis iran; qatar vis-à-vis saudi arabia and other gulf regimes; iraq, syria and yemen vis-à-vis saudi arabia and others. in this case, in spite of the fact that their (among parties) main concern is not about the israeli-palestinian conflict due to they have been allying with the countries that will help them defeat their enemies, the conflict has been instrumentalised in order to achieve their own political interest. these arguments of anti-zionism, humanitarian empathy, demographic reason and middle eastern solidarity (to reduce their tensions), therefore, explain both maarif’s pro-palestinian sentiment and his utopian thought of the one state solution: for palestinian. the rationales of their different thoughts soekarno, abdurrahman wahid and ahmad syafii maarif have all claimed to be pro-palestinian, although their political rhetoric have been articulated in different ways. these different nuances in political opinions have to be understood in light of their individual contextual complexities. they all claimed to be pro-palestinian, however the differences were in that soekarno 12 journal of social studies (jss), volume 17, number 1, 2021: 1-20 did not want to engage with israel due to his anti-colonial stance, wahid was keen in opening diplomatic relations with israel and maarif was unwilling to compromise with a clear anti-zionist stance. here, the article seeks to unfold theses nuances based on their ideological leanings, the contexts whereby their thoughts were constituted, their intellectual background and professional experience. soekarno’s, wahid’s and maarif’s thoughts are constructed by quite similar ideological foundations. the three leaders are all prominent leaders of muslim organisations and the indonesian people, who are majority muslim. as muslims of one of the largest muslim-majority countries, they often refer to the connection of the larger muslim ummah.3 their discourses often refer to the palestinians as their muslim brothers and sisters. in addition to that, as muslim leaders, they would be cognisant that their indonesian muslim audiences would respond well to articulation of causes that muslims are concerned with. with regards to their indonesian identity, there is a strong understanding and influence of the national value of freedom and anti-colonisation. as stated previously, the indonesian constitution states that colonialism is not in conformity with humanity and justice, which the three leaders often stressed that they supported. another more important factor to consider is the socio-political contexts they were in and this determines the different nuances of their expressions. in the formation period of indonesian independence, soekarno needed the support of other countries to ensure indonesian autonomy and sovereignty. indonesia was also a key founding member of the non-aligned movement (nam). nam was built on the force of third world established during the 1966 bandung conference. the movement emphasised the third world solidarity and warned superpowers to leave their power politics of cold war outside of the third world. soekarno was the leader who introduced the idea of a ‘third world’ during the nam meeting. being at the forefront of such conferences and movements, indonesia saw itself leading the world’s progressive forces to confront variants of colonialism and imperialism (ho ying chan, 2018). at the height of global movements towards decolonisation as well as a concern for civil rights, soekarno acted as a president of a newly independent state would. he was firm in his anti-colonialism stance and in order to gain the recognition of 3 the larger trans-national muslim community. there is a hadith (saying) from the prophet muhammad that “the example of the believer is like the body, if part of it hurts, the rest of it is summoned.” (ahmed) 13 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) other countries, soekarno spoke ardently for the support of palestine and he constantly emphasises the point of freedom from occupation. shifting the focus from the period of decolonisation to the early reformation era of indonesia, wahid faced a monumental challenge in dealing with the aftermath of the 19971998 monetary crisis. in order to stabilise indonesia’s economy, wahid tried to open diplomatic and economic relations with israel in order to strengthen the economic development of indonesia, although he had failed to do so due to the strong resistance that came from the indonesian muslim masses. in a position of the president of indonesia, wahid took the more pragmatic approach in trying to remain seen as pro-palestinian and yet, ensuring that indonesia as a country benefitted from such a stance. in the post-reformation period, maarif then faced complicated realities of calls for self-determination and revolution in the muslim world (such as the arab uprising). this refreshed the calls for selfdetermination of the palestinian peoples. in addition, with the instatement of trump as the president, there has been more hawkish political moves by the us and israel, such as the recognition of jerusalem as the capital of israel in 2017. israel’s long-time prime minister benjamin netanyahu, was also recently reelected, which effectively means the end of the two-state solution (amr, 2019). at this critical juncture and with the hopes of a two state solution collapsing, maarif has tried to confront it with emphasising pro-palestinian sentiments and anti-zionist arguments. the third, their intellectual background and professional experience also determine the different colourings of their political stances. soekarno, wahid and maarif are public intellectuals, who are pro-interreligious tolerance, pluralism and peace. however, soekarno and wahid were both presidents of indonesia, thus, their rhetoric would be to serve national interests and take into account what was best for indonesia as a state. on the other hand, maarif was recognised as a muslim activist who had intense intellectual interactions with anti-zionist activist, gilad atzmon. this meant that maarif had more independence in his political stances as he would not have any direct responsibility in producing the official state policy. accordingly, while soekarno and wahid were able to control the state and its policies directly, maarif acted as a non-state player. within their positions, soekarno and wahid had the opportunities to meet the elites of the arab countries, as well as israel and palestine. wahid even visited palestinians in gaza and west bank and israelis in tel aviv several times, whereas maarif did not. it resulted in a more idealistic utopian hope on the part of maarif, compared to the more pragmatic stance by wahid. 14 journal of social studies (jss), volume 17, number 1, 2021: 1-20 therefore, it should be emphasised here that their commitment to stand for palestinian in the case of israeli-palestinian conflict is significantly influenced by complexities of their ideological views, socio-political contexts, and their intellectual background and experience. conclusion soekarno, wahid and maarif are all indonesian muslim leaders and intellectuals and in general, their positions can be categorised as pro-palestinians, pro-peace and anti-imperialism. however, the different socio-political contexts formed different nuances in their rhetoric. soekarno and wahid as indonesian presidents in different periods tended to be pragmatic, though it is articulated through different ways. while soekarno’s condemnation of israeli occupation in the palestinian land is motivated by his political interest to be recognised by other nations as well as a staunch anti-colonial stance, wahid’s efforts of opening diplomatic and economic relations with israel were driven by the strategy of economic restorations after the financial crisis. wahid believed that with these relations, indonesia will have larger opportunities to encourage peace between israelis and palestinians. on the other hand, maarif’s discourse is influenced by his humanitarian empathy rather than a political role. despite all of them being leaders of one of the largest muslim country, their rhetoric on palestine differed due to their position in the community and whether they were pushed into the realism of foreign policy or remain as representatives of the indonesian peoples. moving forward, with the claims of the end of the two-state solution, formulating a political plan on reuniting partitioned palestine and the jewish state of israel, is no easy undertaking, no matter who initiates it. what countries that claim to be pro-palestinian should seek to do is to lend their support to civil society movements and initiatives that seek to promote the humanity and human rights of palestinians as well as not marginalise the newly settled israelis. one such initiative, with a formulation of a political project, is the one democratic state campaign (odsc), with members who are both palestinians and jewish israeli. among the members are awad abdelfattah, a founder of the balad party; ilan pappe, the well-known israeli historian; daphan baram, a lawyer and the director of icahd uk; as’ad ghanem, a professor of political science at haifa university and many others (halper, 2018). there political project have highlighted key elements of just peace that both “sides” can agree on, or at least live with. movements such as odsc seek to consolidate a one15 indonesian progressive muslims and the discourse ... (hasnan bachtiar, muneerah razak and soni zakaria) state solution, where both palestinians and jewish israelis can get behind. they seek a truly inclusive democratic state, one that is thoroughly colonised and free of zionist ideology, hoping to provide a future of peace, justice and equality in all of historic palestine. acknowledgment this article is a revised version of unpublished research draft that we have conducted at the centre for arab and islamic studies (cais), the australian national university (anu), australia. we owe thanks to professor james piscatori for his supervision and critical commentaries on the first draft of this article. references al-anshori, m. z. (2016). the role of islam in indonesia’s contemporary foreign policy. [doctoral thesis in the school of history, philosophy, political science and international relations, victoria university of wellington, new zealand]. amr, h. 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(2003). arti sebuah kunjungan. duta masyarakat. http://www. gusdur.net/id/gagasan/gagasan-gus-dur/arti-sebuah-kunjungan wahid, a. (2007). gus dur menjawab kegelisahan rakyat. kompas. weinstein, f. b. (1971). the indonesian elite’s view of the world and the foreign policy of development. indonesia, (12), 97-131. https://doi. org/10.2307/3350661 yegar, m. (2006). the republic of indonesia and israel. israel affairs, 12(1), 136158. https://doi.org/10.1080/13537120500382016 20 journal of social studies (jss), volume 17, number 1, 2021: 1-20 83 where is the violence in identity-related violence? the generative potentiality of violence in ethno-religious conflict and mass purging in indonesia geger riyanto university of heidelberg, institut für ethnologie, germany. email: geger255@gmail.com abstract this article argues that we have to address the generative potentiality of violence in drawing a rigorous depiction of identity-related violence. works on identityrelated violence often explain the violence as culminating from the perpetrators’ sense of identity. even though to some extent such an explanation sheds light on the perpetrators’ motivation, it is prone to reducing the actuality of violence to a mere epiphenomenon. in actual circumstances of conflict and purging, the frightening and engrossing horror of violence convincingly imposes the antagonistic discursive boundary of self and other on the involved subject’s senses. as an efficacious embodiment of identity, violence also entails the subjects perpetually performing it in a way that reinforces the facticity of the fictive categories of identity and eventually escalates the violence. this article makes its case through an examination of two incidents of massive violence in indonesia: the 1966-69 communists purging and the 1999-2002 ethno-religious conflict in maluku. keywords: identity-related violence, identity, ethno-religious conflict, mass purging, indonesia. journal of social studies (jss) , issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 1 (2020), pp.83-102, doi: 10.21831/jss.v16i1.34715. 83-102 84 journal of social studies (jss), volume 16, number 1, 2020: 83-102 introduction there is a commonly accepted notion that the way subjects conceptualize their selves potentially prompts them to inflict unimaginable suffering on the other. in his acclaimed essay, in the name of identity, maalouf (2001) stated his belief that ‘men of all countries, of all conditions and faiths can so easily be transformed into butchers … because the “tribal” concept of identity still prevalent all over the world facilitates such distortion’ (2001). maalouf, an acknowledged writer, certainly is not the only one to endorse such a notion. the most captivating form of violence today is that which expressively delivers a religious message, and we, as shown in popular opinion, mostly interpret it is as an action driven by the perpetrators’ belief of belonging in a different community from the other. these subjects, as we see it, are being exposed to radical ideology through which they falsely understand that their purpose in life is to wage war against people they consider to be antagonistically different from themselves. scholarly discourses related to this issue are ample and multifarious. a good number of respectable literatures maintain that identity has considerable impact in compelling violence (deng, 1995; kapferer, 1988; ross, 2002; wellman jr. & tokuno, 2004; volkan, 2006). amartya sen, a well-known economist who has consistently conveyed his concern with the fatal potentiality of identity, for instance, noted that ‘[i]t is the symbiotic relation between the two contrary faces – with love for members and non-love for non-members – that makes identity such a potent force in the world with great creative powers as well as massively destructive potentials’ (sen, 2008). another writing that we may call to our attention is juergensmeyer’s terror in the mind of god (2003). why do people possess the motivation to carry out religious violence even though oftentimes the result is considered senseless and immoral? juergensmeyer’s extensive investigation points out that such motivation is due to the sense of a cosmic war instilled by religious doctrines of the perpetrator’s community. violence turns into a sensible act as it is being interpreted as a struggle for defending one’s basic identity. this paper calls for the need to critically appraise this casual understanding of identity-related violence. evidence that will be presented suggests thinking of violence as simply the repercussion of a distinct sense of selfhood remarkably overlooks its actual relationship with identity. although it is not mistaken to say that the identification of self as part of a bounded moral community has enabled people to act disturbingly viciously to the other, in actual circumstances 85 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) of intergroup conflict, purging, and killing, the sense of identity is often evoked following people’s entanglement in the cycle of violence. contrary to our imagination about the perpetrators of identity-related violence, these people are not carrying out their act simply as a result of being instructed by a certain value, cosmological claim, or sense of selfhood that has detached their moral and social sensibility from other people. it is the striking spectacle of human suffering and mortality—or as reemtsma (2012) said, the reduction to a mere body—that entices them to participate in the violence as well as prompts them to assume an antagonistic identity. it will be argued in this paper that, as much as it is discursive in nature, the boundary of the self and the other that establishes the identity of the subjects also intricately pertains to the performance and the interplay of violence. instead of simply stemming from the act of identity, the actuality of the violence fosters the antagonistic self-representation as well. the actuality of the violence ‘acts toward the idea’ by erecting tangible and sensually appealing signs of identity. the horror of the violence—the representation of a savage ferocity that is capable of evoking a compelling feeling among its perceivers— makes it possible for the abstract boundary to be experienced ‘objectively’. a group’s fear, hatred, and grudge against another group that has brutalized it present the subject who shares common attributes with the former group it, for instance, with a convincing sense of being ontologically different from the latter group. the certainty of violence as an act of harming the other (see riches, 1986) oftentimes erects violence as an expression of identity, allowing it to be reproduced rapidly. i will elaborate my argument—that the materiality of identity-related violence perpetuates the antagonistic identity, which, eventually, imposes the boundary that encourages violence in return—by examining two cases of violence in indonesia: (1) the 1966-69 communists purging; and (2) the 19992002 ethno-religious conflict in maluku. i will employ data from previous studies, reports, and investigations that provide a depiction of the violence, especially how it was reproduced after semiotic associations between the violence and the groups involved in it were erected. my inquiry will allow us to see the intertwined nature of violence and identity; action and abstract boundary; and materiality and discursive arrangement that, despite being the chief issue in social theory debates for some time (henare, holbraad & wastell, 2007; miller, 2005; sahlins, 1985, 1991; sewell, 2005), has been largely overlooked in attempts to theorize identity-related violence. social studies of violence tend 86 journal of social studies (jss), volume 16, number 1, 2020: 83-102 to overlook the performative dimension of violence by explaining it as the repercussion of the abstract or as a macro arrangement, such as morality, statebuilding process, or struggle for resources (hartmann, 2017). yet, the notion that has accrued, that violence is senseless, non-referential, transformative, inconceivable, or poetic (argenti & schramm, 2010; bloch, 1992; dodd, 2009; scarry, 1985; whitehead, 2005) hints that the act cannot be casually reduced as an epiphenomenon of more fundamental social or cultural processes. the rapidly spreading identity-related violence involves a complex dynamic which entails not only the abstract notion of identity. rather, the imagined boundary must be constantly instantiated through social subjects’ acts of signification. it is through the interplay of violence, i argue, that the antagonistic idea of self and other comes to be presented as a socially incontestable fact. my inspiration for my theoretical vista comes largely from my reading of elaine scarry’s (1985) notable work on pain. according to scarry, bodily injuries and their representations inflict on the senses an engrossing feeling of being here and now. this feeling evokes a strong sense of immediacy that potentially disturbs one’s already established and firm understanding of the world. as a pure experience of violence is impossible (staudigl, 2014), however, the ‘negative certainty’ (marion, 2010) of violence instead serves to impose a feeling of facticity on subjects’ senses regarding the semiotic associations they abstract from the violent event. in cases where its occurrence is associated with identity, then, violence serves to bring antagonistic fictive categories of self and other to their full actual presence. the ‘frightening power of substantiation’ of decimated bodies acts as reality-confirming forces (scarry, 1985) to the antagonistic identity of both the perpetrator and the victim involved in the violent circumstances. it designates the collectively associated with the perpetrator as an undeniable threat to the victim’s existence, while urging victims to act as a collectively to defend themselves and counter the violence which, eventually, incites them to perpetually perform their identity through violence. literature review the emergence and performance of anti-communist identity in the middle of the 1960s, following a failed coup attempt claimed to be carried out by the indonesian communist party (partai komunis indonesia/ pki), the biggest purging in indonesian history broke out throughout the country. communist party members, their affiliates, and anyone alleged to be 87 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) a sympathizer were widely and openly hunted down. it is estimated that from 200,000 to 800,000 people lost their lives as a result of the purging. millions were imprisoned without trial and stripped of their rights as citizens (cribb, 2001). for some people, the grand scale of the violence was not unexpected, as they believed it to be the result of cold war strife among global powers and dissension among notable political factions of the country (ling, 2011). the military, the biggest political rival of the indonesian communist party, had a crucial role in orchestrating the purging as well (melvin, 2014; robinson, 2017), while in many localities the struggle over strategic positions and land ownership had worsened the relationship between communists and influential local actors who later had a principal role in mounting the purging of the communists (robinson, 2017). however, the notion that the purging stemmed from a struggle over resources and power is not a sound explanation of how the violence came to be practiced by common people. by encouraging the people to crush the communist party while arming and assembling groups of civilian vigilantes to exterminate their greatest threat (hasworo, 2004), the military, through the army paracommando regiment, was openly responsible for setting the wave of violence into motion. yet, in a number of locales, a remarkably large number of civilians actively participated. they demonstrated a strong emotional involvement in the purging which resulted in the staggering number of casualties. in the province of east java, one of the places where the casualty number was substantially higher than many other locales, people frequently set siege to a village in order to capture communist party members. in order to do so, one account described, they would need as many as 3,000 people (rochijat, 1985). in aceh, a province where the casualty number was also relatively high considering the miniscule presence of the communist party there, assembled vigilante student groups even insisted on continuing to escalate the violence after the military acted to end the purging (melvin, 2015). in a number of other places, rather than being mobilized by the military, it was the civilians who took the initiative to cooperate with it, in order to act against the communist party in their area (young, 1990). the question, then, is what encouraged common people to involve themselves in the purging? in seeking an answer, we may find that the discourse of identity appears to have played a pivotal role. it appears typical that the violence toward the communists was propelled by islamic organizations. they considered communism to be incompatible with islam and attributed atheism 88 journal of social studies (jss), volume 16, number 1, 2020: 83-102 to the communists in their attempt to rally the people against them (young, 1990). muslim organizations in the province of east java assumed that it was their obligation as muslim to crush the pki for their transgressions. in surabaya, the capital city of the province, a branch of a major islamic party, nadhlatul ulama, decreed the eradication of pki as a religious duty. ansor, a prominent muslim youth organization, held a ‘vigilance rally of godly people’ in towns, and they planned that during the rally they would attack the communist party headquarters and members. however, even in locales where islamic organizations were conspicuously responsible for galvanizing the widespread purging, the involvement of common people in the violence was never simply the result of how the perpetrators positioned themselves and the other on their religious horizons, especially since in indonesia the communists had not always been imagined as islam’s existential enemy (mcvey, 2006 [1965]). the antagonistic demarcation between islam and pki was at some point invented and imposed, and images of violence were crucial in cultivating the imagined antagonism between the two groups. what i want to call to our attention is that most attempts to mobilize the muslims comprised reminding people of the past perpetration of violence conducted by the pki. the depiction that pki assaulted islamic religious leaders, attacked islamic schools, and defiled mosques or the koran was persistently present in the attempt to rally muslims against the communists. representations of violence conveyed that the pious muslims were being abused by the atheist pki, and it was the muslims’ religious obligation to defend their people against pki’s cruelty. the representation of one particular past event has been argued to have played an essential role in preparing the ground for the widespread communist purging (mcgregor, 2009). this event was the killing of teachers, officials, and religious leaders affiliated with the islamic party masyumi in the city of madiun at 1948. it happened while the city was being taken over by a leftwing opposition group that was discontent with the new cabinet and its policies. immediately following the 1965 coup, the madiun event was repeatedly recalled as evidence of the wickedness of the communists. it served to substantiate that the 1965 coup—although nothing could be immediately known regarding who were its initiators—was another scheme of the communists to backstab the muslims. religious leaders wrote openly in the media that the muslims had to act swiftly before they were annihilated by the pki. in a leaflet circulated in east java that called for muslim participation in the rally against the pki, it was written that ‘thousands of muslims were murdered by the other side [in 89 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) the madiun incident in 1948]’ (young, 1990). years later, interviews conducted by mcgregor (2009) with prominent nadhlatul ulama figures found that the madiun killings assured them that they had to decimate the communists if they did not want to be decimated themselves. we may notice as well that, in representing the violence, the involved muslim organizations and figures indeed tried to frame it in accordance with their narrative. the interpretations regarding who was responsible in setting the madiun affair into motion differed among different collectivities, especially the parties that had their political interest at stake. this affirms that the actuality of the violence was unavoidably encompassed by the subject’s horizon of thinking and self-representation. nevertheless, we cannot exempt the fact that the sensually engrossing representation of abused and slaughtered bodies was, for the most part, not absent from attempts to incite people’s participation in the communists purging. people were compelled to perform violence on the communists as they needed to display their piety as a muslim. it was, however, the material traces of persisting past violence that prompted them to convincingly project the communists as their antagonistic other and, consequently, that allowed them to perform themselves as muslims by purging their religious enemy. in this respect, the recurring presentation of the past negativity created a socially incontestable demarcation between muslims and communists, and with this demarcation, the threatened self and existential threat could be actualized. of course, given the massive reach of the communists purging, not every common person who was compelled to participate in the purging acted to reciprocate the communists’ past violence or to defend the religious community from decimation. nonetheless, even in other circumstances where the purging was not enacted as a moral calling, the actuality of violence still played an important part in actualizing the boundary of the self and the other which eventually obliged people to participate in the violence toward the communists. after a series of intricate affairs following the coup, a master narrative that the communist party was a traitor that attempted to take over power through any means possible was successfully erected. at this point, violence, as a highly visible act with an unmistakable intention of hurting the other (riches, 1986), became an expression of allegiance to the nation, provided it targeted the pki. despite holding no personal or collective resentment toward the communists, anyone who did not want to be alleged a pki sympathizer had to openly display the expression of violence toward the group that was successfully being portrayed 90 journal of social studies (jss), volume 16, number 1, 2020: 83-102 as a threat to the country. the ibanese tribe that lived in the inland of sabah and sarawak, for instance, had to purge people from their own kin who were members of paraku, a wing of the communist party in the region (pirous, 2004). consequently, the instruction to kill any paraku they saw often struck the ibanese paramilitary squad assembled by the military with a sense of moral confusion. before executing a paraku soldier, an ex-ibanese paramilitary reported, he would ask the man more than twice whether he was really a member of paraku. in circumstances where he had to execute his own people, this ibanese had to convince himself that he got a full sense of his action. conversely, there were times when ibanese were found sheltering and feeding the fleeing paraku. these protectors would then be publicly tortured by the military for their action. some had their longhouses napalmed and their livestock killed. one of the ibanese who was punished at the time could not blame anyone but himself for the punishment. ‘we were stupid... stupid!’ he said. ‘the army wasn’t wrong because in fact we had made friends with the enemy’. the kind of ill treatment that befell the ibanese was ubiquitous at the time. there are reports that the army paracommando regiment used intimidation and coercion as they went to cities and villages and instructed civilians to crush the communists. (hearman, 2017; liem, 2004). while such reports affirm the thorough role of the military in initiating the purging, people’s participation was also obliged due to the effectiveness of violence in signifying the perpetrators attempt to negate its target and, eventually, their allegiance to the legitimate regime which had established the communists as their existential threat. even without direct intervention of the military, at a number of locales, violence toward the communists was enacted because it brought social affirmation to the people who were capable of displaying it. high school students in kediri often voluntarily inspected places in order to round up any communists they found and turn them over to executioners, even though these youths were not in any way related to the political affairs that led to the purging (rochijat, 1985). heads of village exaggerated the number of communists killed in their village as they thought they would be rewarded if they mobilized their villagers against the communists (cribb, 1990). and, of course, the islamic organizations rallied against the communists were keen on taking action because of the effectiveness of violence in displaying their group devotion. hence, while the antagonistic boundary of self and other was pervading social life everywhere, it is clear that the violence was enacted for its potentiality in 91 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) conveying the subjects’ self-representation. indeed, the violence was performed in accordance with the logic of identity. however, it was enacted not only to articulate that logic but also because the form of identity that emerged in this circumstance entailed the efficacious embodiment of violence. it was through the enthralling spectacle of violence that the subjects involved in the violence were able to present themselves explicitly as anti-communist individuals and avoid the dire consequences of being alleged a sympathizer or receiving an exalted affirmation from their own collectively. being the materiality of anticommunist identity, then, violence was established as the socially preferred and obliged action which led to the reproduction of both the antagonistic boundary and violence toward the communists. results and discussion the instantiation and intensification of antagonistic boundary in maluku now i wish to further exemplify my argument by putting forward another notable case of wide scale violence in indonesia which, in contrast to the communists purging, occurred rather recently. the violence, often referred to as the maluku sectarian conflict, took place from 1999 to 2002. in popular accounts, the conflict is viewed as ethno-religious strife in which the christian natives of maluku clashed with muslim migrants, resulting in a wave of violence in all over maluku. it is estimated that more than 5,000 people died during the conflict and hundreds of thousands were displaced. although the conflict ended with the signing of the malino agreement, the city of ambon remains segregated along ethno-religious lines to this day. minor clashes continue to recur, indicating that religious groups still have a problem in co-existing with communities of a different religion (ansori et all., 2014). the eruption of the conflict is often seen as originating from a dispute over economic and political resources among local and national elites, while also being fueled by the sudden influx of muslim migrants from sulawesi to the christian dominated area of maluku (human rights watch, 1998). the struggle over bureaucratic position is also suggested to have exerted a pivotal role in fostering the sense of antagonism (klinken, 2007). the appointment of a muslim governor and the replacement of many important christian officials in a province where the economy depended heavily on governmentbased projects stirred a sense of anxiety among the christian population that 92 journal of social studies (jss), volume 16, number 1, 2020: 83-102 considered itself the native people of the land. as resentment toward the migrants built up, christian religious institutions and symbols played the role of attributing the muslim group as their existential antagonist. the perception that the muslims were conspiring to take over the land of ambon spread rapidly due to dissemination through churches (braithwaite, 2013). eventually, when a clash which had nothing to do with religious symbols occurred, it was quickly transformed into religious friction because of the already established association of those involved with a certain religion. this association led to the involvement of people who initially were unrelated to the conflict and, later, it bolstered the escalation of the conflict to an unprecedented scale (duncan, 2014; wilson, 2011). due to its multifaceted characteristic, it should be expected that maluku ethno-religious conflict turned into a fertile ground for debates between scholars who argued it was caused and sustained by an ‘ideological’ factor and those who attribute its root to a ‘structural’ factor (duncan, 2014). i suspect, however, that this debate is another attestation of our inclination to overlook the actual performance in examining cases of violence. when we try to make sense of how it actually escalated, it will be evident that the frightening performances of violence were constitutive in producing, imposing, and sustaining the antagonistic boundary between the conflicting groups, as much as the notion of identity produced, imposed, and sustained the actors’ destructive action. as much as religious symbols’ playing an important role in urging people to be involved in the conflict, we also encounter indications of people immediately affiliating themselves with a certain religious community when they see violence brutally perpetrated by the other group. religious self-identification often culminated following the act of violence that signified the perpetrator as an undeniable existential threat and one’s self as the victim. cases like that of hamid (human rights watch, 1998), for instance, were not uncommon during the days of the conflict. hamid, a muslim boy, saw his family being violently killed by a christian mob right in front of him. he almost became a victim himself but was able to flee from the mob after saying the he was a christian. hamid then immediately grabbed a container of gasoline. he intended to burn the nearest church he could find. this example suggests that in this conflict a firm identification of the self and the other was instilled through an exceptionally disturbing experience. the pain and distress incited by the event erected the fictive category of identity into a compelling and objective reality. of course, in order for people to be able to associate the 93 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) perpetrators with a certain religious community, a discursive boundary had to have been established previously. the victims of the violence had to already imagine themselves belonging to a religious community and acknowledge its symbols prior to the event. however, we should not overlook the practical effect the violence had in the rapid reproduction of identity. during the conflict, all of a sudden, the antagonistic boundary thoroughly pervaded every facet of maluku social life. the identity, which did not necessarily have to be performed all of the time prior to the conflict, emerged as something that was perpetually articulated through people’s everyday actions. this constant articulation occurred as violence became not only the materialization of antagonistic identity but also its highly enticing reification which forced people to accept and act on its facticity that threatened their very existence and incited their urge to reciprocate through counter-violence (see girard, 1977; levi-strauss, 1969; sahlins, 1972). the chronology of the escalation of the maluku conflict (human rights watch, 1998) provides a straightforward depiction of this correspondence between identity and violence. the conflict started on 19 january 1999 as nothing more than a minor dispute between a christian public transport driver and two bugis muslims in the village of batu merah. later in the afternoon, a muslim mob marched toward batu merah. the crowd, composed of people from outside batu merah, torched houses and the market in the village. the crowd was apparently provoked by a false rumor that the mosque at batu merah had been burned by the christians. not much later, a church was burned at kampong silale and waihong along with the local villagers’ houses. as accounts of the attacks spread rapidly, christians from several areas started to take countermeasures as well as tried to get revenge. on the night of 19 january, a large and well-organized mob of christians attacked kampung paradeys. they carried pipes, knives, and machetes, and they smashed houses while shouting obscenities against islam and claiming that their church had been burned. they targeted some ethnic groups in particular and kept crying ‘kill’ and ‘burn’. there were widespread burnings and killings as christian attacks occurred in many other places during the same time that muslim mobs continued to attack christian villages. by 20 january, all major markets in ambon city had been burned down by christian forces. common people from various villages were already affiliating themselves with a certain religion and were ready to be mobilized anytime they sensed they would have to defend their religion or avenge their people. in some places, religious symbols glaringly accompanied 94 journal of social studies (jss), volume 16, number 1, 2020: 83-102 the violence. the muslim crowd was often witnessed shouting ‘allahu akbar’ (god is great) while attacking their enemy, and the christians were seen singing a song about how they will win the war with the blood of jesus. in a mere few days after the conflict started, the violence was already spreading to other islands in maluku. the spreading occurred as people in many places were provoked by the news that members of their religion were being slaughtered. they became engulfed with fear toward people from the other religion in their own locales (see also winn, 2000). in april 2000, laskar jihad, an anti-christian militia group, assembled in java and rallied thousands of militias to ambon where their presence lent to the dramatic escalation of the conflict. as the proponents of the movement said, the intention to carry out jihad arose as they perceived that the muslims, the armed forces, and the president, which they thought to be the three pillars of the state, had been toppled by inter-religious violence (hasan, 2006). we could convincingly argue that this rapid escalation of the maluku conflict would not have occurred had the process tambiah (1996) termed focalization and tran’s valuation never taken place. as the conflict revolved around religious symbols and boundaries, semiotic associations that emerged during the initial phase of the conflicts were immediately dissociated from their actual context of occurrence. rather than seeing the earlier clashes as an ordinary intergroup dispute, people perceived them as a sign of perpetration of harm against their religion and, due to this belief, they felt a compelling sensation of anxiety, distress, and the urge to perpetrate counter-violence on people from the other religion. this, eventually, led to the widespread escalation of the conflict and suggests to us that religious self-identification had a profound role in setting the series of events in motion. nevertheless, the antagonistic identity was being instantiated effectively and intensively through the frightening performance of violence. the fear of muslim migrants had already been flourishing for some time. the sudden outbreak of violence was the necessary event that presented to the people a striking confirmation regarding their imagination. the chronology of the conflict exemplifies how violence performed by a group of people carrying religious attributes forces those designated as its target also to imagine themselves as a religious community while trying to conduct counter-violence as such. the violence evoked an undebatable discursive circumstance in which all subjects were required to assume a religious identity in order to meaningfully respond to the other. we also have to consider the fact that religious symbols were effective 95 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) when they were the subject of desecration and destruction. the horrendous death of people from the same religion, the burning of religious buildings, and the defilement of holy books were the events that particularly inflicted the sense of fear, resentment, and grudge on the boundary and eventually allowed the abstract conception of antagonistic identity to turn into a powerful and actively performed actuality. the laskar jihad militia, for instance, was composed mainly of youth who never grasped the maluku conflict as a struggle between the native and the migrant. instead, they perceived it as a religious war between their muslim brothers and the christians. what, then, prompted them to volunteer to carry out jihad in ambon? for most of them, it was the horrific images and stories that narrated a slaughter of muslims in maluku—the bodily evidence of perpetration and killing (see e.g. bräuchler, 2004). what being experienced by the laskar jihad militia, of course, was not uncharacteristic at the time. a former teenaged militia admitted that his involvement in the conflict had been prompted by the death of two of his best friends (bjorkhagen, 2013). meanwhile, a survey conducted with 50 christian ex-fighters in ambon found that their primary motivations for engaging in the warfare were as follows: (1) to defend religion/christianity and the christian community (90.2 percent); (2) jesus christ had been humiliated (80.4 percent); (3) churches were destroyed (80.2 percent); (4) the bible was burnt (70.5 percent); (5) christian pastors/ministers had been murdered (64.7 percent); and (6) to guard christian territory (82.4 percent) (al qurtuby, 2015). hence, not unlike the case of communists purging, it was through the horror of violence that differences in social subjects’ attributes were erected into a tangible identity that prompted them participants in the violence to continuously perform it. the rapidly spiralling ethno-religious conflict in maluku presents to us a case of violence as generative as much as it is generated by the subject’s self-representation. if we were to seek further substantiation from other cases of identity-related violence about this potentiality of violence, meaningful comparison would be found in a number of insightful studies (bakker, 2015; kivimäki, 2013; peluso, 2006). just as kenneth george (1996) remarked in respect to the headhunting practices of the ada mappurondo people in the highland of sulawesi, violence is a ‘declaration of social difference’. regardless, the idea that this paper intends to present had already been thoroughly explicated through two cases above. the intertwining of violence and identity, which evidently propelled the escalation of the communists purging and ethno-religious conflict in maluku, 96 journal of social studies (jss), volume 16, number 1, 2020: 83-102 shows that we may need to seriously scrutinize our theoretical understandings of identity-related violence. despite apparently being enacted as an expression of identity, violence cannot be attributed as merely its epiphenomenon. its occurrence and imprint on social subjects’ senses is significant not only in sustaining the boundary but also in prompting the boundary to be rapidly spread. the violence compels the subject to act in a way that reinforces and reproduces the antagonistic identity itself. what becomes evident in the examination in this paper is that in a rigorous explanation of the fabrication of antagonistic identity in violent circumstances, we must account for the potentiality of the violence itself. the difficulty for some time in incorporating the conspicuous effect of violence in inquiries into identity-related violence probably issues from the bifurcation between the social and the material. since durkheim, who was arguably inspired by kant’s notion of community and freedom, maintained that a social phenomenon has to be addressed on its own ontological plane (durkheim, 1982 [1895]), sociologists and anthropologists are inclined to argue for the primacy of the social through evidence of subjects’ defying their physical necessities to comply with their social norms, values, or even forces. durkheim (2002 [1897]) himself exemplified his idea through his already classical example of altruistic suicide—the ultimate act of sacrificing one’s own life for the benefit of the collectively. the bifurcation, however, evokes a tendency to undermine the potentiality of materiality in social life. bodies are missing from social theories (shilling, 2012), as theorists are occupied in explaining behaviour as the excess of social structure. theorists who have attempted to incorporate the agency of technology have been considered technological determinists, in contrast to social constructivists (bloor, 1999). particularly in regard to how violence is theorized, the bifurcation has led to an inclination to dismiss violence as the reverberation of socially constructed morality or political circumstances (see reemtsma, 2012). conclusion the events of violence and the discursive boundary, bodily experiences and self-representation are, indeed, qualitatively different. likewise, the discursively constructed identity cannot be reduced to an effect of the physicality of violence. however, what i ultimately suggest in this paper is that in order to attain a more adequate theoretical depiction of the cases presented here, we have to predicate 97 where is the violence in identity-related violence? the generative potentiality of violence in ... (geger riyanto) the actuality of violence and the idea of identity as horizontally rather than hierarchically related (bartmanski and alexander, 2012). just as language is not simply in opposition to the body’s autonomic reception of an image (massumi, 1995), the discursive boundary and the horrendous certainty of violence are co-constituting rather than opposed to each other. therefore, this article invites studies of identity-related violence to broaden their theoretical imagination beyond the dichotomous notion of actuality and self-representation. references ansori, m. h., sukandar, r., peranto, s., karib, f., cholid, s., & rasyid, i. (2014). segregasi, kekerasan, dan kebijakan rekonstruksi pasca-konflik di ambon jakarta: the habibie center. argenti, n., & schramm, k. 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(1990). local and national influences in the violence of 1965. in r. cribb (ed.), the indonesian killings of 1965-1966 (pp. 63-99). clayton: centre of southeast asian studies monash university. 102 journal of social studies (jss), volume 16, number 1, 2020: 83-102 journal social studies vol 17 no 2.indd 179 community governance with habitus in bonding to prevent sars-cov-2 pandemic transmission tiyas nur haryani department of public administration faculty of social and political sciences, universitas sebelas maret, indonesia email: tiyasnurharyani@staff.uns.ac.id abstract many areas at lowest level like kampong and village have initiatives in community governance terminology to prevent the sars-cov-2 transmission in their neighborhood formerly constituting green zone. community governance will be followed by bonding containing habitus inherent to society structure. this research was conducted in some villages throughout surakarta ex-residency, involving observation and documentattion in gatak, banaran, mojolaban sub district of sukoharjo regency, karangpandan sub district of karanganyar regency and kranggan village of polanharjo sub district of klaten regency. data was collected through interview, observation, and documentation. the result of study showed that innovation and productivity arose in community governance in kranggan village of klaten regency, as indicated with the presence of karantani program. it is the planting or farming program for persons under surveillance or nomads (wanderers) going back to their village. community leadership, community empowerment and community ownership arise in community governance in kranggan village. furthermore, people should rekindle habitus related to embung (water reservoir), lumbung (communal rice barn), and saung (hut) post-pandemic considered as important in this covid-19 pandemic period. keywords: bonding social capital; community governance; covid-19; habitus; sars-cov-2 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 179-196 doi: 10.21831/jss.v17i2.40514.179-196 180 journal of social studies (jss), volume 17, number 2, 2021: 179-196 introduction pandemic starting on december 2019 is reported in the presence of some disease cases with acute pneumonic symptoms in wuhan city, hubei province, people’s republic of china. it has been recognized only on january 7, 2020 that the disease is caused by a virus called severe acute respiratory syndrome coronavirus 2 (sars-cov-2) (wu x, cai y, huang x, yu x, zhao l, wang f, 2020). this new virus in fact is deadly and transmittable. until this writing completion on may 29, 2020, there have been 5,596,550 confirmed cases throughout world and 353,373 (world health organization, 2020). meanwhile, in indonesia there have been 24,538 confirmed cases and 1,496 deaths (covid-19 management acceleration task force, 2020). disclaimers data is, among others, that they have been tested by the authorized one. indonesia, through its government, reported its first case on march 3, 2020. however, some researchers believe that coronavirus disease 2019 (covid-19) case has been existing since january 2020 in indonesia. data confusion, data openness, readiness and responsiveness aspect of policy makers in coping with pandemic becomes indonesia’s experience in current sarscov-2 pandemic period. indonesian people question the central government’s slowness. polemic at national level in indonesia is related not only to novel sars-cov-2 variant but also to transmission, management at central level, coordination in decentralization, and its effect on many other fields in crosscutting issue manner. the mapping of problems arising in sars-cov-2 management in indonesia consists of aspects. firstly, ignorance of virus structure and its transmission among indonesian officials in the beginning of pandemic, in fact, endanger their people later. in the beginning of sars-cov-2 epidemic period in wuhan city, hubei province, people’s republic of china, indonesian government has not shown off its alertness to it, as indicated with no public information openness to the public concerning this new virus and no restriction for tourists coming from epidemic states (djalante, 2020). so, on february 27, 2020, republic of indonesia’s governmental officials, through minister of transportation, budi karya sumadi in his interview with mass media, gave statement about coronavirus incapable of entering into indonesia because indonesians love consuming nasi kucing, thereby having good body immunity (hakim, 2020). this statement was an undue joke. then, on early march 2020, a paradoxical information was given by the minister of health, terawan agus putranto, saying that healthy people do not need to wear mask (ihsanuddin, 181 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) 2020). this statement, in turn, changes into an appeal to everyone to wear mask in preventing this transmission of sars-cov-2 virus. secondly, the situation above is getting more complicated when pandemic entered into indonesia. indonesian government has inadequate fund source to cope with the effect of covid-19. indonesia with the population number of 273 millions people is estimated to need fund of idr 405.1 trillions or us$ 25.3 billions (foreign exchange rate us$ 1 = idr 16,000) to cope with coronoavirus effect. fund source insufficiency is only one of factor causing indonesian government’s hesitation to deal with covid-19. thirdly, indonesia as an archipelago country faces some challenges in the procedure of preventing and managing pandemic effect. distribution of drug, medical equipment, and food staple logistic plays an important role. broad area and extreme field are predicted to make the distribution to rural areas difficult. it is also true for the distribution of covid-19 related information. hoax dissemination within community is the fourth problem contributing to the complexity of covid-19 pandemic prevention and management in indonesia. fifthly, the next problem is poor collaboration and synergy between regions in decentralization system concerning social and physical distancing policy and region lockdown. surakarta city is the first region to establish and to release public information on sars-cov-2 extraordinary case. social distancing is enacted in surakarta city from march 14, 2020 by substituting online learning activity for the conventional one for the students in surakarta city, determining work from home for state civil servants in surakarta city government, and restricting the opening hour of stores, cafes, and street sellers. three following days, republic of indonesia’s president, joko widodo has just held a press conference to appeal the importance of social distancing. only on march 31 did president joko widodo officially publish republic of indonesia’s governmental regulation number 21 of 2020 about large-scale social distancing (pembatasan social berskala besar, thereafter called psbb) in the attempt of accelerating coronavirus disease-19 (covid-19) management. at the same time, the president published republic of indonesia presidents’ decree number 11 of 2020 about the establishment of coronovirus disease 2019 (covid-19) public health emergency. the publication of both regulations is based on republic of indonesia’s law number 6 of 2018 about health quarantine called psbb, as the part of public health emergency response. republic of indonesia presidents’ decree number 11 of 2020 about the establishment of coronovirus disease 2019 (covid-19) public health emergency 182 journal of social studies (jss), volume 17, number 2, 2021: 179-196 assigns covid-19 as a type of disease resulting in public health emergency, the management of which should be conducted obligatorily corresponding to the provision of legislation. jakarta is the first city to establish psbb policy on april 10, 2020. however, it is considered as less effective because some other regions have not enacted it yet or instead have relieved physical distancing policy when it is enacted in jakarta capital, so that the people living in jakarta can move or go back to the other regions before the publication of psbb policy. for example, the interval time between klb and extraordinary case policy determined by regional governments is not synergistic. surakarta ex-residency areas (solo/ surakarta, boyolali, sukoharjo, wonogiri, klaten, sragen, and karanganyar) or called soloraya (solo greater area) have implemented physical distancing policy first and it has been completed within 14 days, despite the extension eventually. it gives some regions to welcome the people coming from jakarta city before psbb is enacted in jakarta. decentralization provides the gap of policies released by local leader adapting to their regions’ condition. meanwhile, geographical condition of indonesia, urbanization current, and population mobilization make the first case transmission occurring different between one area and another. therefore, klb or lockdown or psbb policy can be established at different times between regions. urbanization occurs due to dichotomy between rural and urban areas, so that urbanization and mudik (home to the village) current will occur annually in indonesia. moreover, the sars-cov-2 pandemic period coincides with eid al fitr day of 1441 hijriyah. in addition, it is also because of the lowered or stopped economic activities in metropolitan city. the sixth factor is the public’s low compliance with physical distancing, mask wearing, and psbb. public’s low compliance becomes the challenge in preventing the transmission of sars-cov-2 virus, moreover in asymptomatic case (bai y, yao l, wei t, 2020). all of these conditions result in anxiety among the people in the regions formerly still green zone. indonesian government’s hesitation to establish policy responsively and public’s low compliance contribute to local transmission and even community transmission incidence. people’s anxiety with sars-cov-2 transmission leads each of smallest areas in a city/regency, i.e. kampong/village, to make policy in their own area. community, through its social order, feels the need for playing its strategic role. in governance paradigm, government, private, and community elements are important aspects in solving public problem. people (community) can 183 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) take a part in organizing its community in dealing public problem occurring. when community claim any services that local government cannot fulfill it, communities effort to make self-supporting and play along to each other to fulfill their requirement (kushandajani, 2014). community governance contains social capital with bonding within community being the first element. in bonding, social capital will inseparable from the habitus they have and structured collectively. the development of paradigm from government to governance has an implication to the actor’s greater participation in governance. governanceconstructing institutions include state, private sector and civil society. the three elements synergize and interact with each other corresponding to its own functions and capacities in the organization of public service within community. openness and participation encourage the change of governmentinto-governance paradigm. terminologically, governance contains process, activity, and public problem solving substances needing public participation (sudarmo, 2015). the reinforcement of civil community sector results from the opened participation arena giving the community group an opportunity of participating in solving public problem. thus community governance can be seen as local government working with a broad range of other government and community stakeholders to determine preferred futures, and to facilitate shared decisions and joint action to achieve agreed outcomes, including the quality of the local environment and how communities access the services they need (mckinlay p., pillora, s., tan, s.f., von tunzelmann, 2011). community governance concept has been developing very rapidly since 1990s to compensate public sector governance (kushandajani, 2014). in community governance, the word community can be seen as the form of village citizen, association, and network. community governance is inseparable from the existence of local governance. community governance is the community (people)’s consciousness of activating themselves collectively, aiming to change the social-economic condition of local community, considering government and private’s role (pratomo, 2019). theoretically, community governance can be defined as management, governance, and decision making at community level conducted by, with, or on behalf of community, by a group of community’s stakeholders (kushandajani, 2014). community governance concept can be applied to the smallest power scope, e.g. village or kampong 184 journal of social studies (jss), volume 17, number 2, 2021: 179-196 (pratomo, 2019). community-based risk preparedness can occur in public service and political domain aspects (kustiningsih, 2020). in community governance, there are three elements: community leadership, community empowerment, and community ownership, each of which has concept limit and dimensions accompanying (kushandajani, 2014). in addition to those elements, community governance contains social capital owned by the corresponding community. basically, social capital builds on communitarian with social-cultural potency owned that can encourage innovative and productive behavior (kustiningsih, 2020). social capital power will tend to be proportional directly to social bonding created such as kinship and belief in value and norm held on collectively. bonding will be followed with habitus owned by its community. habitus is a product of individual’s social structure condition (bourdieu, 2014). habitus relates to capital and fields. capital is defined as resource or quality belonging to an individual or influential social position or social value. meanwhile, fields are composed of individuals positioned objectively in a series of social relationship, with varying resources (varying capitals), and struggles to achieve prestige, wealth, and power (bourdieu, 2014). no previous study discusses community governance in covid-19 pandemic, either nationally or internationally. riyanti djalante discussed indonesian government’s response only to covid-19 pandemic occurring (djalante, 2020). other research in indonesia only focus on establishing covid-19 response regulations (telaumbanua, 2020). another previous study conducted in indonesia discussed only the urgency of covid 19-responsive management generally without special analysis to compare the covid-19 management in asian, europe, and america (deshwal, 2020). this study complements some studies conducted by university of gadjah mada addressing, among others, government response dynamic (widaningrum, 2020) and social capital reinforcement in covid-19 mitigation (kustiningsih, 2020). literature review the development of paradigm from government to governance has an implication to the actor’s greater participation in governance. governanceconstructing institutions include state, private sector and civil society. the three elements synergize and interact with each other corresponding to its 185 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) own functions and capacities in the organization of public service within community. openness and participation encourage the change of governmentinto-governance paradigm. terminologically, governance contains process, activity, and public problem solving substances needing public participation (sudarmo, 2015). the reinforcement of civil community sector results from the opened participation arena giving the community group an opportunity of participating in solving public problem. thus community governance can be seen as local government working with a broad range of other government and community stakeholders to determine preferred futures, and to facilitate shared decisions and joint action to achieve agreed outcomes, including the quality of the local environment and how communities access the services they need (mckinlay p., pillora, s., tan, s.f., von tunzelmann, 2011). community governance concept has been developing very rapidly since 1990s to compensate public sector governance (kushandajani, 2014). in community governance, the word community can be seen as the form of village citizen, association, and network. community governance is inseparable from the existence of local governance. community governance is the community (people)’s consciousness of activating themselves collectively, aiming to change the social-economic condition of local community, considering government and private’s role (pratomo, 2019). theoretically, community governance can be defined as management, governance, and decision making at community level conducted by, with, or on behalf of community, by a group of community’s stakeholders (kushandajani, 2014). community governance concept can be applied to the smallest power scope, e.g. village or kampong (pratomo, 2019). community-based risk preparedness can occur in public service and political domain aspects (kustiningsih, 2020). in community governance, there are three elements: community leadership, community empowerment, and community ownership, each of which has concept limit and dimensions accompanying (kushandajani, 2014). in addition to those elements, community governance contains social capital owned by the corresponding community. basically, social capital builds on communitarian with social-cultural potency owned that can encourage innovative and productive behavior (kustiningsih, 2020). social capital power will tend to be proportional directly to social bonding created such as kinship and belief in value and norm held on collectively. bonding will be followed with habitus owned by its community. 186 journal of social studies (jss), volume 17, number 2, 2021: 179-196 habitus is a product of individual’s social structure condition (bourdieu, 2014). habitus relates to capital and fields. capital is defined as resource or quality belonging to an individual or influential social position or social value. meanwhile, fields are composed of individuals positioned objectively in a series of social relationship, with varying resources (varying capitals), and struggles to achieve prestige, wealth, and power (bourdieu, 2014). methods this research was conducted using descriptive qualitative approach. data was collected through interview, documentation and observation in surakarta city ex-residency area with the sample areas taken purposively, i.e. the village areas with innovation in community governance scheme. the data used is qualitative (data that is not in the form of numbers) (moleong, 2001). descriptive qualitative approach is used to observe social events and life of community in community governance aspect arising in village areas in surakarta city exresidency in coping with sars-cov-2 pandemic transmission with bonding and habitus within. the main instrument used in qualitative research is the author itself in its ability of capturing observation, data reduction, documentation, and interview with informants selected using purposive sampling technique and documentation on secondary data source. the informants are selected with the maximum variance technique, representing various categories (sugiyono, 2014). data source derived from primary data obtained through unstructured interview with some public figures: society leader and former head of kranggan village, polanharjo sub district, klaten regency, and observation and documentation photograph in village areas in gatak, banaran and mojolaban sub districts of sukoharjo regency, kranggan village of polanharjo sub district of klaten regency, and karangpandan sub district of karanganyar regency. secondary data included phrases suggested by informants and written material originating from books, reports, journals, written and video news on covid-19 pandemic and social-economic life of javanese people in the past and present. this research employed source triangulation by matching and comparing the data obtained. data analysis was conducted through collecting data with interview, observation, and documentation technique, and then data reduction corresponding to the focus and locus of research, data display in narrative form, and conclusion drawing. 187 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) results and discussion the habitus of past community in its area management reflected its attempt of resisting covid-19 transmission today. in an interview, n1 stated that “the most important capital to face pandemic is, among others, social preparedness of community members” (interview, march 31, 2020). most people in soloraya region deal with covid-19 pandemic through self-isolation in their own houses. limited fund, medical resources, and health facilities are main factors need to be considered to establish extraordinary incidence policy in soloraya. similarly, klaten regency government established its region to have extraordinary incidence along with prevention and management procedure on april 1, 2020. there is something unique in klaten, in which there is a village providing a place for quarantine communally, innovatively and productively. the village is kranggan village taking an attempt of managing covid-19 pandemic transmission from march 16, 2020. kranggan village is located in polanharjo sub district, klaten regency, with 102.088 hectare-wide area, occupied with 3,400 populations. its populations’ main livelihoods are blacksmith, farmer, and wanderer (perantau). kranggan itself is blessed with natural abundant water source (there are some synonyms of water sources: umbul, sendang, telaga and jala, but the author prefers using embung in order to rhyme with kampung, lumbung and saung). even when a mineral drinking water factory exploits the water source in kranggan area, the quality and quantity of embung in kranggan does not change at all. kranggan villagers’ livelihood highly affects their social behavior. due to their profession, information flow from solo city runs smoothly. kranggan is about 22 km from solo city. the road passed through can be solo-yogya road or old way crossing the border between solo and sukoharjo. this old way is connected directly to keraton susuhunan surakarta. keraton (court) people formerly have blacksmiths in kranggan made keris (kriss dagger). meanwhile, ordinary people have them (blacksmiths) made farming tools. kranggan gives an example about how the change of house sketch concept is from raffle reign period to colonial age to the present. this change of house sketch concept also changes the social behavior of villagers. when covid-19 pandemic occurs, kranggan villagers began to organize themselves. local policy makers assemble to hold village discussion to make policy in dealing with covid-19. the village head, gunawan budi utomo, and 188 journal of social studies (jss), volume 17, number 2, 2021: 179-196 former village head, n2 are the main figures contributing to facing covid-19 as the manifestation of community leadership. from community leadership, community ownership appears because psychologically, javanese people prefer hearing the local community leader to hearing the officials at regional or central government level. it is because of the bonding created or the limited literacy of people to study new information circulating, so that the presence of skillful community leaders is very helpful. n2 stated that kranggan village provides kranggan sport center to be the quarantine center for pemudik (homecomer) for 14 days. pemudik goes back to their village because of lowered demand for workers in covid-19 pandemic red zone. all pemudiks have odp (person under surveillance) status; therefore they need to be quarantined in their beginning of homecoming. the unique point found in the quarantine model implemented by kranggan village is the farm land provided behind the kranggan sport center. furthermore, n2 stated that this 1-pathok (1000 squared meters) wide farm land provided is the wet one that can be planted with cassava, chili, and other spice plants. kranggan villagers themselves call this quarantine model “karantani”. karantani is a portmanteau of words karantina and bertani (quarantine and farming). the word karantani is ear catchy and understandable to all classes of people. during this writing process on may 2020, two odps entered into karantani program. they planted chili in polybag and cassava on wet land. all planting media and seeds are provided by villagers. so are the farming tools. initiative to provide farming tools, quarantine model, and fund are provided independently by villagers. all of odp’s need will be sufficed by the village, taken from all people’s dues as the form of community empowerment. the economically-have citizens will contribute dues more than others. it is unsurprising that kranggan villagers implement their karantani model by taking from villagers’ dues. the past bonding is the key to this event. kranggan village with its karantani is the manifestation of social preparedness during covid-19 invasion. however, what the kranggan villagers present with their karantani implies another meaning. the aspect of bonding in mutual cooperation (gotong royong) known by javanese people since ancient time is not defined as team work and solidarity. the factors encouraging bonding in mutual cooperation are moral obligation, obedience to authority, reluctant and shy feeling to neighbor. for that reasons, before stepping further, the bonding that in turn will strengthen teamwork pattern and solidarity in social life of javanese people should be inculcated. solidarity is of course based 189 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) on humanity. it is the works performed based on humanity. this cooperation between villagers cross social structures and religions is important to the sustainability of many people’s life. villagers should override their sectoral ego for the sake of many people’s better life interest. the revival of past habitus of kampung, ambung, lumbung and saung during this pandemic period is considered as urgent; therefore bonding in community governance should be strengthened. bonding will reinforce teamwork pattern and social solidarity, and it will facilitate the kampung people to maintain embung and river, and to build communal barn. the idea of reviving village barn communally reappears today. it will be very good if during pandemic or disaster the village barn can suffice their people’s needs. meanwhile, embung and river maintenance in the city can be indicated with not disposing rubbish haphazardly, managing liquid waste, and developing infiltration wells. large companies are supervised tightly in the term of its liquid waste processing. in the village, it can be implemented by not using heavy chemicals in farming and by processing liquid waste. there was gentong and kendi concept as the urban people’s form of sharing with foreigners. now tapped-plastic pail or wash basin reappears in front of house along with liquid soap for hand washing to prevent covid-19 transmission. this concept builds more on pandemic mitigation. post-pandemic the concept of maintaining cleanliness by washing hand permanently such as the preexisting habitus should be rethought of. figure 1: wash basin reapper in front of house in gatak sub district of sukoharjo regency 190 journal of social studies (jss), volume 17, number 2, 2021: 179-196 if social solidarity bonding has been established strongly and confidence has grown, cyberspace communal barns will be created easily in urban areas. technology 4.0 supports the presence of cyberspace communal barns. because the narrow land in urban areas disallows the construction of communal barn physically, kampung citizens in urban areas can take aside some of their income to be stored and managed communally in the reliable financial institution. kampung citizens who want to buy monthly need can use this communal barn. this cyberspace barn (lumbung) in urban areas also restores the trust in the village to manage the urban people’s food need. perhaps gadu system and the similar will be present again. figure 2: former communal barn building in banaran sub district of sukoharjo regency it is still possible to construct communal barn in the village. however, the construction of communal barn in cyberspace should also be thought of, considering the natural disaster factor and vulnerable-to-conflict areas. the content of barn should not only be paddy and rice. referring to the past, when the barn also contained cooking oil, sugar, coconut, spice, and seed, it can also contain other crops and durable sea products. an integrated communication system between barns should also be thought of. thus, human beings’ need for protein remains to be fulfilled. the storage indeed still needs barn physically. for that reason, the location should be thought of further, or it can be conducted 191 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) by entrusting it to other regions or to bulog. once more time, the feeling of confidence and cooperation in bonding should grow first. cyberspace barn can function to break the too-long distribution chain. thus, the buyer sets not too high price and the seller sets not too low price. bonding in the form of cooperation (teamwork), solidarity, and trust is the backbone of communal barn functioning. citizens entrust their crop to be managed by an institution, the members of which are villagers themselves. during quiet period, the barn content can be used to subsidy the poor people in their own regions. this concept will not work if the bonding feeling has not grown yet among kampung citizens. during food scarcity period such as when covid-19 invades indonesia today, the content of barn can be used to survive until the pandemic ends actually. saung should be rethought of by utilizing technology 4.0 such as cctv. when people may not assemble but crime rate is high, the utilization of communication through gadget and early warning should be developed. it is a system integrated into local security authority. portal installation and kentongan reactivation only are not enough. recently, saung can also be used as a communication media to relieve panic and to grow trust among members of community. as known, the republic of indonesia’s minister of law and human rights, yasonna laoly, has released (assimilated) the prisoners early on april 1, 2020, to prevent corona virus transmission in the jail, and to fulfill their right to live. the release of prisoners results in panic within community. mass media covers the news on criminal case committed by prisoners getting early assimilation program. meanwhile, when it is investigated further, the crime repetition committed by prisoners released is small in number, out of all prisoners getting assimilation, only 19 becoming recidivist per april 16 (0.0005 percent) (republika.co.id, 2020). however, it is noteworthy that the economic condition of state three years ago was different from that today when covid-19 invades. the economy is in trouble now. massive dismissal begins to be done. people seek for job difficultly. indeed people should not panic excessively. people need alertness. saung here functions to relieve panic and to improve alertness. 192 journal of social studies (jss), volume 17, number 2, 2021: 179-196 figure 3: portal was installed to prevent village in karangpandan sub district of karanganyar figure 4: saung in mojolaban sub district of karanganyar in addition to lumbung, embung, and saung in citizens’ habitus, there is also short memory syndrome problem in which java land is always invaded with pandemic once in a century, from the 9th to today, but the 14th and 15th centuries (see (raffles, 1830); (nastiti, 2016); (riana, 2009); (de graff, 1986); (walcott, 1914)). however, javanese people keep forgetting to search for the 193 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) way in the process of preventing and coping with pandemic. short memory syndrome should be found for its antidote. bourdieu explains how to ward off it, through habitus. habitus is interpretive schemes, particularly and often working unconsciously, and hiding behind individual’s mind. habitus gives clues to individuals about how the world works, evaluates many actions, and gives guidance to act. the understanding on theory presupposes that habitus can be changed. the change of habitus should be conducted by considering fields. some practical ways can be used: education conducted continuously, seminar, disaster and pandemic mitigation simulation, certain folklore development and dissemination, monument development and its commemoration rite, confidence and cooperation inculcation within community can be used to prevent this short memory syndrome from occurring. it is reasonable to consider as the sustainable development in some next generations. this covid-19 also teaches the people to participate actively in helping the government solve public problem in their environment when the government is overwhelmed. community’s obedience and independency can help prevent sars-cov-2 transmission. community should grow team work ethos and confidence in their social life. covid-19 teaches the people to recover their dignity as human being and community. conclusion in modern terminology, community governance can also refer to it by strengthening its bonding. when stakeholders want to reinforce community governance, the feeling of cooperation (teamwork), trust (confidence) and solidarity should be inculcated within community, in order to strengthen the bonding. bonding reinforcement needs habitus inculcation in the community. habitus inculcation should be conducted through sustainable education to the community. the community should revive lumbung, and maintain embung and saung through the reinforced bonding and habitus for the next generation postpandemic. references bai y, yao l, wei t, et al. (2020). presumed asymptomatic carrier transmission of covid-19. jama, 323( 14). 1406–1407. https://doi.org/doi:10.1001/ jama.2020.2565 194 journal of social studies (jss), volume 17, number 2, 2021: 179-196 bourdieu, p. (2014). menyingkap kuasa simbol. penerbit jalasutra. covid-19 management acceleration task force. (2020). situasi covid-19 di indonesia gugus tugas percepatan penanganan covid-19. https://www. covid19.go.id/situasi-virus-corona/ de graff, h. (1986). puncak kekuasaan mataram: politik ekspansi sultan agung. pt pustaka grafitipers. deshwal, v. k. (2020). covid 19: a comparative study of asian, european, american continent. international journal of scientific research and engineering development, 3(2). djalante, r. et al. (2020). review and analysis of current responses to covid-19 in indonesia: period of january to march 2020. progress in disaster science, 6(100091). hakim, l. (2020). budi karya: virus covid-19 tidak masuk indonesia karena “nasi kucing.” 17 februari 2020 19:24 wib. https://www.antaranews.com/ berita/1302390/budi-karya-virus-covid-19-tidak-masuk-indonesia-karenanasi-kucing ihsanuddin. (2020). menkes: percuma yang sehat pakai masker. 02 maret 2020. https://nasional.kompas.com/read/2020/03/02/15541281/menkespercuma-yang-sehat-pakai-masker kushandajani, k. (2014). aplikasi community governance dalam pengelolaan program penanggulangan kemiskinan. politika: jurnal ilmu politik, 4(1), 41–48. kustiningsih, w. & n. (2020). penguatan modal sosial dalam mitigasi covid-19. in tata kelola penanganan covid-19 di indonesia: kajian awal (pp. 179–193). mckinlay p., pillora, s., tan, s.f., von tunzelmann, a. (2011). evolution in community governance: building on what works. moleong, l. j. (2001). metodologi penelitian kualitatif. remaja rosdakarya. nastiti, t. s. (2016). perempuan jawa: kedudukan dan peranannya dalam masyarakat abad vii—xv. pt dunia pustaka jaya. pratomo, k. t. (2019). sidang syuro: melacak praktik community governance di masyarakat desa jumo kabupaten temanggung. journal of politic and government studies, 8(1).1-10. raffles, s. t. s. (1830). the history of java. john murray, albemarle street. republika.co.id. (2020). icjr: program asimilasi narapidana harusnya diperbanyak. republika.co.id. https://republika.co.id/berita/q8vzz5428/ 195 community governance with habitus in bonding to prevent sars-cov-2 pandemic ... (tiyas nur haryani) icjr-program-asimilasi-narapidana-harusnya-diperbanyak riana, i. k. (2009). kakawin desa warnanna uthawi nagara kertagama: masa keemasan majapahit. penerbit kompas. sudarmo. (2015). menuju model resolusi konflik berbasis governance. sebelas maret university press. sugiyono. (2014). memahami penelitian kualitatif. alfabeta telaumbanua, d. (2020). urgensi pembentukan aturan terkait pencegahan covid-19 di indonesia. qalamuna -jurnal pendidikan, sosial, dan agama, 12(1), 59–70. walcott, a. s. (1914). java and her neighbours: a traveller’s notes in java, celebes, the moluccas and sumatra. g.p. putnam’s sons. widaningrum, a. & w. m. (2020). dinamika respons pemerintah nasional: krisis kebijakan penanganan covid-19. in tata kelola penanganan covid-19 di indonesia: kajian awal (pp. 46–63). world health organization. (2020). who coronavirus disease (covid-19) dashboard. https://covid19.who.int/ wu x, cai y, huang x, yu x, zhao l, wang f, et al. (2020). co-infection with sars-cov-2 and influenza a virus in patient with pneumonia, china. emerg infect dis, 26(6) 1324–1326. 196 journal of social studies (jss), volume 17, number 2, 2021: 179-196 ijss.vol.12, no.2, september 2016 1 the history of the development of sd muhammadiyah kauman yogyakarta from 1980 to 2015 ye lin swe1 abstract the purpose of the research is to reveal (1) the historical background of sd muhammadiyah kauman, (2) the development of sd muhammadiyah kauman from 1980 to 2015, and (3) the learning model which is applied at sd muhammadiyah kauman. this research used the historical research method focusing more on the development of the history sd muhammadiyah kauman yogyakarta from 1980 to 2015. there were five steps in this study: choosing topics, heuristics, primary source, secondary sources and critical resources when collecting the data. the techniques of collecting data are interview, documentation, observation, books and literature study. the result of this research shows that sd muhammadiyah kauman after the collaboration with sd muhammadiyah sapen makes good progress in administration of school, an increase of the number of students, and infrastructure of the school which gets better than before. the development of quality and quantity of students from year to year. the other result is the model of learning which is applied at sd muhammadiyah kauman is accordance with the needs of iptek, model of learning through playing, observation, and discussion between the teacher and the students, and to find ideas of student himself through reading books in the school library. keywords: education, the school of muhammadiyah, curriculum 1department of religion, myanmar. email: yelinmyanmar72@gmail.com ye lin swe:the history of the development of sd muhammadiyah... 2 introduction indonesia has an interesting phenomenal history to discover.there are many historical figures who have played an important role in the development of world education. one of the figures who devoted himself to promote islamic education and modern education, is called k.h. ahmad dahlan. he established organization of islam. one of its motivation is sympathy to many indoenesia citizens. one of the purpose of stand for muhammadiyah is development of education by k.h. ahmad dahlan. he was born in the village of kauman, yogyakarta, in 1868 and his child name is muhammad darwis. his father is k.h. abubakar who is a large mosque preacher of sultanate, his mother is called siti aminah, daughter of k.h.ibrahim who is a prince of sultanate yogyakarta. so muhammad darwis descend from his father as well as his mother descend from educated heredity (musthafa & darban, 2005). since childhood muhammad dervish has been pursued by the islamic-based education. it is also based on the assumption in society at the time kauman, there was a general opnion that he who wants to go to government school is assumed unbeliever. soat his age to start school, muhammad darwis was teached al-qur’an as well as the basics of religious by his father. muhammad darwis also studied the two sister-in-law alone who is called k.h. muhammad shaleh dan k.h. muhsin (musthafa & darban, 2000). on progress, muhammad darwis known like k.h. ahmad dahlan has done many changed in world education, especially education of islam at yogyakarta. when free-time from the duty of great mosque khatib, k.h. ahmad dahlan worked as profession of batik cloth merchant and he always visitedecclesiastic and talk over what is the cause of decline muslims. meanwhile, the catholic mission and christian zending have built schools met de bijbel at about 1892 (musthafa & darban, 2000). initially, k.h ahmad dahlan became the member of budi utomo and he was accepted by dr. wahidin sudirohusodo. k.h. ahmad dahlan became spiritual spray filler member of budi utomo. with the permission of dr. wahidin sudirohusodo, k.h. ahmad dahlanwas allowed for teaching religion of islam to the students of public school kweekschool at jetis, yogyakarta. saturday afternoon with method of inductive, scientific, naqliah, and question and answer and also on every saturday evening the students were accepted to deepen the understanding of islam in his house. then k.h ahmad dahlan want to have the own school at kauman to teach general science and religion (musthafa & darban, 2000). before k.h ahmad dahlan owned school at kauman, on november 18, 1912 persyarikatan muhammadiyah was established. muhammadiyah as a pilot in the development of education in indonesia which already developed from education of kindergarten to university. among muhammadiyah schools, one of the famous school is sd muhammadiyah kauman in 1918. sd muhammadiyah yogyakarta kauman is then explored in this study on the history and development. temporal limitation in this thesis is from 1980 to 2015, because in 1980 sd muhammadiyah kauman has become sd main for other of sd muhammadiyah. in 1980, sd muhammadiyah kauman. sd kauman muhammadiyah has gained charter of public schools by decree of the head of education and province culture yogyakarta, ijss.vol.12, no.2, september 2016 3 no.2523/p&k/pend/ 1980. initially, this school name is pawiyatan wanita , because its performance is quite good. so government gave the award. sd kauman muhammadiyah has gained accreditation "a" in 2011. this is not out of the existence of a system repair and management school which had started well ordered until today.by obtaining this accreditation,then the public's view of sd muhammadiyah kauman will be better as well as the interest of the community to send their children to sd kauman muhammadiyah will be many more. this research has some definitions and theoretical support of this study. among main opinions that discuss about the history to know first the understanding of history. understanding history as presented by sulasman (2013) state that history is called sejarah is defined as “the development of everything in time”. it is clear that the historical discussion concerning matters in the past. in dictionary of english language, explains that history is “events in the past” or events in the past.from the description, understanding the historical terminology glance from definition of english language means all events or events that occurred in the past. pranoto (2010) explains that history also studied the history of uniqueness because of time and space always distinguished and makes human social activity to be unique. it show historical events which are memorable in unique event because it covers events and past events at the particular time and place that distinctive or unique different with other events. the most obvious example is sd muhammadiyah kauman is established by k.h ahmad dahlan at 1923. it is most clear is the establishment of the incident still occurred in 1923 could not possibly happen again. another explanation presented by r.m.ali in aman’s book(2011)explains that history implies that refers to things: changes, events and events in the reality around us; 2) the story of changes, incidents and events that reality; 3) science in charge of investigating the changes, events and events that are the reality. history discuss about the community in term of time, so history is the science about the time. what does it discuss about the time? in the time happen 4 things the four issues, namely (1) the development, (2) sustainability, (3) the repetition, and (4) changes. the first of thing in quotation above, the development means changing from simple condition to standard that is more modern. the development happens when successively moving society from a shape to other shape.generally people will develop from simple to more complex forms. from idea of kuntowijoyo, historical development of the most obvious at sd muhammadiyah kauman is first example ofdevelopment sd muhammadiyah kauman. intitally, sd muhammadiyah kauman buildinga as facilities, infrastructure isn’t enough completed. for example at first benches, tables and blackboards can be used. at this time each class has installed projector, white board, medicines, fan, one table two chairs for two children, class data boards, cabinets school books in every class. second example is since the establishment of sd muhammadiyah yogyakarta kauman has developed quite rapidly, so in the academic year 1979/1980 it was awarded the first parent sd at province of yogyakarta. ye lin swe:the history of the development of sd muhammadiyah... 4 therefore it can be clearly seen that the sd muhammadiyah kauman has developed both physically and in terms of school management. extra teaching staff, support facilities, facilities and infrastructure that must be added, all of which aim to promote the quality of schools. second, continuity happens when the certain number of people only make adoption of old institution. for example at this time education system in indonesia imitated as school of muhammadiyah that at general schools were put into religious lesson and established islam schools that was given general lesson. because the system was already applied by k.h. ahmad dahlan in muhammadiyah’s school at that time. third, the repetition occurs when the events that have occurred in the past happen again. for example, parade welcoming the holy month of ramadan atsd muhammadiyah kauman. sd muhammadiyah kauman tries to invite to welcome the holy month full of grace, hold a march around the neighborhood around the school, using attributes muslims, bring a themed writing songsong ramadan and invitation to worship in the month of ramadan. the idea came originally when each upcoming month of ramadan, children's school holidays. so the school took starting to invite all students to march under ramadan songs in 1990. until now, ramadan parade activitieshas the same essence because be held in every years. certainly march organized today is more festive because many innovations that development. this phenomenon becomes one example of history repeating itself do at sd muhammadiyah kauman to hold a march welcoming the holy month of ramadan in every years (sumber informasi wawancara dengan pak dayat : wakasek). fourth, changing happens when people experience the same shift with the development. but the argument is a largescale development and in a relatively short time.the most obvious example changing ideas of k.h. ahmad dahlan concerning with system education of indonesia. his idea is religious sciences and general teaching of sciences included in curriculum of muhammadiyah so that students shouldhave a balanced good knowledge based on knowledge-based religion or science-based knowledge. if we want to know about the theory of history, we must pay attention on understanding the theory of history described by kuntowijoyo (2003, p. xvii) as follows: theory of history are the basics of the science of history (critical philosophy of history), what kind of history, how can the past know, how forms of knowledge that, if it could be people writing history objectively, whether the explanation of the history of it, whether causality in history, and whether there is or historical determinism was open. from the description, it can be understood that in learning about the history researcher must pay attention to the criteria that are important related to how it is possible the past or the event known. in this case the need to search the actual about the incident. furthermore, the objectivity of the writing of history is important to note in the sense that history has no partiality. hereafter, it is relate to explanations of the historical events complete and fortunate. causality history is also important in the theory of history related tocause and effect of causal events. latest theory of history should pay attention ijss.vol.12, no.2, september 2016 5 whether it has a history of determination or particular importance or the event presented openly. this study discusses the historical development of sd muhammadiyah kauman from 1980 to 2015. in addition to knowing the explanation concerning about the definitions and theoretical, the later history needs to know, the explanation of kemuhammadiyahan as a base ideology is used by sd muhammadiyah kauman. the word "muhammadiyah" literally means “pengikut nabi muhammad” (nashir, 2010).muhammadiyah is one of the major islamic organizations that influence of indonesia. therefore, muhammadiyah is an organization that would be familiar sound by all the people in indonesia. muhammadiyah is derived from the arabic word “muhammad” that the last nabi and rasulallah. then get ‘ya’ nisbiyah” that means sort. therefore, muhammadiyah means people "muhammad s.a.w" or “pengikut muhammad s.a.w”, that all muslims who recognize and believes to nabi muhammad s.a.w, is slave and last pesuruh allah. therefore, anyone consider themselves muslims then indeed they are muhammadiyah people without having seen and limited by their organizational differences, class, race, geography, ethnicity and so forth. that means that real people who were in jam'iyah nahdlatul ulama, persis, pui, alirsyad, alkhairaat, jamiatul washliyah, even all muslims around the world in the meaning of language are people of muhammadiyah, because they had vowed with utter two sentences of syahadat and faithfully follow the teachings of prophet muhammad s.a.w. muhammadiyah is the islamic movement, dakwah amar makruf nahi munkar, beraqidah islam and based on the alquran and sunnah. muhammadiyah was established by k.h. ahmad dahlan at 8 dzulhijjah 1330 hijriyah coincides with the date of 18 november 1912 miladiyah in the city of yogyakarta. this movement named muhammadiyah by founder with a view to bertafaul(either hopeless)imitates and traces to imitate struggle in order to enforce and uphold the islamic religion solely for the realization“izzul islam wal muslimin”the glory of islam as a reality and glory of life of muslims as a reality. muhammadiyah also has its own purpose as an autonomous organization rather than dedicated. the objective of muhammadiyahis that islamic society believes and devoted to god, thus creating people that are equal and prosperous. assembly and agencies in implement the program to achieve the purpose of muhammadiyah (pimpinan pusat muhammadiyah). suharto (2014) the main goal of muhammadiyah is importance of education and teaching based on the teachings of islam, better education in schools / madrasah education in society.this is the main purpose of the muhammadiyah movement concerning with education in indonesia. including the goals and ideals of sd muhammadiyah kauman. according to his ideals of islamic education, to protect oneself to produce perfect man, the man who is perfect in every way, although believed to be new (only) of the prophet muhammad that have achieved quality. islamic education is run on wheels ideals and as an alternative to human guidance, so do not thrive on personal fragmented, split of personality, and nor personal unequal (siswadi, 2007). ye lin swe:the history of the development of sd muhammadiyah... 6 education system of muhammadiyah was born in the middle of the traditional islamic educational system and the colonial education system (west). according purwadi (2003) education system of muhammadiyahis the islamic education system revived by ideas of reforms pioneered by k.h. ahmad dahlan. therefore, the education system can not leave the muhammadiyah islamic education system in indonesia before the birth of muhammadiyah, the traditional islamic educational system. djumhur and danasuparta (1976) quoted by purwadi (2003, p.40) said that islamic education system before the birth of muhammadiyah or before the 20th century known as the traditional islamic educational system is oriented to the education of the people. the aim is to provide knowledge about religion and not to provide general knowledge. marzuki (2011) in an article dyah kumalasari (2015) said that the system of islamic teachings is grouped into three parts, namely the aqidah (belief), section (islamic legal rules of worship, and muamalah), and the part of character (characters). the third part can not be separated, must be a coherent whole that mutual influence. aqidah (belief) is the foundation on which the realization of sharia and morals. meanwhile, sharia is a building form that can only be realized if guided by aqidah is right and will lead to the achievement of the character who completely. thus, characters(akhlak) are actually the result or consequence of the establishment of sharia correct building that is based on a solid foundation aqidah. without aqidah and syariah will not be realized character actually. once the system of islamic teachings discussed above, can be observed, general education in government schools is amended as religious education puts into schools of indies. k.h. ahmad dahlan was as ki hajar dewantara, dr. sutomo, mohammad syafei and kyai muhammad said, subject of educational reform.in the time of dutch east indies, on the pretext of openbare school system and neutral school, the government did not teach religious education in government schools. after indonesia's independence, religion taught in public schools, and even now already confirmed the national education act no.ii 1989. that system have been implemented by k.h. ahmad dahlan in school of muhammadiyah at 80 years ago. basic education of muhammadiyah also laid on the letter luqman verse 12-20, education for children that contain components, faith (monotheism), worship, morality, science and charity (work, skills). so it is true, that k.h. ahmad dahlan was a pioneer of national education. in this study also could not be liberated on the history of the village as the location of the establishment sd kauman kauman muhammadiyah.the author takes the understanding kauman written by a character named darban (2000) said that kauman is the name of a village in the municipality of yogyakarta which has special characteristics. the special feature of this appears in the society, the movement and the changes that occur in it. kauman society is a society whose members have blood ties. such a society is the case of families. among families that happens consanguinity, the relationship between the family of blood relatives who gathered at a particular place, then formed a community which has a dense and covered bonds. additionally kauman is a village that has connecting with keraton yogyakarta. ijss.vol.12, no.2, september 2016 7 kaumanvillage birth began with the placement of the courtiers pamethakan which duty is in the religious field, especially affairs of masjid agung yogyakarta that was given by sultan in around masjid. some family of abdi dalemthen form a community, is called community of kauman. the location of the community living kauman called by the name of the village. in this research was found three problems, namely the establishment of sd muhammadiyah background kauman, the development of sd muhammadiyah kauman from 1980 to 2015, and the learning model which is applied at sd muhammadiyah kauman. the establishment of sd muhammadiyahkauman’s background has three purpose that the first is to know history of sd muhammadiyah kauman became the first main school (sd unggulan) in yogyakarta province and the schoolof curriculum. the second is to realize islam as a religion of improvement. the third is to produce human beings who mastered religious science as general science. the purpose of historical development of sd muhammadiyah kaumanis forming generation capable of bringing an advancement of human being.after getting supporting from sd muhammadiyah sapen in the 1990s until 2000, developed very clear in sd muhammadiyah kauman is qualitative students, quantitative students, school facilities, school infrastructure and school administration. the learning model applied in sd muhammadiyah kauman aims to motivate children's desire to learn, to educate children in order to safeguard nature and discover new ideas and ideas that develop academic skills. the learning model developed in accordance with the needs of learners and the progress of science and technology, students who can think creatively, awareness worship and learning are always reminded of every learning and models of learning through play. research methods the historical method is a process of critically examine and analyze the records and relics of the past. reconstruction imaginative than the past based on data obtained by taking process is called historiography (history writing). by using the historical method and historiography, historian trying to reconstruct as much of the past rather than humans. because the past is described as something that "really happened" clearly provide a limit to the type of recording and imagination at its disposal. recordings truly comes from the past and indeed what appears to be that his imagination geared towards re-creations and not directed towards creation. limits are to discern the history of fiction, poetry, drama, and fantasy (gottschalk, 1986). the historical development of sd muhammadiyah kauman at yogyakarta from 1980 to 2015 is including the type of historical research. this type of research is more focused on collection of data relating to the objects of heritage. thus, this study will focus on the collection of data relating to the theme "the history of the development of sd muhammadiyah kauman in yogyakarta years 1980-2015". this research subject is the written testimony of the perpetrators of history (personal records), for example, the charter documents and decrees, records of daily activities and a photo album.the object of this research is the history and development of sd muhammadiyah kauman. as for limiting the ye lin swe:the history of the development of sd muhammadiyah... 8 scope of this research is the history and development of sd muhammadiyah kauman, yogyakarta in 1980-2015. according kuntowijoyo (1995) there are five steps in the writing of the history that is the electoral topic, heuristic, primary sources, secondary source and source criticism. criticism is divided by external criticism, internal criticism and interpretation. topic selection is the first step in a study to determine the issues to be studied. determination of the topics that will be studied should be selected based on the closeness of emotional and intellectual.this is very important because it is a requirement that the objective and subjective because it will only work well if the researcher is happy and is able to do. determining the topic of this thesis has been considered by several contributing factors to the completion of a thesis. these factors include the interest and ability to complete the writing of this thesis (kuntowijoyo, 1995). heuristics is an activity to collect traces of the past are known as historical data. at this stage, the author must determine the theme, title and collecting historical sources that match the title or theme written by the author. the author conduct the collection of historical sources from literature course related to the subject matter. historical sources consist of three different sources, namely the source object, the source of oral and written sources (kuntowijoyo, 1995). first, the source objects (artifacts) can be in the form of photographs, tools or building as far as possible the original building. second, oral sources is to develop the substance of the writing of history.third, the written sources can be either letters, meeting minutes, employment contracts, documentation and so on. author search for data in this thesis through the study of literature, observation and interviews. historical sources was used in the artikel entitled "historical development of sd muhammadiyah in yogyakarta kauman year 1980-2015". this is written sources obtained through literature searches in the form of books, journals and on-line resources from various libraries the library of yogyakarta state university, the library of faculty education history of ugm and the library of solo state university. that resources were gotten then were categorized basically their character that primary sources and secondary sources. the primary source is the testimony of a witness with their own eyes or a witness with other senses, or with mechanical devices such as mobile phone voice recorder, that is, those who attended the event described and called as a witness-eye view. thus the primary sources must be produced by someone who is a contemporary of the events narrated and not necessarily the original primary sources (gottschalk, 1986). the author uses primary sources as books, thesis according to the title of this thesis and the people who are still alive today through interviews and observations in this thesis. a secondary source is the testimony of a person who is not an eye witness, the person who was not present at the event were claimed. generally the farther the time of secondary sources is made of the events are narrated, the secondary source more trustworthy. the author takes most of the information to the school principal and the teacher in charge at this time, while taking on some of the books. ijss.vol.12, no.2, september 2016 9 criticism source is a test for the validity of the sources have been obtained aims to avoid falsehood source in which are used mostly careful and maximum so close to the truth. there are two kinds of criticism: internal and external criticism. the way in which the criticism to the sources that have been collected so obtained authentic and credible. the author uses criticism of the system can be obtained authentic and credible through discussions with teachers who have retired or teacher who still teaches at present in addition to external criticism, internal criticism and etc. external criticism is done by examining the type of material, writing style, language, expression, ink used for writing, sentences are used, and the typeface used and all outward appearances to know its authenticity. handed written documents or typed or computer. similarly, the type of ink is good quality or rechargeable type (pranoto, 2010), while the historian must re-establish the correct text, specify where, when, and by whom the document was written (criticism of origin ), and classify this document according to the system of categories prearranged (system of preset categories) (sjamsuddin, 2007). in this study, external criticism needs to be done to determine the authenticity of sources used. the trick is to use a library book original is the original work of the agents of history or a historical witness and not a witness or perpetrator but his history is relevant to the topic. the author uses all the original form of the book is not photocopied. so that the sources doubt their authenticity. all sources used, using the indonesian language in accordance with the enhanced spelling (eyd), but some are still using the old spelling is mainly on the sources of old books. internal criticism aimed to understand the content of the text. necessary understanding of the text content of thought and cultural background of the author. therefore, it is necessary to understand the implicit understanding from within. multi interpretable often text content, ambiguous and often for the purpose in accordance with the viewpoint of the author. in the text that many things are hidden and are not delivered in straightforward language, but in the language of the closed and full of metaphors. the task of the researcher's text is open closure so as to produce reliable information. interpretation of the sources that have been collected does not provide meaningful information data is live data, while writing (synthesis) is to present in the form of historical works. after conducting an analysis of data will be generated synthesis of the results of the research are realized in the form of writing called historiography. the author explains all the data that has been selected and has been interpreted. results and discussion sd muhammadiyah kauman was established on august 1, 1923 by k.h. ahmad dahlan who is the founder movement muhammadiyah organization. since its inception, sd muhammadiyah kaumanis progressing quite rapidly, so that in the academic year 1979/1980 is awarded the first parent of sd (sd seed) in yogyakarta province. sd muhammadiyah kauman its inception in 1922, formerly known as pawiyatan muhammadiyah schools with special female students were learning. after a few years, increasing his last at the school build in ye lin swe:the history of the development of sd muhammadiyah... 10 muhammadiyah university complex right behind masjid kauman gedhe. the curriculum at sd muhammadiyah kauman, is a combination of curriculum kemuhammadiyahan with the curriculum of public schools, so that there are subjects added of curriculum kemuhammadiyahan, such as monotheism, dates, letters hijaiyah, science hadith and musthalahul hadith, earth sciences, numeracy and especially religious subjects. the curriculum used in sd muhammadiyah kauman, referring to the basic education curriculum muhammadiyah which has been designed in such a way so as not to burden the child. schools also provide material called transformable knowledge and life skills, the ability to gather information, process and analyze information, make decisions, work together and communicate with others. all of these subjects are integrally applied so that the lesson does not run separately but are complementary. table 1 time allocation of class hour no general time allocation (hour) subjects class i-ii class iii-iv class v-vi 1 religious 4 4 5 2 koran morning 20 menit 20 menit 20 menit 3 ppkn 2 2 2 4 indoensia language 6 6 6 5 inggris language 2 2 2 6 mathematik 6 6 6 7 ipa 3 4 4 8 ips 2 3 3 total hours lessons general 25 jam 20 mnt 27 jam 20 mnt 28 jam 20 mnt no general time allocation (hour) subjects class i-ii subje cts 9 jawa language 2 2 2 10 dance 11 exercise 2 3 3 12 kemuhammadiya han 2 1 13 tik 2 2 14 sbk 2 2 2 15 batik 1 1 2 total hour lessons general 9 jam 11 jam 11 jam total 34 hour 20 mnt 38 hour 20 mnt 39 hour 20 mnt the curriculum structure which is owned by sd muhammadiyah kauman now subjects were divided into two general subjects and subjects of local content. general subjects contain general subjects set by the government such as mathematics, indonesia language, english language, science, social studies and others, while the local content subjects contains lessons in accordance with the policy defined by the school, such as learning java language, sports, kemuhammadiyahan, ict (information communication technology), dance, and others. for all subjects both general and local content, sd muhammadiyah allocate time for grade i and ii for 34 hours 20 minutes, for class iii and iv for 38 hours and 20 minutes, and for the class v and vi for 39 hours and 20 minutes. for students of class vi can be added with additional hours for school exams / national exam. after the collaboration with sdmuhammadiyah sapen, it makes good progress in administration of school, an increase of the number of students, and infrastructure of the school, intresting people of kauman which gets better than before. sd muhammadiyah kauman socialization programs and goals, as well as the vision and mission of the school through regular recitation event on sunday morning once a month so that parents want to send their children at sd muhammadiyah kauman. ijss.vol.12, no.2, september 2016 11 based on the source obtained through the school's profile increasing number of learners. only informed of developments through the number of students was obtained limited in 2004 to 2015 (table 2 & 3). the difficulty of this data caused by the absence of clear documentation since the beginning of the school was founded. this is due to the lack of adequate documentation media to record the table: table 2 number of students academic year of 2004/20052009/2010 kel as 2004/2 005 2005/200 6 2006/20 07 2007/200 8 2009/2 010 ro m be l jml ro m bel jml ro m bel jml ro m bel jml ro m bel jm l i 3 12 0 3 95 3 11 8 3 88 3 91 ii 3 98 3 117 3 95 3 116 3 88 iii 3 10 0 3 96 3 11 6 3 100 3 84 iv 3 10 3 3 98 3 90 3 112 3 10 9 v 2 61 3 97 3 93 3 97 3 99 vi 1 24 2 60 3 62 3 84 3 10 7 jml 15 50 6 17 563 18 60 4 18 59 7 18 57 7 tabel 3 number of students academic year of2013/20142015/2016 kela s 2004/2005 2006/2007 2009/20 10 r o m b el l p j m l ro m bel l p jm l ro mb el l p jml i 3 4 5 48 93 3 44 47 91 3 44 47 91 ii 3 4 8 53 10 1 3 45 47 92 3 45 47 92 iii 3 4 9 37 86 3 47 55 10 2 3 47 55 102 iv 3 4 8 37 85 3 48 36 84 3 48 36 84 v 3 4 9 45 94 3 49 37 86 3 49 37 86 vi 3 3 2 49 81 3 48 45 94 3 48 45 94 jml 18 27 1 26 9 54 0 18 28 1 26 7 54 9 18 28 1 26 7 54 9 the resource was taken from the profil school in quantitative, the number of elementary school students muhammadiyah kauman yogyakarta, increasingly, the most obvious example is in the year 2004-2010 (table 2) the number of students increased by as much as 506 577 students for 5 years, while for the year 2013-2016 (table 3 ) the number of students (male / female) as much as 540-increasing number of students (male / female) 549 for 3 years. if you see the reason for increased number of students, it can be understood that the strategy of excellent schools in order to attract students and parents to send their children to primary school kauman muhammadiyah. how to attract students and parents, among others done by socialization programs and goals, as well as the vision and mission of the school through regular recitation event on sunday morning once a month, inviting public figures around the school. moreover, the existence of some achievement previous achievements, is also a strategic way to school promotional event in the interest of parents. school fees are relatively affordable, it also would be a separate consideration in the minds of parents in educating their children. realizing a personal nature and muslim children, noble, also is the main attraction in this regard. qualitative development is also evident from sd muhammadiyah kauman student achievement is quite encouraging.examples of sd muhammadiyah kauman in every year also held the division trophy winners, namely futsal (2009) the level of the city, mathematical olympiad (2010) that the level of yogyakarta and central java, mtq or race to read al-quarn with songs (2010) were the provincial level, painting the tiers province, adhan race (2012) that the provinces and the athan race (2013) the level of the city. the results also continued to increase student learning, as well as the title of accredited schools "a" has been obtained by sd muhammadiyah kauman in yogyakarta. ye lin swe:the history of the development of sd muhammadiyah... 12 the learning model in sd muhammadiyah kauman, cultivated always evolve according to the needs of learners and the progress of science and technology, although sometimes still limited to facilities and pre facilities are not adequate. lesson material, in addition to classical lectures, teachers usually carrying an object or image in the subject matter or theme that is being discussed. this is in accordance with the teaching methods described by wegerif with learning models using objects and images as well as the following quote: … picture books for young children are often particularly powerful sources for creative thinking. the participants are then asked to think of what is strange, interesting or unusual about the stimulus and share their thoughts coming up with some questions. these questions are written on a board, discussed together and the starting question is chosen…. . (wegerif, 2010) the above quote means the picture in book for young children is a very powerful source for creative thinking. the participants were asked to think about what an odd, interesting or unusual about the stimulus and share their thoughts with a few questions. these questions written on the board, discussed together and started to have questions. image 1. donate trees by sd muhammadiyah kauman students can be invited by the teacher to learn outside the classroom. moving class activity is typically done when certain lessons that allow it. this is done to improve the child's desire to learn and to teach children to be able to maintain the natural, because in islam, teaches about caring for and preserving nature. in lesson al islam, or islamic education, teachers often invite students to masjid gedhe, so that students can immediately practice prayer, ablution, manners when in the mosque, as well as other matters relating to the place of prayer (mosque). sd kauman muhammadiyah was quite lucky because of its location directly adjacent to the gedhe kauman in mosque compound, which is a mosque belonging to keraton yogyakarta sultanate. image 2. sports before the students study learning through playalso was applied in sd muhammadiyah kauman. learning while playing is intended to aspire to the emotions of students through an activity planned by the teacher, and then invited to work on the subject matter at the time. recognize objects and objects in a concrete way by learning outside the classroom, providing sufficient space and encourage the development of reasoning power and creativity of children. ijss.vol.12, no.2, september 2016 13 the most obvious example is the teacher carrying an object or picture book to create questions relating to the matter will be discussed. the learning model was created aims to improve the students to think critically. students are asked by the teacher to think about what is strange in an object or picture books. students’s opinion was written on the board with questions, then discussed together with the teacher. students are given the opportunity to discover new ideas and ideas that develop academic skills, reading a book in the library. creative worksheet (ehs) made varied and creative by using a lot of paper. the results of student work on display walls show off class for 2-3 weeks. it aims to provide a positive motivation to the students, so expect a reasonable tone positive competition, in order to build the character of students, and increase student interest, which can have an impact on the achievement of learning outcomes. uniformity and limitation literature should be avoided so that students obtain study materials from any source throughout relevant as a library of books, magazines, journals, vcd, tv broadcast, practitioners, and the internet. assessment of learning in sd muhammadiyah kauman, done in 2 ways, the first way is quantitative and the second way is qualitative. in the evaluation of the conventional model is no longer valid. assessment is not just quantitative (numbers in the report cards) but also qualitatively in terms of narrative. the sides were evaluated not only academic competence, but also social skills, personality and leadership, as well as the character and behavior of students during school. image 3. activity of students in every year the parade month of ramadan taarof songsong is held at sd muhammadiyah kauman. before the month of ramadan, it is held in every year as a recurring event followed by all students of sd muhammadiyah kauman yogyakarta from class i to class iv by wearing unique clothes and carrying a poster with the inscription that invites each viewer to welcome the holy month of ramadan with a heart that iklas and sincere. image 4 performance of the school as the picture above school performance every year the division held the trophy for the achievement became champion with the highest rank for classes i, ii and iii. it is a tribute and a trigger as well as encouragement for others to be more enthusiastic about learning. an achievement back is carved by sd muhammadiyah kauman yogyakarta. sd muhammadiyah kauman become champion again and again. sd muhammadiyah kauman always familiarize with all teachers, employees and all his students to keep discipline in all respects for example in terms of school ye lin swe:the history of the development of sd muhammadiyah... 14 attendance. sd muhammadiyah kauman, requires that all teachers and employees to arrive at 06.30 pm every day likewise with the students. for teachers who are responsible picket, should arrive early at 06.15 pm, and will welcome to the arrival of children in outside of the school gates. later the children will shake hands with the teacher on duty, so there will be an impression of harmony between teachers and students as parents in the school. in subsequent development, sd muhammadiyah kauman continue to improve itself, as the development and needs of the times. the demands of competition in education, seemed to be the main problem in it. the need for educators, as well as other supporting facilities, is absolutely necessary. therefore, sd muhammadiyah kauman began developing joints principal of a school, among other things, develop a vision and mission of the school. sd kauman muhammadiyah yogyakarta, has eight missions, all of which aim to develop the islamic culture, discipline and educational advancement. the mission of sd muhammadiyah kauman that is, (1) to create a conducive learning climate, (2) to create a culture of discipline, (3) to create an awareness of learning and worship both at home and at school, (4) to create awareness creation, achievement and competition, (5) to create awareness exemplary berakhlaqul karimah, (6) to make the superior school of interest by the public, (7) to improve the role and participation of the community, and (8) to improve management information systems. the purpose of sd muhammadiyah kauman is; (1) in order to achieve the average value uasbn and report the average value of more than 7.5, (2) in order to create a school environment that is clean, safe, comfortable and islami, (3) in order to reach as low as the first winner the municipal level in each race and the olympics, (4) availability of learning facilities were adequate, especially those based on ict that always follow the latest developments, (5) increased knowledge, attitudes and skills of human resources in the using ict as an effort to improve the learning system, (6) in order to buy the needs of computer, laptop, lcd, and tv according to the number of students and teachers, (7) so that teachers and students to use the computer as a medium of teaching and learning, (8) so that teachers and students improve ketaqwaan, (9) in order to become school standards international, (10) in order to become a superior school public interest. to support the vision and mission, sd muhammadiyah kauman always familiarize all teachers, employees and all his studentsto keep discipline in all respects. for example in terms of school attendance. sd kauman muhammadiyahrequires that all teachers and employees to arrive at 06.30 pm every day likewise with the students. for teachers who are responsible picket, should arrive early at 06.15 pm, and will welcome to the arrival of children in outside of the school gates. later the children will shake hands with the teacher on duty, so there will be an impression of harmony between teachers and students as parents in the school. in order to create a conducive learning climate, sd muhammadiyah kauman yogyakarta trying to start each activity by praying together, led by the classroom teacher. by praying is expected that all activities to be conducted during the school day, it would be worth worship. habituation akhlakul kharimah according to the teachings ijss.vol.12, no.2, september 2016 15 of islam, being the subject matter herein. dhuha prayer activities, is also one of habituation in sd muhammadiyah kauman. usually, duha prayer activity is carried out in the foyer gedhe masjid kauman yogyakarta. these activities led by religion teachers. in a classroom environment, circumstances conducive endeavored to encourage children to actively participate in learning activities, so it does not seem centered on the teacher. thus, it will create an atmosphere conducive teaching and learning activities in each class. awareness of worship and learning, students always was reminded in every learning activity. all students and teachers, always praying in congregation duhur after finishing school activity (kbm), which is usually performed in gedhe mosque kauman yogyakarta, which is located quite close to the school. in each morning, before the start of learning activities, teachers get children to tadaru whichread the scripturesof the qur'an, or read the prayer readings, in order to further increase the child's fluency in reading the koran and prayer readings. activity memorize short letters from the qur'an are also conducted before the lesson begins. at sd kauman muhammadiyah in yogyakarta, there is also a special time for learning iqra ', which is learned to read the qur'an, with raised by teachers from outside. lesson iqra is only reserved for class i and ii. hopefully, all the students of class iii and above, has been able to read the qur'an properly. every student who learns iqra ', given the observation cards, so parents or guardians of students can easily see their learning progress, particularly in terms of learning the koran and read the qur'an. schools also always provide the opportunity for students and teachers who are able and competent to participate in various competitions and competitions held outside of school. various achievements race ever achieved by sd muhammadiyah kauman’s students in the fields of religion, which was held at the unit and so on. sd muhammadiyah kauman has several indicators to assess the good teachers in school discipline. a good teacher should be able to change the mindset, has disciplinary thoroughly, know and perform basic tasks, consciousness in performing the task. the goal is that all teachers at the school can master the material as well as how to teach properly in accordance with the spirit of muhammadiyah. image. 5 class room of sd muhammadiyah kauman at this time the facilities of sd muhammadiyah kauman quite complete. in each class already installed projector, white board, boxes of medicine, a fan, a table of two seats for two children, class data boards, cabinets school books in all classes. with the existence of such facilities, is expected to help students learn well. the successful development of the organization's efforts seemed muhammadiyah was established by kh.ahmad dahlan and his wife. in ancient times its facilities doesn’t have any at all, so that students are not comfortable learning in the classroom. ye lin swe:the history of the development of sd muhammadiyah... 16 after discussing the descriptions in this thesis, some research results obtained in the background of the establishment at sd muhammadiyah kauman is: first results, muhammadiyah school is an instrument to realize islam as a religion that development. the second result is the muhammadiyah schools have a design to produce human beings who mastered the control of religious as well as general science. the third outcome is after sd muhammadiyah kuamanwas already collaboratedwith sd muhammadiyah sapen, school administration, the number of students and the building of the school is progressing. the results of the fourth, sd kauman muhammadiyah has made progress on the technology, general knowledge and religion in the school. in terms of development of sd muhammadiyah kauman that the first is quantitative development of students. second, schools of muhammadiyah aimed at forming a router generation capable of bringing a race advances, such as the purpose of the islamic movement muhammadiyah. in goal muhammadiyah, sd muhammadiyah kauman developments that quantitative student, qualitative students and the school curriculum has been designed in such a way so as not to burden the child. in general research, learning model was applied at sd muhammadiyah kauman. the first is learning model cultivated always evolve according to the needs of learners and the progress of science and technology. second, use the learning methods to objects or images relating to the material or theme to create questions so that students can think creatively. thirdly, awareness worship and learning are always reminded of every learning and models of learning through play. conclusions and suggestion based on the research findings in a thesis entitled historical development of sd muhammadiyahkauman at yogyakarta in 1980-2015 was concluded by 3 parts namely the establishment of sd muhammadiyah kauman, development of sd muhammadiyah in 1980 to 2015 and learning models was applied in sd muhammadiyah kauman. sd muhammadiyah kaumanwas established by k.h. ahmad dahlan on august 1, 1923 and k.h. ahmad dahlan is the founder movement muhammadiyah organization. since its inception, sd muhammadiyah kauman progressing quite rapidly, so that in the academic year 1979/1980 awarded the first parent sd (sd seed) in yogyakarta province. initial establishment in kauman, in 1922, the school pawiyatan muhammadiyah was known by special female students were learning. after some year, increasing his last at the school arose in muhammadiyah school complex which located in behind of masjid gedhe kauman. the curriculum sd muhammadiyah kauman is the combination of curriculum kemuhammadiyahan with the curriculum of public schools, so that subjects are added curriculum kemuhammadiyahan, such as tauhid, tarikh, letters hijaiyah, science hadith and musthalahul hadith, earth sciences, numeracy and especially religious subjects. after the collaboration with sd muhammadiyah sapen,it makes good progress in administration of school, an increase of the number of students, infrastructure of the school and interest of the community kauman which gets better than before. sd muhammadiyah kauman socialization programs and goals, as well as ijss.vol.12, no.2, september 2016 17 the vision and mission of the school through regular pengajian rutinon sunday morning once a month so that parents can send their children at sd muhammadiyah kauman. quantitatively, the number of students sd muhammadiyah kauman yogyakarta, increasingly, the most obvious example is in the year 2004-2010 the number of students increased by as much as 506 increases the number of students 577 during five years. moreover in 2013-2016 the number of students (male / female) as many as 540 increases the number of students (male / female) 549 for 3 years. qualitative development also be seen from sd muhammadiyah kauman student achievement quite proud. examples, sd muhammadiyah kauman also held the division trophy winners in every year, namely futsal (2009) the level of the city, mathematical olympiad (2010) that the level of yogyakarta and central java, mtq or competition to read al-quarn with songs (2010) were the provincial level, painting the levels of province, adzan competition (2012) that the provinces and the adzan race (2013) the level of the city. the results also continued to increase student learning, as well as the title of accredited schools "a" has been obtained by the sd muhammadiyah kauman yogyakarta in 2011. sd muhammadiyah kauman develops contextual learning model with example, observation of the object, and discussion. students are invited to learn in outside of the classroom or moving class that students get advantage of that enhancement children's desire in learning and to care of nature. teachers bring an object or picture book to create questions relating to the matter will be discussed. the learning model was created aims to improve the students in thinking critically. students are asked by the teacher to think about what is strange in an object or picture books. students’s opinion was written on the board with questions, then discussed together. students are given the opportunity to discover new ideas and ideas that develop academic skills, reading a book in the library. many papers can be used by students to make creative worksheets (lkk) is varied and creative. the results of student work on the walls show off class for 2-3 weeks in order to student motivation, character building of students and student interest. in addition to general knowledge, students are encouraged by teachers to gedhe mosque in order to follow the activities of the islamic religion, namely prayer, ablution. it is expected that the next generation will be born strong in religious and general science. suggestions found in this research namely the history of sd muhammadiyah kauman years 1980-2015 are (1) the teacher should avoid procrastinate, many reasons and quickly satisfied, while difficult to accept new things (2) the role of teachers should be full of initiative, creative and instrumental teaching (instructional), educators (educational) and leader (managerial). (3) the school must protect the documentation of the school and a decree in the future, (4) sd muhamamdiyah kauman to focus more on cooperation with other schools and communities (5) sd muhammadiyah kauman have to focus on the progress of the quality of students than increasing the number of students and (6) sd muhammadiyah kauman’s students must be fullfield ability of using computer as a medium of teaching and learning as the school's objectives. ye lin swe:the history of the development of sd muhammadiyah... 18 references ali, mohamad. (2010).reinvensi pendidikan muhammadiyah. jakarta selatan: alwasat publishing house. aman. (2011). model evaluasi pembelajaan sejarah. yogyakarta: ombak. darban, ahmad adaby. (2000). sejarah kauman: menguak identitas kampung muhammadiyah, tarawang. yogyakarta: giwangan. gottschalk. (1986). mengerti sejarah. jakarta: universitas indonesia(ui-press). hariyati, nunuk .(2014). pengembangan sekolah berbasis multikultural, jurnal pendidikan humaniora, vol. 2 no. 4 kumalasari, dyah .(2015). pendidikan karakter berbasis agama, tersedia pada http://staff.uny.ac.id/sites/default/fil es/pendidikan/dr.%20dyah%20ku malasari,%20m.pd./pendidikan%2 0karakter%20berbasis%20aga ma.pdf, diakses pada 7 juni 2015 kuntowijoyo. (1995). pengantar ilmu sejarah, yogyakarta: bentang (pt bentang pustaka). mu’arif. (2012). modernisasi pendidikan islam: sejarah dan perkembangan kweekschool moehammadijah 19231932, yogyakarta: suara muhammadiyah. musthafa & darban. (2005). muhammadiyah sebagai gerakan islam. yogyakarta: pustaka sm. pranoto. (2010). teori & metodologi sejarah, graha ilmu, candi gebang permai blok r/6, yogyakarta. purwadi. (2003). peranan sejarah biografi tokoh pendiri muhammadiyah dalam pembentukan penghayatan nilainilai ketokohan pada pelajar sekolah menengah umum muhammadiyah 03 kecamatan masaran kabupaten sragen, tesis. yogyakarta: uns. siswadi. (2007). reformasi sistem pendidikan islam di indonesia, jurnal pemikiran alternatif pendidikan, vol. 12, no. 3 sjamsuddin, helius. (2007). metodologi sejarah, yogyakarta: perpustakaan nasional: katalog dalam terbitan(kdt) suharto. (2014). gagasan pendidikan muhammadiyah dan nu sebagai potret pendidikan islam moderat di indonesia, islamica: jurnal studi keislaman volume 9, nomor 1 sulasman. (2003). metodologi penelitian sejarah, bandung: cv pustaka setia wegerif, rupert. (2010). mind expanding: teaching for thinking and creativity in primary education, england: open university press. 157 forced labor practices of indonesian migrant fishing vessels crew on taiwanflagged ships? a need for cognitive framework transformation fitri soulina department of sociology, faculty of social and political sciences, university of indonesia, indonesia email: fitrisoulina@ui.ac.id nadia yovani department of sociology, faculty of social and political sciences, universitas indonesia email: nadia@ui.ac.id abstract the foreign labor market delivers indonesian workers with low qualifications for work in the informal fisheries sector as a fishing vessel crew (akp). on the one hand, the use of indonesian workers assists in increasing the absorption of domestic labor. still, in real conditions, the workers are confronted with violations practices of labor rights. more than that, in the homestead, migrants’ fishing vessel crew experience the repudiation of labor rights and human rights. based on previous studies mapping, the phenomenon ‘labor exploitation’ is associated with functional dimensions of policy and regulation and its relation to rational action in the economic context. those case studies of taiwanese flagship’s fishing vessel crew have not yet caught on to the complexity of continuous practice in indonesian migrants from recruiting procedures to entirely adhering to the causes of migrants’ precariousness. using institutional analysis, the findings show the dynamics between institutions and actors in journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 16. no. 2 (2020), pp.157-182, doi: 10.21831/jss.v16i2.32260. 157-182 158 journal of social studies (jss), volume 16, number 2, 2020: 157-182 the labor market, ignoring important micro aspects to transpose to eliminate occupational practices. neglect of the social-economic context’s cognitive element builds a considerable gap between existing beleid and the resulting transformation. keywords: fishing vessel crew, forced labour, institutional framework, migrant worker introduction the foreign labor market is an alternative for indonesian workers who are faced with the reality of the limited absorption of labor in the country. bps data (2019) shows that the indonesian workforce is dominated by a large proportion of the population with primary and junior high school education. productive age population with the latest education completed at the elementary school level is 23.6% and junior high school is 22.8%. this condition places indonesian migrant workers as fulfilling the needs of workers in the business sector “agriculture, animal husbandry, forestry, hunting and fisheries” (ppkpp)1. the urgency of indonesian migrant workers for the informal sector is relatively high for countries in asia, including: malaysia, taiwan, hong kong, singapore, saudi arabia and south korea. table 1: number of indonesian migrants fvc in taiwan in 2014-2019 2014 2015 2016 2017 2018 2019 number of migrants fvc on taiwan ships 8.765a 7.748a 6.989a 6.860b 8.499a 9.081a 9.351a 12.991c number of lg1 migrants fvc 12.748d 13.598d source: a ministry of labor r.o.c specific in the fisheries sector b diolah dari workforce development agency, mol 2016 specific in the fisheries sector c dpn sbmi, 2019 specific in the fisheries sector d council of agriculture r.o.c 1 data refers to the indonesian business field group (klui) for all countries where migrant workers are placed. the ppkpp sector ranks third after the ‘community services’ business sector and the ‘manufacturing industry’ business sector (ppid bnp2tki, 2020) 159 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) in line with the indonesian migrant workers’ labor statistics that are experiencing changing trends2, the real conditions in the field show that the reputation of taiwan’s fisheries sector has recently been damaged due to distant water fishing vessels. taiwan is associated with illegal, unreported and unregulated (iuu) fishing activities. based on data from the global initiative against transnational organized crime in 2019, taiwan’s iuu index is 3.34 (out of 5) which makes taiwan the second highest iuu country in the world where as many as 20,000 migrant workers, mostly from indonesia and the philippines (greenpeace, 2020) . migrant fvcs on taiwan-flagged ships are in a vulnerable position to experience various forms of violations of labor rights and human rights. the argument for the violation is based on the term “forced labor” used by the international labor organization (ilo) after the ratification of forced labor convention no. 29 in 1930. there are eleven actions that are used as indicators in terms of forced labor. other countries which are the main suppliers of migrant workers are cambodia with the most placement in thailand and the republic of korea3. generally, workers become migrants in fisheries, agriculture, manufacturing and service sectors4. only a small proportion of workers go through administrative processes in recruitment procedures, with 53 percent of migrant workers dependent on brokers (ilo and iom, 2017). there are similarities in the problems faced by cambodian migrants with indonesian migrant fvc, namely the recruitment process through brokers in villages. brokers are considered by the community as the key party who will provide information about the jobs available in the port area to the process of placing workers on thai ships. 2 data from the national agency for the placement and protection of indonesian migrant workers (bnp2tki) shows that the number of indonesian workers is currently experiencing a changing trend. in 2018 as many as 90,671 pmi people were stationed in malaysia, the number decreased in 2019 to 79,663 people. this decrease is in line with the increase in the number of pmis for taiwan placement, which in 2018 amounted to 72,373 to 79,574 pmis in 2019. specifically in the fisheries sector, indonesian migrant workers rank first as workers on foreign ships who are the top three tuna traders at the global level, namely vessels with flags taiwan. 3 started in 2010 4 of the 8.8 million workers in cambodia, the number of migrant workers who are bound by the mou is 311,290; migrant workers completing nationality verification amounted to 64,273; migrant workers register under one roof of 304,660 department of employment, ministry of labor, thailand (august, 2019) 160 journal of social studies (jss), volume 16, number 2, 2020: 157-182 demographically, cambodian migrant workers are dominated by young and low skilled emigrants who have completed their education at the primary school level by 53% (mop, 2012). in 2014, policies on labor migration centered on three strategic targets, namely strengthening the role of the ministry of labor and vocational training (molvt)5; the process of reviewing the operational structure of the national committee as a form of resistance to the practice of human trafficking; and strengthening immigration law enforcement. on the one hand, the presence of migrant workers from neighboring countries is a threat to thailand’s stability and security (chalamwong, 2004: 359,361). the registration policy for undocumented migrant workers is an effort taken by thailand in a formalized system of all procedures that workers go through from the start of recruitment to returning to their home country (derks, 2010). exploitative conditions in the fisheries global value chain (gvc) are not only experienced by migrant fvcs on taiwan-flagged vessels, but also among workers on ships with south korean flags sailing in new zealand waters. however, in contrast to the structural measures taken by the taiwanese government, new zealand, through its ministry of manpower, made regulations that could cover this problem. since 2012, the new zealand government has established a ministerial inquiry, where every ship with a foreign flag in new zaeland waters must be reflagged as a new zealand flag ship. in 2016 the ship operated under new zealand employment law. in addition, migrant fishing vessel crews are also assigned to three different contracts on behalf of indonesia, new zealand and south korea. literature review broadly speaking, various studies conducted on the topic of violence against migrant fvcs refer to three different focuses, namely: (1) problems that arise due to the limitations of existing laws and regulations; (2) problems that were initiated by the existence of socio-economic disparities in society, and (3) actions that were born as a consequence of the strength of the global value chain. these three conditions are manned by two different dominant actors, namely the government and the economic actor / private sector of the international labor market. in the first factor, the problem develops when the regulations that become the reference for the protection of migrant workers 5 molvt is the main organization in handling migration https://www.oecd-ilibrary.org/ 161 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) and / or in particular migrant fvcs fail to explain the clear division of legal jurisdictions between ministries, agencies and other government agencies at the provincial level. the second factor brings the situation to. in the third factor, the problem is rooted in the demand for fish which causes high demand for low-cost labor. this is based on the desire to meet the export needs of labor-user countries. a. forced labor in a sociological perspective forced labor is a term used by the international labor organization (ilo) to define ideal labor practices and abusive labor practices. the goal is to intervene strategically on workers. in academic studies, defining forced labor is a term that cannot be separated perfectly from other concepts such as modern slavery, servitude, and smuggling (patterson, 2018). labor crimes by coretta phillips (2019) place workers in general in an economic framework in a precarious position or have no knowledge of workers’ legal standards (anderson and rogaly, 2005). the practice of forced labor is culturally rooted and its contextual forms vary including: debt bondage, forced labor, violent labor, and the accidental insertion of individuals into a job6. this right is used to complete control over slaves using threats or violence, and the lack of wages than should be paid for an economic gain. at present, modern slave is defined as a condition that depends on law; facilitated by an abundance of potential low-paying slaves; high profit; relationships of a short nature; ease of changing workers; there is often a perception bias regarding the place of work and place of residence at the time of placement (bales, 2004; cf. bravo, 2007). the main idea that was built regarding forced labor emphasized policy and political elements that focused on one institution, namely the workplace. the argument is based on the lack of flexibility in that the time allocated in the workplace contains high human capital costs. a large number of structural processes and organizational practices lead to economic, technological and family actions that are central to management and control over labor (correta philips, 2018). the emphasis on strong cultural and moral schemes is a combination of organizational practice in the workplace. based on this, philips builds broader conceptual ideas and political schemes that allow the formation of structures and cultures that must be changed in order to fade pressures and imbalances in labor practices. 6 bales (2004) uses the term ‘modern slavery’ 162 journal of social studies (jss), volume 16, number 2, 2020: 157-182 b. process of implementing legislation and supervision by the government migrant worker migration schemes in indonesia involve many stakeholders, especially in relation to labor migration policy and implementation, the welfare of migrant workers, law enforcement and offices in various missions of the indonesian government abroad. the division of jurisdictions between government agencies as well as state institutions at the national and provincial levels has an impact on poor coordination between agencies and / or duplication of work (ford, 2005). in handling labor migration, the indonesian government involves various ministerial roles. this involvement is intended for the implementation of labor migration, the welfare of migrant workers, law enforcement and offices in various indonesian government missions abroad as resource centers for various labor migration issues. the division of authority between ministries is based on law no. 39/2004, which contains the mandate for cooperation between government agencies in emergency situations and the relationship between central, regional and local governments. however, this regulation fails to explain the division of jurisdiction between government agencies. this regulation does not provide much division of roles in the government at various levels. this has a major impact on the credibility and transparency of the system, particularly in relation to the training process before the departure of migrant workers; direction and directive and supervision mechanisms; so that it becomes room for abuse of the stages during the migration process (iom, 2010). migration of workers in legal market conditions is exacerbated by weak supervision by the government. finckenauer (2007, pg 68) uses the term “spectrum” of economic activity and / or legal business, where business and legality are fluctuating points in the “spectrum”. these changes depend on new laws and / or regulations (pg 68-69). changes in the legality of economic activities cannot always change the behavior of actors in the scheme, changes that occur can only be in the form of a condition that was initially legal to illegal or vice versa. this ‘spectrum’ supports fisheries business actors, as normal and rational actors with profit-oriented, entering into the context of illegal actions that are driven by the law of supply and demand so that what happens is a crime in the fisheries business (kleemans, 2012, p. 616). this practice in this study is seen as an attempt by actors (entrepreneurs) to develop, maintain, control and expand illegal markets (finckenauer, 2007). 163 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) c. global value chain and economic action continuity of forced labor on migrant fvc fisheries is based on high demand for fish which causes high demand for low-cost labor so that potential customers for goods and services can still be served (lyman and potter, 2007). conditions in the legal market are exacerbated by the weakness of government oversight. the practice of violence and extortion in this study is seen as an attempt by actors (entrepreneurs) to develop, maintain, control and expand illegal markets (finckenauer, 2007). fisheries crime perpetrators are considered normal and rational actors with a profit orientation and enter the context of illegal acts driven by the law of supply and demand (kleemans, 2012, p. 616). globalization, market privatization, and economic growth increase inequality within and between countries and at the same time massively increase communication channels between individuals. in the end, the process enables various individuals to obtain information on job opportunities and increases the desire to migrate. globalization with all the conveniences of transportation and communication facilitates the performance of human trafficking, especially international criminal organizations. he calls this situation “globalization, migration and trafficking of the nexus” (doomernik, 2006). studies with an econometric approach7 on the anomalous analysis of the placement of migrant workers on taiwan-flagged ships yielded positive findings. the placement of migrant fvcs is based on internal / domestic factors and external factors as well as consideration of rational choices that are considered to be beneficial to the state and society. the author views that the government of indonesia prioritizes placing fvc for migrants on taiwanese ships based on common interests and on the basis of the principle of sustainability in political, economic and social aspects. considering that until now indonesia and taiwan do not have diplomatic relations, the policy of placing indonesia’s fvc in taiwan is expected to improve non-diplomatic economic and political relations due to the ‘one china policy’ system adopted by indonesia. the socioeconomic impact that has been felt is the reduction in the unemployment rate in indonesia. the long-term impact is the growth of the level of welfare, defense and security. it is assumed that one migrant worker can meet the economic needs of three family members in indonesia. the implementation of a moratorium that was carried out by the indonesian government for taiwanese ships will have 7 viewing humans as homo economicus where economic factors are the main factor in everyday life. 164 journal of social studies (jss), volume 16, number 2, 2020: 157-182 an impact on the welfare of domestic workers. the prevailing assumption is that one migrant worker supports 3 other people in the family, so that four people will experience welfare problems if the head of the family does not work. on the other hand, at the national level the moratorium will reduce the absorption of domestic labor. if the economic aspects of a country are disturbed, other aspects will also experience problems, including those related to social resilience and stability of the country. in the end, the policy of placing akps on taiwanflagged ships was still carried out in the framework of fulfilling public welfare and fostering good non-diplomatic relations with taiwan (damarsidi, 2017). d. conceptual framework: ‘market field’ the use of institutional analysis in this research aims to amplify the understanding of the causes for the continuity of forced labor practices in indonesian migrant workers which are seen not only as organized illegal acts carried out by economic organizations, but the involvement of other formal social structures in forced labor. the application of institutional analysis is an adaptation of beckert’s (2010) idea of “dynamics in the market” as a sociological approach to economic action which is the result of the dynamics of three types of social structures simultaneously. the three social structures, namely: network structures, institutions, and cognitive frameworks, act as social forces that have relevance to economic outcomes. he admitted that social power is contradictory and exists in one ‘social arena’ (field)8 where the interrelationships of the three establish reciprocal mechanisms so that actors in it can make structural changes. good reproduction of the three social forces in question will be able to eliminate changes in social situations. however, this is not the case if there is a malfunction of one of these social forces. this is based on the heterogeneity of actors in the forced labor scheme which includes actors with economic orientation; actors who play a role in creating social stability; and actors who throughout the practice of forced labor have only become objects of the actions of other actors and only occupy powerless positions in market fields. 8 the concept of the field used by beckert refers to the concept developed by fligstein (2001). field is understood as a ‘local social order’ or ‘social arena’ where actors collect and frame their actions vis-a-vis other actors 165 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) figure 1: conceptual framework: ‘market field’ source: processed by researchers methods this study uses a qualitative approach with the type of case study research that seeks to reveal specific things contained in individuals, groups, communities or organizations in everyday life in a comprehensive, detailed, deep and scientifically accountable manner (miles and huberman, 1994). . researchers explore phenomena that are limited by aspects of time (time series) and activities (processes, programs, events, institutions, or social communities) and collect detailed data obtained through various data collection methods (cresswell, 2002). this process is carried out to make a comprehensive description of the 166 journal of social studies (jss), volume 16, number 2, 2020: 157-182 forced labor practice of migrant fvc as workers and to analyze the institutional framework in labor activities that perpetuates the forced labor practice of the migrant fvc in a comprehensive manner. data collection techniques in this study were carried out through indepth interviews in order to obtain an overview of the domestic institutional framework; dynamics of social interaction between stakeholder actors in labor practices involving economic actors (private), government and non-government organizations who are stakeholders in the effort to handle forced labor practices of indonesian migrant workers association; also confirm the data that has been collected; get information. as a complement to the data in the study, the researchers conducted a documentary study to collect data on the description of forced labor practices experienced by the migrant fvc, the changes in the number of migrant workers on taiwan-flagged ships from year to year. the institutional analysis method in this research is used as a method of identifying the development of the institutional framework. the steps taken are (1) evaluation of the results of the diagnoses that have been carried out; (2) make a trend analysis to trace historical developments; (3) carry out development tracking in institutions; (4) conducting institutional evaluations that have implications for ongoing performance; (5) assessing the adequacy and suitability of the existing institutions; and (6) identify possible institutional changes. in addition, descriptive-qualitative data analysis was carried out in order to obtain a description of the forced labor practices experienced by the migrant fvc. meanwhile, the validation in this study was obtained through the intersubject node which was then confirmed by a triangulation mechanism. results and discussion ‘market field, elements in the migrant fisheries migrant fvc recruitment and placement scheme a. elemen institusi dalam skema rekrutmen dan penempatan during the approximately two decades of indonesia’s journey to resolve the upstream to downstream problems of migrant workers, there are five laws and regulations that can be used as the center of observation. 167 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) table 2: institutional relevance with the aspect of protection of migrant fvc laws and regulations relevance with the aspects of migrant migrant fvc protection in the recruitment and placement scheme government regulation number 7 of 2000 concerning maritime affairs regulates the sea work agreement (swa). the placement of migrant workers can be carried out directly by a seafaring worker placement service company that has met the operational standards / requirements of having a seafarer employment placement business license. in this case, if the worker does not have a street vendor, then the worker will not get interference from the government if one day he experiences a dispute related to these points in the street vendor. the role of the ministry of manpower in this pp is to set the lowest minimum wage for migrant fvcs. in this pp, the aspect of protection for migrant workers from the recruitment to placement phase is very low. regulations generally only accommodate administrative interests. law 39 of 2004 concerning the placement and protection of indonesian workers abroad provide a large portion for private companies (pptkis) to carry out recruitment and placement procedures, not directly by government agencies. although the pptkis in its operational procedures need to get permission from the ministry of manpower. the protection function for migrant workers for individual users is borne by the private tki placement implementer (pptkis). there are only eight articles that regulate the protection of workers, 109 other articles in the act mostly only regulate the substance of the placement of workers by non-government agencies, namely private ship manning agencies. 168 journal of social studies (jss), volume 16, number 2, 2020: 157-182 laws and regulations relevance with the aspects of migrant migrant fvc protection in the recruitment and placement scheme law number 17 of 2008 concerning shipping provisions regarding employment in shipping activities and procedures for placement are tasks assigned to the ministry of manpower. a work permit for a migrant fvc is a letter issued by the ministry of manpower together with the ministry of transportation this law regulates aspects of protection for migrant fvc , including wages, working hours, guarantees and protection for both departure and return of migrants fvc , compensation in the event of a ship accident that causes the ship to not operate, facilitating accommodation and providing work accident insurance. however, matters that cover the welfare aspects of workers are only contained in the sea work agreement (swa) which is known to the workers and the employing company only. there is no written agreement with the government (such as port authorities and / or harbormaster). this position is not favorable for migrants fvc , with regard to the legal framework that covers their rights as workers, but the legal consequences must be borne in the event of a violation of the agreed swa. minister of transportation regulation no. 84/2013 concerning recruitment and placement of migrant fvcs basically, it does not regulate migrants fvc who work on foreign flagged vessels. only the procedure for obtaining a ship manning agency company license. the work agreement between the ship manning agency and the prospective workers listed as swa is not a formal draft made by the ministry of transportation, but by the employing company. so that the company can modify the agreement for the benefit of the company. the regulatory vacuum is filled by bnp2tki through two regulations of the head of bnp2tki concerning:  procedures for the placement and protection of indonesian fishery seafarers on ships with foreign flags (enacted on 28 january 2013).  regulatory chief bnp2tki number 12 of 2013 concerning procedures for the recruitment, placement and protection of seafarers on foreign flag ships (stipulated on april 10, 2013) the problem that is relevant to the recruitment phase in this case is the ministerial decree states “there is no charge for recruitment of workers other than travel document fees, costs related to the health certification process, and costs for making seafarers’ documents”. the collection of this fee is an offense for the ship manning agency to charge a recruitment fee which later makes migrant migrant fvcs enter into forced labor practices, points to debt bondage (debt bondage). 169 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) laws and regulations relevance with the aspects of migrant migrant fvc protection in the recruitment and placement scheme law number 18 of 2017 concerning the protection of indonesian migrant workers (uu ppmi) starting to shift the general paradigm that develops in the community regarding the placement of migrant fvc fisheries migrants who are very strong oriented to the business aspect with an orientation to increase productivity, and contain elements of neglect of protection aspects. the application of sanctions and fines aimed at the employer and / or other parties on board is stronger than the policies and regulations that have been issued previously. however, the ppmi law does not contain derivative regulations for related ministries and institutions to form a special agency that has special duties and functions for the migrant worker sector. this regulation also does not include any derivative regulations that accommodate the settlement of industrial disputes between migrant fvcs and ship management agencies. source: processed by researchers in this study, the ministry of manpower is the main actor which is constitutionally written in law number 18 of 20179. apart from the ministry of manpower, another actor, namely bnp2tki with the role of regulating permits for sending migrant workers10 . the network structure and power relations in these fields go through the agency process in an effort to reduce or eliminate foreced labor practices due to the movements of each of the existing social forces which are imperfect. even though there has been a change in perspective in the preparation of the statutory framework, the presence of force in the ppmi law issued in 2017 has not succeeded in transforming society. in the report of the indonesian migrant workers union (sbmi, 2020), based on complaints from migrant fisheries migrant fvcs from 2010 to 2020, the number actually increased in 2016 and 2019. hariyanto, chairman of the sbmi said that the average increase was 55.3 percent annually, where in 2016 the number of reported cases was 491 cases and in 2019 as many as 640 cases. with regard to freedom of association, both in the country and in the country of placement, it does not 9 the law is used as a reference for this study in analyzing the role of actors and their implementation within the institutional framework. 10 this institution is the only institution that has the capacity to coordinate and has the authority to protect g to g with foreign countries and can also make direct contact with worker protection offices in overseas. 170 journal of social studies (jss), volume 16, number 2, 2020: 157-182 have a significant impact on the migrant fvc. imam syafi’i, chairman of the indonesian seafarers movement (ppi) adkumham, said that out of 1,154,997 seafarers officially registered11, there are only 8,000 more seafarers who are members of the ppi. . this number includes seafarers in the commercial sector as well as in the domestic and foreign fisheries sector. “... only a few, at least 5 percent, our members are from fisheries crew ...” (syafi’i, 2020). b. cognitive framework in order to understand the ongoing labor migration as migrants fvc on foreign-flagged vessels, it is necessary to understand the socialeconomic landscape of the population in the territory of indonesia which is the international “kantung abk” in indonesia. indonesia’s “kantung abk internasional” are in the tegal, batang and pemalang areas. data from the indonesian migrant workers union shows that every year no less than 2000 migrant fvc from pemalang depart to work on fishing boats in fiji, korea, taiwan, singapore and malaysia. the country with the most migrant workers from indonesia is taiwan, with the number reaching 12,991 worker in 2019, while in the philippines the number is only 6,016 workers on fishing boats (sbmi, 2019). the number of migrant fvcs in this city has increased every year, the dfw field manager stated that during the process of mentoring prospective migrant workers for the past 2 years, the motivation to become a migrant fvc generally emerged after seeing the success of other residents returning to their homeland and building houses. , owning the latest electronic devices, and other things that improve welfare. needs that are economical in nature, experience support obtained through social interaction is facilitated by the flow of information, making the migrant fvc recruitment process easier to carry out where the recruiting company or ship manning agency is easy to get information about the population with the characteristics required and the population as the party who needs work be sure to follow the recruiting flow (am, april 2020). 11 based on the official website data of the directorate general of sea transportation, ministry of transportation as of february 2020 171 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) table 3: placement of indonesian migrant workers by education level 2018 2019 no level of education 2018 2019 1 postgraduate 2 3 2 bachelor 95 130 3 diploma 253 223 4 senior high school 7.532 8.028 5 junior high school 8.146 9.089 6 elementary school 7.403 8.016 total 23.431 25. 489 source: ppid bnp2tki, 2020 working as a migrant fvc is considered to be one of the most desirable jobs for people with the highest level of primary education. the demand for countries in southeast asia is quite high and the requirements put forward by the ship manning agency are easy, the salaries offered are high for this standard of education, moreover workers get help to fulfill the documents needed for the process of traveling abroad. prospective workers generally already know that working as an migrant fvc is a job with a relatively high risk of violence compared to other jobs carried out outside the marine area. “fvc come from the lowest economic class in indonesia. they did not get the opportunity to work with a salary of 450 usd while working in indonesia. even though they experience it (violence), they don’t bother to work and even those who go home sailing when asked if they want to come back again or not, they want to be crew members again. go home if the young ones buy a big motorbike, the iphone is like that .. ”(sr, jakarta, april 8, 2020). the character of the indonesian workforce, which is dominated by workers with low qualifications, makes the principles of flexibility only carried out by certain actors in relation to its character as a profit-oriented organization. this qualification places workers in the informal sector, especially in this study, the third highest number of migrant workers are workers who are placed in dangerous sectors or in dirty, dangerous, difficult (3ds)12 work environments. 12 this working environment condition was mentioned by the coordinating minister for maritime affairs in describing the work environment faced by migrants fvc. 172 journal of social studies (jss), volume 16, number 2, 2020: 157-182 work faced by migrants fvc. the dominance of workers with junior high school education indicates that workers are less likely to be able to transfer from one company to another; switching to other industries or sectors; and or choose the location where you work. this condition shows that indonesian workers are attached to their inability to take advantage of opportunities as entrepreneurs are free to make choices about existing opportunities (tjandraningsih, 2004). the real condition shows that migrant fvcs in the recruitment and placement scheme are in a situation that is covered by various non-procedural / illegal aspects. migrant fvc are placed economically, socially and or culturally in a position full of vulnerability. each of the factors that cause vulnerability will lead workers to forced labor and exploitation practices. although changes in policies and regulations have been carried out by the indonesian government, the practice in the field illustrates different conditions. based on monitoring of the slavery of indonesian migrant workers carried out by the indonesian migrant workers union (sbmi), from 2010 to 2019, the trend of slavery tends to increase. the increase is an average of 55.3 percent each year. the highest increase in complaints occurred in 2016 with 491 cases and 2019 with 640 cases. the total number of complaints documented was 2,456 cases. in the details of cases monitored by sbmi, in general there are 3 groups most vulnerable to experiencing slavery in various forms, these groups include domestic workers (prt) of 60.38 percent (1,483 cases); fisheries ship crew (abk) 10.46 percent (257 cases). during 2015-2020, 11 crew members died on board from 3 ships with foreign flags, namely china, taiwan and vanuatu. the number increased quite high in 2020 to reach 15 people from 11 chinese ships and 2 taiwan ships. this was explained further by hari in the action title which took place in the lobby of the nusantara i building of the dpr-ri jakarta. based on the narrative of hariyanto, the general chairman of sbmi (2020) the number of crew members who died whose handling process was advocated for or received directly from the victim’s family by sbmi only covered less than 1 percent of the real conditions in the field. especially in the national media, the number of data not monitored by sbmi is more than that, reaching 28 cases for ships with chinese and taiwanese flags (ester meryana, 2020). on a taiwanese vessel operating as a coastal fishing vessel, workers only fish on boats near taiwan and / or around japan. in addition, there are ships operating for the distance water fishing fleet to catch fish on high seas; atlantic and pacific oceans. most of the coastal fishing fleets carry out government to government recruitment between the taiwanese government 173 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) and the indonesian government through the bnp2tki agency. however, of the hundreds of ship manning agencies operating in indonesia, up to november 2017, only 72 ship manning agencies had migrant fvc recruitment and placement business permits (siuppak). this number is mostly commercial ship manning agency for the placement of cruise ships and / or cargo where the requirements for the workers are different. workers on cargo ships do not need to have special skills and protection during work such as safety jackets as required for fvc. (tempo institute, 2017). on the other hand, fvcs originating from indonesia are not workers who meet the qualifications to be able to register according to the recruitment requirements of bnp2tki. so that it becomes an inaccurate understanding if you look at forced labor practices only based on official bnp2tki data, while the massive case that occurs is forced labor on illegal fvc. specifically, problems in the network structure of the recruitment scheme and placement of migrant fvcs are weak regulations to suppress the role of the ship manning agency. regulations are not yet comprehensive, robust, integrative and are not accompanied by a monitoring and evaluation strategy. given the ship manning agency is an actor with separate interests from other actors in the network structure. in this case, his party is an agent with a very high economic orientation. the principle of “cost effectiveness” is a big foundation for ship manning agencies in recruiting and placing migrant fvcs on taiwan-flagged ships whose needs are increasing every year. ahmad daryoko, a broker operating in the area around tegal and pemalang, said that to be able to carry out recruitment procedures, brokers / sponsors must first establish communication with local leaders. this is a basic strategy applied to build trust in community leaders in particular, and prospective migrant workers in general. thus the chain of recruitment and placement of the migrant fvc becomes simple “initially i came to the village head, chatted so that there would be no unemployment in his village” (tempo, 2017). migrant fvc candidates are then offered to ship management agencies, where if the bidding process is approved, the broker will get a return of 1.5 to 2 million rupiah from the ship manning agency depending on the experience of the migrant fvc. in the next process, the domestic ship manning agency offers the concerned migrant fvc to ship manning agencies in taiwan. all procedures are carried out without involving the government as an actor in the formal and legal structure of recruitment and placement of migrant fvcs. recruitment and placement schemes such as those carried out by ahmad daryoko and other 174 journal of social studies (jss), volume 16, number 2, 2020: 157-182 brokers operating in the tegal and pemalang areas, of course, thwart various policy and regulatory frameworks that have been established by the indonesian government in order to eliminate the practice of forced labor that has been going on continuously in the migrants fvc from year to year. year. it can be said that the final initiatives taken to address the problem of forced labor are at the national level, generally the reforms carried out by the government to date are still ad hoc and have not developed a coherent and comprehensive strategy in dealing with many central issues regarding migration management in indonesia. particularly protection of the rights of migrant workers and illegal migration. although indonesia has signed the un convention on the protection of the rights of all overseas workers and members of their families concerned, national labor migration laws and policies are still aimed at reducing regional unemployment and tend to focus on facilitating the flow of indonesian labor migrants rather than creating migrant worker protection mechanisms. anderson and rogaly (2005) identified the factors that cause vulnerability to migrant workers, namely: reliance on recruiters for access to information and access to migration; immigration status; and physical and psychological isolation. in his view, vulnerability in the migration process begins when the state has weaknesses in the law combined with weaknesses in law enforcement resources that cause migrant workers to depend on third parties13. this understanding is based on his study of chinese migrant workers in england (as a placement country) who experience differences in labor practices that have been agreed upon in the work contract with practice in the field after their arrival in england. the manifestation of vulnerability in the recruitment phase for him lies in the different actors causing vulnerability. in the country of origin, the cause of vulnerability is labor recruitment agents. even if migration is carried out through legal channels, workers will not be immune to forced labor practices carried out by labor users in third parties. this is related to migrant workers’ understanding of the laws that protect themselves both in the country of origin and in the country of placement. the work contract runs on “work irregularly to over expenses” and outside the ideal salary to cover “expenses”. in the context of indonesian migrant workers, ‘expenditure’ can be interpreted as a recruitment fee that is issued by prospective migrant fvcs during the recruitment process. this fee is allocated for the migrant workers’ 13 rogaly puts the term third parties for employers or labor recruitment agencies and users of labor at the location. placement to migrate 175 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) documents as a condition of being able to go to the country of placement. the causality issue has two propositions in which the recruitment fee is positioned as a condition, and the guarantee fee is the first debt incurred by the prospective migrant worker. at the next level, recruitment fees can be “covered” by deducting workers’ salaries which are divided into several salary terms. in this case, third parties or ship manning agencies are the only parties / actors dealing with prospective migrant workers. there is no atmosphere of vulnerability felt by workers because there are no balancing conditions against which migrant workers can measure ideal recruitment conditions. the second factor, namely immigration status. this status is used by third parties as a medium for abusive actions so that migrant workers cannot escape from the placement country. action in the relationship between immigration status and the access that migrant workers have is complex (morris, l. 2004). the implication of the indonesian fisheries migrant fvc recruitment scheme is that there is a dichotomy in the status of workers as local crew members and abk lg or abk who only have a letter of guarantee, not a work visa. specific to the employment practices on taiwanese injured ships, the differences between the two are as follows: table 4: differences in migrant fvc status no local letter of guarantee 1 work on a taiwan-flagged ship and sail in taiwanese waters sailing in international waters on a taiwan flag ship 2 legal shipping documents using a visitor visa temporary and guarantee letter fromrecruiting company some leave with illegal shipping documents 3 officially registered as a tki fisheries in taiwan not registered with the ministry taiwanese workers. not recorded at the trade office and the indonesian economy in taipei 4 salary in taiwan dollars, equivalent to about us $ 600 salary in us $ 300-400 per month form of the united states dollar 176 journal of social studies (jss), volume 16, number 2, 2020: 157-182 no local letter of guarantee 5 get health insurance and residence id cards foreigners did not get health insurance source: indonesian slaves on taiwan ships, tempo institute, 201714 due to their status as illegal workers, sometimes the number of lg crew members is not known with certainty. the data used usually refers to the estimated data carried out by the indonesian ministry of foreign affairs, where each year there are around 7,000 indonesian sailors disembarking from taiwan-flagged ships in cape town. another 5,000 disembarked at two ports in mauritius, an island in the middle of the indian ocean. lalu muhammad iqbal, director of protection of indonesian citizens and legal aid at the ministry of foreign affairs added that “these are just two ports, the total is estimated at over 40 thousand people” (behind tempo’s investigation 01, 2017). in the departure process of the migrant fvc, what often happens is the mismatch of the placement country agreement with the ongoing placement. the work agreement, generally in writing, states that the worker is placed in taiwan, but this is not the case in the implementation procedure. as one of the cases advocated by the environmental justice foundation (ejf, 2019), migrant fvcs are delivered by ship to the place where the ship where the work is leaning, not first through the taiwan immigration authorities. the ship that is the place to work is currently docked in palau, so the akp that departed from jakarta directly to palau was not to taiwan. this situation shows that the akp does not have a work visa, only a “seaman visa”, so that in the future, if there is a problem with the akp’s employer, they cannot enter taiwan at all to ask the taiwan government for help. this condition is of course an element of forced labor which leads the akp to other forms of forced labor because they are limited to access as an option to escape (sr, jakarta 2020). the third factor is physical and psychological isolation. forms of isolation experienced by migrant workers include isolation through language limitations. when dealing with working conditions in the field, one must have good language skills with other workers. the inability to communicate in the language used by 14 this investigation was carried out by tempo and independent taiwanese media to uncover the practices of human trafficking and slavery for tens of thousands of indonesian crew members aboard taiwanese fishing vessels operating in open waters. 177 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) co-workers means that migrant workers cannot access basic labor information and information about the basic rights they should get which can be used to gain more control over themselves. in addition, migrant workers will experience another form of isolation, namely isolation from society. this is related to the work environment that does not allow workers to mingle with society which can be used as a medium of seeking help when experiencing or trying to escape from forced labor practices. in the context of indonesia, the migrant worker union has been pushed through the issuance of the ppmi law. this is indicated in the third part of chapter ii concerning the rights and obligations of prospective migrant workers (article 6), where migrant workers have the right to associate and assemble in the destination country of placement. the right to organize is adjusted to the provisions or regulations in force in the country of placement. likewise with the form of association in the country of origin, as part of the democratic principle indonesian migrant workers are treated with the same rights to associate and assemble. the discourse regarding the problem of migrant fvc and the government’s efforts by issuing law number 18 of 2017 can be understood with the framework of beckert’s market field as an effort to influence the interaction of social forces in the market; enter into the market to contribute to negotiation of issues; and protect the migrant fvc workers industry as an outcome of the intervention that has been done. in other words, to identify and analyze the relationship on the dynamics of the market that has been built, it can be done if the process of identifying and configuring the constellation of activities, relationships and structures is carried out to improve the quality of the expected transformation. the network structure formed in the market can be a tool for extracting “added value” so that it can become an institution or a policy. this condition simultaneously shows success in the network structure model which has implications for the formation of cultural symbols. this means that the success of a policy depends on cognitive framing for an ideal worker’s life. until now, the institutional framework which serves as a protection building for the migrant fvcs in indonesia cannot be said to be an institution that is responsive enough to the problem of forced labor. the reforms undertaken by the government to date are still ad hoc and have not developed a coherent and comprehensive strategy in dealing with two interrelated matters relating to migration management in indonesia, particularly the protection of the rights of indonesian migrant workers and illegal migration. national labor migration policies are still aimed at reducing regional unemployment and 178 journal of social studies (jss), volume 16, number 2, 2020: 157-182 tend to focus on facilitating the flow of labor migrants rather than creating mechanisms for protecting migrant workers. even though the ppmi law has provided a portion for people living in the area of “international abk pockets”15 through regulations delegated to local governments such as the implementation of education and job training; facilitating vocational training for prospective migrant workers; establishment of integrated services for the placement and protection of migrant workers; and encouragement to associate both in the country of origin and in the country of placement. however, the model built is still partial; there is no special team to be a stakeholder in this idea, because the derivative regulations from the ppmi law have not been completed; and there is no awareness of association in the migrant fvc. looking at the implementation of recruitment and labor practices involving forced labor experienced by akp, it can be said that the existing institutions have not been able to transform the akp’s cognitive framework. akp is employed under ship management agency standards that have been established by the ilo from year to year, this condition indicates that indonesian migrant fvc has not been able to establish its identity or recognition of ownership of human rights and labor rights. owning this identity is a form of legitimacy that is useful to protect him from feelings of powerlessness over the work he does and “personal identity” which positions him among other actors and maps the power relations between himself and other actors which makes him in a dominant position. incorporating this into beckert’s (2010) idea of “personal identity” which then develops as an identity work is placed into the term cognitive framework which has become part of the aspects of institutional theory and network analysis by combining the two with networks and institutions. the unity of these three social forces is a unique discussion in institutionalist sociology where the emphasis lies on the role of cognitive frameworks and structures as aspects that can explain economic outcomes by expanding the scope of institutions. so that if there is no transformation in the cognitive framework, it means that the institution itself is not interpreted introsubjectively by the object in question (dimaggio and powell 1991; fligstein 2001b: 108; schneiberg and clemens 2006; scott 2008). beckert makes three main contributions that can be used to explore the problem of order in the social arena. he sees the market as an entity that is influenced by regulation and law; cultural context; ethics and cooperation; also consumer behavior (beckert, 1997). and supporting this statement, the 15 kantung abk internasional (bahasa indonesia) 179 forced labor practices of indonesian migrant fishing vessels crew ... (fitri soulina, nadia yovani) market is socially constructed and the conditions can be influenced to achieve an outcome. for beckert, the market is presented as an entity that is inherently unstable, or can be interpreted as a situation that is difficult to predict the pattern, and actors in the market must face three “problems” to create stability (2007). stability as a result of the transformation created should be able to form a clear subjective value in the market; realizes advantages through competition from the actors to be protected, when competition is in disequilibrium; and regulating cooperation in the market when problems are difficult to control in terms of quality, reliability or competence. in this process, negotiations between actors will form an order as a way to achieve stability (beckert 2007). for beckert (2010), the agency processes, network structures, institutions and cognitive frameworks in the arena move with the same pattern to produce a transformation. in an ideal form, if the institution succeeds in regulating the network structure, then like the market field scheme, a cognitive framework will be formed that supports each actor to find his own legitimacy so that the ideal cognitive framework in the context of change will be realized. conclusion based on the national scale report obtained from the sbmi, the entire service was invalidated because migrant fvcs cut recruitment and placement procedures through its availability to carry out illegal recruitment procedures. the implementation of policies and regulations basically must touch the cultural aspects of the community in the migrant fvc enclave. the absence of strong infrastructure support to be able to form a personal identity that is inherent with the work identity as an migrant fvc. the institution does not show its side of the migrant fvcs who are illegal due to the impact of illegal recruitment. so that in the country of placement the problem of salary mismatch with work agreements; lack of access to legal protection; freedom of access to personal documents and manpower documents; and association problems ensnare migrant fvcs. the manifestation can be seen from the awareness of migrant fvcs to associate; awareness of labor rights and human rights; and dependence only on ship manning agencies without comparison with ideal conditions of legal recruitment and placement carried out on a g to g basis or in the context of legal migration. 180 journal of social studies (jss), volume 16, number 2, 2020: 157-182 references anderson, b. & rogaly, b. 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of manpower, akp lg is an akp that sails outside the territory of taiwan journal social studies vol 17 no 2.indd 115 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 115-146 doi: 10.21831/jss.v17i2. 39287. 115-146 halal tourism in social science discipline: a literature review al fauzi rahmat master of government affairs and administration, universitas muhammadiyah yogyakarta, indonesia email: al.fauzi.psc19@mail.umy.ac.id abstract halal tourism is a new segment in tourism studies that have received attention and has now proliferated. past studies have not been so deep in treading global scientific literature on halal tourism studies on tracking its evolution and trends among scientific journal which focuses on social science discipline. therefore, this article is based on a systematic literature review analysis of halal tourism in social science discipline as an effort to improve our understanding of previous halal tourism studies. data were obtained from the academic database scopus, 31 articles were obtained about halal tourism in social science discipline, and the data period was collected from the beginning to the end of 2020. the data is illustrated using two applications, namely nvivo and vosviewer, as the primary tools for analyze qualitative data, which selected; (vosviewer; keyword co-occurrence network maps and trend (kcnm/t)), (nvivo; hierarchy chart (hc), word frequencies (wf), and explore diagram analysis (eda)). the results showed that, from 31 journals, stephenson (2014) has the most influence with high cited, besides, tourism management as a journal name that identified many articles published there, and routledge as a publisher with a high total journal on halal tourism, and indonesia as a country that high mention time. specifically, various approaches and distributions based on methodology, objectives, and geography were the research’s focus. recent trends and the dominant frequency of words from the study of halal tourism have shown several scholars’ high interest. in the halal tourism studies on social 116 journal of social studies (jss), volume 17, number 2, 2021: 115-146 sciences discipline, previous scholars have carried out many different research segments, namely, tourism issues, product issues, destination issues, travel issues, service issues, and market issues. future research is also considered in this article. keywords: halal tourism, social science discipline, literature review introduction in the last few decades, interest in halal tourism industry has proliferated, so that many researchers and practitioners have paid attention to progress of halal of the tourism sector. potentially, halal tourism is a new segment in the developing tourism sector due to the increasing demand for halal tourism products and services (peristiwo, 2020; rindrasih, 2019; sukmayadi & effendi, 2020; yaakop, ismail, mahadi, & ariffin, 2016). halal tourism is defined as a form of tourism in line with islamic beliefs and involves muslims who want to maintain the habits taught by their religion while traveling (carboni, perelli, & sistu, 2017). however, carboni et al., (2017) continued their argument that halal tourism does not impose restrictions on travel for religious purposes only and does not explicitly concern travel to or within muslim countries. also, halal tourism relies not only on muslim tourists but also on non-muslim tourists, who are also a concern. thus, non-muslim tourists can be willing to travel to halal tourist destinations to seek travel experience and buy halal tourism products and services (rahman, moghavvemi, thirumoorthi, & rahman, 2020). many countries, apart from muslim-majority countries, have shown the openness of their tourism authority which raises the values of islamic teachings and also the concept of halal; one of which is represented through various products and services from halal tourism, such as in japan (sukmayadi & effendi, 2020), russia (gabdrakhmanov, biktimirov, rozhko, & mardanshina, 2016) korea selatan (han, al-ansi, olya, & kim, 2019), china, and thailand (yousaf & xiucheng, 2018). it means that halal tourism is currently a recent phenomenon in developing the tourism industry in several non-muslim countries worldwide. there are elements of the country’s multicultural and multi-religious past that affect muslims’ development to market their halal tourism destination, such as in iberia, spain (boll, 2020). it can also be seen that in china, there are more than 30,000 mosques that allow specific islamic heritage tourism arrangements and to explore the history of mainstay islamic 117 halal tourism in social science discipline: a literature review (al fauzi rahmat) culture in china (jia & chaozhi, 2020). concurrent with the increasing attention to the halal tourism studies in the social science discipline; therefore, it is necessary to map past studies as an essential point in increasing the novelty of knowledge related to halal tourism. studies on halal tourism have been found in several subjects; following the academic database scopus, 187 articles on halal tourism scattered across several perspectives of scientific studies that have been caught at the end of 2020. in this research, we provide limitations on social science disciplines. it reduces the bias that occurs when coding and finds various core keys from the study to develop a comprehensive halal tourism study. besides, in the academic database of scopus in a social science discipline, the concept of halal tourism is still less precise; even though admissions have increased, there is still little study, especially during the last decade (rasul, 2019). the study of rasul (2019) previously presented a challenge for us to seek further novelty in a literature review study. rasul (2019) researched bibliometrics, but the research databases used were business source premier (ebsco) and abi / informs, and the study was stopped in 2018. recalling that rasul (2019) only focused on several dimensions of halal tourism, such as conceptions and definitions, principles, scope and impact, trends, and opportunities and challenges that are constructed from 11 articles as a synthesis. thus, we still find missing studies and gaps to be considered a more comprehensive study. thus, it can be considered to provide novelty to our literature review reviewed from the scopus database scopus, the largest academic database provider in the academic world today. ultimately, various key academic databases can generate different findings and discussions. methods a qualitative literature review was used. literature reviews are included in the type of bibliometric analysis, and it is useful for producing mapping findings that change every year and can develop further knowledge (aria & cuccurullo, 2017). therefore, a comprehensive literature review plays an essential role in becoming someone else’s basis for future research (onwuegbuzie & frels, 2016). to identify the relevant publication, the selected topic on halal tourism in the following academic database scopus selected the database to analyse. the academic database scopus were selected such as; access is all (open and close access), the year article is in the beginning until the end of 2020, subject area is a social science, the document type is an article, publication stage is final, the main keyword is halal tourism, halal, and tourism, as well 118 journal of social studies (jss), volume 17, number 2, 2021: 115-146 as, language is english. besides, several keywords were included to analyze; the year of publication, citation average per article, selected the name of journal and publisher, countries and mention time, selection the definition, primary approach, distribution, purpose and geographical, word frequencies, network analysis by keywords co-occurrences, and its trend, as well as, promotional some variable were selected. data analysis tools were adopted by two software are nvivo 12 plus and vosviewer. nvivo as a qualitative software that can manage concepts, the nvivo tool, can be used to identify a practical work, for example, identifying a literature review synthesis, in the term of variant themes (bandara, 2006). besides, vosviewer is a tool to create bibliometric maps based on any form of network data and then simulate and explore how the network is developed by merging different terms, e.g., co-authorship and co-occurrence analysis (van eck & waltman, 2019). however, nvivo and vosviewer are qualitative tools analyze in the term of a network which is useful for seeing research development reviewed from various literature that is visually integrated. both of this software are particularly suitable for literature studies, where at a time when the rapid rate of research and publication causes an information explosion, exceeding the capacity to regularly carry out detailed systematic reviews, tools such as nvivo and vosviewer, are essential for tracking the evolution of research and trends that occur. that tools emerged and proved to be an effective tool for mapping and visualizing. it is line argue by aria & cuccurullo (2017), in the literature review analysis, to provide a mapping of the data requires a lot and a variety of software that can work automatically into the data stream obtained. to write up findings from a literature review, nvivo, starting from looking for halal tourism studies in the scopus academic database, 31 journals related to halal tourism with social science disciplines. furthermore, the data obtained is downloaded and exported, which is then arranged through mendeley to make it easier for the data to be read wholly, the data exported in the form of the file extension (.ris). then, opened the nvivo 12 plus tools by entering the article. using the auto coding feature, nvivo obtains accumulative variable findings representing the themes’ nuances throughout the article. furthermore, the analysis diagram analysis features have been used to see several sub-indicator nuances that represent the previous main themes. besides, using word frequency analysis feature which can process the dominant words in the article. for the qualitative analysis software, vosviewer, by entering a collection of articles obtained in the file extension format (.ris) into the 119 halal tourism in social science discipline: a literature review (al fauzi rahmat) vosviewer application, then, analysis with keyword distribution features and keyword trends, to help visualize the distribution of keywords from the entire journal obtained, produces two analyzes, first, to look the dominant keywords, which are often used by scholars and to see which keywords often appear with periodic, keyword analysis of several articles, so that it can produce an output with keyword trends that are often used by scholars in halal tourism studies in the social science discipline. results and discussion this section attempts to analyze the literature review on halal tourism that has not received attention in the social science discipline and determines the proportions of the framework obtained. the analysis content was included; the year of publication, citation average per article selected name of journal and publisher, countries and mention time, selection the definition, primary approach, distribution, purpose and geographical, word frequencies, network analysis by keywords co-occurrences, and trend of keyword, as well as promotional some variable were selected. the year of publication identify annual publications is essential in seeing the publication trends that have been carried out by all scholars, thus, in order to provide a comprehensive overview of the number of annual articles. however, identifying the number of articles published per year makes it easier to see the subsequent diversity of topics systematically. table 1. yearly output of research publications source: author 120 journal of social studies (jss), volume 17, number 2, 2021: 115-146 year-wise frequency of publications fig.1 shows the distribution of all studies related halal tourism in social science discipline from 2010-2020 showed an increase in the trend of research. in 2010, there is 1 article publication, bon & hussain (2010), in the social science discipline. for next 3 year there are not publication, it fills in the blanks of the annual publication. the article again ware found in 2014 and 2015 with each 1 article publication such as; 2014; stephenson (2014), in 2015; shakona, backman, backman, norman, & luo (2015). in 2016 and 2017 were found each 2 articles publication, such as, in the 2016; gabdrakhmanov, biktimirov, rozhko, & khafizova (2016), yaakop, ismail, mahadi, & ariffin (2016), and 2017 carboni et al., (2017), sucipto et al., (2017). following year, the article publication growing rapidly, were in 2018 there are 5 article publication such as; wardi, abror, & trinanda (2018), kasdi, farida, & cahyadi (2018), yousaf & xiucheng (2018), şen küpeli, koc, & hassan (2018), olya & al-ansi (2018), in 2019 with 7 articles such as; chairy & syahrivars (2019), perbawasari, sjuchro, setianti, nugraha, & muda (2019), abror, wardi, trinanda, & patrisia (2019), han et al., (2019), rodrigo & turnbull (2019), rindrasih (2019), rasul (2019). as well as in 2020 were 12 article publication, such as; yahaya, samsudin, & kashim (2020), jia & chaozhi (2020), jaelani, handayani, & karjoko (2020), afnarius, akbar, & yuliani (2020), el-gohary (2020), boll (2020), sukmayadi & effendi (2020), bhoola (2020), martín, orden-cruz, & zergane (2020), peristiwo (2020), rahman et al., (2020), cuesta-valiño, bolifa, & núñez-barriopedro (2020). it is noted that, among the 31 publication identified, the studied halal tourism has own interest from some scholars for developing of its literature were published in the last three years, which highlights growing interest in this research area. despite of it, the citation investigation also importantly to know how many selected articles that had an influence on halal tourism literature. author and average citation per article after identifying the number of past articles fig 1. in this section, fig 2, identifies how many citations have been obtained by authors and their articles that published regarding halal tourism in the social science discipline. 121 halal tourism in social science discipline: a literature review (al fauzi rahmat) figure 2. number of citation of article source: author from a total of 31 published articles that was reported the article high cited, the article with the highest number of citations was obtained by stephenson (2014) with 98 cited, which his article took about discussed about developments, challenges and opportunities of ‘islamic hospitality’. then, the second quotation of 66 citations was obtained from the article written by olya & al-ansi (2018) regarding the risk assessment of halal products and service. furthermore, han et al., (2019)a psychometric process was used. a qualitative approach (i.e., interview have 50 citations, which examine explore the attributes of halal destinations and which attribute factors can shape the image of the destination and behavior. of these three publications, they have had a significant impact on the development of halal tourism studies, despite of it, many also have citations e.g. yousaf & xiucheng (2018) with 36 citations, abror, wardi, trinanda, & patrisia (2019) with 28 citations, and bon & hussain (2010) have 27 citations, etc. selection journal article and publisher analysis the initial search identified over 1500 articles published in several different academic journals from the scopus database, apart from search restrictions, 122 journal of social studies (jss), volume 17, number 2, 2021: 115-146 many journals focused on several subject areas (eg business, management and accounting, economics, econometrics and finance, arts and humanities, engineering, et al.). therefore, it is necessary to emphasize that current research is excluded from the social science discipline. some publishers with the number of articles published are as follows: table 1. number of paper in selected journals from 2010-2020 journal name no. of article percentage (%) tourism management 4 12.90% asia pacific journal of tourism research 3 9.68% sustainability switzerland 3 9.68% african journal of hospitality tourism and leisure 2 6.45% geojournal of tourism and geosites 2 6.45% noted: only journals that published at least two articles on halal tourism were selected. source: scopus database. based on the analysis of the [table 1] above, it was identified that there were only 5 journal names that had more than two published articles. the many publications on halal tourism studies with social science disciplines are from “tourism management” with 4 articles (12.90%). furthermore, followed by “asia pacific journal of tourism research” which has 3 articles (9.68%), as well as “sustainability switzerland” has 3 articles (9.68%). then, “african journal of hospitality tourism and leisure” and “geojournal of tourism and geosites” each have 2 journal articles (6.45%) that have been published. this means that scholars’ have an interest in submitting their articles to the names of the journals above, although, besides that there are many names of journals that accept journals with halal tourism studies, but this is not significant. on the other hand, publisher names of several published journals were selected at least two articles were found on publisher. 123 halal tourism in social science discipline: a literature review (al fauzi rahmat) table 2. publisher analysis on halal tourism in social science discipline no publisher total of article 1 routledge 5 2 mdpi ag 4 3 elsevier ltd. 3 4 emerald group publishing ltd. 2 5 africa journals 2 6 editura universitatii din oradea 2 source: scopus database. noted: only journals that publisher at least two articles were selected the table above shows 6 publishers who have an interest in and focus on halal tourism studies. most notably, routledge have 5 articles, then, followed by mdpi ag with a total of 4 articles. furthermore, elsevier ltd with 3 articles, as well as, emerald group publishing ltd, africa journals, and also editura universitatii din oradea each having 2 articles published by the publisher. countries territory this section, table 3, reviews the countries that have been mentioned by 31 articles reported. it is useful to see how many countries make objects/case study in various past studies, thus, making it easier for future scholars to study more deeply in these countries. table 3. country analysis with mention time on halal tourism country mention time indonesia 10 malaysia 3 united kingdom 3 china 2 south korea 2 spain 2 united states 2 source: scopus database. noted: only journal that mention time at least two articles were selected. 124 journal of social studies (jss), volume 17, number 2, 2021: 115-146 studies on halal tourism have many case studies for research locations, where indonesia has the highest of 10 times mention, then malaysia and united kingdom were 3 mention time, then china, south korea spain, and united states that were 2 mention time, we are found. this means that studies on halal tourism are not only obtained from majority muslim counties, but there are several countries that have a small muslim population, so this identifies that many tourism authorities are recently starting to pay attention to developing halal tourism, both products and services rendered, thus giving the scholar’s attention to this phenomenon in some of the countries mentioned above. selection the definition on halal tourism, sorter by year of publication in this section, providing an understanding of halal tourism, not all of the 31 journals issued their own statements on understanding their own definitions, many of them only quoted people’s statements, without giving conclusions. table 4 below provides reports on several articles that provide a conceptual definition of halal tourism. table 4. the definition of halal tourism basic concept were reported in selected article no author, year definition of terms 1 jia & chaozhi (2020) “halal tourism refers that tourism products, services and activities on offer should be in accordance with islamic teachings” 2 sukmayadi & effendi (2020) “halal tourism can also be understood as the type of tourism that adheres to the teachings of islam” 3 bhoola (2020) “halal tourism can be a tourism type which is defined and guided by the provision of special products and services which are in accordance with islamic principles and teachings most suited to welcome the muslim tourist” 4 rasul (2019) “halal tourism represents a distinct segment of the tourism industry for muslims where relevant services adhere to the islamic shariah teachings” 5 wardi, abror, & trinanda (2018) “halal tourism is any tourist activity done by muslim based on the law of islam” 125 halal tourism in social science discipline: a literature review (al fauzi rahmat) no author, year definition of terms 6 kasdi, farida, & cahyadi (2018) “halal tourism can be defined as tourism activities or tourist attractions which if visited don’t cause harm (sin)” 7 carboni et al., (2017) “as a form of tourism that is in line with islamic beliefs and involving muslim people who would like to maintain their personal religious habits while travelling. this definition is not limited to travel for religious purposes, and it does not exclu-sively concern travel to or within muslim countries” 8 gabdrakhmanov, biktimirov, rozhko, & khafizova (2016) “halal tourism and recreation is a type of tourism aimed at muslims, providing an opportunity to rest in accordance with the rules of islam” source: author. noted: some of definition’s halal tourism were reported, showing the similarity of definitions, fig4, so it can be understood that halal tourism is a type of tourism that provides specific regulations for tourists in providing products and services for them according to islamic sharia standards. the main approach, distribution, purpose and geographical that used study halal tourism in this section, examining some of the main approaches from 31 articles on halal tourism in social science discipline, in addition to seeing the distribution based on methodology purposes and geography as a study of the article. table 5. the main approach, strategy, geographical focus and scope that used study halal tourism no author, year research approach distribution of the methodology material geographical focus 1 yahaya, samsudin, & kashim (2020) inductive literature review hotel service standards based on halal tourism malaysia 126 journal of social studies (jss), volume 17, number 2, 2021: 115-146 no author, year research approach distribution of the methodology material geographical focus 2 jia & chaozhi (2020) inductive interviews muslim tourists needs in the context of halal tourism in non-islamic country china 3 jaelani, handayani, & karjoko (2020) inductive literature review background of the emergence of the development of halal tourist destinations indonesia (ntb 4 afnarius, akbar, & yuliani (2020) inductive literature + content analysis development of website and mobile based geographic information systems for halal tourism indonesia (bukittinggi) 5 el-gohary (2020) inductive analytical conceptual key trends in halal tourism (halal market, halal hospitality) and their impact during covid-19 global 6 boll (2020) inductive literature review past multicultural and multi-religious history which influences the present of the nation in the context of halal tourism spain (iberia) 7 sukmayadi & effendi (2020) inductive content analysis construction of visual communication in shaping a halal destination image based on a promotional brochure japan 8 bhoola (2020) inductive interviews attitudes and perceptions of stakeholders with regard to the viability of halal food tourism south africa (durban, kwazulunatal) 127 halal tourism in social science discipline: a literature review (al fauzi rahmat) no author, year research approach distribution of the methodology material geographical focus 9 martín, ordencruz, & zergane (2020) deductive survey (questionnaires) islamic finance and development of halal tourism products spain and mexico 10 peristiwo (2020) inductive literature + interview explores the potential of the halal tourism market between indonesia and malaysia 11 rahman et al., (2020) deductive survey (questionnaires) halal tourism services from the perspective of non-muslim tourists malayisa (kuala lumpur and putrajaya) 12 cuesta-valiño, bolifa, & núñez-barriopedro (2020) inductive literature review + content analysis the benefits of ict in developing online services for halal tourist destinations more than three countries in the world 13 chairy & syahrivars (2019) inductive case study + literature review the evolution of nonhalal food products (bika ambon) to halal food, as a guarantee for muslim consumers indonesia (medan) 14 perbawasari, sjuchro, setianti, nugraha, & muda (2019) inductive interviews + literature halal tourism communication model indonesia (west jawa) 15 abror, wardi, trinanda, & patrisia (2019) deductive survey (questionnaire) relationship between halal tourism, religiosity, customer engagement, and tourist’s satisfaction indonesia (west sumatra) 128 journal of social studies (jss), volume 17, number 2, 2021: 115-146 no author, year research approach distribution of the methodology material geographical focus 16 han et al., (2019) mix (inductive + deductive) interview + survey (questionnaire) the attributes of halalfriendly destinations and identifying those attribute factors in shaping the image of the destination and the tourist behavioral intentions south korea 17 rodrigo & turnbull (2019) inductive interviews muslim travels’ perceptions of halal tourism sri langka 18 rindrasih (2019) inductive interviews the transformation of halal tourism before, during and after the tsunami, the forms and types of post-tsunami transformations, and current tourism conditions indonesia (aceh) 19 rasul (2019) inductive literature review clarify the ambiguity surrounding the concept of halal tourism, (standardize some dimensions of halal tourism, such as conceptions and definitions, principles, scope and impacts, trends, and opportunities and challenges) 129 halal tourism in social science discipline: a literature review (al fauzi rahmat) no author, year research approach distribution of the methodology material geographical focus 20 wardi, abror, & trinanda (2018) deductive survey (questionnaire) relationship between attributes of halal tourism (i.e. islamic facility, halalness, general islamic morality, and alcohol drinksand gamblingfree), satisfaction of tourists and word of mouth (wom) indonesia (west sumatra) 21 kasdi, farida, & cahyadi (2018) inductive analytical branding of wali city and marketing strategies in promoting halal tourism destinations indonesia (demak regency) 22 yousaf & xiucheng (2018) inductive content analysis strategies to promote halal cuisine and culinary tourism on the official website of the authority china, korea selatan, japan, and thailand 23 şen küpeli, koc, & hassan (2018) inductive literature review understanding the usage of concepts such as islamic, veiled, dry, halal, conservative, and sharia-compliant hotels targeting muslim consumers from a critical perspective and to point to the similarities of these businesses by considering their characteristics 130 journal of social studies (jss), volume 17, number 2, 2021: 115-146 no author, year research approach distribution of the methodology material geographical focus 24 olya & alansi (2018) mix (inductive + deductive) survey + literature conceptual models for investigating customers’ satisfaction, their intention to recommend, and their continued intention to purchase and consume halal products and services united states and the united kingdom 25 carboni et al., (2017) inductive literature review + interviews developing of tourism products by halal tourism operators designed for muslim consumers north africa (tunisia) 26 sucipto et al., (2017) mix (deductive + inductive) survey + interview development of the halal culinary tracking (hct) application as a medium for promoting halal culinary for msmes in the market place indonesia (malang) 27 gabdrakhmanov, biktimirov, rozhko, & khafizova (2016) inductive case study the evolution of the tourism system (e.g. following components: food, hotel, flight, halal services, islamic banks, the employees concerned, the conditions for the organization of vip services) by public authorities and managers of financial institutions. russia 131 halal tourism in social science discipline: a literature review (al fauzi rahmat) no author, year research approach distribution of the methodology material geographical focus 28 yaakop, ismail, mahadi, & ariffin (2016) deductive survey (questionnaire) availability of halal food and worship facilities (wf) and dress code (dc) have positive relationships on behavioral intentions (bi) among muslims travelers for halal hospitality malaysia 29 shakona, backman, backman, norman, & luo (2015) inductive theoretical + interviews islamic beliefs and practices on leisure and travel behavior of muslims united state (clemson, south carolina) 30 stephenson (2014) inductive analytical conceptual tangible aspects of islamic hospitality through identifying trends, developments and challenges within the hotel sector, the food production and service sector, and the festivals and events sector 31 bon & hussain (2010) inductive analytical the potential of halal food in the tourism industry and world trade source: author word frequencies by article content word frequencies (wf), as known as word clod, is a type of analyze to identify the dominant word spread in all of the articles obtained, this analyze with adopt nvivo as a tools. in this term, we have identified the words that are often used by the scholars in constructing their articles. wf is also useful for finding keyword in the entire study. 132 journal of social studies (jss), volume 17, number 2, 2021: 115-146 figure 3. word frequency on halal tourism in social science discipline source: author from the 31 journals on halal tourism that have been selected into the discipline of social science, there are several words that predominantly appear in articles. as the word halal has the highest frequency than others, then the word muslim has also contributed to framing the study of halal tourism. in addition, there are other words such as destination, product, service, food, and islamic, as well as several other words which have their own dominant in all articles that have been analysed. network analysis by keywords in this section, we extract keywords from each article to explore potential relationships between articles. if they are in the same item, then the keywords are linked with other keywords. the higher the occurrence, the larger the label will reflect, the more often the keyword appears, the wider the border between the words, the frequency of occurrence. therefore, in order to better grasp the research areas and tendency of halal tourism study in social science discipline, the analysis of the key terms occurrences network visualization map of the collected data (31 article) was carried out using vosviewer software. in specifically, the color of the nodes represents different clusters, while the size 133 halal tourism in social science discipline: a literature review (al fauzi rahmat) of the circle reflects the frequency. the generated term co-occurrence network map is illustrated in fig 4. figure 4. keywords reported in the reviewed article source: keyword co-occurrence network, (author) figure 5. keywords reported by period noted: trend analysis by keywords of 31 scientific articles showing respective significant conceptual source: author 134 journal of social studies (jss), volume 17, number 2, 2021: 115-146 the terms can be divided and classified into some cluster based on vosviewer software. in some cases, items are not displayed with labels to avoid overlapping in circles. the colors of the clusters (fig 4.) are shown in purple, light blue, dark blue, grey, red, yellow, and orange. the dominant of keywords were reported, it showing that the significant keyword of 31 article is ‘halal tourism’, halal tourism as a main keyword of 31 article, in which several keyword as well as detected with keyword framework maps were selected the dominants, such as blue cluster (light blue, dark blue) are (muslim tourists, muslim travelers, consumption value, and halal culinary). then, grey cluster (halal, muslim, loyalty intention), purple cluster (halal products market, and, religiosity), and yellow cluster (tourism, and, food souvenir). besides, there are several keywords that stand in their respective cluster (fig 5.). the table above (fig 5.) identifies trends in keywords from 31 journals on halal tourism in social science disciplines, while analysis of keywords represents the authors’ interesting research. which indicates that the yellow cluster indicates the current trend of the keyword. there are several things that are found, such as’ loyalty destination, ‘muslim tourist’, ‘muslim friendly’, and ‘muslim traveler’. meanwhile, the blue cluster indicates that scale has been used past years after the first halal tourism study was conducted, as the word ‘muslims’. the main issues on halal tourism in social science discipline fig 6. show there are several issues that have been reported, this issues by 31 article publication, and scholars have been developing their issues on halal tourism. which of them are tourism issues, products issues, destination issues, travel issues, service issues, and market issues. 135 halal tourism in social science discipline: a literature review (al fauzi rahmat) figure 6. the main issues on halal tourism source: author tourist issues on halal tourism fig 7. shows the findings of tourist issues on halal tourism. the finding of tourist (71.26) issue is the most frequencies rather than other issues, shown in fig 7, several cluster on tourist issue were found, such as; loyal tourists (0.87), tourist attitudes (0.14), tourist behavior (0.17), tourist landmarks (0.52), tourist packages (0.66), tourist products (1.52), tourist travelling (0.55), serving tourists (2.6), tourist activities (2.69), tourist development (0.38), tourist engagement (1.54), culinary tourists (1.83), tourist area (3.81), tourist experience (2.73), foreign tourists (4.93), international tourists (3.72), potential tourists (3.75), tourist attractions (5.1), tourist satisfaction (5.25), tourist destination (3.72), non-muslim tourists (8.83), and muslim tourists (17.98). 136 journal of social studies (jss), volume 17, number 2, 2021: 115-146 figure 7. tourist issue on in halal tourism studies source: author according to scholars, discussed on halal tourism, definitely talk, relating tourists, the existence of tourists in halal tourism sector is essential. in line with their tourist background, they do not only muslim tourists, but also nonmuslims, therefore, the tourism authority need to concern to provide products and services that tourists need. peristiwo (2020) argue that the challenge for halal tourism authorities is how to serve non-muslim tourists and meet their needs without colliding with the concept of halal tourism, (e.g. non-muslim tourists can decide not to travel to attractions without certain attributes). besides, bon & hussain (2010) also argue that tourism authorities need to consider availability (e.g. food) during ramadan in the daylight hours, which may problems for nonmuslim tourists regarding when visiting halal tourist destinations. this confirms by bhoola (2020) the important role that food plays in contributing to creating halal tourist destinations (bhoola, 2020). therefore, do not let, what peristiwo (2020) stated that tourists who are not well served would be disappointed, which may lead to a decrease in the number of tourists visiting tourism destinations in the future. however, in fig 7, shown the concern several scholars towards halal tourism studies on tourist issues, bot muslim and non-muslim is significantly. on the other hands, this issues considers how tourists choose the tourism destination, furthermore, the existence of tourist satisfaction that can attract tourism destinations in the future. in line argue by rahman et al., (2020) it 137 halal tourism in social science discipline: a literature review (al fauzi rahmat) suggests that tourists’ perception of halal tourism product and service affects their decision to visit a halal tourism destination, so that, non-muslim visitors must have a basic knowledge of halal goods and services because halal tourism destinations do not authorize non-halal ingredients, items, or services. products issues on halal tourism fig 8. indicates the percentage frequency of the occurrence of the term product with other terms. the word products (55.80) has a high percentage of frequency of occurrence, along with the other sub-terms, namely; brand product (1.93), certain products (2.37), islamic products (0.76), non-halal products (1.53), product category (1.09), promotional product (1.85), particular product (2.89), halal food production (5.05), halal tourism products (5.71), developing tourism products (5.24), tourism products (6.69), and halal products (22.64). figure 8. products issues on halal tourism source: author products as primary concern for developing halal tourism, in line with muslim sharia, emphasizing tourism authority are needed to encourage halaloriented products that provide halal labeling to convince consumers about the legitimacy of the products obtained (stephenson, 2014). the brand can also create a bond between the product’s popularity and its producers, as well as provide a quality assurance on such products (kasdi et al., 2018). specifically, the tourism authority’ emphasize that need to give an understanding of halal products for non-muslim tourist because halal tourism destinations do not 138 journal of social studies (jss), volume 17, number 2, 2021: 115-146 provide non-halal ingredients and products in an open tourist place (rahman et al., 2020). therefore, the halal product applies to muslim consumers and non-muslims who believe halal goods are higher quality and more hygienic (chairy & syahrivar, 2019). but some case, the availability of a halal product in the tourism sector is not a concern by the authority; for instance, in tunisia, there are no practical actions in an institutional meeting with muslim countries taken for the development of halal products in tourism sectors (carboni et al., 2017. in sum, the knowledge and awareness of halal products invariably make the halal industry’s growth increase (peristiwo, 2020). so it requires a lot of attention to the availability of good and clean products according to islamic sharia. destination issues on halal tourism destination, as an attribute, is essential for tourists in choosing a place to visit; several dimensions were calculated from 31 articles. the issue of destination has high frequency (42.31) which indicates that the destination is important to developing halal tourism. several word of destination are following e.g., culinary destinations (0.53), destination areas (1.09), destination branding (0.3), destination information (0.25), destination level (2.58), destination attributes (0.83), destination development (1.98), muslim-friendly destination (2.08), particular destinations (3.46), tourism destination (3.72), halal destination (9.6), non-muslim destination (4.22), tourist destination (5.42), and halal tourism destination (13.89). in terms of destinations, many tourists already have a list of planned destinations to be visited, particularly halal tourism. thus, tourism authorities are needed to be able to promote their tourist destinations to tourists. as one of the essential points in promoting destinations, han et al., (2019)a psychometric process was used. a qualitative approach (i.e., interview, namely the provision of halal food and halal drinks along with tourist destinations, needs to be done so that it can influence the image of the destination and give a good impression so that it can attract tourists back again traveling in this halal destination. however, this is not an easy task to develop halal tourism, rahman et al., (2020), argues, if a tourist destination has mandatory rules, sharia rules; impose certain strict restrictions, non-muslim tourists may decide not to travel to the halal destination, and they may change the destination which provides specific attributes. 139 halal tourism in social science discipline: a literature review (al fauzi rahmat) figure 9. destination issues on halal tourism source: author travel issues on halal tourism fig 9. shows in halal tourism studies, several scholars had discussed travel. in sum, the word of travel give meaning in the development of halal tourism; travel issue has a significant frequency (27.01) which followed by several other words that are a present discussion of travel, such as; international travelers (1.24), islamic travel (1.11), travel activities (2.2), travel agent owner (0.04), travel costs (3.47), travel experience (0.98), travel locations (1.03), travel preferences (1.48), halal travel packages (0.47), travel market (1.94), travel services (1.63), travel motivation (4.38), and travel agents (7.04). figure 9. travel issue on halal tourism source: author 140 journal of social studies (jss), volume 17, number 2, 2021: 115-146 the concept of halal tourism is not only centered on travel activities undertaken by muslims but also non-muslims. thus, halal travel includes a much broader spectrum. referring to the halal travel perspective (or tourism), it applies to trips that follow all islamic sharia laws (el-gohary, 2020). further, it is also necessary to educate travel agents about food guides, accommodation, based on tourists’ religious beliefs (bon & hussain, 2010). it is expected that travel agents can be involved in halal tourism; if possible, travel agents have an excellent opportunity to develop halal tourism (peristiwo, 2020). therefore, travel agencies can offer travel packages that cater to islamic values and address the need to be experienced in line with sharia law (rasul, 2019). in line with the travel agency al-andalus’s experience, which helps travelers promote the cultural, artistic and architectural heritage of andalusia (boll, 2020). services issues on halal tourism services are a concern in the study of several previous scholarships, selfservice is very much needed in the development of halal tourism. the frequency of services is (24.78). following with service that have several discussed such as; friendly hospitality services (0.27), in-şight services (0.29), (airline services 0.69), service industry (0.29), special services (0.9), service management (0.61), providing services (2.01), hotel services (2.01), muslim-friendly services (0.92), accommodation services (0.59), şnancial services (1.49), hospitality services (3.69), tourism services (1.97), travel services (1.63), service quality (3.04), halal services (2.84), halal tourism services (5.62). figure 10. services issue on halal tourism source: author 141 halal tourism in social science discipline: a literature review (al fauzi rahmat) countries are starting to adjust to meet muslim tourists’ needs by improving their halal services and infrastructure (sukmayadi & effendi, 2020). various halal services have become a necessity in areas frequently visited by muslim tourists (for example, airports, hotels, shopping centers, restaurants) (han et al., 2019)a psychometric process was used. a qualitative approach (i.e., interview. even so, the service must take into account the needs of tourists based on religion (jia & chaozhi, 2020). han et al., (2019)a psychometric process was used. a qualitative approach (i.e., interview argue that halal tourism must provide tourists’ services, such as information center services for halal services, access and halal services in various languages, many foreigners, and getting services according to islamic law. so that qualified human resources are needed in serving tourists, this is the main requirement in developing tourism apart from the tourist attraction itself to serve all the needs of tourists (perbawasari et al., 2019). it is because tourist satisfaction can be influenced by service quality (abror et al., 2019). market issues on halal tourism in the halal tourism industry, market segments have a significant influence, in line discussed on past article, market has number of frequency (20.52).. following the market segment, it have several critical market reaching, such as; international market (2.8), marketing communications (1.11), marketing activities (1.33), digital marketing (3.54), marketing strategies (1.44), market segment (3.27), travel market (1.94), halal market (1.69), tourism marketing (3.39). figure 11. market issue on halal tourism source: author 142 journal of social studies (jss), volume 17, number 2, 2021: 115-146 the market plays an essential role in the development of halal tourist destinations (fig 11). the market must provide a standard of specificity in products and services for tourists, in other words, to provide a standard of halal uniformity around the world, so this is the biggest challenge facing the halal market (el-gohary, 2020). in line with rodrigo & turnbull (2019) statement, tourism authorities must better understand the types of tourism products and services expected by muslims and develop relevant and respectful marketing communications according to islamic teachings. another statement by abror et al., (2019) states that tourism authorities must also create destination facilities based on muslim regulations, better marketing strategies, halal tourism regulations to attract more muslim visitors (abror et al., 2019). the market segment in tourism must also offer more than just beach holidays; for example, in spain, they promote rural and urban tourism to promote its multicultural heritage (jessica r. boll). thus, one of the strategic efforts to synergize in market development, halal tourism, is to dominate the entire market. this market segment has must-have elements such as differentiation, marketing mix, and sales: differentiation is a unique product or has certain uniqueness produced by the tourism industry to compete in the market. the new 4p marketing consists of product, place, promotion and price. selling is an effort to persuade consumers to buy goods/services (kasdi et al., 2018). conclusion this study identifies that halal tourism has recently shown increasing interest from scholars; our study focuses on social science disciplines as a research boundary. from the 31 articles obtained from the scopus academic database, illustrating several focus study methodologies and case studies from previous scholars, the inductive approach is more than deductive and shows that halal tourism studies’ development trend is different every year. several issues that were the focus of the previous research study showed very high tourist issues. followed by product issues, destination issues, travel issues, service issues and market issues. following the meaning, the minor issues are market, so more studies are needed relating to market issues so that the proposition between issues helps each other and gives color in completing halal tourism studies in social science disciplines. 143 halal tourism in social 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(2018). halal culinary and tourism marketing strategies on government websites: a preliminary analysis. tourism management, 68(november 2017), 423–443. https://doi.org/10.1016/j. tourman.2018.04.006 37 ngenger tradition and ideology transformation in inter-cultural communication anang masduki school of journalism and communication, shanghai university, china. email: anang.shanghaiuniversity@gmail.com dani fadillah school of communication and journalism, nanjing normal university, china. email: 31183006@stu.njnu.edu.cn fajar dwi putra asisstant profesor at universitas ahmad dahlan yogyakarta, indonesia. email: jokadesanta@yahoo.com abstract in tempurejo, ngawi, between the 1960s and 1970s, many ponorogo residents chose to ngenger. ngenger is living and working sincerely, not paying to a household of someone whose position is much higher in dignity, degree, and education. children who come to ngenger the background are poor and have the ideology of the nahdlatul ulama (nu) mass organization or abangan. after finishing ngenger, the majority turned into muhammadiyah activists and developed muhammadiyah in ponorogo. from the above problems, this study intends to reveal, first, the process of planting muhammadiyah ideology. secondly, there is an ideological transformation. this research was conducted in ngawi and ponorogo with qualitative descriptive methods. in-depth interviews, observation, and documentation of extracted data. the study results are the regeneration process carried out first; they see muhammadiyah as an open, journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 1 (2021), pp. 37-64, doi: 10.21831/jss.v17i1. 36949. 37-64 38 journal of social studies (jss), volume 17, number 1, 2021: 37-64 modern, professional organization. second, families are open-minded and not doctrine. third, the exemplary of educators and community leaders who have sincerity, the spirit of struggle, and the principle of the emphasis on the importance of islamic da’wah. the ideological transition from originally an abangan islam and nu to muhammadiyah was because as long as the ngenger were introduced to muhammadiyah organizations that were tolerant, open, modern, professional, and egalitarian. keywords: ngenger, ideological transformation, muhammadiyah introduction based on javanese philosophy, a person’s success in a life career can only be obtained through a learning process from someone successful in their field first. in the javanese tradition, there is a tradition that is commonly referred to as “ngenger.” in the past, this tradition was associated with learning martial arts or supernatural powers, etc. later on, this tradition shifted to the learning process of intelligence in fields pursued by people by learning from other people who mastered a lot or were smart in their areas. that is why in the past if they wanted to be successful in their career, the javanese would listen to other people’s families with the hope that someday they would be able to follow the success of the people they followed. in a more extreme sense, their relationship is like an employer and a servant, where they must be obedient and obedient. this tradition is depicted in javanese stories such as damarwulan, who underwent a ngenger practice to patih majapahit, or jaka tingkir, who was ngenger at sultan trenggana. later, jaka tingkir succeeded in reigning in the sultanate of pajang as sultan hadiwijaya. stories like this give inspiration to javanese people in the village, who want to be successful, to do ngenger (suratno, et. al. 2018). the tradition of ngenger is mostly found in east java and central java. in banyu biru village, tempurejo district, ngawi regency, east java province in the 1960s and 1970s, many ponorogo residents chose to ngenger. of all the children from ponorogo in the 1960s who ngenger in ngawi with a poor background and the nahdlatul ulama mass organization’s ideology or abangan muslims. many are from gp ansor activists. children in the 1960s and 1970s who ngenger in tempurjo, ngawi spread to several families. they live together with the family they live in and do their daily work. they are starting from working on the rice fields, helping trade until 39 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) caring for children and cleaning the house and cooking. in the afternoon, they went to formal school at a muhammadiyah school, which is still alive. after completing formal education, the children who came to ngenger returned home to ponorogo. among them, some who get a couple in the village of banyubiru, ngawi. arriving in grogol village’s town in ponorogo, the majority became muhammadiyah activists and developed muhammadiyah in ponorogo. one of the products of people who follow the culture of ngenger is an educational charity: mts. muhammadiyah 10 ponorogo. the people who used to be with other people have now become muhammadiyah figures. although some have died, the results of their struggle can be seen with the development of the da’wah and charity education efforts. in kurnianingsih & brata’s (2015) research, the ngenger tradition was also carried out by the people of blora regency. likewise, with the study of kf & sukirno (2016), who researched the samin indigenous community. ngenger is performed by the prospective groom or woman while living at the house of the future in-laws. this is considered as a habit of the ancestors and has a useful purpose for the life of people who are about to enter the marriage stage. these objectives include knowing the attitudes and habits of the perpetrator of ngenger, recipient of ngenger and prospective husband or wife, understanding the environment and culture, providing sexuality education before marriage and continuing the agricultural system from generation to generation. however, the ngenger tradition’s implementation has changed due to and following the times so that the ngenger tradition can exist for the next generation. this research is different from the research description above, although it is similar in the context of ngenger. that is to live and live with other people. in this study ngenger is related to ideological transformation. this study is also expected to expand and contribute ideas regarding the study of the cadre process and its relationship with local culture in muhammadiyah today. from this is hoped that activists and leaders of the trust, academics, and the wider community can have sufficient knowledge as capital in deepening the study of muhammadiyah with the ngenger tradition’s object. from the explanation above, in the tradition of ngenger have are several identified problems. first, the process of teaching muhammadiyah ideology or cadre strategies carried out to children who have been following the rule of ngenger in ngawi. this is important to be revealed, considering that there will be a change in the ideology adopted so far in the future. 40 journal of social studies (jss), volume 17, number 1, 2021: 37-64 secondly, there is an ideological transformation. initially, the ideology of nu then moved to muhammadiyah. in intercultural communication, changes in attitudes, behavior, and romantic views are strongly influenced by the culture and traditions they experience. it is found something new to make it more comfortable or find compatibility with something new. in this study, the problem that will be revealed about the strategy of planting muhammadiyah ideology will be limited in the process of ngenger in ngawi. this is important to disclose the background of changing doctrine. furthermore, it will be revealed the process of ideological transformation that occurs, starting from the process, steps up to the stability in choosing a new ideology. literature review the ngenger tradition tradition is the similarity of material objects and ideas that originated in the past but still exist today and have not been destroyed or destroyed. tradition can be interpreted as true inheritance or legacy from the past. however, repeatedly, traditions that occur are not done by accident or deliberately (sztompka, 2007). according to hasan hanafi, tradition is all the past legacies that enter us and enter the current culture. thus, for hanafi, tradition, or turats, is a matter of historical heritage and a question of the times’ contribution at various levels (hakim, 2003). from this understanding, whatever is done by humans from generation to generation from every aspect of their life, which is an effort to lighten human life, can be said to be a “tradition,” which means that it is part of the culture. more specifically, c.a. van peursen formulated tradition as a process of inheriting or passing on norms, customs, rules, assets. traditions can be changed, raised, rejected, and combined with various human actions (peursen, 1988). the term ngenger arises when there is a myth by learning from others to achieve rank and social status. studying here is not in the narrow sense of doing teaching and learning activities in schools, but instead looking for life experiences and learning. (wicaksono, 2011). the motives and goals of someone who does the ngenger want to learn the life sciences from the person they made as to the landlady. so they can be more successful in the future as the people they follow. there is research explaining that the tradition of ngenger is a form of child exploitation. a child works with 41 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) a low salary standard and without protection. then in the future, the word ngenger should be abolished and replaced with workers. this has implications for policies that will guarantee child labor rights (fakiha & haedar, 2015). in the context of this research, ngenger is a tradition in which young people from grogol village, sawoo district, ponorogo regency migrate to tempurejo in ngawi to join a family. they live together with the family, eat, drink, and sleep, all of which are borne by the landlady. if it’s time for school, then they study in formal school. and after school, they do work in the household. like shopping, they are going to the rice fields, cleaning the house, or helping trade. in the process of ngenger, these children learn various things. especially the knowledge gained from the family they live in and also formal schooling. ideology transformation in marx’s view, ideology is an idea that is believed to achieve a goal, especially to achieve the undermining of the capitalist system. but, in its development, the doctrine is used for ideas and belief systems or religion. (ritzer, 2010). alfian interprets ideology as a comprehensive and in-depth value system of truth and justice in living together in a society. ideology reflects the most fundamental value order of the value system that lives in the community (alfian, 1981) daczko formulated the transformation concept as a change in an organization’s shape, appearance, and structure. in the transformation developed by daczko, it leads to comprehensive or holistic transformation management. including changes in people’s mindsets. differences in people’s perspectives are an indicator of the effectiveness or success of the transformation program. also, the transformation program needs to be based on science. this is important not to fall back on indoctrination in assessing the community’s response to transformation (daszko & sheinberg, 2005; siswanto, 2017) according to kingsley davis, social change is changing that occurs in the structure and function of society (soekanto, 2009). as for gillin, social changes as variations of the way of life have been accepted either because of geographical differences, material culture, population composition, ideology, or the existence of diffusion or discoveries in society (soekanto, 2009). so, socio-cultural changes can be formulated as changes in behavior patterns or attitudes, social interactions, institutions, or cultural structures at a time in society. from the explanation above, the ideological transformation is a part 42 journal of social studies (jss), volume 17, number 1, 2021: 37-64 of social and cultural change. because someone who previously adheres to a specific ideology has taken it to another ideology as a way of life, in this study, the ideological transformation in question is the change in doctrine experienced by children who ngenger in ngawi in the 1970s from nahdlatul ulama’, or abangan islam turned into muhammadiyah after they followed the ngenger. methods this study uses a qualitative approach. perreault & mccarthy (2006) define qualitative research as a type of research that seeks to dig in-depth information and is open to all responses and not just yes or no answers. the data used is qualitative (data that is not in the form of numbers) (moleong, 2001). the research strategy is carried out empirically, which investigates a phenomenon in real life by utilizing various evidence sources to answer “how and why” questions. studies in scientific situations (naturalistic inquiry), using deductive analysis techniques, researchers direct contact with objects, holistic and dynamic perspectives, and researchers as key instruments (salim, 2006). data sources for this study include people and documents. the informants are selected with the maximum variance technique, representing various categories (sugiyono, 2014). they were chosen from among those who knew, were involved, and were affected by the culture of ngenger, including the following: 1. traders ngenger the tradition 2. landlady tradition ngenger 3. tempurjo ngawi community leaders who know the process of ngenger 4. the leader of the institution where the education participant ngenger 5. information in the form of documents, such as photographs, letters, and other documents relating to the ngenger. in-depth interviews extracted data from informants. interviews are direct interactions between researchers and respondents to gather expected information and obtain data about respondents with minimum bias and maximum efficiency (hakim, 2013; singh, 2002). at the same time, steward & cash (1982) defines interviewing as an interpersonal communication process, with predetermined goals, severe in nature, designed to create interactions that involve asking and answering questions. so in-depth interviews are the process of obtaining information for research purposes using face-to-face question 43 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) and answer between the interviewer and the respondent or the person being interviewed, with or without using interview guidelines, where the interviewer and informants are involved in a relatively long social life, (linarwati, fathoni, minarsih, 2016; boyce & neale, 2006). the interviewees were the actor of ngenger, the landlady as a place to ngenger, and eyewitnesses both in ponorogo and in ngawi. results and discussion grogol village is located in the southeast of ponorogo and includes in the district of sawoo. the most eastern section because it borders directly with trengalek district. the town is connected to the north by besuki village, east by tugurejo village, west by ngadisanan village, while a city borders the south with trengalek district (https://grogol-sawoo.desa.id/peta-desa/) some youths from grogol village who ngenger in tempurjo or around ngawi district started from a young man named maskur to mrs. fat, a woman from tempurjo village, walikukun district, ngawi. they married in 1967, and they are still classified as cousins. maskur is the biological younger brother of mesir. they had sisters named dul majid, rohmad, and sajad killed by the pki during the 1948 pki rebellion in madiun. and a younger brother named zainuri, who was killed by the pki before the 1965 uprising. the youths who did ngenger were asma’un, murodi, syamsudin, tajap, ahmad, marwanto, suparni, husen, sudiono, masrah, imron, misnu, juwahir, tulus, jirem, dullah, mansyur, fatonah, aminah, fatimah. the reasons and background of ngenger many of youths in grogol village, ponorogo district choose of ngenger can be categorized as follows: political conditions with the 1948 madiun indonesia of communist partie (pki) rebellion, the people around madiun, including ponorogo, certainly still remember the pki atrocities. many victims, both in madiun, ponorogo, and magetan, fell. even kyai muh mesir’s brother fell victim to the pki’s violence in 1948, namely dul majid, rohmad, and sajad. they are buried in bungkal, (interviuw with murodi, a ngenger person on 24 july 2019). pki victims are students and kyais (ulama’). increased when the psi and masyumi parties in 1960 were disbanded 44 journal of social studies (jss), volume 17, number 1, 2021: 37-64 because their leaders supported the prri rebellion. (roosa, 2008). however, many people in ponorogo and surrounding areas believed that the masyumi’s dissolution was the insistence and incitement carried out by the pki to sukarno. then the provocation was carried out by the pki (sulistiyo, 2003). also happened before 1965, at a time in the village of grogol, there was a wayang kulit (shadow play). the mastermind behind the performance was suspected of having been infiltrated by the pki. when the puppeteer said, “bismillah ....kool kobis miediolah (processed noodles), qulhu ... sekul tahu (tofu rice)”. at that time, asma’un and the grogol village youth were angry and broke up the puppet show. even the puppeteer gets hit in the mouth (tabok), (interview with amat, a person of ngenger, on 22 july 2019). many scientists and historians consider that the pki is a party that has a cadre strategy, political education, and qualified political agitation. to the extent that many arts and cultural associations were co-opted and infiltrated by the pki. in ponorogo itself, there are shadow puppets, shadow puppets, kethoprak, ludruk, gambyong not escape from pki ideology infiltration. sidiq, muh mesir, askiram, and manskur were even angrier when muh’s mesirian brother and maskur named the pki killed zainuri before the pki rebellion in 1965, which made them determined to provoke children in the village of grogol to study with ngenger in ngawi. he hoped that equipping young people with a holistic understanding of religious knowledge in the future would directly stem the growth of pki sympathizers. besides, it is also to develop islamic da’wah in grogol in particular and ponorogo in general, where the majority were abangan community. the process of ideological transformation in social change is a response to a complex cultural transformation. change has a very broad meaning, which concerns changes with the social system and involves changes in interaction dimensions between individuals (guntoro, 2020). educational conditions grogol villagers in the 1960s were rural communities located about 25 km southeast of the town of ponorogo. the area is far from the city center, and infrastructure is still minimal. they are mostly laying people with little education. although there are gontor and tegalsari boarding schools, schools are a luxury item. only for people who rich or have the 45 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) steel to do it. at that time, the grogol village youth had received primary education or sr (community school); for further instruction, they only relied on nonformal education in the bopong hamlet. in the afternoon, they studied the al qur’an in the langgar (mushola), which was taken care of by the village clerks, namely muh mesir and askiram boarding school gontor alumni and sidiq boarding school tegalsari alumni. seeing the community’s education and welfare condition, the grogol village youths were encouraged by muh mesir, sidiq, and maskur to ngenger in ngawi. besides, one of them is caused by education in ponorogo, far from tegalsari and boarding school gontor. on the other side, education in these two places is considered expensive. however, they are needed by parents to help their daily activities in the fields. many young children are banned from school and asked to help their parents by working in the fields, farm laborers, and caring for livestock by looking for grass in the forest. picture: from leaft is muh mesir, sidik dan murodi no less significant is the progress and progressiveness of the muhammadiyah education institution in tempurjo, ngawi. at that time around the famous and reputable ngawi college. so many students from various regions who study. there are thousands of students who attend formal or diniyah school. there is a commute, mondok and there is also a ngenger. seeing this condition muh mesir, sidik and askiram encouraged young people to listen while going to tempurjo, (interview with maskur, a landlady person at 13 june 2019). educational background as a reason for someone to ngenger was sari handayani in her thesis in 2014 in rt 5/rw 36, babadan hamlet, 46 journal of social studies (jss), volume 17, number 1, 2021: 37-64 sendangtirto, berbah, sleman (thesis, kisah dua keluarga dalam ngenger: 2014 ) the main reason someone ngenger about education is that he wants to learn formally for free. one of the reasons that grogol youths ngenger is that access to education in their hometowns is challenging to reach, both geographically and economically. hence, they choose to ngenger so they can go to school while working. here there is a symbiosis of mutualism, that children can get an education and fulfill their daily needs. in contrast, the landlady gets people who will help with their work or household activities. likewise, with the results of sri suharti’s research from the faculty of cultural knowledge at ui in 2010 on the book titled “ngenger in the anteping tekad novel” written by agnes suharti with the publisher balai pustaka in 1957. the results explained that the main character in the “anteping tekad novel” named indiah following the tradition of ngenger to the family of mrs. sutarno. indiah does ngenger because he believes that education will be better and will succeed if pursued by ngenger. since indiah is a junior high school graduate, she wants to learn two things with a low level of education. first, learn from the difficulties experienced during ngenger, such as being insulted, humiliated, and under inner-pressure. then know how life, manners, and also ethics are in a higher social class. economic conditions the majority of grogol villagers are farm laborers, farmers who work on other people’s land. because a handful of certain rich people only owns the land. the planting period in one year can be done three times. usually, agricultural land is planted with rice, but only twice a year because it relies on rainwater. at the same time, the third planting period is if farmers can finance irrigation with crops like soybeans, corn, or green beans. but if you do not have it will be left. in the 1950s and 1960s in indonesia, the javanese term called paceklik. namely, the difficult economic conditions that affect the scarcity of food. this is compounded by the pagebluk (condition many diseases that attack the community) season. several factors influence this. among them is politics first. political conditions at the elite level penetrated the grassroots tensions resulting in upheaval in the regions. there was a clash between communists and islamists, which sometimes caused stress. uncertain political conditions due to the islamists’ friction with the communists resulted in an unstable political condition that affected the 47 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) increase in prices, especially food. besides, the corrupt bureaucracy and foreign debt that accumulated due to the construction of a symbolic giant project (sulistiyo, 2003) second, crop failure’s deteriorating economic conditions are exacerbated by rat pests and poor agricultural infrastructure. they are so increasing the poverty and suffering of the people. according to marwanto, (interview with marwanto, a ngenger person on 10 july 2019), he had to go to school in the afternoon, while in the morning, he became a farm laborer. even though his family has enough land to support his family and eight siblings, if the harvest is good enough. because farming conditions cannot be relied upon, they eat rice daily with tiwul (rice from cassava) with vegetable lompong and heart banana (ontong). the intention and will to build goodness and prosperity are essential in pushing for civilization’s stages by improving its quality, which is always carried out for humans’ good and well-being (kistanto, 2018). by the views of ila fakiha & haedar (2015), the motivation of youth ngenger to the kiyai can be categorized in two ways: cause motives and purpose motives. the causes reasons are as follows: economics, studying sufism, studying suwuk (martial art with magic) , and changing the village community’s state. while the reason for the goal: restrain the passions, near the kiyai, seek knowledge and study of religion, and become a kiyai. the people of grogol village, ponorogo who ngenger to ngawi, certainly do not want to study suwuk, sufism, or become a religious teacher. but the impoverished grogol village community’s economic conditions encouraged young people to ngenger so that they could continue their lives. thankfully, they were able to learn for free and were able to change themselves and society. socio-cultural conditions as a village in general, including the town, grogol is still very thick with javanese culture, and its people’s life and culture are still very traditional. electricity in the village only came in 1990. so in 1960-1975, lighting always used kerosene lamps with energy sources derived from kerosene. even then, if the community can buy or stock is still available at the grocery shop. there are still many traditions of heritage that smell syncretism, superstition, and khurofat, (stories that are composed or fabricated related to natural events or beliefs). nyadran (go to a place that 48 journal of social studies (jss), volume 17, number 1, 2021: 37-64 is considered sacred to pray for something, like asking for a blessing, asking for a mate and asking for wealth) culture in sacred places is often done by the community. even when there are still many celebration offerings in every corner of the house, he said it was for the ancestors’ spirits and as food for souls to not interfere with the celebration. the village’s religious system usually consists of a balanced integration between elements of local culture and islam. a form of syncretism in a society which is an actual folk tradition. the religious traditions of the abangan are mixed with many ritual feasts and are a complicated, broad, and complex belief system. (jinan, 2015). generally, javanese people, especially the grogol village, have traditions and cultures that are still firmly attached. this is one of the factors influenced by mataraman (mataraman is used to refer to a region of the former kingdom of mataram islam) culture. in grogol village, reog, shadow puppets, ketoprak, ludruk, gajah-gajahan, jaran thik, and gambyong are still found. the event was held to celebrate both the village government and individuals’ celebrations, such as marriage, circumcision, and ruwatan (performing wayang kulit art in the morning to keep away from crime and misfortune), (kurnianto, 2015). almost certainly, during the celebration and there was a show of alcoholism. they feel satisfied when they are drunk and unconscious. besides, in the reog performance, gajah-gajahan and jaran thik, many of the actors were possessed by possessed performances. the public will be more enthusiastic about watching the show if someone is possessed. according to them, the show has strong magical power. perpetrators are usually unconscious, eyes bulging, howling, rolling up to eat strange things. such as leaves, soil, until glass. it is almost certain that each art performance will begin, so a shaman will overwrite the tools by burning incense and sprinkling flowers. that is done to invite spirits, jinn, or ghosts. ponorogo regency is famous for having reog artistry, including the village of grogol. reog is an art that is said to be inspired by an event in a bantarangin kingdom. in the art of reog, there are several components such as accompaniment music, dadak made from peacock, jathilan, warok, bujang ganong. single women now perform as jathil dancers. it used to be done by a single boy who had a handsome face. and most of the jathil are taken care of by warok to be their life partners and sleeping partners. this is called gemblakan. though warok already has a wife. after they did not 49 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) become jathil, becoming the gemblakan also ended (mukarromah & devi, 2012). the processes inherent in tradition and the arts such as drunkenness, possession, sending offerings, gemblakan, and shamanic practices are assessed by young people who are enlightened because of gontor education such as muh mesir, askiram, and maskur contrary to islamic creed, so they must be removed. in addition to opposing the islamic ideology, the activity also has a high destructive power on society. moreover, many of these arts have been infiltrated by the pki movement. one way to eradicate the traditions that destroy the skills is to educate young people and cadre them as preachers and community leaders. this is the purification movement towards understanding doctrine and implementing sharia. according to peacock, which is, in essence, an urgent need to protect orthodoxy from various influences from outside of islam, both in the form of mysticism, magic, animism and other forms of syncretism are unconsciously incorporated into islamic doctrine. only by refining the understanding of this doctrine can muslims grasp the rationality of aspects of modern life today (peacock 1978). on the other hand, nakamura emphasized that many of the people who came from the abangan community were interested in becoming santri, moving towards the actual practice of islamic teachings. (nakamura, 2017). this is certainly different from nu, which has a powerful nuance of cultural preaching, making culture a medium for preaching (alhidayatillah & sabiruddin 2018). however, the process of ideological transformation in ngawi is different from that of solikhul huda’s thesis, which examines the shift in the ideology of muhammadiyah in islam. many muhammadiyah cadres have become fpi activists because they think fpi is more assertive in eradicating evil. what happened in ngawi went soft and is still in the context of moderate islam (hidayat, 2019). ngenger activity the youth during ngenger, usually do activities such as household activities. they were starting from cleaning the house, cooking, helping in the fields, shopping, and trading. adapted to the profession and family occupation lived. even to take care of children or grandchildren, if the landlady has it. 50 journal of social studies (jss), volume 17, number 1, 2021: 37-64 picture: anwar’s house as a location to ngenger is still original young men who ngenger don’t feel burdened even though their work is both rough and heavy. this happened because they were accustomed to a difficult life in their hometown. on the other side, they realize that it has become a consequence if they work hard to help their landlords and not relax as a young man who joins others. besides, young people’s ngenger feel that their lives are supported by going to school for free. usually in the morning young people who hear help their families with their homework. while in the afternoon they go to school or madrasah to study. the process of regeneration and planting of muhammadiyah’s ideology during ngenger the regeneration process in the ngenger tradition in tempurjo, ngawi, can be classified into 3. namely, in the family, at school or madrasah, and the third in the environment. the categorization of these three domains is because young people who ngenger interact in these three social spaces. and all three have a stake in influencing the views and ideology of the ngenger. in the family the families where they ngenger the majority are wealthy people with large of farmland and local community leaders. the land they own is usually measured on a bau scale. one bau is equal to 7,000m. even maskur’s in-laws have a land area of 90 bau. that is 90 x 7,000m. then some figures become traders. also they also many who work as pns(government employees) teachers. even though tempurjo village is far from urban areas, its citizens have an open mind and modern outlook. young people who ngenger are 51 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) given the freedom to learn, think, and organize. they were even encouraged to advance muhammadiyah education in tempurjo by activating official student activities under the local muhammadiyah educational institution but not muhammadiyah orthodontics. at that time, the muhammadiyah orthom(ortom is short for autonomous organizations. which is the official wing of the organization in muhammadiyah) activity was not yet established in tempurjo. but every action has the ideology of muhammadiyah (interview with sudiono, a ngenger person, on 14 june 2019). from some of the young people who ngenger, most of them live in six families. namely the maskur, anwar, rofii, furqon, sarkowi, and syam families. according to ms. anwar, even though their family adheres to nu organizations, her husband, mr. anwar, is an administrator of the muhammadiyah tempurjo college and his siblings and other community leaders. anwar’s family gave independence in learning. their family never forced them to enter and be active in any of the mass organizations. what is essential for them as the landlady is to ngenger homework and rice fields are completed and care for them properly, encouraging them to learn religion to the fullest. the landlady’s family feels it has satisfaction if it can care for the poor’s children and send them to school. especially if one day they become successful people. they hope that if they go home, they will always keep in touch (silaturahmi) (interviuw with mrs. anwar, the landlady of ngenger at 16 july 2019). this is also done in other families such as maskur, syam, rofii, furqon, etc. as community leaders, managers of muhammadiyah schools, religious teachers, and muhammadiyah administrators, h. sarqowi and h. rofii always emphasized studying. especially religion. because with a good understanding of spiritual knowledge, civilization will advance and develop well. besides that, maskur also said that community leaders, both as teachers and landlady, always give role models for life. maskur will be angry if the children who ngenger to his house don’t read the al qur’an, don’t pray, or don’t study. one day, h. rofii finished teaching, then left in the evening by riding an onthel bicycle to fill in the recitation. but on the dark road, h rofii fell and entered the river. his students heard sounds like objects falling in the river near their hostel, hurried towards the place. seeing h rofii fall, they immediately helped him and advised him to go home and rest. but h rofii 52 journal of social studies (jss), volume 17, number 1, 2021: 37-64 immediately headed to his bicycle and continued his journey to fill the recitation (interviuw with maskur, a landlady person and teacher at 13 june 2019). children who ngenger and also students who hear the incident touched his heart. by riding a bicycle and physical conditions are not right because of falling but have a persistent spirit in the fight for religion. to implement a new cultural value, an example is needed from the leaders who are usually used as role models to follow and imitate what other people do concerning cultural values (perbawasari & setianti, 2013). in the environment the ponorogo youth who ngenger were originally ordinary people or muslim abangan, and there were also the officials of gp ansor, who first learned about muhammadiyah in tempurjo ngawi. the regeneration of muhammadiyah takes place so that children ngenger that muhammadiyah is an open and not rigid organization. this can be seen that muhammadiyah in tempurjo, ngawi has a charity in educational efforts, where are several people affiliated with nu, besides that there are no doctrinal activities which force them to make sympathetic young people from ponorogo. educational figures and the community in tempurjo are welleducated and open-minded people. among them is ropii, maksum, sarqowi, anwar, maskur. the model does not impose the will to adhere to an ideology and does not demand uniformity of doctrine, especially muhammadiyah. they can live side by side even though they are still one family but differ in ideology. for example, mr. maskur is a muhammadiyah figure while mr. anwar, his brother-in-law, is a nu person. but they are administrators of muhammadiyah schools and are equally promoting education in their father’s land waqf, (interviuw with suparni, a ngenger person at 20 july 2019). tempurjo peoples have very high religious awareness. every religious event and activity at school always gets support from the community, such as funding and building schools. even when the school from ponorogo brought students and people together to watch, it was very lively. based on the social construction theory of reality put forward by berger and luckman. the perpetrators of ngenger experience internalization, individuals, absorb the values socialized by their environment, but not all values can be absorbed entirely. on this basis, individuals can interpret 53 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) reality with their version, which they consider to reflect objective reality (berger & luckmann, 1966). at the madrasa diniyah the curriculum at the muhammadiyah tempurjo college has two educational models. in the morning, a formal madrasa school teaches general subjects and religion. while in the afternoon, there is a madrasa diniyah that specializes in teaching theology. religious knowledge is taught various kinds, ranging from arabic, fiqh, interpretation, hadith, mantiq, nahwu shorof, and of course, reading the qur’an and the kitab kuning (yellow book). but there are no subjects at all, muhammadiyah science. likewise, with the ortom muhammadiyah activities, there are also none. there is a student organization like the student council. in every learning process, especially madrasa diniyah in the afternoon, teachers teach islam as generally. but there are essential things in the learning process. teachers and administrators have a high dedication to teaching. they are professional, competent, and also open to teaching islam. islam is not exclusive and is very moderate. they gave many examples of the first figures of muhammadiyah who fought for the nation and state. like ahmad dahlan, general sudirman, mas mansyur, kasman singodimejo, ki bagus hadikusumo, hamka, and even sukarno (the first president in indonesia) were also muhammadiyah teachers. teachers, caregivers always emphasize the importance of being earnest in carrying out islamic da’wah. selfless and full of struggle. many tests and challenges are specific, but they must be carried out. the authority and religious environment created were very strong in the tempurjo muhammadiyah college complex at that time. many religious activities are made, such as islamic holidays, student endings, and student contests, so that students’ character is formed very strongly to express islamic values. as agents in planting values, educational institutions can provide value in the form of knowledge, attitudes, and skills needed by society. furthermore, when viewed from van peursen’s theory of cultural development, it is hoped that educational institutions can position themselves as a functional stage. educational institutions, as agents of value transformation, must provide values shared by society (az-zafi, 2017). in carrying out the process of civilizing values so that they are formed into 54 journal of social studies (jss), volume 17, number 1, 2021: 37-64 characters, pierre bourdieu can use the opinion of habitus. educational institutions can carry out habituation through several activities. habituation can be done through social interaction, maintained with the control exercised by academic institutions (bourdieu, 1996). ideology transformation process sigmund freud explained the theory of religious or ideological transformation, then the father or parent factor was huge in the process of change (samiun, 2006). likewise with young people who ngenger in ngawi. they are far from biological families, so when the landlady ngenger, the caregivers, teachers, and community leaders are certainly their parents who will influence the child’s thoughts and attitudes to ngenger. the following is a list of names that understand and have ideological changes. name years of ngenger a background and cause of ngenger idiology after ngenger information asma’un 1963-1968 nu/economy muhammadiyah murodi 1963-1968 nu/economy muhammadiyah syamsudin 1963-1968 abangan/economy muhammadiyah tajap 1970-1975 abangan/ pendidikan muhammadinu join muhammadiyah community organizations but also still follow nu tradition because of the environment ahmad 1960-1968 nu/economy nu it remains nu because i got in-laws from nu marwanto 1968-1973 nu/ education muhammadiyah suparni 1968-1973 nu/ education muhammadiyah 55 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) name years of ngenger a background and cause of ngenger idiology after ngenger information kusen 1970-1975 nu/ education nu ngenger in mbrejing sudiono 1975-1983 abangan/ education muhammadiyah masrah 1975-1978 abangan/economy muhammadiyah imron 1970-1975 nu/economy muhammadiyah misnu 1963-1968 abangan/economy nu ngenger in mbrejing juwahir 1968-1973 abangan/ education nu it remains nu because it disappointed with muhammadiyah tulus 1968-1973 nu/ education muhammadiyah jirem 1970-1975 nu/ education muhammadiyah dullah 1968-1973 abangan/ education nu it remains nu because of the environment fatonah (sipat) 1970-1975 nu/economy muhammadiyah cultural and simpathisan aminah 1970-1975 nu/economy nu it remains nu because of the environment ms. fatimah (fat). 1970-1975 nu/ education muhammadiyah suroso 1970-1973 abangan/economy muhammadiyah if you look at the data above, it can be concluded that 80% of young people who ngenger in ngawi experience a change in ideology from nu and nationalists to muhammadiyah. however, there are around 20% who are still 56 journal of social studies (jss), volume 17, number 1, 2021: 37-64 affiliated with nu. in abdul munir mulkhan’s view, muhammadiyah in rural areas can be classified into four types. namely, al ikhlas, kiyai dahlan, munu, and marmut (mulkhan, 2000). al ikhlas is a muhammadiyah group whose totality purifies islam. the kiyai dahlan group is a purely islamic group that does not work alone but is tolerant of tbc (takhayul, bid’ah, and churofat), munu is a muhammadiyah group that still maintains tbc with (nu tradition in religious) tahlilan, yasinan, mitoni, slametan and various religious traditions, the last being marmut groups or muhammadiyah marheinis. they see many secular and syncretic lives. the sociological and geographical conditions in grogol village, ponorogo, are the same as abdul munir mulkhan’s description, namely rural communities and farmers. however, researchers found differences in the muhammadiyah variant. the youth who ngenger had a nationalist or abangan background and nu. after ngenger about tempurjo, ngawi’s transformation did not become munu or marmut. but the groups of kiyai dahlan and munu nobody is marmot. even though they and their families came from nationalists or abangan, as long as they ngenger, planting religious values and striving to uphold religion are imperatives that have become ingrained. the munu variant was found not merely because of the ideological understanding cultivating religious attitudes with cultural traditions. instead, it was due to maintaining the nu environment’s moods or feelings or because their families were nu fanatics. on the other hand, nahdltaul ulama, as a traditional islamic organization, is indeed more attractive to rural groups than urban areas. this shows that the indigenization of islam has an urgency for social-societal dynamics. traditions that need to be developed within nu for the present and future interests are a paradigmatic step of meaning. because a transformation, both thought and social, must move on and draw inspiration from tradition. so, efforts are needed to explore the tradition that can support transformation (hartati & hambali, 2018). the varieties of religious experience by william james explained two factors that influence ideology changes: family factors that occur at any time of interaction. the second is due to individual personality. namely, the attitude of seeing, feeling, and experiencing an event then appears internalization of the event witnessed or experienced into each of them (jalaludin, 2009). according to kiyai delan, a tempurjo muhammadiyah teacher, neither teachers, community leaders, muhammadiyah administrators, and the landlords 57 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) would ever ask, give doctrine to enter and be active in muhammadiyah to the ngenger child. muhammadiyah lessons also did not exist at that time. so it can be said that muhammadiyah leaders and the tempurjo community are very open in their thought and egalitarian behavior. maskur added that the muhammadiyah ideology process entered through daily interactions without being said only through everyday attitudes expressed by the management, community leaders, and education managers of muhammadiyah tempurjo. in the intellectual view, it is called transformative pedagogic epistemology. namely, a pedagogic that develops according to social change dynamics and individual development is continually changing. thus transformative pedagogy is dynamic pedagogy. the transformation process’s starting point is a creative individual (fauzi, 2018; tilaar, 2012). several factors make most of the children who ngenger when they come back to their villages choose to change their ideology from nu to muhammadiyah. first, feel sympathetic with muhammadiyah when they heard that between 1960 and 1970, muhammadiyah college in tempurjo was very advanced, lively, and progressive. many good students go to school, commute, and ngenger. this situation makes the hearts and minds of children ngenger that muhammadiyah is a large, modern, excellent, and advanced organization. besides being open, egalitarian, and not imposing muhammadiyah ideology, it makes children who ngenger sympathetically. second, community leaders, administrators, and caregivers of muhammadiyah tempurjo colleges have high dedication and sincerity. so that the child ngenger feels touched his heart to see the honesty. they saw muhammadiyah leaders acting wholeheartedly for the sake of islamic da’wah. not concerned with the material, actually dare to sacrifice for the progress of islam. third, the emphasis made by the landlady, community leaders, and caregivers of the muhammadiyah tempurjo college on the importance of religious knowledge, a solemn obligation to preach islam, makes those who are called to call for jihad to develop islamic propaganda. they realize that islam is part of life, a guide to the truth, so it must be fought with all your heart. even need sacrifice, good energy, mind, treasure until the time, for the sake of getting the pleasure of allah swt. the main factor that caused 20% of them to remain nu was because they returned to the neighborhood with a very fanatical nu environment. most of them live in the hamlet of bopong and karangjati, grogol village. there 58 journal of social studies (jss), volume 17, number 1, 2021: 37-64 were two very fanatical figures there. in bopong, muh mesir (maskur’s older brother) was a nu chaplain and founded mi nurul huda. while in karangjati, there was h. kasanun who founded mts ma’arif. these two figures became the driving force of nu’s activities. some people like amat, misnu, juwahir, and aminah are in that environment so that if they have a different ideology, they feel uncomfortable because they are afraid of being ostracized. but three people are in the village of bopong persistently defending the doctrine of muhammadiyah, namely syamsudin, imron, and murodi. other causes continue to choose nu because of marrying a fanatical family of nu. like amat in karangjati, who became the son-in-law of an nu chaplain. amat feels uncomfortable if she has to be different from her parentsin-law’s extended family, mostly since amat lives with her parents-in-law. post-ngenger social changes, according to sambas (2016), have the characteristics of which there are continuous changes, followed by other social changes, resulting in temporary disorganization as adjustment. the grogol youth who ngenger in ngawi then returned home. they initially joined nu mass organizations, most of them turned into muhammadiyah. the ideology of muhammadiyah that they have just adopted after ngenger to it survives until now. then, organizationally they have a new culture that is more familiar with the characteristics of muhammadiyah, including a sound system, good management, and orderly organization. in terms of worship, if previously, when holding eid al-fitr or eid al-adha prayers in the mosque, after ngenger to them, they have the feast of worship on the field that lasted until now. also, they established a charity effort to develop muhammadiyah, namely five mosques, nine small mosques, educational institutions mts muhammadiyah 10 and 3 of tk aba (kindergarten of muhammadiyah). one of the prerequisites for cultural change is the guarantee of good relations with the environment, communication, division of roles, and socialization (kaplen, 2002). in the context of the ideological changes that occur in young people after ngenger, they also consolidate and also share the role of intense communication and communication in the muhammadiyah community that they have just run. also, massive socialization took place. the feast of prayer in the field, doing the round takbir and consolidating recitation of prayer. the village of grogol, which was initially the majority of nu, after the 59 ngenger tradition and ideology transformation ... (anang masduki, dani fadillah, fajar dwi putra) youths’ ngenger of in ngawi, formed the muhammadiyah branch management. so that grogol village is divided into two. in the north are nu residents, and in the south are muhammadiyah residents. the north is centered on the family muh mesir and maskur. the south is centered on the south of mount gempeng. in this place, mts muhammadiyah 10 ponorogo was established. some young men used to ngenger that tempurjo had died, and most were still alive. those who are still alive continue to develop muhammadiyah by reviving branches and twigs and managing muhammadiyah’s business charity. for those who have died, their children’s preaching struggle for muhammadiyah is continued. there were four children from one of the youths who used to ngenger to the pdm (district leaders of muhammadiyah) secretary, the pwm (province leaders of muhammadiyah) deputy secretary, the pcm (district leaders of muhammadiyah) chairman, and the pdpm kokam (district leaders of young muhammadiyah) commander. conclusion the cause of ngenger is the poor condition of the people, the onslaught and rebellion of the pki, and the far access to education made the youth of grogol village, ponorogo. east java determined to be able to go to school for free. the trick is to ngenger. in addition to these reasons, it is also to equip youth with religion to compete and offset the pki movement’s pressure. the muhammadiyah regeneration process took place in a way. first, they saw muhammadiyah as an open and not rigid organization. this can be seen that muhammadiyah in tempurjo, ngawi has a charity in educational efforts, which has several people affiliated with nu. apart from that, no doctrinal activities are compelling. so the attitude of the muhammadiyah leadership in tempurjo made sympathetic young people from ponorogo. second, the families where they ngenger the majority are wealthy people with large land and local community leaders. they are given the freedom to study, think, and organize. they were even encouraged to actively advance muhammadiyah education in tempurjo by activating official student activities under the local muhammadiyah educational institution. third, the exemplary of educators and community leaders who have sincerity, the spirit of struggle, and the doctrine of the emphasis on the importance of islamic da’wah. the ideological transition from the original islamic abangan and nu to muhammadiyah was because, during their ngenger, they were introduced to muhammadiyah organizations that were tolerant, open, and egalitarian. but this was tested when they returned 60 journal of social studies (jss), volume 17, number 1, 2021: 37-64 home to the village of grogol. at that time, there was an nu masyumi alumni organization. some uphold the ideology of muhammadiyah, some are halfhearted, but some are returning to nu. those who returned to nu were due to environmental factors, which were the majority of nu, they felt uneasy if they became a minority. but there are also even though their minority still hold fast to muhammadiyah. references alfian. 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229 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 229-236 doi: 10.21831/jss.v18i2.49721.229-236 a conflict between china and taiwan: an analysis from a realism perspective halda nuriyya azzara department of international relations, faculty of social and political science, state islamic university syarif hidayatullah jakarta, indonesia email: haldanuriyya17@gmail.com badrus sholeh department of international relations, faculty of social and political science, state islamic university syarif hidayatullah jakarta, indonesia email: badrus.sholeh@uinjkt.ac.id abstract the conflict between china and taiwan has become a long conflict that until now has not found a bright spot. from time to time, the conflict between china and taiwan seems to be getting worse and always attracts the attention of the international community. the dispute between the two countries also affects relations between countries, whether dealing with china or taiwan. this article will analyze the conflict between china and taiwan from the perspective of realism as a theory in the study of international relations. by analyzing the conflict from the perspective of realism, this article will discuss how china and taiwan try to maintain their national integrity and how other countries interact with this conflict. the research method used in this article is literary studies by collecting secondary data to explain and analyze the conflict and find the result and discussion. by this method, there are some points were found, starting from the concept of power in the conflict between china and taiwan, the diplomatic relations, and the survival of both parties in the international system. keywords: realism, china and taiwan conflict, international relations, one china policy, diplomatic. introduction in international relations, every country not only interacts with each other and creates relationships. through these interactions, each country has an interest in maintaining the integrity of its country. however, international relations are not only colored by interactions or cooperation between countries. existing interactions can also be conflicts between countries that certainly have a great influence on related parties and even become the attention of the global community. of course, every conflict has various causes and some of them may be difficult to resolve and can even trigger a war. the conflict between china and taiwan is one of the conflicts between countries in international relations that are quite complex. recognition of the integrity of the state of each side is also a problem in this conflict. not only state recognition but it is also related to the recognition of diplomacy and the existence of each party in international relations. as we know, china and taiwan have different ideologies where china with communism and taiwan with democracy. before discussing further how the twists and turns of the conflict between china and taiwan, the history before china and taiwan has different identities to date is quite long. the existence of ideological differences between democracy and communism cannot be separated from the history of the collapse of the qing dynasty. sun yat-sen brought democratic values to china at that time with his ideas. to support this idea, then the kuomintang party or kmt was formed. however, the democratic 230 journal of social studies (jss), volume 18, number 2, 2022: 229-236 principle that sun yat-sen wanted to bring unfortunately did not succeed until the end of sun yat-sen’s life. on the other hand, the influence of the qing dynasty’s reign cannot be eliminated. after sun yat-sen’s death, a general named chiang kai-shek sought to continue the principle of democracy to be applied in china, as sun yat-sen wished. with more capable strength, general chiang kai-shek had the support and strength to achieve his goals. in addition, the military power possessed by general chiang kai-shek was also useful to help eliminate the remnants of the qing dynasty’s influence. nevertheless, not all the territories that still held the influence of the qing dynasty were successfully subdued by general chiang kai-shek. the efforts made by general chiang kai-shek are not always smooth because there is a threat that comes. in 1927, the communist party began to show its existence with supporters from several walks of life. this problem then leads to the existence of two camps that cause differences in identity. some groups that support the principle of democracy then occupy the region that inhabits the place of residence in taiwan. while in other areas of communist dominance, the chinese communist party front formed the people’s republic of china or known as prc, and simultaneously claimed taiwan. this claim of sovereignty over taiwan then raises the issue of taiwan’s existence as a country in the eyes of the international community. until now, taiwan is still claimed by china as its territory. therefore, taiwan’s independence will not be recognized by china. taiwan’s recognition as a country also affects other countries that establish cooperative relations with china over the enactment of the one china policy. according to the montevideo convention of 1933, a country can be recognized as a state if it meets such requirements as permanent residents, clear territory, having a government and the ability to carry out international relations with other countries. when referring to the montevideo convention of 1933, taiwan is already able to be voted on as a country. however, due to the conflict between china and taiwan, recognition of taiwan is not easy to do. the study of international relations has many perspectives to examine or understand an event that occurs, ranging from the existence of conflicts between countries to diplomatic relations of each country. the perspective of realism or often studied as a theory of realism is one of the mainstream theories in the study of international relations. the theory of realism has exerted a great influence on international relations, so it is known as an established theory. the roots of the perspective of realism have been found since 403-404 bc during the famous period of the peloponnesian war which was later written by thucydides (antunes and camiso, 2017). just like most theories, realism has assumptions in it. first, the state is a major actor in international relations. in this case, the state is believed to be the holder of an important role in every event in international relations. second, realism believes that the international system is anarchy where there is no supreme power other than the state itself. amid an anarchic international system, each country is faced with a state of survival where each country has its interests to be able to survive. third, realism believes that human nature is selfish and will do anything to achieve its interests such as gaining power. in this case, the national interest of a country becomes an essential thing and anyone will fight for it for its existence in the international system. several prominent actors helped build realism, including niccolo machiavelli and hans j. morgenthau. machiavelli’s thoughts on realism are illustrated in his book the prince (1532). in his work, machiavelli brings to the fore a leader who must be like a lion in power and cunning like a fox (antunes and camiso, 2017). both parables intend that for the leader to be able to carry out his policies, it requires great power and vigilance against threats that can come at any time. meanwhile, morgenthau in his mind focused on national interest and morality. this thought also departed from the events of world war ii. morgenthau found that power is above morality which also refutes idealists. in an anarchy situation, which is a situation in an international system, morality is not something that can be applied (morgenthau, 1970 in donnely, 2022). if morality is relied upon in every policy, then the existing policy will only show weakness. therefore, every political action carried out by a country aims to show the existence of power. the thinking of realism figures tries to show the true state of the world and seeks to form a relevant perspective in examining events in international relations. post-world war ii is believed to give a spotlight 231 a conflict between china and taiwan: an analysis from a realism perspective (halda nuriyya azzara and badrus sholeh) to realism which at that time refuted the perspective of liberals who viewed the international world more optimistically, but in fact, what happened at the end of the war remained. the perspective of realism invites us to think more realistically in understanding international relations. until now, the assumptions of realism can be witnessed directly by the occurrence of conflicts in international relations. of the many conflicts that exist, some of them have a long period and result in prolonged disputes. terms of, realism are still able to be a reference in examining various conflicts that occur even in the contemporary era. this article will provide an analysis of the conflicts engulfing china and taiwan from the perspective of realism. as discussed earlier, both china and taiwan have their interests. to achieve and defend their interests, both also make policies to support those interests. literature review silitonga (2020) in “geopolitics and international contemporary issues in asia pacific and beyond”, the division of china and taiwan over ideological differences caused taiwan’s sovereignty to be not recognized by china. however, china still claims that taiwan is part of china. on the other hand, taiwan has the united states as its backer. silitonga (2020) stated that relations between taiwan and the united states also triggered tensions due to interventions to suppress influence from china. according to the authors, looking at the relationship between taiwan and the united states does not help much for taiwan in terms of being able to be fully recognized as a separate country from china. in this case, the author looks back at the perspective of realism in looking at international relations. as we know, china and the united states are two countries that have a great influence on the international system. in the end, any policy or interaction of each party with the other party even though it is in the name of ‘cooperation’, there is a goal to strengthen their position and carry out their interests. similarly, the one china policy is present. the one china policy is also considered controversial because of course this policy invites various responses from the international community. this one china policy has an impact on both china and taiwan. the author agrees that this one china policy provides benefits to china while for taiwan, this policy is a blow. the presence of this policy is seen as a threat to the international community which is a warning to countries that want to establish relations with china. if you look at the perspective of realism, the one china policy policy is related to the power possessed by the state to strengthen its interests. in this regard, china with its power through the policy tried to limit taiwan’s wiggle room in the international world. in “geopolitics and international contemporary issues in asia pacific and beyond”, it is also explained that the problem of implementing the one china policy can be studied through the understanding of offensive realists (silitonga, 2020). the presence of this policy during the china and taiwan conflict actually presents the potential for a major military conflict in which china seeks to strengthen its existence and power. as a threatened party, taiwan will find it increasingly difficult to gain international recognition as a whole country. in addition, taiwan also has difficulty joining international organizations. silitonga (2020) gives an example of events where taiwan has been in trouble due to not being able to become a member of an international organization. one of them is that when sars disease is hitting its territory, taiwan cannot receive information about the prevention of sars from who because taiwan is not a member of who. the effects of the one china policy also hampered the un’s help in the 1999 earthquake. kofi annan who at that time served as secretary-general of the united nations said that there must be approval from the people’s republic of china to be able to send a disaster assessment team (chiang, 2004 in silitonga, 2020). the implementation of the one china policy is very burdensome for taiwan in protecting its territory. countries that want diplomatic relations with china are not able to maintain diplomatic relations with taiwan related to taiwan’s sovereign status. however, international cooperative relations with taiwan can still be informally conducted. taiwan’s informal consulate office allows taiwan to continue its foreign relations. 232 journal of social studies (jss), volume 18, number 2, 2022: 229-236 the explanation presented by silitonga became one of the references in compiling this article, the above explanation helps the author to examine the china and taiwan conflict related to the one china policy so that it can help to analyze this conflict from the perspective of realism. the strength here becomes an important element in the international world to be able to survive and spread power. methods in this article, the research method applied is literary studies. literary studies are a research method by obtaining data from sources in the form of books or other library sources. research using literary studies will take data, read, and then the data is processed as research material (melfianora, 2017). this method includes how the author collects data from related topics and processes the data to get conclusions. the data used in this article is secondary data. results and discussion the concept of power in the china-taiwan conflict the perspective of realism gives a spotlight on the power in international relations. morgenthau as one of the figures in realism stated that power is something important where it is all intended for the national interest. although the perspective of realism has been criticized for its impression that looks pessimistic, the assumptions held by the perspective of realism are able to explain the events that occur in the international relations and able to photograph how the state behaves in carrying out its national interests. currently, we know several countries with their power to try to dominate international relations in various aspects. some countries such as the united states, japan, china, and even south korea have their own strengths either in hard power or soft power. in this section, the author will further discuss how china with its concept of power maintains its claim to taiwan’s sovereignty as well as how taiwan seeks to build power to respond to this conflict. china with its position as one of the most influential countries today certainly cannot be separated from its long history to build strength to date. mao zedong (1893-1976) became one of the figures who had an important contribution to china. mao zedong is one of the founders of the communist party of china who is famous for his ideas for revolutions against economic and political policies to bring china to glory (yuliantoro, 2021). the development of this country continued and the next leader, deng xiaoping (1904-1997) managed to raise china until it was recognized as the country with the largest economic power besides the united states. for his efforts to stabilize the chinese economy, deng xiaoping earned the nickname “father of the economic revolution”. not only did it experience an increase in the economy, but china also then had a military power that could not be doubted. the power built by china is then strengthened by the existence of a foreign policy principle called responsible great power (yuliantoro, 2021). this principle was introduced during the leadership of jiang zemin. responsible great power is a policy that is used as a principle for china to be able to be responsible as a country that has great power in international relations. this responsibility shows how china can address internationallevel problems from various aspects. in addition, the principle of responsible great power also aims to show that this world order is not only centered on western powers. during xi jinping’s leadership, china demonstrated its military ability to safeguard sovereignty. china is also increasingly developing trade and investment cooperation ties. under the leadership of xi jinping, also influences how the implementation of chinese foreign policy to aggressively maintain china’s sovereignty. of course, this also affects taiwan as a party that seeks to secede from china and declare the integrity of the country. until now, china as a country that has great influence in international politics continues to prevent taiwan’s actions to gain its sovereignty. the conflict between china and taiwan cannot be separated by pressure 233 a conflict between china and taiwan: an analysis from a realism perspective (halda nuriyya azzara and badrus sholeh) from chinese forces that continue to threaten taiwan. from the perspective of realism, the struggle of power greatly affects china’s conflict with taiwan where taiwan as a threatened party seeks to safeguard its interests from chinese power. just like china or any other country, to strengthen sovereignty, taiwan also needs power. to be recognized as a state, in addition to fulfilling the montevideo convention article 1, a country also needs to obtain confirmation from another country. in this case, taiwan has difficulty getting recognition from other countries because of china’s claim to taiwan territory. it also makes it harder for taiwan to join international organizations such as the united nations. although taiwan is difficult to declare itself a complete country, the taiwanese government continues to strive to maintain the status quo by having a clear population, territory, and a government capable of carrying out relations with the government of other countries. during the leadership of ma ying-jeou (2008-2016), his policy preferred to avoid provocations coming from china and also avoid conflict between the two. this is because china has great power in military and economic aspects, so taiwan’s efforts are also aimed at maintaining national security. entering the reign of tsai ing-wen, taiwan looks to take bolder steps in the face of conflict with china. the policy is taken by tsai ing-wen also pays attention to the wishes of the taiwanese people in terms of the rejection of reunification. but behind the statement, china also remains steadfast in taking away the right to taiwan’s territory. following up on this conflict, taiwan under the leadership of tsai ing-wen also established closeness with the united states. taiwan’s proximity to the united states is certainly motivated by the use of power and the interests of each party. as explained earlier, taiwan needs the power to be able to defend its territory and any policies made will affect the national security of taiwan. the united states, currently under the leadership of joe biden, chose to support taiwan, which was later demonstrated by sending military forces to taiwan to conduct joint exercises. of course, it cannot be expected that the closeness between the united states and taiwan can get a good response from china. if we compare the strength between china and taiwan, it can be estimated that china will easily take control of taiwan and assert claims to taiwan’s territory. however, the international system is not that simple because there is a role for the united states during the conflict between china and taiwan. as two great powers, if china and the united states are triggered to create a major conflict then it is conceivable how the impact can be had on international stability. again, if we look at the china’s conflict with taiwan, the concept of strength here has an important role to play. force becomes a shield to protect each country from the coming threat or even the power itself is used to threaten other countries. here it has been shown that china relies on its power to achieve what it wants. it does not rule out the possibility that with the power it has, china could have waged a war to claim taiwan. but compared to war, both make strategies and policies that can then be implemented through foreign policy. this is done to defend the sovereignty and realize their respective national interests. china and taiwan’s strategy of defending the sovereignty from the perspective of realism, the international system is anarchy in which there is no supreme power of the state itself. with a system like this, every country is faced with a survival situation and is responsible for itself. efforts to survive can be realized by a country through foreign policy or specific strategies to deal with future conflicts. every country has its strategy whether it is to carry out its national interests or protect itself. the same goes for china and taiwan. strategies carried out through existing policies can vary depending on whom the leader is. for this discussion on china and taiwan policy, the author will focus on the policies pursued by xi jinping as china’s president and tsai ing-wen in leading taiwan. one china policy is a policy implemented by china to protect its sovereignty as well as a way to claim taiwan as chinese territory. this policy was rejected by taiwan because it was against taiwan’s desire to stand as an independent country. not only for china and taiwan, but this policy also affects other countries. 234 journal of social studies (jss), volume 18, number 2, 2022: 229-236 the implementation of the one china policy gives rules to other countries that want to maintain diplomatic relations with china. the regulation states that through one china policy means respecting the existence of a chinese government where it is not allowed to establish diplomatic relations with taiwan. one china policy is certainly very burdensome for taiwan. the implementation of the one china policy makes it difficult for taiwan to gain international recognition to become a complete country and directly taiwan is also difficult to establish diplomatic relations with other countries even though the taiwanese government could carry out relations with other countries. not only does it enforce the one china policy, to defend its sovereignty, but china also enforces policies from various aspects ranging from military, political, and economic. the implementation of these policies is a response to the presence of threats to china from the united states which is a supporter of taiwan. u.s. support for taiwan poses a major threat to china over its weapons assistance to taiwanese forces. from the military aspect, there are several policies implemented by china on the strategy of the people’s liberation army (pla) under the chinese government army. first, the maritime blockade policy by conducting missile attacks and seizures of islands off the coast of taiwan (dewi and dewi, 2019). second, the policy is called limited force or coercive options. this policy is in the form of attacks aimed at taiwan’s infrastructure or leadership. the purpose of implementing this policy is to reduce the confidence of the taiwanese people in the taiwanese government. third, is the implementation of the amphibius invasion. the implementation of this policy through a joint island landing campaign to break through taiwan’s coastal defenses. this breakthrough is also an opportunity to build a landing with capabilities capable of accommodating goods and military personnel. fourth, is the implementation of the air and missile campaign. not much different from the maritime blockade, the air and missile campaign plan can carry out missile attacks. one of the missiles prepared by china to attack taiwan is the df-16 missile which has a range of 1,000-1,500 km. in addition, china also imposes policies from political aspects to prevent taiwan from fighting for its sovereignty. china implements isolated and alone where the policy aims to eliminate taiwan from official recognition from international forums. in this policy, xi jinping cut official ties between taiwan and other countries by controlling the power owned by china. it is also related to the implementation of the one china policy which prohibits other countries from formally pursuing relations with taiwan. the next policy implemented by china also covers the economic aspect. the policy is to reduce the number of tourists who come to visit taiwan. china also made taiwan depend on its economy to china considering that in the business and investment, china and taiwan have a fairly good relationship. taiwanese people also have the convenience to work in china which is one of china’s strategies so that taiwanese people choose a career and occupy china. under pressure from various policies carried out by china, especially the one china policy, taiwan responded to this by fighting back through the efforts under the leadership of tsai ing-wen. to fight for taiwan, tsai ing-wen made efforts through several approaches, namely small states diplomacy and diplomatic recognition (ahzani, 2021). small states diplomacy is a way used by small countries to fight for their interests. this method is followed by diplomatic efforts that support the preservation of the existence of the state and also maintain its role internationally. through small states diplomacy can also support the preparation of strategies for international politics to support the country’s national interests. with existing capabilities, taiwan can take advantage of geostrategic positions where taiwan is small but quite strategic. taiwan can carry out non-diplomatic cooperative relations with several countries around taiwan, for example, asean countries. taiwan’s economic capabilities also include agriculture, industry, and service. in an international political strategy, tsai ing-wen’s government is trying to survive by leveraging its proximity to the united states through non-diplomatic relations. efforts in this strategy include the transaction of defense equipment for taiwan’s military purposes. it also supports the balance of power between taiwan and 235 a conflict between china and taiwan: an analysis from a realism perspective (halda nuriyya azzara and badrus sholeh) china to prevent china from aggressively attacking. taiwan’s next strategy is diplomatic recognition. given to be able to become a whole country, taiwan still has not fulfilled the recognition of other countries. thus diplomatic recognition is a way for taiwan to gain recognition from other countries to achieve true sovereignty. until now, several countries recognize taiwan’s sovereignty, but the presence of these countries has not been able to help taiwan to maintain its sovereignty, especially among countries that recognize taiwan, there is no superpower in it. in her diplomatic recognition strategy, tsai ing-wen took advantage of her closeness to the united states through the u.s. visa waiver program. the cooperation started by tsai ing-wen with trump who is still serving as president of the united states at that time, seeks to raise taiwan’s name internationally. but the united states has also been outspoken in cooperating with taiwan. this is also done by the united states to avoid conflict with beijing (ahzani, 2021). survival in diplomatic support for taiwan since the perspective of realism believes that the international structure is anarchy, each country is responsible for itself concerning the national security and defense of the country. that way, each country will build its security system and strength through various means. but in the modern era, not only security and defense factors must be maximized to guard the country. the survival of a country determines whether it will be able to survive or not in the international sphere. the impact of the conflict between china and taiwan also affects other countries, especially regarding the issue of diplomatic relations. solomon islands, which was one of the major countries in the pacific ocean, was previously a country with official relations with taiwan. however, in september 2019 the solomon islands finally turned away from taiwan and chose to have diplomatic relations with china. the contributing factor to the solomon islands’ switch to side with china is the economic factor. solomon islands has close business ties with china and in addition, the development of china’s power in the economy and military power is inevitable. the benefits obtained by solomon islands in the economy by conducted a diplomatic relations with china are certainly greater than the existence of diplomatic relations with taiwan. with the cooperation with china, the prime minister of solomon islands believes it can help the development of solomon islands (putri, 2019). in addition, seeing the benefits of economic, and geopolitical factors are also a consideration for solomon islands to establish diplomatic relations with china. china’s entry into the south pacific region is an opponent of u.s. power in the region. as a country that follows the great powers, of course, the solomon islands needs to redesign its strategy to be able to receive benefits from the power dynamics in the asia pacific region. conclusion realism sees every country in the international sphere will always compete and cause conflict. this is due to human nature which is selfish and always attaches importance to its interests. the international situation is survival where strength is important. each country seeks to build strength from various aspects such as military, political, and economic. the conflict triggered by ideological differences between china and china shows their respective interests in defending their sovereignty. in this conflict, taiwan is in a position threatened by china’s great power in international politics. this prevents taiwan from gaining a position and being recognized as a whole country by other countries so taiwan is currently only able to maintain the status quo. taiwan also needs a great power that is a supporter to be able to launch its interests in the international sphere. proximity to the united states is certainly utilized by taiwan to achieve its national interests. however, the support of the united states does not ensure taiwan will soon become a completely independent country considering that the united states also has its interests in this problem. 236 journal of social studies (jss), volume 18, number 2, 2022: 229-236 strength in the international situation is also a factor that influences the transition of diplomatic relations with taiwan. solomon islands decided to move from its cooperation with taiwan to formal relations with china. under the one china policy, solomon islands are not allowed to recognize taiwan’s sovereignty. references ahzani, w. k. f. 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(2017). china’s diplomacy in the pacific: interests, means and implications. security challenges, 13(2), 32–53. http://www.jstor.org/stable/26457717 101 religiosity and happiness inter generation of labor in indonesia mustofa mustofa universitas negeri yogyakarta, indonesia email: mustofa@uny.ac.id abstract if people are religious, are they happier? this study tries to answer the preceding question and to determine the factors affecting happiness among indonesian labor. the dummy generation variable was used to know whether gen x, gen y, and baby boomers can affect happiness. several variables were also examined related to happiness. this study can be categorized as empirical research using ordinary least squares. the data were sourced from the indonesian family life survey 2014 (ifls5). the number of samples selected was 21,919 individuals with the criteria of individuals aged 15 years and over who worked and earned income. the data analysis technique used ols regression to prove the factors that influence happiness. the results of the research showed that religiosity, education, ownership of assets, social, job satisfaction, and the dummy generation have a positive and significant effect on people’s happiness. this study has confirmed that religiosity is a factor that can affect people’s happiness. another factor, the generation the person belongs to, also affects happiness. keywords: religiosity, happiness, generation, labor introduction numerous studies looking into happiness have been conducted since the publication of the “easterlin paradox” (easterlin, 1974). this is a concept which states that satisfaction with one’s life rises with average incomes, but journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 101-118 doi: 10.21831/jss.v18i1.49027. 101-118 102 journal of social studies (jss), volume 18, number 1, 2022: 101-118 only up to a point, while the marginal gain in happiness declines. happiness has become important in the field of economics because it can contribute to society. research regarding happiness has broadened its scope, and now includes happiness in the workplace. many studies have argued that happiness should not only be an output but also an input for increasing productivity. workers should feel satisfied so they are happy in their workplace. according to oswald et al., (2015), to maximize the workers’ performance, they need to feel appreciated and satisfied. this can make them happier, and consequently increase their productivity. sharifzadeh & almaraz (2013) said that a happy worker would be more productive than an unhappy worker would be. this is consistent with zelenski et al., (2008) who stated that all of the happiness indicators, such as a positive effect, negative effect, job satisfaction, quality of work-life (qwl), and life satisfaction affect workers’ productivity. however, “the happy-productive worker” thesis may depend on what is meant by happiness itself. the main problem is the research gap between religiosity and happiness. the findings regarding religiosity and happiness still vary from positive effects to no effect at all. it has tried to be proven by taking working people as the object for analysis. the focus was placed on workers because they tend to have lower religiosity levels and can be stuck in their work-life. besides, there is a possibility of a high level of stress that is reflected in job satisfaction. other problems occurred, such as the importance of happiness while working tended to be underestimated among recent researchers (fisher, 2010) and the carelessness of many companies regarding the workplace environment and employees’ happiness (logahan et al., 2012). moreover, compensation is still an issue because many workers are not well paid, so that their work performance decreases. when that happens, the relationship between upper management and the employees becomes worse. ventura (2017) mentions that bad relationships among workers create feelings of unhappiness, which can affect productivity. many studies have focused on religiosity and happiness in the workplace. mehdad & iranpour (2014) show a correlation between the components of religious beliefs that are significantly related to happiness in the workplace, while affective commitment is both a component of religious belief and happiness in the workplace. in addition to religious beliefs, religious attitudes also influence happiness in the workplace. the greater the religious attitude is, the more happiness will be owned aghili & kumar (2008). various studies showed that religiosity has an important function in increasing workers’ happiness. osman103 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) gani et al., (2010) found that there are several implications for managers and supervisors who try to produce changes in employees’ behavior. moreover, it is recommended that management must provide a framework by formalizing religious and spiritual practices. some programs must be arranged to enhance organizational values and commitments that are important to the employees. in addition, yaghoubi & motahhari (2016) highlight that religiosity leads to happiness in the workplace and is notably related to many of the components of happiness. religiosity with all of its dimensions can create a sense of happiness among the people in an organization. therefore, it is important to understand the psychological conditions for employees’ involvement, as well as insights into how to understand and manage the employees to improve performance. this study aims to determine the effect of religiosity on workers’ happiness in indonesia. also, it tries to see if several other factors affect workers’ happiness, namely their education, asset ownership, helping others (social), job satisfaction, and the dummy generation. this study contributes to the literature on happiness in three ways. firstly, we focus on workers’ happiness along with the members of certain generations, such as baby boomers, gen x, and gen y. secondly, this study employs the religiosity variable, while other research has failed to discuss the religiosity of working people sufficiently. thirdly, we use cross-tabulation between happiness and religiosity to find the pattern. these contributions can support the other literature and enrich the studies into happiness, especially in indonesia. literature review happiness can be defined as an attitude that involves feelings and beliefs (veenhoven, 2009). these feelings and beliefs are viewed as the components of happiness. others define happiness as a response to something objective, tolerant, not defensive, generous, and capable of creative problem solving with a positive mood (seligman, 2005). it consists of past emotions, future emotions, and present emotions. seligman (2002) explains that there are four theories associated with happiness. the first is the hedonism theory that assumes happiness is related to efforts to maximize pleasure and minimize pain. the second is the desire theory that assumes happiness is related to the fulfillment of individual desires. the fulfillment of desire can increase happiness regardless of the pleasure it generates. the third is the objective list theory that assumes happiness is achieved when the individual can meet the desired goals, i.e the fulfillment of material needs, freedom, health, education, knowledge, 104 journal of social studies (jss), volume 18, number 1, 2022: 101-118 and friendship. the fourth is the authentic theory that assumes happiness is associated with three things, namely a pleasant life/pleasure, a good life, and the meaning of life. furthermore, seligman (2005) states that happiness is influenced by external factors such as money, marriage, one’s social life, health, religion, negative emotions, education, climate, race, and gender. one of the reasons for being happy is money, which many studies have proven. in general, money is a major factor that influences happiness, especially in the middle to lower classes. moreover, happiness is influenced by other socioeconomic and demographic factors. many countries have conducted surveys on happiness among their people. the central statistics agency of indonesia (badan pusat statistik, bps) has formulated indicators for their happiness survey. they made the happiness indicators to measure each individual’s satisfaction with 10 aspects of life, i.e., health, education, occupation, household income, family harmony, availability of free time, social relationships, condition of the house and assets, the environment, and security conditions. these aspects simultaneously reflect the level of happiness in indonesia. the study of happiness not only takes the object of society based on demography and the social environment, but also based on employability or, in general, referred to as work. a worker is a person who can work to produce goods or services, both to meet their own needs and those of the community (logahan et al., 2012). many studies reveal that improving existing human resources, especially their happiness in the workplace, will improve their performance. in this context, feeling happy can help to maintain productivity (oswald et al., 2015). the interesting thing is the variables related to work such as job satisfaction (weaver, 1978), and so on can affect a working person’s happiness. similarly, ayuwat et al., (2018) clarify that happiness among workers in thailand is influenced by nine dimensions i.e. health, knowledge, financial security, social responsibility, morality, relaxation, dedication to the community, family, and household facilities. fisher (2010) points out that there are three consequences of happiness in the workplace: the first is transient happiness, in which the effects of happiness in the workplace are associated with creativity, a positive mood, persistence in performance, reduction of interpersonal conflict, and enhancement of collaborative negotiation outcomes. the second is person-level happiness, where the effects of happiness are related to positive attitudes, work effectiveness, and they are often predictive of positive consequences for both employees and 105 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) organizations. the third is unit-level happiness, by which the average worker’s happiness drives the business’s performance, worker satisfaction, and customer satisfaction. to sum up, positive individual including happiness or attitude is related to organizationally desired outcomes. religiosity is a term used to refer to a person’s involvement with religion, which is associated with their obedience to god. religiosity can be defined as a view of something based on a religious viewpoint and applying those religious beliefs in everyday life (kwon, 2003). further, religiosity is a condition in which individuals have faith in their hearts, words, and deeds. its purpose is to help people achieve inner peace, value, the meaning of life, and a petition to god for his blessings. according to palit (2017), the term “religiosity” is often used in the context of a person practicing their religion. it is diffused in life to maintain harmony, mutual love, mutual respect, and appreciation. rakhmat (2004) describes religiosity as an illustration of religion, which is reflected in someone’s obedience toward all religious norms, and in staying away from all the prohibitions. there are several types of characteristics of a person’s religiosity, i.e some people believe in god and also participate in religious practices. on the other hand, some people believe in the existence of god without having a certain faith or participating in religious services. then there are some people who doubt the existence of god, while others do not believe in the presence of god. religion has been identified as one of the factors that can increase happiness because several studies have found a positive relationship between religiosity and happiness (sillick et al., 2006). mochon et al., (2011) affirm that religiosity has been associated with the level of subjective well-being. therefore, religion or religiosity affects a person’s physical and mental health. the link between religiosity and physical health is indicated by the low averages for lung disease, heart disease, and lower blood pressure. relating to mental health, a religious individual will have a long life expectancy. other studies also explain the correlation between religiosity and psychological well-being. if individuals have a high level of religiosity, they will have a high level of psychological happiness and traumatic experiences will have a low negative impact on them (ellison et al., 2001). it means that religious people tend to be happier (aghili & kumar, 2008). nowadays, workplaces include four distinctive generations, and each generation brings a unique set of characteristics to the workplace. by this fact, the happiness of the people in each generation will be different. recent studies have proven that the newer generations like gen x and gen y are happier than 106 journal of social studies (jss), volume 18, number 1, 2022: 101-118 the baby boomers generation. baby boomers are commonly so called because, after the second world war, there were a billion babies born (ensari, 2017). their happiness in the workplace can be determined based on whether the working conditions are suitable for their characteristics. in particular, baby boomers can be defined as the hardworking generation, loyal to their workplace, and can spend hours at work, as if they live only to work. generation x is a generation that provides loyalty to their jobs and focus. meanwhile, generation y consists of people who can perform multiple tasks, have high self-confidence, and are independent (ensari, 2017). intergenerational happiness is basically interrelated with people’s age. sohn (2013) argues that happiness will adjust the age cycle by forming u-shaped. a person will feel the peak of happiness at a young age, then decrease to the lowest point at the age of 40 to 50. subsequently, it is predicted that happiness will increase again after that age. by this pattern, it is suspected that the baby boomer generation is the happiest group compared to the x and y generations because it is considered, based on their age, that the more elderly they are the happier they become. methods the data for this study were taken from the ifls indonesian family life survey (ifls). this ongoing longitudinal survey started collecting data on more than 22,000 individuals in 7,224 households in 1993. subsequently, five-wave performed in 1997 (ifls2), 1998 (ifls2*), 2000 (ifls3), 2007 (ifls4), and 2014 (ifls5). although the survey is a longitudinal survey, this paper relied on ifls5 because this wave has the current data on the variables of happiness (strauss et al., 2016). the unit of analysis individual level was chosen based on three criteria including, (1) working and earning an income (2) aged between 15 and 68 years old (3) owned assets. after being combined and cleaned, the data on 21,919 respondents were analyzed. all of the respondents had diverse religions including islam, christian, catholicism, hinduism, and buddhism. we used ordinary least squares (ols) to prove the factors that affected happiness. ols is a regression method that minimizes the number of error squares. ols has been widely used by previous researchers (landiyanto et al., 2011; sohn, 2013, rahayu, 2016). the happiness model function was used in the following form: h = β 0 + β 1 relig i + β 2 soc i + β 3 edu i + β 4 asset i + β 5 jobsat i + β 6 dgen i +ɛ i …............(1) 107 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) where h denotes the happiness level of the individual, relig i denotes the religiosity level of the individual, edu i denotes the length of schooling of the individual i, asset i denotes the ownership of assets, soc i denotes the willingness of individual i to help others, jobsat i denotes the satisfaction level in the workplace of the individual i, dgen i denotes the dummy of the generation, consisting of baby boomers, gen x, and gen y. the variables in the research, which have been mentioned in the model function above are happiness, religiosity, education, assets, social, job satisfaction, and the dummy generation. happiness was defined as an overall assessment of one’s happiness reported by the respondents on a scale of 1 to 4. happiness was assessed by the question, “taking all things together what would you say about these days, would you say that you were happy?” this was accompanied by a 4-point scale ranging from “very unhappy” to “very happy”. religiosity was defined as an overall subjective assessment of obedience to a religion reported by the respondents, on a scale of 1 to 4. religiosity was assessed by the question, “how religious are you?” a 4-point scale ranging from “not religious” to “very religious” was provided. this variable describes religiosity for all the religions in indonesia such as islam, christian, catholicism, hinduism, and buddhism. education was determined by the length of schooling, which refers to the highest formal school and the grade attended by the respondents. the length of schooling criteria with the highest formal school was zero years for pre-schooling, six years for elementary school, nine years for junior high school, 12 years for senior high school, 15 years for a diploma degree, 16 years for bachelor level, 18 years for master’s level, and 21 years for a doctorate. ownership of assets was determined by the quantity of individually own goods based on the criteria such as houses, buildings, poultry, livestock/ fishponds, hard stem plants that are not used for farming or a non-farm business, vehicles, household appliances, savings, certificate of deposits/stocks, jewelry, receivables, household furniture, and utensils. these variables were classified by the type of goods ranging from 0 to 12. someone who has many types of assets can be considered to be a person that can fulfill their needs. social was shown with the individual’s consent or desire, in terms of helping others. this variable was assessed by the statement, “i am willing to help people in this village if they need it.” a 4-point scale ranging from “strongly disagree” to “strongly agree” was provided as an answer. 108 journal of social studies (jss), volume 18, number 1, 2022: 101-118 job satisfaction was defined as an overall assessment of their satisfaction in the workplace, as reported by the respondents on a scale of 1 to 4. job satisfaction was assessed by the question, “how satisfied are you with your current job?” with a 4-point scale from “very unsatisfied” to “very satisfied.” dummy generation was determined by each respondent’s age. grouping of the generations was determined based on the millennial generation research review, by the national chamber foundation (ncf), which can be seen in table 1. table 1: grouping generation generation year birth gi generation 1901-1924 silent generation 1925-1946 baby boom generation 1946-1964 generation x 1965-1979 generation y (millennial) 1980-1999 generation z 2000 source: the millenial generation research review, ncf table 1 shows the division of generations by year of birth of the workforce. ifls5 survey only used respondents aged 15 years and over so that the grouping of generations in that survey was counted from the respondents born in 1999 or earlier. the limiting of the respondent’s birth to 1964 was done because those born earlier were beyond the productive age. therefore, there were three types of generations in this study including baby boomers, gen x, and gen y. the respondents’ ages in this study, according to their generation are as follows: (1) baby boomers’ ages ranged from 50 to 68; (2) gen x’s ages were from 35 to 49; (3) gen y’s ages were from 15 to 34. the generation variable used was a dummy with baby boomers as the basis. the analytical technique used in this research is descriptive analysis and regression analysis. descriptive analysis uses a descriptive statistical table containing the minimum value, maximum value, mean, and standard deviation. this article also presents a crosstab analysis to see the relationship between the main variables. the analysis of the regression results used significance, the value of the coefficient of determination, and the direction of the relationship (positive or negative). 109 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) results and discussion this study’s focus was to analyze the factors that influence happiness among workers, particularly regarding the relationship between happiness and religiosity based on the generation they belong to. table 2 shows the descriptive statistics of all the respondents. table 2. descriptive statistics of analytic sample variable obs mean sd range happiness 21,919 3.039965 0.4976902 1/ 4 religiosity 21,919 2.901364 0.6932847 1/ 4 helping others (social) 21,919 3.272093 0.4658832 1/ 4 education 21,919 9.137962 4.312179 0/22 ownership of assets 21,919 5.053926 1.615695 0/12 job satisfaction 21,919 2.93403 0.572454 1/4 generation gen y (15-34) 21,919 0.4518911 0.4976915 0/1 gen x (35-49) 21,919 0.3564944 0.4789745 0/1 gen baby boomers (50-68) 21,919 0.3564944 0.4789745 0/1 source: ifls there were 29,919 observations made of respondents who matched the criteria from ifls5. most of the respondents had a good level of happiness marked by an average score of three. the level of religiosity was 2.9, which meant that the respondent felt religion was a part of their daily life. the average level of education completed by the respondents at a junior high level was marked by 9 years of education. the education ranged from 0 to 22 years. in general, the respondents had at least five types of assets from the 12 types listed in the ifls. the social indicator was determined by the willingness to help others with a mean score of 3.2 (out of 4). the average respondent’s satisfaction with their job was marked by a score of 2.9. most respondents (45%) belonged to generation y, 35% belonged to generation x and 20% were baby boomers. the regression results can be seen, partially and simultaneously, to determine the effect of working per the happiness variable and the overall variable. the independent variables consisted of religiosity, education, helping 110 journal of social studies (jss), volume 18, number 1, 2022: 101-118 others (social), ownership of assets, job satisfaction, and the dummy generation. the dependent variable in this study is the level of individual happiness (very unhappy, unhappy, happy, very happy). the regression technique used is robust ols regression.the regression results can be seen in table 3. table 3. results of ols labor happiness coef se variable religiosity 0.0512*** 0.0046 social 0.0541*** 0.0068 education 0.0120*** 0.0008 household asset 0.0269*** 0.0020 job satisfaction 0.2056*** 0.0056 dummy generation gen y (15-34) 0.0677*** 0.0093 gen x (35-49) 0.1482*** 0.0094 cons 0.0305*** n 21,919 r 2 0.1135 f 400.78 prob > f 0.0000 source:ifls2014,*p\0.10;**p\0.05;***p\0.001 table 3 shows that religiosity had a significant and positive effect on working people’s happiness. it means that the more religious the worker is, the more likely he/she is to be happy. in line with these findings, aghili & kumar (2008) mention that religiosity is associated with happiness; the more religious, the greater happiness gained. many empirical studies also find a positive relationship between religiosity and happiness (campante & yanagizawa-drott, 2013; mochon et al., 2008; ugur, 2018). li & bond (2010) examined the effect of secularism on life satisfaction using world value survey data. the results show that low hdi countries show a consistent and negative relationship between secularism and happiness. high hdi countries show a negative relationship between secularism and happiness in waves 1 and 2 but a positive relationship in waves 3 and 4. mehdad & iranpour (2014) argue that workers’ 111 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) religious commitment can improve morale at work, so that this is not only useful for work efficiency but it can also create a better working environment and personal satisfaction or, in the long run, happiness. also, this religiosity is not only linked to islam but also to all of the religions in indonesia. ^ the education variable had a significant and positive effect on workers’ happiness. educated people are happier, as long as their investment gives them a good income. it means that the higher education the worker has, the happier he/she will be. these results are consistent with the research by sohn (2013) and rahayu (2016) which states that education can contribute to workers’ happiness. the higher the level of education, the higher the level of happiness. economists make education a proxy for income so that education can be said to be a determining factor for happiness through income. sohn (2013) states that the happiness trend will increase with increasing levels of education. ownership of assets had a significant and positive influence on workers’ happiness. asset ownership is one source of happiness. the more assets a person has, the happier he/she becomes. these findings are consistent with research by landiyanto et al., (2011) who said that someone who has more assets tends to be happier compared to someone with few assets. this is because people who have enough assets will feel secure. assets have an investment function for workers, and also function as a reserve of funds when unexpected needs arise. the variable of helping others also had significant results and positive influences on workers’ happiness. it indicated that the greater the social life an individual has, the happier he/she becomes. this result agrees with rahayu (2016) who states that goodwill in helping others will increase people’s happiness. oarga et al., (2015) also clarify that helping others is indeed an important predictor of happiness or well-being, and it has benefits for those that do. happiness is also associated with job satisfaction. job satisfaction are described as very dissatisfied, dissatisfied, satisfied, very satisfied. job satisfaction had a significant and positive effect on a worker’s happiness. one of the basic steps to increase their happiness is to recognize factors such as job satisfaction. it is consistent with research from weaver (1978) which states that job satisfaction gives a positive feeling to other aspects of a person’s life, including in their work. the dummy generation variables indicate that the working people from gen x and gen y will have a significant and positive impact on their happiness, more so than those from the baby boomer’s generation. in line with this, the 112 journal of social studies (jss), volume 18, number 1, 2022: 101-118 workers born into the x and y generations will have other effects beyond the conditions and variables examined in this study. the influence of each variable can be proven by the t value; in this study the value of t was 0.0000. to sum up, the effect of each variable such as religiosity, education, social, household assets, job satisfaction, dummy generation has a positive relationship with the happiness of workers. these findings can be proved by the t value of 0.0000 for each variable. meanwhile, the regression model produced an f value of 0.0000 that indicates that religiosity, education, helping others (social), household assets, job satisfaction, and the dummy generation (gen x and gen y) simultaneously have a positive and significant effect on workers’ happiness. the r-squared value was 0.1135, meaning that all of the variables in the model can explain workers’ happiness by 11.35% and the other 88.65% are influenced by other variables outside the model. this research focuses on the variables of religiosity and happiness. to make sure of the regression results, we processed the data specifically for these two variables in the cross tabulation. to explain the data and answer the research questions, we split each level of happiness and the level of religiosity into two groups. the respondents who felt very unhappy or unhappy were placed into one group named unhappy. meanwhile, the respondents who were happy and very happy were in another group named happy. similar to the happiness variable, the respondents who were considered not religious or slightly religious were grouped into one group named not religious, while the respondents who were either religious or very religious were in another group named religious. in particular, the religiosity level (religious and non-religious) was divided into several generations namely baby boomers, gen x, and gen y to see whether any happiness differences (unhappy and happy) existed in each generation. the baby boomer’s generation became the basis for the dummy generation. we made a tabulation of the percentage of respondents to see the comparison between the two variables. table 4 below explains the result of the cross-tabulation. table 4 shows the relationship between the level of religiosity in generations with the level of happiness. generation y (people born between 1980 and 2000) seek fun as well as meaning in their workplace and want both work/life balance and personal development. if we analyzed this based on the generation, the respondents in each generation were happy, whether they were religious or not. in general, it can be said that the majority of the respondents 113 religiosity and happiness inter generation of labor in indonesia (mustofa mustofa) felt happy, with a percentage of 91.69% while the other 8.31% were unhappy. many empirical studies also find that religious people are happier, particularly in religious places (diener et al., 2011; gebauer et al., 2012, 2017; stavrova et al., 2013). the findings are in line with sillick et al., (2006) who argued that there is no difference in happiness levels between any of the groups using different measurements of happiness. the findings suggest that religious workers are not happier than non-religious ones, if the analysis is taken from cross-tabulation. it is suspected that this is related to the questionnaire on the levels of happiness and religiosity, as self-reporting can lead to bias due to the subjective perspective. this can create bias because the respondents can give their subjective levels of happiness and religiosity. table 4. results of ols labor happiness level of religiosity level of happiness (%) based on generation unhappy happy religious baby boomers 3.97 96.03 not religious baby boomers 7.75 92.25 religious gen x 8.03 91.97 not religious gen x 12.30 87.70 religious gen y 13.90 86.10 not religious gen y 20.16 79.84 total average 8.31 91.69 source:ifls2014 an important finding from this research is that there are differences in the level of religiosity between generations. viewing things from the percentage of the respondents who felt happy in each generation, three findings can be generated. firstly, workers that are more religious feel happier than non-religious workers do. secondly, there is an increasing trend of irreligious workers that feel unhappy, based on their generation. thirdly, the happiest group of respondents was the baby boomers who claimed to be religious with 96.03%. meanwhile, the unhappiest group of respondents belonged to gen y, who were not religious with a percentage of 20.16%. research shows that you get happier with age. 114 journal of social studies (jss), volume 18, number 1, 2022: 101-118 conclusion this study has determined the factors which affect happiness among indonesian workers by focusing on religiosity and different generations. this study confirms that religiosity remains a factor that affects happiness among working people. moreover, other factors such as education, helping others, ownership of assets, and job satisfaction can also affect happiness. the results of this research also prove that indonesian workers from generations x and y are happier than those from the baby boomer generation. in general, indonesian workers feel happy regardless of their level of religiosity. the generation analysis shows that there is an increasing trend of workers who are not religious and are unhappy due to the generation they were born into. this study suggests that employers should pay attention to their workers’ religiosity and other factors such as their job satisfaction and education, etc. it is important to have a particular policy for increasing the happiness of the workers, by paying regard to the variables in this study. the policymakers in human resources management must also pay attention to the general age conditions of workers and the classification of the generations based on their ages. the limitation of this study is that it did not focus on any particular form of employment or the variables related to the workplace factors. further research can note these omissions to undertake wider studies in the future. future research should develop the religiosity variable not only as a very religious, religious, less religious, or nonreligious claim but needs to be followed from aspects of attitude and behavior. acknowledgement we would like to thank the survey meter and rand corporation for their permission to utilize the database of the indonesian family life survey 2014. references aghili, m., & venkatesh kumar, g. 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(2008). the happy-productive worker thesis revisited. journal of happiness studies, 9(4), 521–537. https://doi.org/10.1007/s10902-008-9087-4 81 framing of local media in the management issues of sultan ground and pakualaman ground in yogyakarta gilang jiwana adikara universitas negeri yogyakarta, indonesia email: gilang.ja@uny.ac.id abstract the land management regulations under law no.13/2002 on the privilege of yogyakarta (privileged law/uuk) which were fully handed over to the ngayogyakarta hadiningrat sultanate received the spotlight after the publication of a series of investigative reports that revealed allegations of land maladministration in special region of yogyakarta (diy). however, this disclosure was carried out by the national mass media and did not involve the local mass media. this study reveals how the local mass media during the period 2021-2022 reported on the ngayogyakarta hadiningrat sultanate and its relation to land conflicts in diy by using the framing method with the entman method approach. this study concludes that the three mass media in diy, kedaulatan rakyat, tribun jogja, and harian jogja image that the ngayogyakarta hadiningrat sultanate has properly managed and utilized land rights obtained through the mandate of the privileges law for the benefit of the general public. keywords: framing, land conflict, special region of yogyakarta introduction since the enactment of the law no.13/2002 on the privilege of yogyakarta (privileged law/uuk) the ngayogyakarta hadiningrat sultanate journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 81-100 doi: 10.21831/jss.v18i1.48945. 81-100 82 journal of social studies (jss), volume 18, number 1, 2022: 81-100 and the duchy of pakualaman have received a lot of discretion and authority. uuk grants extra authority in five important matters which are popularly known as the five pillars of privilege. the five pillars are (1) the appointment of governors and deputy governors, (2) diy government institutions, (3) culture, (4) land, and (5) spatial planning. in terms of appointing governors and deputy governors, the uuk explicitly requires the governor in diy to be filled by a king who reigns in the ngayogyakarta hadiningrat sultanate while the deputy governor is held by the duke of the duchy of pakualaman. the first pillar of this privilege paved the way for the following pillars in managing and forming government institutions, managing culture, land, and spatial planning. of the five pillars, the land pillar is the one that has received a lot of criticism because of the large impact this regulation has on palace assets. the criticism is mainly directed at the unilateral change in the status of a number of lands, which were originally state lands, to become sultanate lands or sultan ground (sg) and pakualaman ground (pag). this unilateral change in land status triggered a series of investigative coverage as a result of collaboration with a number of mass media, including project multatuli, kompas.com, tirto.id, jaring.id, and suara.com in september 2021 (nugraha, 2021). the investigation team reported the findings of attempts to expropriate village land from the state property to the sultanate. this case began in 2017 when a number of applications to certify village treasury land to reinforce the status of village land use rights over the state by the village government were temporarily suspended. meanwhile, some of the certified village treasury lands located in villages originating from the anggaduh rights granted by the ngayogyakarta hadiningrat sultanate and the duchy of pakualaman were withdrawn by the state land agency (bpn). (putsanra, 2021; suara jogja, 2021). the anggaduh right is the rights-of-use of the assets of the ngayogyakarta hadiningrat sultanate and the pakualaman duchy. the existence of this right comes from the right to land ownership based on a royal gazette (equivalent to the law) named rijksblad which was compiled during the era of sri sultan hamengkubuwono vii around 1918. rijksblad regarding the sultan ground (sg) appears in the rijksblad of the sultanate number 16 of 1918 while the rijksblad pakualaman ground (pag) numbered 18 of 1918. the determination of sg and pag is based on lands that are not registered as property rights in the ngayogyakarta sultanate and pakualaman duchy. this means that village land is also included in the sg/pag and can be processed by the community, 83 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) especially for agricultural activities with the rights-of-use or anggaduh rights. (tilman, et al, 2021; putsanra, 2021; soemarjan, 2009) when joining indonesia, land rights changed according to the laws and regulations in indonesia. yogyakarta’s big role and support in indonesia’s independence were recognized five years later through law number 3 of 1950 concerning the establishment of the special region of yogyakarta. the regulation gives diy special authority in managing land. this rule changed in 1954 which made village land from sg/pag property to the village and in 1960 diy rights in managing land were removed through law no. 5 in 1960 and village land became state land. after the privileges law was passed, this rule was again changed and diy was again entitled to manage state land. (putsanra, 2021; dwiyansany, et al, 2019). although this polemic has existed for a long time and is still ongoing, this issue only emerged and became a subject of discussion after reports from the national media investigation team arrived. in contrast, no local media participated in this investigation. therefore, this study reveals how news framing is carried out by the three largest local media in diy in reporting land management topics related to sg and pag during the period 2021-2022. the three local media are kedaulatan rakyat (krjogja.com); harian jogja (harianjogja.com); and tribun jogja (jogja.tribunnews.com). literature review in the course of democracy, the press is expected to be able to become the fourth pillar besides the executive, legislative and judiciary which have a control function. this role is often challenged in practice. industri media pada in the context of mass media and journalism, framing is an unavoidable process due to limited space in expressing information. framing in the mass media is a gap that limits the perception of reality and focuses on one important thing in the reality that is happening (ardevol-abreau, 2015). framing can occur due to various things, ranging from the personal influence of journalists folding to being influenced by the climate of the media where the news is published. as a media study, framing studies are often considered as an extension of the agenda setting. this argument is based on a broader scope of framing studies than agenda setting. thus, the study of framing does not only try to look at one issue, but also maps the position of the media by paying attention to the pattern and repetition of reporting on various issues. (ardevol-abreau, 2015; hallahan, 1999). 84 journal of social studies (jss), volume 18, number 1, 2022: 81-100 entman stated that repetition, differences in the location of information in a text, and the association of a topic with social and cultural symbols are strategies used by the media to emphasize reality. to be able to dissect framing, entman offers four framing tools, firstly defining the problem to see how journalists try to understand events and present them to the public; secondly diagnosing the causes to see who in the news text was involved and became an actor, thirdly determining moral action by looking at the texts presented by journalists to find moral arguments taken and fourth by paying attention to suggestions that appeared in the news (arifin, et al, 2020; pinontoan & wahid, 2020; launa, 2020; hidayat, 2018) in previous research, a number of media have different attitudes towards issues surrounding the privileges of diy and its legal implications. catur nugroho compares the coverage of the controversy over the privilege laws between harian kompas and kedaulatan rakyat. this study uses framing analysis with pan and kosicki framing devices. as a result, kedaulatan rakyat regards the issue of the privilege law as more important than harian kompas (nugroho, 2014). these results are quite reasonable considering the news value aspect of proximity or proximity has a large influence. the issues surrounding yogyakarta are certainly very much needed by diy residents and are not really needed by harian kompas readers from various regions in indonesia. another study by benmetan highlighted the issue of the internal conflict of the yogyakarta palace which appointed sri sultan hamengkubuwono x’s daughter, gkr pembayun to become gkr mangkubumi with the suspicion of preparing mangkubumi as the successor to the throne of sultan hb x as well as being the next governor of diy if hb x abdicated. this study analyzes the framing of the digital magazine detik edition 182 with the pan and kosicki framing method with the results of the news in the digital magazine detik which portrays pembayun as a person who fits the feminine gender stereotype, who tends to be emotional, dependent, active and cares about domestic matters and is less competent in the public eye (benmetan, 2016). faujiah and rubiyanah also conducted other research related to land management topics, which revealed the framing of the news on the land conflict in kulonprogo during the construction process of the new yogyakarta international airport. the research examines the news on medcom.id and tirto.id with framing analysis. as a result, medcom.id sees the problem from the side of the benefits that are obtained after land acquisition is carried out, while tirto.id looks at the problem from the side of the affected people and the 85 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) losses that will be faced by the affected residents (faujiah & rubianah, 2020). although researching land conflicts in diy, faujiah and rubianah’s research tries to analyze the framing of media centered outside diy which makes the picture of framing in local media not visible. methods this study uses the framing analysis method developed by robert entman by applying analysis to four framing devices, namely defining problems; predict problems (diagnose causes); make moral decisions (make moral judgments); and recommendations for completion (treatment recommendations) (entman, 1993). analysis was carried out on news documentation using the keywords sultan ground and pakualaman ground on the online media krjogja.com; jogja.tribunnews.com; and harianjogja.com in the 2020-2021 period. kedaulatan rakyat is one of the oldest mass media in yogyakarta which was published on september 27, 1945. this media entered the online world on june 1, 2009. as the oldest local mass media in yogyakarta, the existence of kedaulatan rakyat is relatively rooted in and close to the culture of the people of yogyakarta. therefore, some people in jogja refer to the term “newspaper” as “kr” because of the association of this media with local newspapers. tribun jogja is a local mass media which is part of the kompas gramedia group media group. this media was first published on april 11, 2011 and its online portal has joined the tribunnews.com group with the address jogja. tribunnews.com. this media currently claims to have the largest circulation and number of visits in the online version when compared to other local media in yogyakarta. harian jogja is a local mass media which was first published on 20 may 2008. this media is part of the bisnis indonesia group media group which also houses the solopos newspaper in solo. during its development, harian jogja had made a special edition for the districts of gunungkidul and kulonprogo which was later closed and only focused on one regular edition of the harian jogja. in an interview with the chief editor of harian jogja, anton wahyu prihartono, it was revealed that some of harian jogja’s shares are owned by the sultanate of ngayogyakarta hadiningrat. all the collected news are then grouped based on similar major themes and then the pattern is mapped based on the four entman framing devices. 86 journal of social studies (jss), volume 18, number 1, 2022: 81-100 results and discussion based on the data collected, all news stories can be grouped into three themes. the first theme is the theme of conflict and legality which concerns the various conflicts between camps that occur on sg/pag land. in this theme, news is written to report any struggles or disagreements in the management plan of sg/pag between parties who feel they are entitled to the right to use sg/pag. the second theme is the theme of using sg/pag. in this theme, the news discusses the plan or realization of the use of sg/pag for various purposes. the news on this topic has relatively no conflict of opinion between camps and intends to convey information on the land conversion of sg/pag. while the third theme is the theme of law violations that occur on sg/pag land. this theme is different from the first theme where in this theme the aspects of the violation are considered clear, both in terms of the type of violation and in terms of sanctions. news that is included in this theme category relatively does not present any conflict between the parties involved. kedaulatan rakyat during 2020 2021, kedaulatan rakyat published 16 news articles pertaining to sg/pag. of the 16 news stories, seven were on the theme of conflict and legality, six with the theme of the use of sg/pag, and three with the theme of law violation. no date title 1 12-apr-21 pengosongan rumah di lempuyangan jadi polemik, dprd kota pasang badan 2 12-feb-21 berdiri di sultan ground, warga lempuyangan tolak pengosongan rumah dinas pt kai 3 27 nov 20 izin kraton diperlukan untuk perubahan status tanah 4 26-nov-20 perubahan status tanah di baciro, bpn sebut harus izin kraton 5 28-oct-20 warga pertanyakan perpanjangan sertifikat hgb sultan ground 6 24-sep-20 penyusunan perdes kurang transparan, warga srigading ‘wadul’ bupati 7 9-jul-20 warga pengok tolak pendataan aset pt kai table 1. sg/pag conflict and legality issues in kedaulatan rakyat 87 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) on the theme of conflict and legality, the problem is defined to arise as a process of fighting over sg/pag land use rights between parties who both feel they have a usage permit. the three news stories in this category involve conflicts between the residents of lempuyangan and pt kai who are fighting over the right of use on the sultan ground. in the news, the parties involved are local residents who feel that they have lived in the lempuyangan area for a long time and pt kai feels they have the right to manage sg land according to their rights. in these stories, journalists put the citizens as the party to be defended. this can be seen from the news titled pengosongan rumah di lempuyangan jadi polemik, dprd kota pasang badan in which kedaulatan rakyat emphasizes the assistance of members of the jogja city dprd for the community and suggests mediation so that residents can get the right to live in the disputed area with pt kai. news of penyusunan perdes kurang transparan, warga srigading ‘wadul’ bupati highlighted the conflict between the residents and the local village officials regarding the management of village treasury lands. residents suspect maladministration in the management process in their village. this news presents the regent of bantul as a mediator. just like news involving residents and pt kai, this news places residents as parties who need to be defended as indicated by the mention of this group in the title and repeated again in the content section. the defense was also conveyed by emphasizing the statement of the bantul regional government which would facilitate dialogue. meanwhile, in the news regarding the extension of the hgb certificate to the sultan ground, the issue of the delay in the process of extending the usufructuary rights above the sultan’s ground received the spotlight. in this news, residents were confronted with the state land agency (bpn) of the yogyakarta regional office, which emphasized that the authority to extend the hgb had to wait for the kraton’s permit. if other news in this category places residents as victims, then in this news the main source comes from bpn. residents who in the title are said to be actively complaining are actually placed as the second resource person who shows a shift in the framing between the title and the content of the news. two news, namely izin kraton diperlukan untuk perubahan status tanah and perubahan status tanah di baciro, bpn sebut harus izin kraton are news that informs residents’ lawsuits against the chief of the jogja city land office (bpn) and panitikismo kraton ngayogyakarta hadiningrat which are considered to complicate the process of changing the certificate from the right 88 journal of social studies (jss), volume 18, number 1, 2022: 81-100 of use certificate ( shp) becomes a certificate of ownership (shm). the news puts bpn jogja’s rejection of the lawsuit filed and a detailed explanation that the lawsuit is deemed not strong enough because the plaintiff has not yet obtained permission from the ngayogyakarta hadiningrat sultanate to change the land status. in this issue, the lawyer for panitikismo of the ngayogyakarta hadiningrat sultanate also appeared to emphasize the need for a permit. this news did not highlight the plaintiff much and made the media place the plaintiff as an inferior party. no date title 1 11-nov-21 diy dapat rp 109 miliar untuk bangun pembuangan sampah sementara 2 29-sep-21 proyek jalan prambanan-tanahabang, minggu ini pembayaran tanah dilakukan 3 24-sep-21 tertib pertanahan dan tata ruang dalam rangka optimalisasi reforma agraria di diy 4 31-ags-21 sarang penyu di tempat konservasi pantai trisik berkurang 5 29-dec-20 catatan dinas pertanahan dan tata ruang (ptr) diy di penghujung 2020 6 5-nov-20 unu bakal punya kampus 9 lantai di banyuraden table 2. sg/pag utilization issues in kedaulatan rakyat on the issue of the use of sg/pag, all published news reports the needs or plans that will be accommodated on the land of sg/pag. the titles above have the same writing pattern, which is to first present the problem, then propose a solution by offering the sultan ground/pakualaman ground as an alternative location that will become the project location. two news stories in this category, namely the tertib pertanahan dan tata ruang dalam rangka optimalisasi reforma agraria di diy and catatan dinas pertanahan dan tata ruang (ptr) diy di penghujung 2020 are news that inform the plans and evaluations of local governments in managing land issues in the region. administration, including the use and data collection of sg/pag land. framing in the news about compensation, such as in the news of the proyek jalan prambanan-tanahabang, minggu ini pembayaran tanah dilakukan, portraying the ngayogyakarta hadiningrat sultanate and the pakualaman duchy as equal to residents who are equally affected by the development and graciously accept compensation according to applicable regulations . 89 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) no date title 1 13 desember 2021 mantan lurah srigading mulai disidangkan 2 14-sep-21 minta segera ditutup, dprd diy temukan 14 tambang pasir ilegal di lereng merapi 3 12 sep 21 titah baru sri sultan hb x: “gunung harus kembali ke gunung” table 3. legal violations on sg/pag in kedaulatan rakyat on the issue of law violations, the news of mantan lurah srigading mulai disidangkan alludes to the legal issues that ensnared the former head of srigading who is suspected of maladministration in managing village treasury land assets. however, the news presents an exception that rejects the charges because the land used is not village land, it is the sultan ground. in this news, the actors involved are the former chief of srigading and his attorney. meanwhile, sg was only mentioned as part of the defense. this news only cites the defense of the former chief without any comparative information with a solution hoping the court will reconsider his indictment. two other news stories are about illegal sand mining in merapi. in the first news story, sri sultan hb x and the family of the ngayogyakarta hadiningrat sultanate were described as protesting against illegal mining in the merapi area which also occurred in the sg area. the news positioned the sultan’s concern for the preservation of nature rather than concern for the kraton’s asset land. the news was followed up with news of support from the diy dprd which had mapped the number of illegal sand mines on the slopes of merapi. these two stories emphasize kraton’s concern for nature conservation and law enforcement to stop illegal mining activities. tribun jogja during 2020-2021, tribun jogja through the jogja.tribunnews.com portal presented 18 news related to land involving sg and pag assets. from the 18 reports, there were at least three types of issues raised, namely conflicts and land legality, the use of sg/pag, and cases of law violations involving sg/ pag assets. 90 journal of social studies (jss), volume 18, number 1, 2022: 81-100 no date title 1 28-oct-21 dituding persulit perpanjangan sertifikat hgb sejumlah warga, ini tanggapan kanwil bpn diy 2 9-jul-20 warga pengok tolak pendataan oleh pt kai 3 9-jul-20 pt. kai daop 6 yogya soal penolakan warga pengok: kami sesuai prosedur 4 2-mar-20 penggarap lahan pertanian pasir di bantul keluhkan klaim tanah sultan ground jadi tanah kas desa table 4. sg/pag conflict and legality issues in tribun jogja in the category of conflict and legality, tribun jogja contains three different news themes, namely protests about the lengthy process of extending the hgb certificate, residents’ conflicts with pt kai, and complaints from bantul residents who changed sultan ground land into village treasury ground. in the news of dituding persulit perpanjangan sertifikat hgb sejumlah warga, ini tanggapan kanwil bpn diy, the focus is on the bpn’s response, which admits that it cannot continue the process of extending the hgb because the land is sultan ground and must obtain a permit from the ngayogyakarta hadiningrat sultanate if you want to continue with the permit. this news provides a special space for bpn to provide a complete explanation. this news however does not mention the attitude of the sultanate as the land owner. the residents’ protests in this news were negated by the answer from bpn diy that they had to wait for permission from the sultanate. on the news about the conflict between residents and kai, tribun jogja provides equal space for the citizens and pt kai. this news informs the residents of the struggle for usufructuary rights over the sultan ground and pt kai who claim to have usufructuary rights. one news put the people as the main point of view, while the other news which was published on the same day provided space for pt kai to explain the main issue. the sultanate did not appear in this news even though what was being contested was the assets they owned. this news suggests mediation between residents and pt kai. the last theme is the news about the cultivators of sand farming land in bantul which tells the story of the alleged takeover of the sultan’s land unilaterally by the village apparatus and turning it into village treasury ground. this news is a news feature that places residents as the main point of view. answers from village officials only appear at the end of the news. this conflict emphasizes that the residents feel that sg is an asset of the sultan which has 91 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) been handed over to the residents to be managed for their welfare. however, the village government seems to have seized this right. this news does not involve the sultanate as a resource and offers mediation between residents and the local village government. no date title 1 6-dec-21 dprd bantul dorong pemanfaatan tanah kas desa dan sultan ground untuk kesejahteraan 2 3-dec-21 reformasi agraria jadi cara tingkatkan kesejahteraan warga kota yogyakarta 3 22-nov-21 masalah desa wisata di bantul, dari malas hingga tidak ada pengurusnya 4 13-jul-21 kabar terbaru tol yogyakarta-solo-bawen di wilayah kalasan sleman 5 16-mar-21 terdampak proyek tol yogyakarta-solo, ratusan jenazah di pemakaman dukuh bayan sleman bakal dipindah 6 7-jan-21 ditargetkan beroperasi 2023, wakil ketua dprd diy ingin pelabuhan gesing bisa entaskan kemiskinan 7 31-dec-20 kanwil kemenag diy ajukan pembangunan embarkasi haji di 4 lokasi sultan ground di kulon progo 8 30-nov-20 tanah kasultanan dimanfaatkan untuk kesejahteraan masyarakat diy 9 1-sep-20 dispetarung diy targetkan pematokan ulang sg dan pag selesai 2020 table 5 . sg/pag utilization issues in tribun jogja the issue of using sg/pag in the tribun jogja was featured in nine news reports. from this news, the image of the sultan ground is for the welfare of the residents which is presented in a number of news stories such as dprd bantul dorong pemanfaatan tanah kas desa dan sultan ground untuk kesejahteraan; reformasi agraria jadi cara tingkatkan kesejahteraan warga kota yogyakarta; ditargetkan beroperasi 2023, wakil ketua dprd diy ingin pelabuhan gesing bisa entaskan kemiskinan; tanah kasultanan dimanfaatkan untuk kesejahteraan masyarakat diy; and dispetarung diy targetkan pematokan ulang sg dan pag selesai 2020. actors in the news come from the local government, both from 92 journal of social studies (jss), volume 18, number 1, 2022: 81-100 the executive and legislative branches. there is no conflict in this news, the news appears to convince the public that the land of the sultanate is essentially there for the benefit of the community so that the community with permission can use it. other news that also emerged was news of the plan to use sg for various facilities, such as the construction of the hajj embarkation, and the construction of the gesing port. the assets of the sultanate are also described as equal to the community in terms of public interest, this can be seen in the news of kabar terbaru tol yogyakarta-solo-bawen di wilayah kalasan sleman dan terdampak proyek tol yogyakarta-solo, ratusan jenazah di pemakaman dukuh bayan sleman bakal dipindah which framed that the sultanate be tolerant when their assets are affected by a national development project and receive the same compensation as the local community. no date title 1 20-dec-21 aktivitas tambang ilegal di lereng merapi semakin nekad, tanah sultan ground pun jadi sasaran 2 14-oct-21 gkr condrokirono datangi 7 lokasi bekas tambang pasir di lereng merapi, segera direhabilitasi 3 13-sep-21 sri sultan hamengku buwono x geram dengan aktivitas tambang ilegal di gunung merapi: rusak semua 4 12-sep-21 bpbd diy tutup 14 lokasi tambang ilegal di sekitar kawasan gunung merapi 5 12-sep-21 titah sri sultan hamengku buwono x: gunung harus kembali ke gunung table 6. legal violations on sg/pag in tribun jogja in the category of law violations, tribun jogja published five news stories with the same theme, namely about illegal mining at merapi. this issue began with the visit of sri sultan hamengkubuwono x and his family to the slopes of merapi to express their objections to the existence of illegal mining in the area. although the illegal mining is located in part of the sultan ground area, the main focus is that the sultan and his family hope that illegal mining will stop because it is destroying nature. the sultan’s statement was greeted with various follow-up news with sources from the regional disaster management agency and control efforts carried out by the authorities. in this news, the conflict went unilaterally without much response from the illegal mining groups which 93 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) made the opinion of the sultan as the governor and king of the ngayogyakarta sultanate get the greatest attention. harian jogja harian jogja is the media with the most coverage on the topic of sultan ground and pakualaman ground compared to other media. in total, there are 43 news stories about the sultan ground consisting of 4 news stories about conflict and legality issues, 25 news stories about land use issues, and 14 news violations of the law. no date title 1 13/12/2021 area parkir stasiun tugu jogja makin luas, sejumlah kios warga dibongkar 2 13/10/2021 minta penambangan pasir sungai progo disetop, warga nengahan bantul mengadu ke kraton 3 11/7/2021 4 tahun tak ada kejelasan, pedagang eks sarkem minta diperhatikan 4 29/10/2020 warga minta perpanjangan sertifikat hgb di diy mengacu pada uupa 1960 table 7. sg/pag conflict and legality issues in harian jogja harian jogja published four news related to conflict and legality issues with two themes, namely the issue of the extension of the hgb certificate in yogyakarta and the question of the management of the sg in the tugu station area by pt kai. in the news about the renewal of the hgb certificate, residents urged bpn to refer to the 1960 uupa and not to the new agrarian law which refers to the privileges law. meanwhile, bpn is of the opinion that the current regulations are different and there must be permission from the sultanate as the owner of the sg if residents want to extend the hgb. in this report, residents who are members of the diy land defenders forum (forpeta) get the main portion as the first resource person. harian jogja took a stance of supporting the citizens in this report, even though in the second half it provided sufficient space for bpn to explain the main issue. this news offers a permit management solution to solve the problem according to bpn’s suggestion. two other news related to kai’s management of usufructuary rights in sg for the expansion and arrangement of the tugu station area. this news brought together the interests of pt kai as the manager of the tugu station 94 journal of social studies (jss), volume 18, number 1, 2022: 81-100 and local traders. the first news is a follow-up news on a long-standing issue related to the relocation of traders around tugu station which until now has not received clarity. while the news area parkir stasiun tugu jogja makin luas, sejumlah kios warga dibongkar informing the process of expanding the area of this station. this news focuses on pt kai and local traders, while the kraton as the land owner does not get the focus and space which creates the impression that the ngayogyakarta sultanate is not involved in the conflict. the presence of the palace was raised as a mediator in the news entitled minta penambangan pasir sungai progo disetop, warga nengahan bantul mengadu ke kraton. this news news told the story of the visit of the empress of the ngayogyakarta sultanate, gkr hemas to the village. villagers in this news framed as the actor who need help. this news ended with a positive response from gkr hemas who promised to convey the problem to the sultan. with this narrative, kraton is framed as a party that responsive to public input. no date title 1 8/12/2021 pemindahan makam wirobrajan baru disetujui 175 ahli waris 2 22/11/2021 waduh...status belasan desa wisata di bantul tidak jelas 3 22/10/2021 abrasi, begini potret mengerikan bangunan tpi di pantai trisik yang menggantung 4 11/10/2021 izin penetapan lokasi jalan prambanan-lemahabang segmen b sudah keluar, 4 desa ini terdampak 5 18/9/2021 pengembangan geoheritage di bantul tunggu rencana induk 6 24/8/2021 49 warga terdampak pembangunan jalan prambananlemahabang terima ganti rugi 7 29/7/2021 ganti rugi pembangunan jalan prambanan-lemahabang cair, tahap awal rp19,6 miliar 8 29/7/2021 terkena pembangunan jalan, warga bokoharjo sleman terima rp4,5 miliar 9 20/5/2021 tpst piyungan akan diperluas dengan tambahan 6,5 hektare 10 1/5/2021 pelestarian geoheritage diy: dilema rawa aji di pantai parangtritis 95 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) no date title 11 24/2/2021 rencana program paniradya kaistimewan 2022 12 18/2/2021 pembangunan gapura perbatasan gunungkidul mandek, ini sebabnya 13 7/2/2021 tempat pemakaman umum untuk jenazah covid-19 di tilaman bantul masih kosong 14 20/1/2021 pembangunan pelabuhan gesing masih rencana 15 9/12/2020 manfaat tanah kasultanan untuk kesejahteraan rakyat 16 4/12/2020 perluasan taman paseban tak terpengaruh pandemi covid-19 17 1/12/2020 serahkan 1.159 sertifikat sg-pag, sultan: tanah harus dipelihara dengan hukum yang ketat 18 25/11/2020 dispar bantul ajukan 8 titik sultan ground untuk keperluan wisata 19 20/3/2020 mako brimbob bakal dibangun di nglanggeran 20 18/2/2020 pemkot jogja siapkan aplikasi tata ruang dan pertanahan 21 17/2/2020 kawasan pantai selatan: dulu berjaya, kini kumuh dan tidak tertata 22 9/2/2020 tinggal tunggu izin, investor akan bangun sirkuit superbike rp3,7 triliun di parangtritis 23 4/2/2020 warga klangon diklaim setuju dengan pembangunan gerbang samudraraksa 24 16/1/2020 jalan baru selebar 13 meter penghubung tol jogja-solo dengan gunungkidul akan dibangun 25 10/1/2020 pembebasan lahan untuk jalan masuk kawasan industri piyungan ditarget selesai bulan ini table 8. sg/pag utilization issues in harian jogja in this issue, the harian jogja provides a lot of information on the use of sg/pag for the benefit of the general public. the narrative appears, for example, in the news manfaat tanah kasultanan untuk kesejahteraan rakyat dan rencana program paniradya kaistimewan 2022. the news is a statement from the diy regional government which states that sg/pag will be managed for the welfare of the community. in addition, a number of news outlets also present sg/pag as a land area affected by the development process and will receive compensation 96 journal of social studies (jss), volume 18, number 1, 2022: 81-100 according to applicable regulations. this narrative has repeatedly appeared in several news stories such as pembebasan lahan untuk jalan masuk kawasan industri piyungan ditarget selesai bulan ini; jalan baru selebar 13 meter penghubung tol jogja-solo dengan gunungkidul akan dibangun; warga klangon diklaim setuju dengan pembangunan gerbang samudraraksa; izin penetapan lokasi jalan prambanan-lemahabang segmen b sudah keluar, 4 desa ini terdampak; 49 warga terdampak pembangunan jalan prambanan-lemahabang terima ganti rugi; ganti rugi pembangunan jalan prambanan-lemahabang cair, tahap awal rp19,6 miliar; dan terkena pembangunan jalan, warga bokoharjo sleman terima rp4,5 miliar. the repetition of this narrative emphasizes that although sg/pag is an asset of the sultanate, the sultanate and duchy will be willing to relinquish their rights according to the regulations if there is a development project on a more important scale. similar narratives also appeared in various news reports that informed plans for large projects on sg/pag land, such as in the news tinggal tunggu izin, investor akan bangun sirkuit superbike rp3,7 triliun di parangtritis; mako brimbob bakal dibangun di nglanggeran; and tpst piyungan akan diperluas dengan tambahan 6,5 hektare. even though a project of this size is prone to fraud, the news does not attempt to critically analyze it but proposes a narrative that this development is claimed to advance the region and benefit the community. most of the news in this group comes from the claims of interested parties, such as local governments and related policy makers. no tanggal judul 1 20/12/2021 tanah sultan hingga sawah warga di lereng merapi rusak diterabas tambang pasir 2 3/12/2021 dianggap ganggu pemandangan, depo pasir di jjls diminta pindah 3 1/12/2021 pemda diy temukan ketidaksesuaian tata ruang di bantul 4 21/11/2021 gkr hemas ke warga cangkringan: tanah di sini jangan ditambang! 5 15/10/2021 dusun di bantul penolak tambang pasir bermunculan 6 14/9/2021 pemkab sleman dukung agar tambang ilegal di merapi ditutup 7 12/9/2021 datangi lereng merapi, sultan minta tambang pasir ilegal ditutup 97 framing of local media in the management issues of sultan ground and ... (gilang jiwana adikara) no tanggal judul 8 12/9/2021 pemda diy tutup 14 tambang ilegal di lereng merapi 9 12/9/2021 petani minta sultan tutup penambangan ilegal di lereng merapi 10 3/6/2021 bom waktu limbah tambak di pesisir diy 11 16/5/2021 apresiasi terbitnya se gubernur diy, warga minta ada penindakan terhadap penambang 12 18/4/2021 15 hektare lahan pertanian lenyap akibat tambang pasir di muara opak 13 18/4/2021 warga 2 kalurahan tolak aktivitas tambang pasir di muara sungai opak 14 1/9/2020 banyak patok sg dan pag hilang table 9. legal violation on sg/pag in harian jogja in the category of violation of law, some of the news relates to mining activities, both licensed and illegal. apart from that, there was also news about the loss of the sultanate due to the loss of land boundaries between sg and pag which became an obstacle in collecting sg/pag data. another news that is often repeated and reproduced from various angles is the case of illegal sand mining on the slopes of merapi. these issues are processed into six news stories, namely pemkab sleman dukung agar tambang ilegal di merapi ditutup; datangi lereng merapi, sultan minta tambang pasir ilegal ditutup; pemda diy tutup 14 tambang ilegal di lereng merapi; petani minta sultan tutup penambangan ilegal di lereng merapi; and tanah sultan hingga sawah warga di lereng merapi rusak diterabas tambang pasir. this series of news started with residents’ complaints to the sultan who then asked the diy regional government officials to collect data and control them. the news was continued with various updates that presented responses from the sultanate and the yogyakarta regional government to stop illegal mining because it destroys nature. the narrative that the mine is also detrimental to the assets of the sultanate because some of it is located in sg and pag is also included although it is not dominant. other violations related to mining also occurred in the bantul area which are summarized in a narrative similar to the case in cangkringan. in these reports, the sultanate is depicted as caring about the natural environment, willing to listen to the residents, and quick to act. 98 journal of social studies (jss), volume 18, number 1, 2022: 81-100 from those findings, harian jogja is the media with the largest portion of news coverage about the sultanate’s assets than kedaulatan rakyat and tribun jogja. each media also has a different agenda, this is indicated by the existence of issues raised in one media but not raised in other media. in reporting on the conflict-themed topic of sg/pag, all media have relatively abandoned the role of the sultanate/duchy as the parties involved. an exception occurred in the news published in the kedaulatan rakyat which provided one news item as a defense space for the sultanate who was facing a citizen lawsuit. this framing makes news about the sultanate relatively conflict-free and does not reduce the image of the sultanate as the legitimate ruler of diy. in reporting on the topic of using sg/pag, the three local media shared the same narrative that sg/pag exists for the prosperity of the people and the sultanate and duchy as owners of sg/pag remain subject to central government policies as evidenced by their willingness to accept compensation for land affected by the project. national. meanwhile, in the news about law violations, the three media framed the sultanate as a wise party and responsive to public complaints. this is indicated by the portion of the sultanate that is placed as a victim and asks the authorities to take firm action on reports from residents. conclusion this studies indentified that three big local media in diy framed the utilization and ownership of sg/pag assets as good and beneficial for the community. there are no critical news that seeks to trace allegations of fraud as reported in the investigations carried out by a number of national mass media. following this issues, further research are needed to cover the reason about the diy local media editorial policy in covering news about the sultanate and regional policies in yogyakarta acknowledgement the author would like to thank to aliansi jurnalis independen (aji) yogyakarta and kurawal foundation for supporting this research and to the editors that help us to improve the quality of this paper. 99 framing of local media in the management issues of sultan ground and ... 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(2021). legalisasi tanah kasultanan dan tanah kadipaten di daerah istimewa yogyakarta. riau law journal, 5(1). 1-3. http://dx.doi.org/10.30652/rlj.v5i1.7852 207 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 207-216 doi: 10.21831/jss.v18i2. 53164.207-216 character development strategies through the soft skills training to students for job readiness rosidah rosidah universitas negeri yogyakarta, indonesia email: rosidah@uny.ac.id nadia sasmita universitas negeri yogyakarta, indonesia email: nadiasasmita@uny.ac.id voettie wisataone universitas negeri yogyakarta, indonesia email: voettie.wisataone@uny.ac.id mochamad hanafi universitas negeri yogyakarta, indonesia email: m.hanafi@uny.ac.id abstract instilling the character values is realized through a learning process that aims to equip graduates with job readiness and help internalize values for student life on campus and in society. this study aims to investigate the effects of giving soft skills training on student character development. the research respondents consisted of 148 students. this study employed a quantitative approach. primary data were gathered using a questionnaire. the data validity utilized content validity and item validation with product moment pearson correlation analysis. data analysis used paired-sample tests. the results show that there was a significant difference in the student’s character before and after obtaining soft skill materials. student character values are better after being given soft skill training than before getting soft skill training. keywords: character development, graduate job readiness, softs kill training introduction character development is a process that takes place in human life (benaziria, & murdiono, 2019). the character originates from internalized beliefs and habits, which will direct how individual acts in daily life. parents have a role in character development, including religious, honest, disciplined, tolerance, hard work, creative, independent (defitrika and mahmudah, 2021; irmalia, 2020; supriyadi 2018). the ministry of education and culture implements the character reinforcement of the nation’s successor through the character education movement reinforcement (sukarsono, chamisijatin, & susetyorini, 2021). character development needs to be well planned and managed to achieve its goals (green and skinner 2005). soft skill is a skill that focuses on the development of character values. as new academic community members on campus, students are trained with soft skills, which broaden their insights related to character values. these values are expected to strengthen hard skills. soft skills are the highest type of learning that can help and develop intellectuality (anni, 2007). character/moral values are important for state life (tyas, sunarto, & naibaho, 2020). the balanced hard skills and soft skills are expected to provide opportunities to form qualified 208 journal of social studies (jss), volume 18, number 2, 2022: 207-216 and highly competitive students in work. the role of character education in the world of work is beneficial to graduates, including building leadership (brungardt, 2011), promoting business success (mitchell et al., 2010), and being competitive (crawford & dalton, 2012). the perception toward character is varied as it depends on the habits, customs, and culture developing in the society. character values in society are general in nature. differences in culture and educational curriculum models (boateng et al., 2017) will certainly be a challenge to find the appropriate character-building model. due to these differences, it is necessary to provide similar perceptions about what to do, including good habits and character behaviours that need to be developed both in campus life and in preparing for the world of work. universities also contribute to the student’s character building. character education in universities is expected to encourage students’ independence in improving and using their knowledge and studying and internalizing character values to be realized in everyday behaviour (hasanah, 2013). as an educational university, universitas negeri yogyakarta (uny) has a responsibility to strengthen the character of its students. moreover, uny generally focuses on producing graduates with character. leading in character is a tagline of uny. also, it is a grand design formulated based on the vision of uny, religion, pancasila, the 1945 constitution, law no. 2 th. 2003 on the national education system, and best practices in character education. character development is realized with best practice through leadership in educational institutions (murray, berkowitz, and lerner 2019). furthermore, these character values will go through a process of instilling and empowering through educational interventions on campus. habituation strategies that are continuously repeated and cultured will develop character (sudarti, 2020; álvarez-garcía et al., 2015). literature review the character can be developed through character education. the basic character will be determined by two aspects, namely decisions taken based on ethics and how the situation is being faced. situations that can define character especially in the workplace are divided into 3: the first type is largely an issue of personal identity. it raises the question, who am i? the second type concerns groups as well as individuals. it raises the question, who are we? the third kind involves defining a company’s role within society. it raises the question, who is the company? (badaracco, j. l., 1998). the above values can be grouped into soft skills. higher education prepares students to have hard skills and soft skills because both skills simultaneously affect human resource performance (arnu, 2019). however, many of them fail when they enter the workplace partly due to low mastery of soft skills. soft skills are life skills and competencies, including individual (intrapersonal) skills, community (interpersonal) skills, and skills in relation to god (ida firdaus, 2017; muqowim, 2012; moma, 2015). soft skills include communication skills, emotional skills, language skills, group skills, ethics and morals, manners, and spiritual skills, which can lead students to adapt to their environment so that they can be more confident and accepted in society or the world of work. these skills can be taught through training (arnu 2019). the implementation of soft skills training/education in universities has been running well. however, the graduates’ fighting power at work, interpersonal skills, and self-management are still low (ismail, 2016). meanwhile, success is determined by approximately 20% with hard skills and 80% with soft skills (mudlofir, a., 2012; tarigan, j 2010). hard skills are acquired from the intensive study in formal education (satar, m.a.a., 2018). mastery of soft skills is a necessity, making it easier for a person to socialize in the workplace. intrapersonal skills are a principle in a career, which is needed in every age and change. intrapersonal skill is a person’s ability to establish a relationship with himself and the skill to manage the self (ubaedy, 2008). intrapersonal skills provide ease in controlling behavior, emotions, and ethics when interacting in the workplace. the change leadership group of harvard university identifies the survival competencies and skills needed by learners in facing life, work, and citizenship in the 21st century, including critical thinking and problem-solving skills, collaboration and leadership, agility and adaptability, initiative and entrepreneurial spirit, able to communicate effectively both oral and written, able to access and analyze information and have curiosity and imagination (wagner, 2010). on the other hand, there are nine principles for teaching 21st-century skills: 209 character development strategies through the soft skills training to students for job readiness (rosidah rosidah, et.all.) making learning relevant to the “big picture”, teaching with discipline, developing lower and higher thinking abilities to encourage understanding in different contexts, encouraging learning transfer, learning how ‘learn to learn’ or metacognition, correcting misunderstandings directly, encouraging teamwork, utilizing technology to support learning, and enhancing student creativity (saavedra and opfer, 2012) the us-based apollo education group identified ten skills required by students to work in the 21st century, namely critical thinking skills, communication, leadership, collaboration, adaptability, productivity and accountability, innovation, global citizenship, entrepreneurship skills and spirit, and the ability to access, analyzing, and synthesizing information (barry m., 2012). the results of oecd research explain three (3) dimensions of learning in the 21st century, namely information, communication, and ethics & social influence (ananiadou & claro, 2009). in addition, creativity is one of the important components to face a complex world (ibm, 2010). assessment and teaching of 21st century skills (atc21s) categorize 21st-century skills related to soft skills into 4 categories: a way of thinking, way of working, tools for working, and skills for living in the world (care, griffin, & mcgaw, 2012). way of working includes the skills to communicate, collaborate and work in a team. tools for working include awareness as a global and local citizen, life and career development, and a sense of personal and social responsibility. skills for living in the world include information literacy, mastery of new information and communication technologies, and the ability to learn and work through digital social networks. the us-based partnership for 21st century skills (p21) identifies the four competencies needed in the 21st century with the term “the 4cs”-communication, collaboration, critical thinking, and creativity. the character values developed by uny via soft skill training consist of 9 values: piety, independence, intelligence, discipline, respect and care, cooperation, politeness, tolerance, and democracy. first, piety can be defined as fearing god and feeling his supervision (mat saichon, 2017). second, independence is a person’s ability to realize the desires and needs of his life with his strength (nasution, t., 2018). third, intelligence means sharp-minded, quick to understand, smart, clever, learned. intelligence has an important role in character development (aryadi wijaya, 2015). fourth, discipline is a feeling of obedience to the values that are believed to be his responsibility. discipline will encourage the growth of other good character values, such as responsibility, honesty, and cooperation (wuryandani, maftuh, sapriya: 2014). fifth, respect and care refer to an attitude sensitive to the conditions and the surrounding environment (dodds, 2016). an attitude to better respect everyone, whether younger, peers, or older ones. an attitude of willingness to help and reduce the difficulties of those around him. sixth, cooperation is an attitude of building solidarity, where activities are carried out together to ease the work or maximize the completion. seventh, polite refers to behaving well and saying good words. eighth, tolerance is an act of appreciating and respecting differences. ninth, democracy refers to accepting each other’s opinion differences. everyone has the right to express an opinion and realize it. character building in teaching learning process was stimulated by teacher presence on schedule, students praying before starting activities in class, inspecting the student neatness and presence, the teacher being a model, the students greeting in the beginning and at the end of the class, implemented the lesson plan containing character values, and professional competences of the teacher to build the student character. (marini et.al, 2019). character development is a process through meaningful learning. teaching in class will be meaningful if the teacher can develop the student character through teaching learning process. character values can be integrated through classroom interaction, teaching material, cooperative learning, and instructional media used. the teacher creativity in making best learning design is very important in building student character in class (rahmi m m & erlinda r.,2014), character development strategies can be through others to be more effective. individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising leads to explain how strengths interventions work. however, the effect on intervention efficacy of relational or contextual factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. implications for interventions in school settings are considered (quinlan, d., swain, n., & vella-brodrick, d. a., 2012). there are 6 strengths of one’s character: wisdom, courage, humanity, justice, temperance, and transcendence; as well 210 journal of social studies (jss), volume 18, number 2, 2022: 207-216 as suggest ways for assessing and developing behavior consistent with virtue and transformational leadership. (shepherd, d. a., & suddaby, r., 2016). in indonesia, there are 18 values of the character education, which originate from religion, pancasila, culture, and national education goals. these values are presented in the learning materials, including: (1) religion, (2) honesty, (3) tolerance, (4) discipline, (5) hard work, (6) creative, (7) independent (8) democratic, (9) curiosity, (10) national spirit, (11) patriotism, (12) achievement appreciation, (13) friendliness / communicative, (14) love of peace, (15) the joy of reading, (16) environmental care, (17) social care, and (18) responsibility (ministry of education and culture, 2011). the educational curriculum contains character values that will be realized. the problem sometimes deals with the validity aspect of the assessment. the role of the educator is very important in the implementation of character development (zulfah & shofa, 2019). students who are given soft skill training will have a better character before being given soft skill training. the hypotheses proposed in this study are: ha: students who are given soft skill training will have a better character before being given soft skill training. methods this research employed a quantitative approach. this research consisted of 148 students, namely the third students who have received soft skill training. the character variables referred to in this study include pious, independent, intelligent, disciplined, respectful and care, cooperative, polite, tolerant, and democratic. the survey data were collected utilizing a questionnaire with a likert scale. data validity employed content validity and product-moment correlation techniques. the results of the validity test show that all items in the character measurement instrument are valid. data analysis utilized paired sample test. results & discussion before performing the data analysis, a data normality test is carried out aiming at investigating whether the data distribution in the group of samples belongs to the normal distribution or not. the normality test in this study utilized the kolmogorov sminorv normality test with the help of the spss software program. the error rate used was 5% or 0.05. if the significance value or asymp value. sig. 2 tailed is greater than 0.05, then the data is normally distributed. conversely, if the significance value is less than 0.05, then the data is not normally distributed. here are the results of the normality test. table 1: normality test pre pos n 148 148 normal parametersa,b mean 180.7905 187.2432 std. deviation 19.25244 18.07529 most extreme differences absolute .066 .101 positive .044 .039 negative -.066 -.101 kolmogorov-smirnov z .800 1.231 asymp. sig. (2-tailed) .544 .097 source: the processed primary data, 2020 based on the table above, the pre-test obtained the value of asymp sig. 2 tailed kolmogorov sminorv 0.544> 0.05 and the post-test data asymp value obtained. sig. 2 tailed at 0.097> 0.05. the results show that the 211 character development strategies through the soft skills training to students for job readiness (rosidah rosidah, et.all.) data on pre-test and post-test are normally distributed. a homogeneity test is used to determine whether the data from the research results in the experimental class and control class have homogeneous values of variance or not. data is said to have a homogeneous variance value if the level of significance is ≥ 0.05 and if the level of significance is <0.05. thus, the data is said not to have the same value of variance (not homogeneous). here are the results of the homogeneity test in this study. table 2. homogeneity test levene statistic df1 df2 sig. .273 1 294 .601 source: the processed primary data, 2020 based on the results of the homogeneity test calculation, the significance value is 0.601. the value obtained from the homogeneity test has a significance level of ≥ 0.05 meaning that the data has the same variance value (homogeneous). hypothesis testing was performed by testing paired t-test samples with the help of the spss software program. paired samples t-test is two measurements on the same subject of a particular effect or treatment. the error rate was 5% or 0.05. the decision-making guidelines in this paired sample t-test are based on the calculated t value or the probability value of sig. 2-tailed. when the calculated t value is in the ho subtraction region and the sig value. 2 tailed <0.05, there is a difference between pre-test and post-test results. conversely, if the value of t count is in the acceptance region ho with the value of probability or sig. (2-tailed)> 0.05, there is no significant difference between pre-test and post-test results. the following is a table of test results of paired samples t-test. table 3. paired samples statistics mean n std. deviation std. error mean pair 1 pos 187.2432 148 18.07529 1.48578 pre 180.7905 148 19.25244 1.58254 source: the processed primary data, 2020 the paired samples statistics table above shows the descriptive values of each variable in the paired sample. posttest has an average value (mean) of 187.2432. the obtained data distribution (std. deviation) is 18.07529 with a standard error of 1.48578. the pretest has a mean value of 180.7905. data distribution (std. deviation) obtained 19.25244 with a standard error of 1.58254. this indicates that the posttest data is higher than the pretest. the distribution range of the final test data is smaller with a lower error standard. the test results are presented in the following table. table 4.4. paired samples test paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pos pre 6.45270 12.89589 1.06004 4.35783 8.54758 6.087 147 .000 source: the processed primary data, 2020 based on the table above, the posttest has a mean of 6.45270, the standard deviation of 12.89589, the standard error mean of 1.06004. in addition, t-statistic shows positive (6.087) with sig value. 0.000 <0.05 so that it can be concluded that there is a significant increase in character by giving soft skill training to students. based on the test data, it can be concluded that there is a significant difference in students’ character before and after obtaining soft skill training. 212 journal of social studies (jss), volume 18, number 2, 2022: 207-216 discussion to examine the character differences, some respondents’ characters were measured first through pretests before being given soft skill training. after being given treatment in the form of soft skill training, the respondent’s character was measured again through a posttest to test the differences in student character before and after obtaining soft skill training. the uny team carries out the soft skills training for new students. softskill is developing life skills and competencies for oneself, groups, communities, and god. the nine character values developed by uny in soft skill training are piety, independence, intelligence, discipline, respect and caring, cooperation, politeness, tolerance, and democracy. based on the analysis of pretest and posttest results, there are differences in students’ character before and after obtaining soft skill training. in the experimental group, there was a significant difference between pretest and posttest results. the value of the pretest result is 180.7905, and the posttest result increased with a value of 187,2432 and significance <0.05. thus, there is an increase in student character. the lowest value on the pretest of 177.6631 increased to 184.3070 on the posttest. the highest value on the pretest of 183.9180 increased to 190.1795 on the posttest. the average value of 180.7905 in the pretest is included in the low category compared to the ideal average value of 184.0169. meanwhile, the value of 187.2432 on the posttest is included in the high category compared to the ideal average of 184.0169. the results show that soft skills training can build the student’s character. before getting soft skill training, the student’s character has a lower average than after receiving soft skill training. this result supports the opinion that soft skill is a person’s skills in relating to others called interpersonal skills and skills in managing oneself called intrapersonal skills to work optimally (muqowim, 2012; murray, berkowitz, and lerner 2019). mastery of student’s soft skills contributes to job readiness and becomes a necessity because this will make it easier for a person to socialize in the workplace where they can perform all the duties (álvarez-garcía, sureda-negre, and comas-forgas 2015) strengthening soft skills is badly needed by students both for dealing with campus life and later in the world of work. soft skills enable students to adapt to their environment so that they can be more confident and accepted in society or the world of work (murray, berkowitz, and lerner 2019). the soft skills training for uny students has been proven to develop character values, including piety, independence, intelligence, discipline, respect and care, cooperation, politeness, tolerance, and democracy (fathinnaufal and hidayati, 2020). the nine character values used as indicators in this study increased. students’ piety increases: the students prevent themselves from doing harmful actions that reduce their faith, do not do things that are forbidden by their religion, protect themselves from something that is not in accordance with religious norms, are fear of god, and abandon reprehensible deeds because they are always feeling overseen by god (mat saichon, 2017). for the indicator of independence (nasution, t., 2018), students experience an increase by doing things with mature judgment, do not like to rely on others, maximize self-power to meet life needs, be responsible in doing everything, and prefer to do things work with their ability. the student’s indicators of intelligence increase more quickly by responding to the situation/environment, making wise decisions easily, experiencing academic achievement improvement, having the high motivation to learn, and feeling smarter in thinking discipline can be trained and developed (singh, 2019). through soft skills training, students’ disciplined character increases indicated by completing the job/task based on the target, prioritizing punctuality in completing work/task, doing work according to sop, setting a schedule in completing tasks, and not delaying work. furthermore, respect and caring also increased after students gained soft skill training. the increase can be viewed from their increased sensitivity to the environment, willingness to help others in need, humility towards older people, not interrupting the conversation when discussing, showing more empathy. the need for character education to help students develop good character includes knowing, caring about, and acting upon core ethical values such as respect, responsibility, honesty, fairness, and compassion (pala, 2011). student’s cooperative behavior experienced differences after gaining soft skill training indicated by: being able to work in teams or groups, do not feeling forced when work is completed with mutual aid, willing to sacrifice for the common good, do not feeling comfortable when working in groups, feeling difficult to accept other people’s opinions. the 213 character development strategies through the soft skills training to students for job readiness (rosidah rosidah, et.all.) polite character of students has improved, indicated with more patient, able to position themselves, speak softly (smooth) and kind, do not feel compelled when starting to greet, respond to the greetings of others/friends with pleasure like to help others sincerely. tolerant character in students has increased, for instance, not imposing selfwill on others, not teasing people around/environment, understanding differences of opinion, doing something with a thought of reward, feeling happy when a friend asks for help. the democratic character of students increases such as showing more respect for other people’s opinions, trying to listen to other people’s opinions even if they are different from their personal opinions, preferring to make decisions by deliberation, do not liking other people’s opposing opinions, and sacrificing personal interests rather than group/ collective interests. conclusion soft skills training can significantly enhance a student’s character. the character of students can be developed and improved in accordance with the intended goal. character development strategies can be done through education and learning (singh, 2019). the cultivation of character values needs to be repeated so that it becomes habits and culture. the soft skills training before the lecture is very meaningful for students because it will guide their behavior and career development. in character development, students obtain values that are meaningful to their lives and become internalized so that they will be a filter when behaving. that character will grow and improve gradually. thus, it can assist them in job seeking. this research is limited to soft skill aspects, while there are still other aspects such as demographics and culture that affect the character. therefore, further research can consider other aspects such as demographics and culture in forming student character. in addition, based on the results of this study, stakeholders, especially universities, need to consider soft skill materials in the curriculum. the soft skills training is 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(2019). information checking as a form of character management in education. journal of social studies (jss), 15(1), 63-76. 216 journal of social studies (jss), volume 18, number 2, 2022: 207-216 journal social studies vol 17 no 2.indd 197 analyzing the practice of south korea’s public diplomacy in indonesia: an approach with communication pyramid of public diplomacy vita fitria department islamic comparative law, faculty of sharia and law, universitas islam negeri sunan kalijaga, yogyakarta, indonesia email: vitafitria08@gmail.com haekal adha al giffari department communication, faculty of islamic revealed knowledge and human sciences, international islamic university malaysia, malaysia email: haekal.adha@gmail.com daffa al falah department communication, faculty of islamic revealed knowledge and human sciences, international islamic university malaysia, malaysia email: daffaalfalahauba@gmail.com muhammad zul razin department communication, faculty of islamic revealed knowledge and human sciences, international islamic university malaysia, malaysia email: razorfro@live.com journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 17. no. 2 (2021), pp. 197-220 doi: 10.21831/jss.v17i2.42479..197-220 198 journal of social studies (jss), volume 17, number 2, 2021: 197-220 abstract the dissemination of south korean culture in indonesia becomes prominent as it attracts lot of people and creates many fans. the penetration of its spread in indonesia is supported by some institutions which emphasizes on advocating and developing the south korean culture and practice. the phenomena are not incidentally occurred, but it is well-managed by the government of south korea as the advocate country of public diplomacy in collaboration with the target country which is indonesia in achieving this mission. public diplomacy is positioned as an approach of the advocate country to influence the public of foreign country to support the advocate’s country position which can be implemented through their state and non-sate actors in achieving mutual benefits. this paper observes the practice, impact, and challenges of south korea’s public diplomacy in indonesia based on communication pyramid public diplomacy framework. the findings show that the practice of public diplomacy allows cultural hybridity and increase enthusiasm of indonesian in understanding the culture of the advocate country while the challenge is asymmetric direction between state and non-state actors of south korea in the implementation of public diplomacy. keywords: public diplomacy, south korea, indonesia, international relations introduction an indispensable component of a country’s foreign policy, public diplomacy plays a significant role in promoting and maintaining sustainable relationships among countries. public diplomacy was initially introduced by edmund gullion in 1965 as an aspect of international relations (gurgu & cociuban, 2016). it focuses on creating a positive perception of a country among citizens of a foreign country. it is a communication process between a country with its national interests and a targeted country (tuch, 1994). for instance, us public diplomacy often offers foreign citizens to experience education and cultural exchanges in the us. nye (2004) identified public diplomacy as a means of soft power concept in which it convinces the other party to take specific actions that meet the interest of the host country voluntarily or without enforcement of any kind. on the contrary, hard power is used when oppression is involved. 199 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) while traditional diplomacy and public affairs involve only stakeholders within the same country, public diplomacy should connect stakeholders from different countries (gurgu & cociuban, 2016). for instance, when the government of south korea builds a partnership with the government of indonesia, it is known as traditional, formal diplomacy. in another context, when the government of south korea introduces its k-pop and cuisines to its citizens, it is known as public affairs. public diplomacy should involve the government of south korea with indonesian citizens (or other non-governmental actors such as corporations and ngos) in introducing their cultures. the actors behind public diplomacy vary according to the situation. among them are the ministry of foreign affairs, private organizations, diplomats, and foreign journalists (noveck, 2002). south korea is one of the world’s leading role models in public diplomacy. its tremendously growing economy has supported the development of its modern and traditional cultures that captivate the world’s attention. through south korean pop, drama series, and movies (k-pop, k-dramas, and k-movies), also known as the korean waves, south korea has successfully familiarized its culture throughout the world. in addition to its success in other sectors, the successful public diplomacy has escalated south korea from a lessknown, helpless country into one of the most powerful and influential ones (hjalmarsson, 2013). as a means of public diplomacy, the korean waves, or hallyu, have also induced cultural hybridity in south east asian countries, including indonesia. simanjuntak (2020) argued that indonesia is no longer a market for the rapidly spreading korean waves. instead, it has been part of the cultural phenomenon. the director of the korean cultural center in indonesia, kim yong-woon, pointed out that indonesia is a significant partner of south korea. more and more indonesians are eager to learn the korean language, eat korean foods, sing korean songs, and enjoy korean culture (simanjuntak, 2020). this study hopes to identify the public diplomacy of south korea towards indonesia. the objective of this study are as follows: 1. to analyze the practice of public diplomacy implemented by south korea toward indonesia using communication pyramid of public diplomacy 2. to identify the impact of south korean public diplomacy 3. to determine the challenge of south korean public diplomacy to indonesia 200 journal of social studies (jss), volume 17, number 2, 2021: 197-220 the problem identified in this study is the difficulty of assessing the effectiveness of public diplomacy. public diplomacy is an abstract concept where there are no empirical results. different nations or organizations react or interact in every situation. however, certain factors can be identified, for example, the psychology behind it or the influence of mass communication. the significance of this study is the ability to analyze the current state of indonesia and south korea and the influence public diplomacy has on a nation in a systematic framework. the data collected will also identify what has the most influence under mass communication, like the media. literature review background of korean wave the first step of the korean government in promoting their culture through public diplomacy is by establishing the presidential council on nation branding program (pcnb), which was formed formally under the president’s authorization. it is a milestone of a successful korean wave in the current day, called hulya (choi & kim, 2014). the government is concerned with their nation branding. it is reflected by the discussion in 2016 related to the diplomatic white paper (trisni, 2019). from the establishment, monitoring and legal enactment are implemented to make this effort more successful and sustainable. king sejong institute was established by pcnb, spread in many countries focusing on teaching the korean language (choi & kim, 2014). it is expanded to indonesia, which is collaborated with the national universityfunded and sponsored by the government of south korea. trisni (2019) mentioned that to optimize public diplomacy, indonesian actress, dewi sandra, was appointed as an ambassador of tourism for indonesia. the outcome of the korean wave promoted by the south korean government in tandem with the non-state actor raises much profit and improves the excellent impression of south korea as well in the eyes of the world. some youths become fans of all about korea, such as its food, style, culture, movie, and others, leading them to visit south korea as what they watched on tv and internet, which includes learning the korean language (pramadya & oktaviani, 2016). jung and shim (2013) mentioned that sm, yg, and jyp producers are well-organized, and their production is excellent, including its strategies and distributions, which can be the most prominent factor in the successful oh korean wave. it has an impression as a combination of western and eastern 201 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) culture. thus it is accepted widely, specifically in asian countries (pramadya & oktaviani, 2016). its creativity and well-organized strategy and management make korean wave lead its public diplomacy effort to globalize korean culture as the competitor of western influence, especially in entertainment industries. soft power, brilliance, and beauty are the points of the korean wave, as mentioned by pratiwi anwar (2019). public diplomacy overview “public diplomacy” is described as an aspect of international relations (gurgu & cociuban, 2016), an interaction between state structures. public diplomacy touches on integrating foreign media coverage and strategic media frame building by governments (entman, 2008; sheafer & shenhav, 2009) as it competes in global communication between nations. many articles have described it to be something about integration and interaction between nations. moreover, when it comes to these actions, it refers to a communication system in which different nations, state representatives exchange their interests and issues (gilboa, 2000). however, every nation requires communication to advance in power or expand the culture and economy. so, these nations communicate with an objective or goal in mind, leading to propaganda or traditional diplomacy. the position of public diplomacy, government public relations, propaganda, and traditional diplomacy the u.s. government dominated the term “public diplomacy” and provided theories for the u.s. information agency. hence, we will be using the term in this understanding. hans tuch describes “public diplomacy” as “official government efforts to train abroad communication environments in which u.s. foreign policy is conducted to reduce the degree to which misconceptions and errors of perception complicate relations between the u.s. and other nations” (touch, 2010). however, there were also public opinions that “public diplomacy” is defined as “propaganda” (gurgu & cociuban, 2016). the u.s. state department defines it as u.s. government-funded programs designed to inform or influence public opinion abroad (wolf & rosen, 2004). so, it aims to promote or influence a political cause or point of view that is biased or even misleading in nature when it comes to propaganda. the similarities of “public diplomacy” and “propaganda” are that both have interactions between nations for cause, but the main difference is that propaganda influences other nations to bias their nation. 202 journal of social studies (jss), volume 17, number 2, 2021: 197-220 an example would be the influence of western culture over traditional culture. western media has influenced different nations via mass media like television and music, and how people of the modern era have different values compared to those who have lived in the old age. in addition, influences that contradict old traditions like in islam prohibit cohabitating with someone of the opposite gender, or intimacy should only be shown behind closed doors. however, the media has shown that it is normal to cohabitate with the opposite gender and show intimacy in public. traditional diplomacy is defined as authorities promoting their policies and actions in the international arena for political, commercial, cultural, institutional, and humanitarian reasons (terusso, 2016). it usually happens during conflicts; peacebuilding and dialogue opportunities will help regions in need of support. an example would be the united nations. as stated on the u.n. website, “it was founded in 1945 after the second world war by 51 countries to maintain international peace and security, develop friendly relations among nations, promote social progress, better living standards and human rights” (united nations, 2021). means of public diplomacy instead of using payment and coercive enforcement, soft power uses a country’s ability to attract others to accomplish mutual objectives as derived from its political values, foreign policy, and cultures (nye, 2019). soft power uses an entirely different approach than hard power, which emphasizes coercive power to impose the goals or policies. once the resistance occurs, conflict and war may emerge as the consequences. however, soft power accentuates persuasion, attraction, and mutual benefits of involved parties related to the specific policies. the relationship between soft power and public diplomacy is recognized under one sphere to promote a soft image of the country. it has a long and memorable history as public diplomacy has its primary role in ending and winning the cold war (nye, 2019). the process of influencing other countries between two significant ideologies at that time which are capitalism and communism implemented significant soft power to approach and spread its ideology by the usa, with the addition of intelligent power. however, communism which, the ussr spread, used hard power mostly. public diplomacy’s goals are to convey and influence public opinion of foreign targeted countries’ people in perceiving the culture, trend, and general opinion about the country that implements this approach of diplomacy 203 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) (özkan, 2015). this approach optimizes public opinion in shaping interactive contents, a framework of thinking, impressions, and correct misunderstanding subtly and attractively to build the credibility of a country. in some points, if public diplomacy is considered as successful, the foreign public opinion will be more likely to subscribe and espouse foreign cultures than their own as the influences, popularity and trends penetrated significantly within their country and broadcasted in most media, whether social media or traditional media persuasively. the foreign media will wholeheartedly accept the penetration of foreign cultures as it is proven to obtain more eyeballs and increase brand awareness and profit due to foreign culture popularity. ozkan (2015) mentioned that cultures, languages, and education opportunities address foreign cultures as a means of influence. cultures encompass language and education environments. hence once languages and education are penetrated to foreign countries, the cultures will follow in tandem indirectly and create a new perspective of foreign public opinion. as the impact of globalization in which each country is interdependent to other countries, its penetration will be fully supported by foreign policies as it brings mutual sympathy and benefits for both parties. it is explained by ozkan (2015) that conventional diplomacy which engages directly with the countries’ representatives should be conducted after the extent of accomplishment in public diplomacy to ease the process of conventional diplomacy as the other party has sufficient information and impression which indicates the relationship and trust at the first place. nye (2019) explained that public diplomacy is efficient in mobilizing a country’s resources through its communication effort with the involvement of various non-governmental actors in shaping subtle cultural and ideological penetration to the foreign public in influencing their perception toward the country. as it harnesses the local cultures, entertainments, foods, activities or rituals and others to sign it for targeted countries or even at a global level, the local culture which is previously recognized locally shifted to be regionally or globally such as american culture. it is followed by japanese culture through its anime and korean culture through its k-pop and korean drama which contains a unique characteristic. golan (2013) explained the engagement level of the public diplomacy approach, which the only influential means is mass media as it is powerful to construct foreign public opinion through its agenda-setting, framing, and priming to achieve specific diplomatic objectives. the ubiquity of media and its accessibility become the media as the center of information dissemination, which is stopped at that point, but it also has the 204 journal of social studies (jss), volume 17, number 2, 2021: 197-220 role as the primary means to interpret and frame the messages delivered based on the expected outcome. public diplomacy is also essential in establishing nation brands to streamline the international media in covering the country to associate with positive characteristics. golan (2013) mentioned africa as an example in the western coverage in which it reported more of its undeveloped sectors such as poverty, corruption, and others even though many improvements in several aspects. it leads to global opinion toward africa as what it is portrayed in the global media. hence, in this sense, african countries need more effort to optimize their public diplomacy to shift the public paradigm and correct any misunderstanding. therefore, the positive messages should be maintained, and the disseminated negative information about the advocate country must be tackled as it is the work of public diplomats (mcclellan, 2004). nye (2019) elicited that in strategizing, soft power and public diplomacy should be planned as profoundly as it can be counter-intuitive implementation. he provided an example of disseminating hollywood movies with violence and nudity to conservative muslim countries, leading to resistance than acceptance. moreover, rugh (2017) found that most arabs are critical of us foreign policy. however, their attitude toward the us reflects positively in perceiving the culture of america, its products, and education. it shows the power of american public diplomacy as they sent american groups of art, speakers, scholars, musicians, and others abroad to disseminate their cultures, ideologies, ways of thinking, and societies. it is successful as many people worldwide are willing to pursue their study in the us and perceive it as the center of excellence. situation analysis of south korean foreign policy in its history, south korea has been a victim of geopolitical rivalries among east asian countries. it is the weakest country in northeast asia economically, except for north korea. it still poses several challenges for its foreign policy strategies, particularly concerning threats to its regional security. south korea’s focal weakness in maximizing its foreign policy is its internal political unity (snyder et al., 2018). for instance, south korean domestic political turmoil in late 2016 and early 2017 has incapacitated its foreign policy-making process. as the president at the time, park geun-hye, was impeached, a vacuum in the country’s political leadership has raised tensions that hindered the development of the nuclear program with north korea. nevertheless, the country’s potentials shed light on breaking the old205 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) time conception by expanding its capabilities to create a strategic environment. south korea has successfully addressed its international development, global health, and peacekeeping (snyder et al., 2018). from a powerless aid-receiver country, south korea has enhanced significantly as one of the world’s leaders in economy, leading to its robust public diplomacy. for instance, south korea emerged as a country with a successful national response in tackling the coronavirus-19 (covid-19) cases during the ongoing global pandemic. at the same time, they used this situation for strategic public diplomacy. its government and private companies gathered to aid indonesia, a country with an exceptional collaborative relationship since over a decade ago, which has been poorly impacted by the pandemic (lee & kim, 2020). south korea even pledged to provide $500,000 to support indonesia tackle covid-19 (lee & kim, 2020), creating an excellent national brand towards south korea in the world’s eyes, especially among indonesian citizens. furthermore, the public-private sector collaboration is one of the strengths of south korea’s public diplomacy. south korea’s media entertainment industry has been a key strategic sector in its public-private efforts, especially after the country recovered from the asian economic crisis in 1998. the entertainment industry plays an incredible role in south korean national financial restructuring. today, the korean waves (k-drama series, k-pop, and other korean cultures) have established enthusiastic fandoms worldwide. indonesia is no exception as a korean wave-influenced country. the penetration of korean waves has become an immense influence among indonesians. despite the disreputable government and local policies, south korea dominated indonesian markets in culture, television, drama series, music, and cuisines. the trend has also ignited mimicry in cultural products, such as the remaking of k-pop-like girl bands and boy bands that suit the local indonesian taste, also known as localization (mackenzie, 2020). situation analysis on indonesian foreign policy indonesian foreign policy is characterized as independent and active. while being independent implies indonesia’s disassociation with any of the world’s superpowers, being active means that indonesia is willing to participate actively, instead of passively or reactively, in any international issues. indonesian foreign policy essentially serves the national interest while allowing indonesia’s cooperation with other countries in eradicating social injustice of any kind in the world (foreign policy, n.d.). furthermore, indonesian foreign policy aims to prioritize its national development with the economy as its prime concern, 206 journal of social studies (jss), volume 17, number 2, 2021: 197-220 maintain the conduciveness and internal stability that supports the national development, and defend its regions and peoples. patriadi et al. (2021) argued that indonesian foreign policy has shifted along with the presidential transition. when president susilo bambang yudhoyono before 2009, the foreign policy focused on indonesia’s leadership role in the asia pacific region, in which indonesia played a significant role in creating orders and maintaining peace and stability. as president joko widodo gained the presidency in 2009, the priority was shifted to the national interest. borrowing trump’s notion of “america first,” president joko widodo echoed trump in creating “indonesia first” as indonesia’s foreign policy’s focal point. patriadi et al. (2021) argued that populism is the best word to describe this approach. an example of this notion is prioritizing the efforts to fight the papua movement in gaining its sovereignty instead of bolstering indonesia’s international prestige by being such a leading actor in international issues. furthermore, patriadi et al. (2021) also pointed out that the enactment of this prioritization does not significantly redefine indonesia’s national interest. the impact of joko widodo’s take on prioritizing national issues on indonesia’s long-standing international role remains undetectable. nevertheless, patriadi et al. (2021) found that the president does not necessarily ignore the foundation of indonesia’s foreign policy and its international commitments. instead, it is just a matter of shifting from the ‘normative and ideal’ way of susilo bambang yudhoyono into a more ‘practical and populist’ joko widodo’s approach. at the same time, indonesian foreign policy also takes public diplomacy into account. rachmawati (2017) identified that indonesia’s public diplomacy journey has fluctuated during the three periods of the indonesian government transitions. today, the government and non-state actors are jointly involved in public diplomacy activities to show the modern, progressive, and democratic indonesia to the world. promotion of indonesian culture and sports competitions is among maintaining indonesia’s face and relationship with its partnering countries. another example is the effort undergone by nahdhatul ulama (nu). methods research design this paper employs library research and situation analysis which identifies the current situation of public diplomacy of south korea in indonesia, its 207 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) elements, its strengths and weaknesses, and actions taken to progress further (bhasin, 2017). the data collected for this study are from journal articles and reliable sources such as books, governmental and official websites, and online newspapers that contain information regarding public diplomacy of south korea and its impact on indonesia. the data garnered which consist of the tangible practice of south korean public diplomacy will be analyzed based on the theory which consists of awareness, interest, knowledge, advocate, and action. theoretical framework public diplomacy is implemented by the government or non-state actors, which involves the target country’s public to construct a positive impression of the advocate country. various approaches and strategies are practiced achieving an expected outcome and reach larger audiences. in assessing the effectiveness of public diplomacy of the advocate country, mcclellan (2004) developed the paradigm which may observe step-by-step the influence’s penetration and the extent of public diplomacy impact in the target country as it identified awareness, interest, knowledge, advocacy, and action. the theory is called the communication pyramid of public diplomacy, which was introduced in 2004. the theory strengthened the statement of collaborative actors, whether government or non-government actors and its support in public diplomacy implementation. it is practiced not only by the government but also by political parties, industries, scholars, and other related entities. even though it is a dictatorship country, optimizing public diplomacy is still essential as the government must work in tandem with its subordinate and other industries. public diplomacy effort will consume more budget when it targets larger audiences with constant communication to influence. mcclean (2004) elaborated the details of step-by-step ways in measuring public diplomacy. first, at the awareness level, the public in the target country should be aware of the existence of the advocate country and activities in the advocate or target country with its relationship to the messages delivered through traditional media and the internet. constructing the message with the target country’s language, its personality and delivering them information about any activities of the advocate country that reflect the mutual interest of both target and advocate country is necessary to reach a larger audience. second, to shift the awareness to interest, public diplomats should emphasize the benefits obtained from understanding more about the advocate country or recognizing the values which can establish positive relationships. in this stage, the audience 208 journal of social studies (jss), volume 17, number 2, 2021: 197-220 starts to follow news and actively seek information about the advocate country. third, as the foreign audience is seeking more information actively about the advocate country, public diplomats need to establish information-oriented programs such as the target want to learn more about the advocate country’s culture, politics, ideologies, and others. it can be shaped by supporting the study in the target country by relating the benefits in learning the advocate country and the target country in several aspects. fourth, knowledgeable individuals in the target country are more likely to support the advocate country’s stance if the relevance occurs. journalists, think tank analysts, community leaders, and others will be this type of audience as they are opinion leaders who are influential in persuading the public to reach a larger audience. this step is involved with the classic two-step flows theory. fifth, once opinion leaders in the target country have the role of a prominent advocate of the advocate country, the action taken by the target country will be more relevant to the advocate country. as the result of public diplomacy will be long term, the target country in a certain point will make relevant decisions to the advocate country without referring to it anymore, and the public will be convinced that their country should support the advocate country’s decision. figure 1: communication pyramid of public diplomacy 209 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) results and discussion overview of south korean public diplomacy towards indonesia south korean public diplomacy towards indonesia is inseparable from the korean wave or hallyu. pradini (2018) argued that the korean wave is a crucial element of soft power penetrated to grow enthusiasm towards south korean culture in indonesia. korean music, drama series, and songs have become a remarkable phenomenon impacting many indonesian youths. the recent launch of a bts-themed mcdonald’s meal has sparked a surge in mcdonald’s outlets in at least 13 outlets in jakarta (peters, 2021). bts is currently the top south korean boyband with a massive pool of fans globally, including indonesia. the crowd of food orders flooded mcdonald’s outlets in jakarta due to the high demand for their bts-themed products. despite a month of availability, the crowd could not resist gaining their favorite idol’sthemed meals that the outlets had to close earlier due to the tremendous number of orders. the enthusiasm for the bts meals illustrates the powerful indonesian fandom towards one of south korea’s means of public diplomacy from the entertainment industry. dating back to history, the penetration of the korean wave initially emerged during the early 2000s with korean dramas on a local indonesian television channel. “endless love” is one of those dramas that drained the tears of the viewers. according to pradini (2018), the dramas attracted indonesian viewers due to the relatable themes, which often revolved around family and love life. only then the boy band groups such as “super junior” and “big bang” gained their popularity, initiating the high interest of many indonesians to know the south korean language and culture more profoundly (pradini, 2018). the extraordinary reception of south korean culture in indonesia has also induced imitative local dramas by local drama producers and celebrities. the drama “kejora dan bintang,” for instance, is inspired by south korean drama “brilliant legacy) (pradini, 2018). the fandom fever has also successfully grown more eagerness among indonesians to be more associated with the korean lifestyle, including fashion, traditional foods, and travel destinations. more and more indonesians visit south korea for its tourist attractions and further education. pradini (2018) even argued that this phenomenon would greatly influence indonesia’s political affairs, economy, and culture, which is positive so that the mutual collaboration between south korea and indonesia is well preserved. for instance, the positive 210 journal of social studies (jss), volume 17, number 2, 2021: 197-220 result of the relationship has shown in south korea’s prodigious aid to indonesia during the covid-19 pandemic (lee & kim, 2020). awareness and its challenge the korean wave appeared in the early 2000s and was airing korean dramas such as “autumn in my heart” (indosiar – 2001), “winter sonata” (indosiar – 2002), “jewel in the palace” (indosiar – 2003), and many more. it was probably how many more indonesians start to be aware of korean media since it dominated the entertainment industry. however, korean dramas tend to portray a certain expectation people had in life. it is a drama, storytelling, emotions, and situations are often exaggerated for entertainment purposes. also, due to it being part of the eastern culture, it only portrayed modest sexual intimacy compared to western culture (rahmawati, 2020). there was a viewership decline in south korea for korean dramas from 2007 to 2008 as the endings were cliché and always the same. in addition, viewership is mainly limited to middle-aged women. therefore, this led to a decline rate of viewership in asia. however, this decline was short-lived, and in 2009, indonesia had its second wave with famous singers and groups like wonder girls, super junior, girls generation, and many more. at that time, the fanbase was much more significant as compared to the last wave. from then on, the wave kept having an impact on indonesia. before all this. not many people know of south korea and only had negative stereotypes of korea due to the korean war, hunger, and political instability (lee, 2007). however. due to korean media being part of pop-culture, lost are the images of old times. due to globalization and diplomacy, the image of south korea to the indonesians is a modern and beautiful country with a high level of education. the issue right now is the influence it has on the indonesians. there is a possibility whereby couples have higher expectations on their relationships as the dramas exaggerate romance and let out a delusional situation for couples in real life or how the standard of beauty is by “pretty boys and girls” who attained their current appearance through cosmetic surgery which many could not afford in indonesia. so it may cause a decline in relationships as the bar is set higher in a person. interest and its challenge due to the popularity and the influence of the korean wave, indonesia has gained interest that the entertainment industries in indonesia started to debut some boy and girl groups just like in south korea. there are groups like 211 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) smash (2010), cherrybelle (2011) who are acceptable in indonesians’ society. these groups debuted under a label or agency similar to south korea. they were not just influenced by the music but by the way they were dressed as well. however, it may have its challenges as south korean groups will always top the indonesians due to their media and pop culture exposure. also, it may diminish indonesia’s traditions, like in music and how they dress, unless the indonesians can come out with a unique twist that can stand out to the world and retain its traditions while innovating together with the korean wave. knowledge and its challenge as a knowledge sphere meaning that people in the target country commenced gaining knowledge related to the advocate country, thus learning the language, seminar, exchange student, or the conduct of korean studies are included (mcclellan, 2004). one of the most prominent public diplomacy penetrated in a subtle way to indonesia is establishing the korean language exchange (kle) organized by official institutions classified into two: kle in educational and kle in public institutional. the latter is open for indonesian civil servants working in public institutions such as ministries, while the former is for students (usman, 2018). he mentioned three paths in kle, the first at a university level, the second at the level of high school, while the last is at private institutional levels. the educational institution that provides korean learning studies is classified to ease providing materials based on the needs, context, and function, but regardless of those things, it accentuates the impact of public diplomacy effect from the advocate country. the first private university in 1987 that formed the center of korean studies was universitas nasional (unas) to conduct language studies, research, and seminars. when the language institution is interested in many indonesians, its language will be used, studied, and spoken more, increasing its speakers’ level. the existence of south korea, its recognition, and influence on indonesia will appear more and lead indonesian to look for other information about the advocate country. they can start to follow seminars about their studies, enter some classes, and even attempt to visit the advocate country to learn or satisfy their intellectual curiosity. delving more profound about the advocate country is not always a one-way approach starting from the language, but it can start from its entertainment or information that language is still an essential part of knowledge as most of the program is still an essential part of knowledge by its language. it will be related to those things even in a small portion, such 212 journal of social studies (jss), volume 17, number 2, 2021: 197-220 as in entertainment, when indonesian starts to practice korean language impersonating their korean actor in drama or music. it incites their curiosity and follows the institutional program about korean, and the knowledge part plays an important role. king sejong institute center indonesia (ksic) is an institute that provides language teaching and learning, and its objective is to establish the information gap about south korea by providing scholarship, training, conferences, student exchange, and other media access. it has a responsibility to promote the culture of south korea not only for jakarta, as it is established in the capital of indonesia, but for the whole of indonesia. ksic also invites other schools, communities, or universities for those attracted to learn about the history, language, culture, and habits of south korean people (hutagalung et al., 2019). the establishment of many institutions, whether public or private, reflects the public diplomacy effect of south korea toward indonesia. its existence, which can attract some indonesian who are attracted to learn, accentuates the interest of indonesian in learning south korean culture by delving deeper into its knowledge significantly, which the result is more knowledgeable about south korea. therefore, the advocate country’s existence will be more substantial as the target country tends to love and store the knowledge related to the advocate country in their cognitive areas. while maintaining and sustaining the knowledge of the target country about the advocate country, the challenges always occur as some classes in most schools are less materialized. usman (2018) mentioned that well-trained native and non-native speaking teachers are less available. while the demand for studying the korean language and cultures is increasing, the availability of experts or facilitators is necessary for a sufficient proportion to comply with the demand. if the institutions or public diplomacy actors, whether state or non-state, are less aware of this, the demand can decrease as people think their constraints are not solved, which makes them shift to other interest areas. therefore, it is suggested that besides the higher exposure of the entertainment industry, the public diplomacy actor of south korea should accommodate and manage collaboratively with the parties in indonesia in developing and nurturing the educational platform about korean studies to keep and increase the demand which is mainly as the result of entertainment portrayal in the media. 213 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) advocacy and its challenge advocacy accentuates the admiration of the target country’s opinion toward the means of public diplomacy which is implemented by the advocate country whether by state or non-state actor in tandem with the collaboration with the target country (mcclellan, 2004). it is worked by the means of influence from opinion leaders to their followers which it is from the advocate country public diplomacy actor. the main idea of korean wave was formed by the south korean president with the establishment of pcnb. its mission is continued to some agencies, especially entertainment industries. and when it comes to indonesia, several indonesian influencers or authorities are appointed as an ambassador to promote korean culture, therefore, opinion leaders are constructed. putri et al. (2019) mentioned that indonesian teenagers are more likely to admire k-pop music instead of local industry. these claims are supported by pratiwi anwar (2019) as it is found in the prior research that easy-listening music, choreography, and the energetic dances, including good-looking artists appearance are the most attractive factors. the storylines which explore and exhibit the global exposure, and the gifted actors are dominated opinion in the prior research. pramadya and oktaviani (2016) also found that most of their respondents like korean drama and music instead of other cultural exhibitions or products as they in average time took about 1-4 hours consuming the culture of south korea. trisni (2019) pointed out the power of virtual influence such as in youtube and twitter which support the korean wave as the promotion reaches most of indonesian people. it is produced by the company cj entertainment and media by involving most of its activities online such as concerts, press releases, video clips, and others (pratiwi anwar, 2019). the evidence showed the tremendous effort of the advocate country to create many opinion leaders which leads to the behavior alteration of the followers in relation with the products of public diplomacy. the teenagers or it is recognized as k-popers in indonesia are more likely to idolize their idol fanatically and excessively. it is supported by putri et al. (2019) as they mentioned that the fans tend to imitate the styles of korean people and love what their idols love. they explained that it can reduce indonesian teen’s feeling of admiration for their own culture in the sense of its music, cultures, or even languages. however, putri et al. (2019) said it is the negative impact of korean wave. on the other hand, the researcher believes that due to the korean culture penetration, indonesian teenagers can learn, select, and mix the cultures due 214 journal of social studies (jss), volume 17, number 2, 2021: 197-220 to their global insight. the competitive cultures in entertainment also will push indonesian entertainment industries to compete with the advocate country production as it raises the progressive culture of entertainment which is part of public diplomacy. although the massive movement of korean wave is prominent, especially in the virtual platform, some challenges occur as indonesian actually are not too in love with the korean wave in the current day compared to the first time after its launch (pramadya & oktaviani, 2016). it reflects that the vibes and performance of public diplomacy implementation is decreasing every year or the maintenance and innovation of new products in leveraging public diplomacy is not as significant as the first time after its launch. trisni (2019) mentioned that lack of coordination between non-state actors and the government is one of the causes of decreasing popularity as the leaders’ transition within the advocate country really affects the smoothness of public diplomacy implementation in several countries. therefore, the objective is slightly shifted when the coordination forms the government of the advocate country is not quite clear, it becomes pursuing the profit and economic interest without including the mission of public diplomacy implementation. action and its challenge action is the most crucial part when the public in the target country commences to assist and support the advocate country policy (mcclellan, 2004). south korean industrial and political positions are between japan and china, which are involved with north korea. therefore, south korea needs to cooperate and collaborate with middle powers in ensuring the stability of peace. poetri et al. (2018) stated that indonesia is quite assertive in its implementation as the middle power without declaring it publicly. it facilitates developed and developing countries through regional grouping, multilateral institutions, and international assistance. the practice as the middle power is supported by state and non-state actors indirectly with the influence of the advocate country. in supporting the advocate country policy, south korea influences the key opinion leaders to be involved with the policy and favor. hutagalung et al. (2019) mentioned that the advocate country establishes simple advocacy values, such as informing the policies in detail related to marriage visa, including its step-bystep to obtain and other related information. it is a practical approach to enlarge the connection between indonesia and south korea as when some people are doing cross-nation marriage, and the diplomacy link can be established more robust by those people, and the advocate country creates more people who are 215 analyzing the practice of south korea’s... (vita fitria, haekal adha al giffari, daffa al falah, muhammad zul razin) in favor with south korea as a whole country as they should spend the rest of their life with the korean people. those are considered key leaders of opinion as they must be involved with korean culture in their day-to-day life and know more about korean culture, including its dissemination in the target county. indonesia also has several institutions in which the outcome of its establishment could realize the real advocacy and action toward south korea’s policy. hutagalung et al. (2019) mentioned that king sejong institute center indonesia (ksic) provides services for indonesian to inquire related to marriage visa, including language class, cultural class, and the procedure to obtain an f-6 visa as the language certification that has been recognized by the government of south korea which is deemed as the requirement of marriage visa admission. they added that ksic also provides scholarships, student exchange, and training via various media access, which finally, the result of those programs, the advocate for south korean policy will increase. ksic has a great responsibility to promote the culture of south korea in indonesia. another important institution is the korean international cooperation agency (koica) which has a strategic objective in its implementation to promote public diplomacy through various projects to influence the target country (jayanti et al., 2019). the international association of korean studies (inakos) involves academic and non-academic parties to ensure and contribute to the positive effect within the relationship between indonesia and south korea in the present and future. it consists of graduate students from south korean universities who want to apply their expertise to enhance the relationship between two countries. therefore, it is vital to secure korean studies among international communities (journals, n.d.). in addition, it conducts various research, diplomacy programs, and seminars. however, its establishment reflects the prominent action of the people in the target country supporting the advocate country by shaping the relationship better, which is challenging to be implemented without supporting its policy. the appearance of the action becomes more apparent by the existence of the indonesian next generation journalist network on korea, as an aspiration platform of professional journalists in indonesia to delve deeper into the understanding about indonesia and korea relationship (the indonesian next generation journalist network on korea, n.d.). journalists have a significant influence as they write about the advocate country and can position their opinion to support it, which will persuade the public opinion of indonesian people as the voice of journalists to a certain degree can evolve to the voice of people. 216 journal of social studies (jss), volume 17, number 2, 2021: 197-220 the implementation of public diplomacy includes shifting from advocacy to action stage and maintaining the action’s effectiveness from the target country to the advocate country. it should achieve the interest of the advocate country with the coordination and intervention of the advocate country government is less visible. trisni et al. (2018) mentioned that less connectivity between the state actor direction and non-state actor direction in managing public diplomacy might lead the public diplomacy implementation to pursue an economic interest. moreover, the institutions that are established to optimize the advocacy and public diplomacy implementation have fewer resources in its information about the relationship between south korea and indonesia, and the experts that can teach and guide the learners are less available, which at one day they can be the advocator for south korea. conclusion in conclusion, public diplomacy is a country’s foreign policy effort in generating a good relationship with a foreign country and creating a reasonable perception by convincing the foreign country about the eminence of the host country. south korea possesses one of the most influential public diplomacy strategies and implementations in indonesia. the penetration of the korean wave, especially the entertainment industry such as k-pop, k-drama series, and k-movies, has become the primary factor penetrating the global markets, including indonesia. in addition, south korean fandom fever has allowed cultural hybridity in indonesia, creating profound enthusiasm among its citizens to know more about south korea, purchase more south korean products, and be more eager to visit south korea. besides creating a good reputation for south korean branding, this mutual collaboration has also sustained a positive relationship between south korea and indonesia. references bhasin, h. 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used in conveying learning messages to students. teachers or lectures can use the media to stimulate thoughts, feelings, attention and abilities or skills, and one of them is the use of trainers. the development board fpga of trainer tools for skill learning in digital technology-based vocational education today has been a problem that obstructs the growth of experts in high-tech-based vocational field. the spartan development board and its software can be used to elaborate the improvement of skill learning. this research analyse how the development board can be used to enhance students’ thinking skill. the trainer tools in the market lately are still in the form of a mother board that can be interfaced with various devices commonly used to perform various digital automation technology. this study elaborates the use of the cashing trainer assembly among electrical engineering students and mechanical engineering students in a joint project to assembly a development mother board.the learning media is also used in group training among the peers.based on trials and observations made by researchers, the students as the object of research results, have not performed optimally to combine planning of cashing trainer assembly methodology and practice in the assembly. keywords: fpga, trainer, cashing, vocational education introduction the problem of vocational education is always faced with how to improve the ability of its students (students/students) to have skill competencies. in the development of technology in the digital era, graduates’ competencies required are not only hands-on laboratory work skills, but also must have skills that are often referred to as software and hardware skills. the demand for quality vocational education to be able to work in industry and develop engineering technology has started from the vocational high school (smk) level with the implementation of the 2013 curriculum with a teaching factory, and a central curriculum of excellence that is being piloted in selected vocational schools, then to vocational education (vocational education d1, d2, d3, d4) and academic higher education in the field of engineering s1 graduates must be able to adapt and innovate with digital system technology. 218 journal of social studies (jss), volume 18, number 2, 2022: 217-228 the application of industrial technology in education is not easy to do with only extensive laboratory facilities, workshops or workshops, complete tools when faced with the acceleration of digital technology innovation. equipment and components to develop skills and innovations in the development of engineering technology are expensive if they are built in the form of a discrete trainer for educational purposes. digital technology fpga which is an integration of software technology and hardware technology, then in learning media which is an important tool to be used in conveying learning messages to students. the development of increasingly complex electronic designs can be simplified through fpga technology. fpga technology plays a role in system development that requires a reliable team in the fields of hardware, firmware, software and system engineering and requires expensive costs to be cheaper and easier. so that in this research can be obtained and share information about the use of fpga. in the fpga there are parts that can be assembled with automation prototype equipment for various equipment in the fields of technology, engineering, information and communication. fpga emerged its role as part of being added to the basic computer skills module (bcsk) education program required in integrated circuit (ic) technology design (wibowo, 2018). it can be believed that learning will be more efficient for students, the acquisition of lifelong learning will be possible and will be more in line with current conditions. competencies that can be evaluated at the elementary and undergraduate students level through the skills to access the correct data, evaluate the data accessed and how to use the data for the expected results. in the research it is estimated that lecturers can play an important role in encouraging students to internet-based research and computer-aided guidance in accessing correct data. this study analyzes the differences in student thinking through an approach to students when conducting research on the xilink spartan fpga board which is a new development board to be used as a training tool to produce competence in the field of digital system design to be able to determine the assembling components that will be used on the equipment used. will be developed. this study aims to elaborate so that the fpga technology-based development board, known as the xilink spartan fpga development board, can become a tool as a learning media for training tools to conduct experiments, design components and systems to develop and can be taught through information and communication technology (ict). so if ict is a technology or system that is able to reduce various limitations of space and time in order to be able to move, retrieve, present, analyze, store, and convey data information into important information. so in current vocational education, training tools are needed that can be used so that students have the ability to master digital technology. teachers or lecturers must have the ability to use and determine the appropriate training tools to master digital concepts in order to be able to use them as a medium to stimulate thoughts, feelings, attention and abilities or skills, and one of them is the use of trainers that can be used without the need for a laboratory room. or workshops. the development of skills learning trainer tools in digital technology-based vocational education is currently an obstacle that hinders the growth of experts in the high-tech-based vocational field. the spartan fpga development board and software can be used to describe skills learning enhancements. fpga development board as a training tool which is a tool that has the ability to realize computer simulation results through the fpga development board. computer simulation is an effective method for predicting the complex real world using mathematical models (wang & kang, 2022). through the development board, the planned design can be realized and the system and components can be determined that will be used in ict-based automation devices. this study analyzes how fpga development can be used to improve students’ thinking skills. trainer tools that are circulating in the market lately are motherboards that can be connected to various devices commonly used to perform various digital automation technologies. this is part of the fourth industrial revolution, which is a socio-technical, ideological, and rhetorical construction rooted in neoliberal discourse that reflects the main tenets of global capitalism (loumpourdi, 2021). with the development of an fpga development that will be able to produce an ideological foundation that is designed and designed to be part of the digital technology developer needed for the benefit of the welfare of mankind and make faith in the existence of a creator who allows humans to build their various needs in order to facilitate, alleviate, accelerate their activities. at this time digital technology can be said to have penetrated the boundaries of space and time. converting energy from motion into light, light into data, sound into motion, sending, processing data and receiving data all devices can penetrate space and time. so what is needed in developing 219 improvement of a cashing trainer assembly methodology for fpga development in vocational education students (tuti suartini, sri lestari harja, and aan sukandar) vocational education at this time is how to elaborate the use of cashing trainer assembly which is assumed to be used to improve how students develop their skills through design combining cashing trainer assembly planning with assembly methodology in practical learning activities by doing assembly through development boards xilink spartan fpga. literature review however, because the practice of education is complex and covers diverse domains of knowledge, an important topic for future research is how to integrate information from different knowledge sources (prof & willis, 2007). a. development board fpga spartan the main principles and the development of digital automation-based techniques developed on the fpga development board is the ability to synthesize to model various digital components that can be designed to develop automation equipment for various aspects of sound, motion, image propagation that can be integrated through software and language simulations. hardware that can be integrated with hardware. this fpga stands for field programmable gate array which is a logic platform that can be reconfigured and can be executed parallel to its bit operations on hardware programming. successful computational modeling is the basis for many applications in auralized/virtual acoustics, ranging from real-time simulations in multimedia and computer games, to non-real time situations that require high accuracy, such as prediction of room acoustic conditions in music performance halls. acoustic spaces including single rooms or multi-room spaces, with simple or complex geometries and boundary conditions to manage outdoor spaces can range from urban environments to open landscapes which svensson discusses about aspects of computational accuracy and efficiency and which acoustic phenomena can and cannot can be modeled using various techniques. with the fpga platform, these computational models can be executed simultaneously through xilink’s fpga development board with the spartan series, intel with the altera series which are marketed at affordable prices and developed in vocational education (svensson, peter; kristiansen, 2002). the uncertainty of the simulation results through the fpga development board can be analyzed theoretically, synthesized, simulated and executed with a development board that can be assembled as shown in figure 4 below. (a) (b) (c) figure 1. xilinx spartan 6 xc6slx9 development board: (a) front view, (b) back view, (c) pinout the development of an fpga that can be assembled with other devices, with a small board size can be a medium used in the development of the basic computer skills module (bcsm) education program, it is believed that learning will be more efficient for students, the acquisition of lifelong learning is also possible would be more in line with current conditions. the strengthening of student-lecturer relationships can be evaluated at the elementary and undergraduate students in accessing the right data, evaluating the data accessed and how to use the data for the expected results (mowla, 2013). from this point of view, it is estimated that lecturers can play an important role in encouraging students to use internet-based research and computer-assisted guidance in accessing correct data. students and their parents about computer literacy at elementary school age, the development of the fpga development board in vocational education by students in the learning model is encouraged and even given projects or problems that can produce products. because today’s computer literacy 220 journal of social studies (jss), volume 18, number 2, 2022: 217-228 skills can hardly be doubted starting from the elementary school level. so at the level of vocational education both students and college students can be applied to produce a synthesis or product of digital technology (dincer, 2012). this is in contrast to the results of research by korkmaz and mahiroğlu which revealed the situation regarding the level of computer literacy in students who had just entered college in 2009 very few students could see themselves as computer literate and most of these students did not have computer literacy skills, or have lowlevel computer literacy skill (korkmaz & mahiroğlu, 2009). expressing this situation as computer literacy skills are not only behaviors acquired in school but at the same time they are behaviors that can be acquired in present life in different environments. with the spartan fpga development board which is marketed as a practicum learning medium, it is hoped that it will contribute to education/teaching in personal and individual life in work life for individual success in achieving targets and thus that success can develop automation needs in various activities in the community. b. cashing trainer assembly methodology in developing digital technology, it is necessary to organize training and education as well as a means of delivering material to be practiced. vocational education is engaged in the technical field whose success will be determined by the existence of practical activities in learning activities. with the rapid development of digital technology, vocational education at the university is faced with gaps and inability to produce graduate technology that can be directly used by industry in the field of engineering technology and information technology. cashing training assembly is developing training in assembling components in digital technology into tools that can be cashed or in other words can be produced. so that the components are not only a trainer kit that only functions and benefits for teaching aids, but can be used as a testing tool, where the tool can be a learning tool for students. in the cashing training assembly function, the indicator of understanding the material they are studying is the success of making tools that can be assessed in the form of prices or cashing, so that they can improve the quality of human resources to support training activities, introduction of materials, and not just teaching aids. the method of applying material with only theory because the educational method of delivering material in theory is not optimal but must be a training that can produce chasing, so to improve the delivery of material optimally, namely by implementing an assembling trainer in every practical teaching and learning activity that is able to form a team between teachers and students in determining the results of a technology. picture. 4 below is an example of an fpga board from figure 1 which was assembled between the xilinx spartan-6 fpga development board xc6slx9 adc ad and da dac ab06 from the board in figures 1, 2 and 3 which was then assembled into a cashing trainer assembly board. figure 2. ad and da xilinx spartan-6 fpga development board xc6slx9-tqg144 ab06 which is marketed has been assembled as a trainer the form of application of the cashing trainer assembly learning activity method will be carried out using developed learning activities where students are trained to look for components that can be assembled on the fpga motherboard. the learning model carried out can be done with a formal education system which in terms 221 improvement of a cashing trainer assembly methodology for fpga development in vocational education students (tuti suartini, sri lestari harja, and aan sukandar) of learning activities is still oriented to just a training tool. to be able to educate or make students skilled in using technology without knowing the value of cashing equipment. information and communication technology and engineering today has produced various components that can be assembled for various needs of automation activities without having to assemble complex discrete components. assembly is a modern alternative. this assembly method brings together data, talent and technology to deliver a global omnichannel media + business, technology and data consulting solution. assembling ability is an ability that shows mastery of competence in the field of technology that can immediately generate money. assembling is a process of merging or unifying two or more components by mechanical means into a unit that can be traded. this ability is indispensable in the field of machinery, computers, mobile phones which are equipment produced from engineering, information and communication technology. c. fpga in vocational education learning model field programmable gate array (fpga) which is integrated with very high speed integrated circuit hardware description language (vhdl) which can act as a tool in developing learning models. complex theoretical and practical learning models become simple and inexpensive learning models in the big indonesian dictionary it is explained that a model is a pattern, example, reference of something to be made or produced. education experts in indonesia say that the learning model is stated as a pattern for approaching, implementing plans, stages of arranging learning materials and instructions on how to organize classes to carry out learning activities in accordance with the curriculum objectives to be achieved. distinguish it from strategies or procedures, namely: logical theoretical rationale, rationale for what and how students learn (learning objectives to be achieved), teaching behavior needed so that the model can be implemented successfully. and the learning environment needed so that broadly speaking,joyce et al., (1992) make the classification of learning models into four categories as follows: 1. group model of social interaction. this model focuses on the relationship between individuals with society or with other individuals. this model is oriented towards improving the individual’s ability to relate to others, improving democratic processes and improving society. 2. information processing model group. this model is based on cognitive theory and focuses on students’ ability to process information and systems that can improve that ability. this model is concerned with the ability to solve problems and the ability to think productively as well as with regard to general intellectual abilities. 3. personal model group. this model is based on the view in humanistic learning theory and is oriented to individuals and selfdevelopment. this group of models focuses on shaping the individual’s personality and organizing his complex reality. the main goal of this model is personal development or personal ability. 4. behavioral systems model group. this model is based on behavioral theory. one of the characteristics of this model group is the tendency to solve learning tasks into a number of small and sequential behaviors. in this group model, learning is not seen as a comprehensive one but is seen in real and observable steps. teaching is nothing more than making observable changes in student behavior. in fact, the most effective learning experience is when the student/person experiences/acts directly and actively in their learning environment. providing broad opportunities for students to see, hold, feel and activate more of their senses and express themselves will build an understanding of their knowledge, behavior and skills. therefore, the main task of educators/teachers is to condition a learning experience situation that can stimulate or stimulate the senses and curiosity of students. another thing that needs to be considered is the teacher’s knowledge of the psychological development of students and the curriculum in which the two must be interrelated. an fpga platform that has features as a development board can of course be used and created as a 222 journal of social studies (jss), volume 18, number 2, 2022: 217-228 tool in implementing the learning models mentioned above or used in other learning models. methods in increasing the use of fpga development board teaching aids as a tool for designing automatic control devices, it is necessary to develop ways to develop these tools in order to obtain reliable and as expected tools. the method used in this research is the prototyping method. the prototyping method can be used to link the user’s understanding of technical matters and requirements specifications to software developers. the prototyping model starts from collecting user requirements for the software to be made. then a prototype program is made so that users can better imagine what is being developed so that they can make prototypes that have a price value. the research was conducted through group activities that combined two groups of students in electrical engineering and mechanical engineering education. the students were formed in project activities to be able to develop the fpga prototype development into a trainer tool that has a selling value. results and discussion in the results of the study, observations were made on students consisting of different skill programs, namely students with expertise in the field of electrical engineering and in the field of mechanical engineering, observations made on students seeking information from the fpga prototype and observing the transfer of information sharing to find out software and hardware on prototype with basic computer skills that students already have which are considered facts to allow the use of computers to master the fpga information transfer software at the college level can not be doubted. with the production of the fpga development board which is a logic platform that can be reconfirmed and can be executed in parallel with bit operations with hardware programming that has the ability to synthesize various digital system designs. with young middle-level human resources in indonesia having a very vital position, the equipment can be used to become the equipment used to develop cashing trainee asembly. based on the test results for 9 students to develop circuit systems using a logic platform and executed on the xilink spartan series fpga development board, it can be seen in table 2 below. table 2. process of trainner module learning activities spartan 3 fpga development board logical function platform learning process logic gates factual knowledge 1st meeting and a.b or a + b not nand nor combinational logic circuits conceptual knowledge 2nd meeting sum of product product of sum half adder full adder 3rd & 4th meeting multiplexer de multiplexer 223 improvement of a cashing trainer assembly methodology for fpga development in vocational education students (tuti suartini, sri lestari harja, and aan sukandar) sequential circuits procedural knowledge 5th meeting sr flip flop register counter 6th meeting t flip flop d flipflop jk flip flop finite machine metakognif knowledge 7th meeting moore machine maely machine in table 2 above is a logic platform that is learned by students by way of a project learning model through a collaborative approach of electrical engineering students and mechanical engineering students. the description of the knowledge required from each of these logic platforms can describe the sequence of logical thinking capabilities on the fpga platform. with vocational education that has the main demands on mastering the basic competencies or technology skills of the digital era. based on bloom’s taxonomy, the ability to master knowledge that can develop a way of thinking is factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. (i.anderson, lorin w., krathwohl, 2001). so that the required knowledge can be grouped as in table 2. the learning activities carried out are carried out in a learning model as shown below: figure 3. project-based learning model collaborative activities the way students learn is as shown in figure 3 above. students from electrical engineering conducted a test of the device, the aim of which was to encourage them to be able to find digital technology innovations through the fpga development board device. the results of trials and training using hardware and software that succeeded in producing a synthesis for a counter circuit with rtl (register transfer logic) configuration that were successfully executed on the fpga development board as shown in figure 4 below: 224 journal of social studies (jss), volume 18, number 2, 2022: 217-228 figure 4. test results and synthesis of the xilink series fpga development board platform spartan 3 table 3. execution of the simulation synthesis on the fpga development board no j (3a=t9) (6=) k (3a=u8) (6=) q (3a=w21) (6=) qb (3a=y22) (6=) execution result 3a 0 1 0 1 with the ability of students to synthesize and execute xilink ise design suite 13.4 software which can be accessed for free by students and executed on spartan 6 as shown in figure 4. this shows that this configuration can be realized on digital equipment. so that mastering the competence of fpga technology, it is hoped that vocational education graduates can adapt to the world of work or the world of assembling industry in the era of digital technology. the existence of a curriculum for vocational vocational students is piloted to apply the central vocational high school curriculum and vocational education is oriented to holding independent learning that is allowed to take mkbn both in formal and non-formal education. this shows that a formal educational institution is increasingly required to better adapt to existing technological developments. thus, to achieve the required competencies in the learning system, it is necessary to prepare seriously. through the learning model of the center for excellence and the merdeka lecture, the requirement to pass the school exam can no longer be said to be a measure of the value of the learning process carried out by the educational institution. the responsibility of formal education institutions for vocational education must be able to strengthen how students have good personalities and noble character and participate in teaching and learning activities in accordance with the commitments proposed by these students as indicators of their level of success. competence is the key word 225 improvement of a cashing trainer assembly methodology for fpga development in vocational education students (tuti suartini, sri lestari harja, and aan sukandar) to measure the resultant education at the vocational level. along with the increasingly sharp competition between countries due to limited living resources in the environment and the rapid changes in technology in every aspect of human life, it has logical consequences, where every country needs competent human resources in order to provide satisfactory and oriented results. on the value for the country. this individual competence has been the subject of cultivation in the vocational education system. given the importance of vocational competence as an indicator of the quality of young middle-level human resources for the country, various efforts must be made to encourage its success. one of them is synergizing the role of the business world and the industrial world with the competence itself. as a benchmark for the level of success of vocational education graduates, they play a role in the industrial world which are expected to contribute to meeting the needs of human resources who are ready to face the world of work in the digital era. competence level of readiness to face every need in this industrial era, digital devices presence in the industrial world is in dire need of workers who have the competence of software and hardware expertise for the field of automation. therefore, in the process, it is hoped that internal parties or vocational education and external parties from the business and industrial world can play a proper role. to help develop component equipment, in order to match the curriculum with the needs of the industrial world, which has a big role, so that smk graduates must be prepared to always follow the needs of the industry. each supporting component starting from teachers/ lecturers, students/students, materials, facilities/infrastructure and the industrial world must create a good synergy so that in the process of fulfilling a competent workforce in the field of digital technology there must be harmony between the world of education and theindustrial world and must be awake. the world of education must be able to catch up with the dynamics that occur in the industrial world. for this reason, configurable simulations on fpga development and computers are used in learning as a training assembly tool to innovate automation systems in the digital era. in the results of the interpretation of mechanical engineering students on the xilink spartan fpga development board, they succeeded in creating an fpga board to be made into a training tool in trainer equipment that can be carried more effectively so that it becomes a portable tool. for more details can be seen in the designs as in figure 5 below: figure 5 student engineering results for the mobile case model for the fpga board from the results of the case model design developed by students through the interpretation of what is on the fpga board which is still in the form of a card. this activity can be developed for a problem based learning (pbl) model or become a problem based learning (spbm) strategy as a tool for stimulus to develop an fpga board from the assumption that learning is a process of changing behavior thanks to experience. in the problem based learning approach, the lack of discriminatory information about what teachers actually 226 journal of social studies (jss), volume 18, number 2, 2022: 217-228 do in pbl classes differentiates them from lecture-discussion classes and how these differences are associated with improved student learning. although as a powerful and engaging learning strategy that leads to continuous and transferable learning (mergendoller et al., 2006). problem based learning approach that is faced with real problems that occur in life and which will produce more abilities for fields related to vocational education. thus what is proposed by problem-based learning (pbl) is an innovative educational approach that has become famous in higher education. a literature review of pbl outcomes summarizes, across studies, the positive effects of problem-based learning pbl is an educational approach in m’hich complex problems serve as the context (claire h. major & betsy palmer, 2001). in problem base learning, when the learning process takes place, a student is able to experience a balanced development between cognitive, affective and psychomotor aspects. even sanjaya explained that in base learning learning there is a series of learning activities, and there are a number of activities that must be carried out by students to be able to solve problems using a scientific thinking approach, namely deductive/inductive, systematic (gradual), and empirical (data/facts). (sanjaya, 2016) and savote and hughes (1994) (in wendy flint. 2001) suggest that when solving problems, the process that will be experienced by engagement students is encouraged to be able to find problems and solve them, inquiry. to find and collect information through investigative activities. solution building. with a collaborative project learning model and a problem based learning model of electrical engineering and mechanical engineering students for 3 months by conducting discussions to find solutions to problems that were presented in 1 offline meeting and 1 online meeting for debriefing and reflection, sharing opinions and inclaem with others through question and answer activities to evaluate the process and results of problem solving and presentation of student finding based on product results can be seen in figures 4 and 5, and from the results of observations made by researchers on students as research objects, they have not been able to perform optimally in combining cashing trainer assembly planning with assembly methodology and assembly practice. in the ability to write plans, reports on activities or other products produced during learning and then presenting them in seminar publications can be successfully carried out. the description of the data shows that the object of research has not been able to perform optimally in integrating cashing trainer assembly planning with assembly methodology and assembly practice. conclusion the conclusion of the research conducted by researchers on students as research objects, has not been able to perform optimally in combining cashing trainer assembly planning with assembly methodologies and assembly practices. learning problem base learning, even learning models with steps and roles between students are carried out collaboratively with lecturers/teachers, namely: 1. improve the ability to acquire and form knowledge in an efficient and integrated manner. 2. develop the genetic skills and attitudes needed in the future. however, this effort can be used as an alternative for the vocational education model which is expected to support the quality of human resources who are able to develop technology that can be achieved. reference claire h. major, & betsy palmer. (2001). assessing the effectiveness of problem based learning in higher education: lessons from the literature. in academic exchange quarterly (vol. 5, issue 1, pp. 4–9). http:// www.rapidintellect.com/aeqweb/mop4spr01.htm dincer, s. (2012). a study of the relationship between pupils and parents’ computer literacy level and use. procedia social and behavioral sciences, 46(2007), 484–489. https://doi.org/10.1016/j.sbspro.2012.05.146 i.anderson, lorin w., krathwohl, d. r. (2001). a taxonomi for learning teaching and assesing (d. r. i.anderson, lorin w., krathwohl (ed.)). joice, b., weil, m., & shower, b. (1992). models of teaching. allyn and bacon. korkmaz, ö., & mahiroğlu, a. (2009). üniversiteyi yeni kazanmığ öğrencilerin bilgisayar okuryazarlık düzeyleri. 227 improvement of a cashing trainer assembly methodology for fpga development in vocational education students (tuti suartini, sri lestari harja, and aan sukandar) kastamonu eğitim dergisi, 17(3), 983–1000. loumpourdi, m. (2021). the future of employee development in the emerging fourth industrial revolution: a preferred liberal future. in journal of vocational education and training. https://doi.org/10.1080/1363682 0.2021.1998793 mergendoller, j. r., maxwell, n. l., & bellisimo, y. (2006). the effectiveness of problem-based instruction: a comparative study of instructional methods and student characteristics. interdisciplinary journal of problem-based learning, 1(2). https://doi.org/10.7771/1541-5015.1026 mowla, q. a. (2013). turkish online journal of educational technology. prof, e., & willis, j. (2007). turkish online of educational technology. sanjaya, w. (2016). strategi pembelajaran berorientasi standar proses pendidikan (edisi 1 ce). prenadamedia. svensson, peter; kristiansen, u. r. (2002). svenson. computational modelling and simulation of acoutic spaces, 000266. https://www.aes.org/e-lib/browse.cfm?elib=11119 wang, c., & kang, j. (2022). development of acoustic computer simulation for performance spaces: a systematic review and meta-analysis. building simulation, 1968, 1729–1745. https://doi.org/10.1007/s12273-0220901-4 wibowo, f. w. (2018). implementation of fpga in index data storage as a database. international journal of engineering and technology(uae), 7(4), 94–97. https://doi.org/10.14419/ijet.v7i4.40.24083 228 journal of social studies (jss), volume 18, number 2, 2022: 217-228 279 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 279-290 doi: 10.21831/jss.v18i2.49597.279-290 living between brackets: public-private patriarchal violence and the mental state of women on both sides of radcliffe line mostafizur rahman department of science and humanities, bangabandhu sheikh mujibur rahman aviation and aerospace university, bangladesh email: mostafiz@bsmraau.edu.bd nahida anwar department of sociology, university of dhaka, bangladesh email: nahidasophy@gmail.com abstract this study examines the public-private patriarchal notion of sylvia walby and its violent effects on women’s mental state during and after the partition of indian subcontinent. systematic electronic searches were conducted in 7 electronic databases and 42 studies were included for final review. findings explored private patriarchal violence including ‘honor killing’, ‘collective suicide’, hate and curse, social rejection, sex trap, cancelled communality, and twice displacement. public patriarchal violence became evident through rape, forced marriage, and abduction. the private and public patriarchal violence captivated and imprisoned women’s minds and resulted in mental traumas including estrangement and emotional detachment, unbalanced minds, diseased thought and paranoia, post-traumatic stress disorder, ‘feeling of loss’, depression and sadism, ‘disturbing memory’ and insanity, haunted nightmare and spooky dream, and concealed grief. keywords: mental health, private patriarchy, public patriarchy, partition of indian subcontinent, women psyche introduction once the jewish poet yehuda halevi (1924) wrote, “my heart is in the east, and i am in the uttermost west.” sometimes, there is a clear distance between physical and mental presence, between here and there. likewise, with the partition of india, its bodies and minds were cleaved and separated. many minds were left in pakistan, while the bodies were in hindustan, and vice versa (chughtai, 2015). as society is never homogenous (waever et al., 1993), there ever exists communality that fragments a whole society into pieces like a torn paper and results in the separation of its body and mind. the communality appears with violence, mostly against women, as to prove other community inferior, the easiest way is to disgrace its women (nittali, 2013). patriarchy socializes woman in a prejudiced way, where her sexuality is a cause of fear to her and she has a body that is ‘not her own’ (nittali, 2013). it controls the psyche of women that is also a ‘part of governmentality’ (basu, 2019) by both community and state and has fooled women by giving them sacrificing womanhood (tripathy, 2014). in almost all societies, womanhood is considered to hold the representative position and her chastity is known as a sign of purity. therefore, in communal riots, women become a sign of disrespecting a community (nittali, 2013). during the partition of indian subcontinent, for instance, bodies of women were considered as the sign of scandalizing the rival community and hence became the media of revenge as well (bahri, 1999). likewise, two nations of india and pakistan were inscribed upon the bodies of women (kudaisya & yong, 2004) that were the surfaces on which the text of the nations was written (das, 1996). 280 journal of social studies (jss), volume 18, number 2, 2022: 279-290 sylvia walby (2011) considers patriarchy as the “systematically structured gender inequality” which has two forms; private and public. in private patriarchy, men control women individually in a household. on the contrary, in public patriarchy, women’s domination, exploitation, and expropriation take place collectively (chowdhury, 2013). the private and public patriarchy was obvious during and after the partition of the indian subcontinent. in the communal uprising, with the intention to disrespect rival community and to prove heroism, one community would violate the women of rival community (for instance, rape, abduction, and forced marriage). because it was the easiest way to disgrace and to prove rival community inferior (nittali, 2013). when the men of the targeted community defeated, they would try to safeguard women’s religious purity and chastity by violating their own women (for instance, ‘honor killing’), rather than being touched by the opponents. similarly, in numerous ways, women were the prime victims on both edges, in private and public. partition history has less mention of women (butalia, 2007), hence it prioritizes and emphasizes more researches in this arena. some studies, mainly basing on fictional literature, tried to frame out either the patriarchy or the trauma of women, but they lacked the specificity of patriarchal violence and its link to the mental state of women. from this emphasis, this study aims at exploring the specificity of patriarchal violence, specially its public and private domains, occurred during and after the partition of indian subcontinent. further, the study shows how these two types of patriarchal violence affected the mental wellbeing of women on both sides of the radcliffe line. methods search strategy we accomplished electronic searches in google scholar, proquest, psycinfo, pubmed, informit, and jstor. besides, the scattered online materials including books, films, and web resources organized in another web (http://www.1947partitionarchive.org/library) seemed effective. the search terms were “partition of india”, or “partition of indian subcontinent”, or “indian partition 1947”, or “women amidst partition”, or “trauma of women during partition”, or “women’s mental health during partition”, or “women’s sufferings during partition”, or “patriarchal violence during 1947 partition”, or “public patriarchy”, or “private patriarchy”, or “patriarchy in india”. the web search was confined to article titles and keywords due to the excessive commonality of the search terms. in addition, a hand search of reference lists was also scrutinized to diminish the loss of potential literature and was included as appropriate. screening, quality assessment, and inclusion the studies were included if they met these criteria; written on the partition of the indian subcontinent, published in 1947 onwards, discussed patriarchal incidence, mentioned mental trauma, and included women as the primary focus of partition study. all searches produced about 326 studies which were reduced to 274 after excluding duplicates. articles were further excluded if they were out of the contexts and were the subtopics that were discussed in detail in other studies. the study selection was accomplished in two stages; the authors firstly reviewed titles and abstracts, and then all studies were gone through for full-text review. a matter of concern is that the context of this study was very rare and insignificant in scientific articles, while it was amply present in fiction and grey literature. hence, these were included to increase the width of literature for a thorough review. the full process finally approved 42 studies which included journal articles (12), books (10), book chapters (16), reports (3), and thesis (1). as studies were heterogeneous in types, as the scientific studies were fewer in numbers, and as the grey literature was more, the quality assessment of the selected literature was not possible. information extraction and thematic analysis three categories were outlined for the analysis of findings; private patriarchy, public patriarchy, and mental state of women. the findings based on these categories were noted to form a thematic framework. then, the findings of all papers were designed to the framework that looked at what is thematically similar and dissimilar 281 living between brackets: public-private patriarchal violence and the mental state of women on both sides of radcliffe line (mostafizur rahman and nahida anwar) between studies. if any dissimilarities were found, either new insights were noted or the existing themes were amended. results public patriarchal violence: the left bracket patriarchal society has diverse weapons to bolt the chastity of women (nittali, 2013). during communal uprising in 1947, victimizing women was the easiest medium to prove the supremacy of men on a rival community. witnessing various violence in communal upheavals, women’s mental boundary was fenced with excessive fear and anxiety that killed them frequently before their physical death. the weapons that the people from rival community used against women were mainly rape, abduction, and forced marriage. rape was the most heinous violence against women. approximately 75,000 women were raped and abducted during the partition of indian subcontinent (butalia, 2007) and even the pregnant and dead women were not exempted. some women were reserved and retained for repeated rapes and humiliations (nahal, 2003) and the retained women would sometimes become robotic objects, as manto (1995) depicted in khol do (open it). aimed for ‘emasculating the enemy’ (sengupta, 2012) and dishonoring them (nittali, 2013), three main sorts of rape occurred against humanity, namely witnessed, symbolized, and post-death. in its first kind, witnessed rape, women were harassed before their parents, brothers, husbands, and sons, and being unable to bear the scandal, many of them committed suicide (singh, 2001). even, womanhood was tortured before other women, where mothers and daughters were molested before the eyes of each other, and many were dishonored before their gods’ idol (duggal, 1951). the second kind of rape was symbolized rape where women’s organs, such as breasts, genitalia, were symbolized by cutting and marking communal symbols (menon & bhasin, 1998). sometimes, hindustan and pakistan were inscribed on their thighs and breasts (dhir, 1973). the third one is post-death rape where the level of ferity went beyond fortitude when women were raped after deaths. manto in thanda gosht (cold meat) (1994) mentioned a young girl, the unfortunate, who was raped after her death, as though womanhood had no right even to demand a dignified death. regarding forced marriage, women had to face cruelty in the hands of the people of rival community and were forced to marry the person whom she was abducted by (singh, 2002). sometimes, with forced marriage, they were forcibly converted as well (menon, 2004). in most of cases, having lost all of their shelter, the abducted women had to marry their abductors deliberately (butalia, 1993), and sometimes they were forced to marry (nittali, 2013). the sufferings of abducted women appeared to be the example of bestiality and ferocity, nevertheless their agonies were not like the raped women, actually much more than the raped ones. sometimes, they were killed, but if one looked pretty and tempted well, one would be handed over by several hands including police, doctor, army, and others (butalia, 1993). the most attractive women were kept for the higher officials and less tempting were for the lower (saint, 2019). the beastliness of abduction affected the mental wellbeing of women through abusing, oppressing, raping, killing, symbolizing bodies, selling like goods, using as gifts, and torturing in the hands of rescuers. the abducted women had double trauma than the raped ones. they would generally be kidnapped first, then raped, and later killed sometimes (butalia, 2007). nahal (2003) depicts an incident of some women where a man captured a woman with others whom he raped publicly and then killed. besides, the abductor tended to symbolize them with religious signs (chakraborty, 2014). somewhere the abducted women were found symbolized with the name of abductor, date, and religious symbols, and somewhere the women were found marked with the symbol of ‘om’, flowers, and venus (kidwai, 2019). the woeful abducted women were used as gifts and sold like goods at a very cheaper rate or free (scott, 2009). for instance, duggal (1995a) clearly mirrored such an incident where a girl was bought by an old man and at first was raped and humiliated by him and then was offered to a young school teacher. the young abducted women were also bartered and sold like cheap properties and chattels (singh, 2005). they were distributed and 282 journal of social studies (jss), volume 18, number 2, 2022: 279-290 shared, as the ‘baskets of oranges and grapes’ are sold and gifted (menon & bhasin, 1998). a rescue operation with a majority of male rescuers was initiated. but due to the tortures in the rescue operation by male rescuers, females were later given partial rescue responsibility. even, police, who plays the role of protector, became spoiler. two assistant sub-inspectors, for instance, raped a woman after rescue, and a tahsildar (an official of revenue) confined a woman for eight months (butalia, 1997). despite such heinous tortures in the rescue operation, the patriarchal society did not allow the women rescuers to go singly for the inquiry of the abducted (kidwai, 2019). rather, they had to share the responsibility with the male rescuers. private patriarchal violence: the right bracket since women were considered as the archive of dignity and honor of a community (nittali, 2013), the people of same community or households would try to save them before getting spoiled by the people of a rival or opponent community. as communal honor was in focus, the acts circled around the dignity that was ensured even in exchange for the lives of women. such numerous violence by the people of own community or people in households, had impacts on the mental wellbeing of women through ‘collective suicide’, ‘honor killing’, ‘twice displacement’, hate and curse, social rejection, sex trap, and cancelled communality. women had to commit ‘collective suicide’ to protect the honor of the community and to avoid the harassment and persecution of opposition activists. in rawalpindi, a ‘mass suicide’ occurred in a village, thoa khalsa, where 90 sikh women committed suicide abruptly. at the time of the riot, when the village was attacked by the opponents but the men flock defeated and became unable to protect them, the brave women, including their daughters, not just young girls, threw themselves into a small well to restrain their chastity, sexual purity of the community. but three of them were alive miraculously, as there was no plenty water to drown them all (butalia, 2007). at that time, the women had only two choices, either to surrender or to immolate themselves, and the protagonist consented to die in order to avoid disgrace (menon & bhasin, 1998). in another case, several young girls were abducted in front of men flock, and many of them committed suicide to protect sanctity (singh, 2001). the suicide act that was done deliberately was considered a ‘heroic death’ (butalia, 1993). in the name of saving the sanctity and communal purity, men killed their women including mothers, wives, daughters, and claimed the heinous act as ‘honor killing’. butalia (1993) mentioned an incident where 26 girls were taken to be killed, and they were thought to be martyred. another chronicle of a grandfather and his granddaughter was while they were traveling by train and when the enemies were just knocking at the door, the grandfather, santa sing, killed his granddaughter with a pistol. the author portrayed the scene unprecedently gesturing that on the other part of the train the same unscrupulous acts were revolving (gill, 1978). another inauspicious study was by butalia (2007) where a respondent, mangal singh, had lost his family members on the way of fleeing. they had to cross a river, but women and children were unable, and so, 17 members were killed by three brothers. the excuse was not about getting defeated, actually being dishonored. the women who were alive after rape were accounted for, refused, and were not cordially accepted or protected later, rather they were assessed as perpetrators and alive sinners. they were blamed and rejected by their families and faced bitter experiences for being alive (bedi, 1997). also, the abducted women who did not commit suicide were hated, cursed, and left by their parents, husbands, sisters, and brothers, and were accounted in such a harsh way, “why did they not die? why did not they take poison to save their chastity? why did not they jump into a well to save their honor?” (bedi, 1997). the men would rebuke the women contumely that she had lost her chastity, and the religion had been stained. since the raped and abducted women were refused by their families, they were deprived of getting entry access to familial life. for instance, when pooro came back to her father, he replied, “my daughter this is your fate. where we will keep you, who will marry you. you have lost your religion… nobody stopped her. pooro kept on moving” (pritam, 2009). the victims of abduction faced ‘twice displacement’ with multiple agonies through recovery operation. the operation reappeared as ‘second dislocation’, because after being handed over in multiple hands, they got another family and settled there, but became destitute twice by the rescuers. a girl named ram rakhi was renamed allah rakhi after conversion and settled up as a citizen of pakistan, but later forced to come back to 283 living between brackets: public-private patriarchal violence and the mental state of women on both sides of radcliffe line (mostafizur rahman and nahida anwar) india. on her way to india, she was carrying a hand fan written ‘pakistan hamara hai’ (duggal, 1995b). here it is noteworthy that recovery as ‘twice displacement’ was initiated by the government of both countries, while their communities were reluctant to welcome the rescued. being humiliated, persecuted, and misguided, the refugee women experienced horrible situations like sex traps during their displacement period. they fought for survival but had foreseen intensive harassment even by their co-gender, co-religionist, and co-community people. they were misguided and trapped in a helpless condition and then were raped, abducted, and forcefully married. seeming the maltreatments unable to bear, several of them committed suicide (nittali, 2013). living between the brackets: mental state of women during communal upheavals and riots, women would get stuck in such a condition that seemed like a twoway sword. on one side, the rival community intended to dishonor another community, where the victims were women. on another side, when the men of the targeted community defeated, then also the victims were women. the two-way sword and its fear fastened and confined women between two brackets, between the violence of two communities, where they had to endure various mental traumas including emotional detachment and estrangement (spatial, cultural, religious, and self), unbalanced minds, diseased thought and paranoia, posttraumatic stress disorder, ‘feeling of loss’, depression and sadism, ‘disturbing memory’ and insanity, haunted nightmare and spooky dream, and concealed grief (figure 1). the partition victims had to undergo emotional detachment and estrangement that were divided into spatial, cultural, religious, and self. their ‘physical dislocation caused mental estrangement’, as evacuating from their own homes was like evacuating from their minds (nandrajog, 2019). for instance, a merchant, named lala kanshi ram, got astonished when came to know that he became a refugee overnight at the place he was born, and with a broken heart while leaving his homeland, he became impassioned and screamed, “i was born around here, this is my homehow can i be a refugee in my own home?” (nahal, 2003). “in short with independence several kinds of loneliness had been born, from the loneliness of the bed to the loneliness of the heart” (reza, 2003). bediuzzaman (2002) in antim ichchha (the final wish) discussed a migrant, kamal bhai, to be a ‘nowhere man’ who was estranged from himself. as most holy shrines of sikhs were in pakistan and the muslims left the graves of their ancestors in divided india, they faced cultural and religious isolation as well (nandrajog, 2019). severe abuse unbalanced the minds of women (khosla, 1989), and the trauma was so horrible that they became deranged. manto in khol do (open it) depicted the anguish of a girl who was humiliated in several ways. after the rescue, the girl was in a room where a doctor entered and asked her to open the windows that were closed. but hearing the word ‘open’, she started to put off her dresses and to show sexual attitudes (manto, 1995). not only her body (nittali, 2013), but also her mind was not her own. diseased thought and paranoia occupied the minds of men and women though they continuously changed themselves to get rid of fear and undesired outcomes. davis in his work (1949) noted a case of a 22-yearold bengali person who endured disturbing ideas, dread, and paranoia for a long. though it was a case that happened to a man, the experience of women was not less than that. in his (davis, 1949) own words, “the man first had dreams that he had urinated on the head of goddess kali followed by a fear that someone might know this and punish him. he changed his name and dress, called himself a mohammedan, and got relieved of the painful idea and fear. he also started speaking in hindi, although he was a bengali. after sometime he had an idea of sexual intercourse with the wife of a great mohammedan political leader, and the idea started disturbing him and one night in his dream, he had sexual intercourse with her. he got extremely frightened and next morning he took a christian name and got dressed in a suit and started speaking in english. he became a normal man in this way again free from troubles. but only after a sometime, he had strong obscene ideas about virgin mary. now he is completely broken down.” 284 journal of social studies (jss), volume 18, number 2, 2022: 279-290 figure 1. public-private patriarchal violence and mental state of women. post-traumatic stress disorder (ptsd) was evident among the women victimized during the partition. for instance, a mohammedan lady in old and dirty clothes was rescued from a railway station. she was still feared of something when some tea and bread were offered to her. in some cases, unwanted children were also the reason behind ptsd, because the unwanted children, who were born in hetero religion, seemed turmoil and treated as 285 living between brackets: public-private patriarchal violence and the mental state of women on both sides of radcliffe line (mostafizur rahman and nahida anwar) polluted, whereas the mother had to choose either motherhood or own species (butalia, 1997). ‘feeling of loss’ showered sorrows on the minds of women. they felt that losing their homeland, they had lost happiness, soul mates, and many dear ones (pittenger, 1947). butalia (1997) narrated several cases of women who had lost their husbands and homeland and breathed their last being destitute. one of them was premvati whose husband, at the time of the heinous riot, was murdered and she reached delhi with her son; another woman was sheelavati whose husband died of diseases and became destitute, and; another was an older woman who lost her entire family and committed suicide as nobody was left for her whom she could live with. the ‘feeling of loss’ made some abducted women eager to meet their parents (sidhwa, 1989). but they were accounted for why they did not commit suicide (to save their chastity and purity), jumping into well or taking poison, and the accountability also raised ‘feeling of loss’ among them. depression and sadism were other curses of the partition. bedi (1997) presented such a situation where the girl, lajwanti, was abducted at the time of a riot. later, her husband sunder lal engaged himself in a recovery operation, motivated many women for restoration, and revived several women as well. but when lajwanti was recovered, his dominion aptitude grew up, and he started oppressing and torturing lajwanti. having been impoverished and destitute, lajwanti went to a brothel. even though she missed her children, she couldn’t meet them as her husband was adverse to her (bedi, 1997). a muslim girl dilshad was sexually abused by a nonmuslim, and then she went to pakistan with new hope, but there the co-religionists also treated her like a sexual object (shahab, 1995). such unexpected incidents bestowed depression and sadism that the political leaders like suhrawardy, nehru, and gandhi could understand and emphasize on treating the victims. gandhi preferred to make the jails like the mental hospitals where the people are corrected, and the staff should be like the doctors and nurses (gandhi, 1948). ‘disturbing memory’ always chased women and sometimes resulted in insanity (saint, 2019), immensely caused by the patriarchal violence. eminent writer manto was unable to write for two months, migrating from bombay to lahore due to the memories and traumas of partition (sethi, 2012). thousands of women were left unrecovered, but they tried to restore themselves in new situations, knowing that they would not be accepted as they had lost chastity and purity. the life of pooro was such a kind where she tried to forget the disturbing memories of her past days and loved her abductor husband. since they had a son, she consoled herself and did not return to her village (pritam, 2009). recovered women experienced infliction, scandal, and refusal, and then they had no way except to go to ashrams and brothels that gave birth to new disturbing memories for them (asaduddin, 1999). alluding to a woman, khosla (1989) described an incident where a victim was repressed so horribly that she had gone mad and lost sanity. sometimes, incidents, better or bitter, make impressions for lifetime. for instance, spooky dreams haunted a person for 50 years and when he had had the dream, he would wake up in a panic. the narrator was a migrant who thought, with their displacement, they have displaced their selves as well. they had a mentally ill companion who would sometimes scream, “don’t kill me. i am a hindu, look! while loosening his pajama strings, at other times shouting out that he was a muslim” (paul, 2002). further, the forcefully converted women had concealed grief and feeling of resurrection to the previous religion they belonged to. for instance, an old lady who, at the time of skirmish, converted to sikhism kept the trauma hidden in herself till older, and at the time of death she mourned and repented (singh, 2002). discussion the specificity of patriarchy and its effects on women’s mental health during and after the partition of the indian subcontinent were unresolved and unclear in current literature. with an urge to address the literature gap, this study explored private and public patriarchal violence against women during and after the incidents of partition and searched the effects of the violence on their mental health. the findings of this study remained theoretically similar to sylvia walby’s notion (2011) that patriarchy has private and public dimensions and has diverse effects on women. 286 journal of social studies (jss), volume 18, number 2, 2022: 279-290 the findings assert that patriarchal violence against women during the partition of indian subcontinent affected women’s mental state in various ways. the mental effects were emotional detachment and estrangement (spatial, cultural, religious, and self), unbalanced minds, diseased thought and paranoia, post-traumatic stress disorder, ‘feeling of loss’, depression and sadism, ‘disturbing memory’ and insanity, haunted nightmare and spooky dream, and concealed grief. these effects on the mental state of women were intensified because of slow migration, women’s vulnerability, rehabilitation in focus, lack of mental hospitals and staffs, misinterpretation of religion, and others. the world’s biggest mass migration was slow and it increased the vulnerability of millions of women migrants. an area would take about a week to cross or reach, due to elderly and children, and only 6-10 miles could be crossed in a day (nandrajog, 2019), as most would leave on foot, while some by trains, cars, and buses (butalia, 2007). besides, the transfer process of mental patients between two newly-created countries was slow and it took 3 years and 4 months since partition (kala & sarin, 2019). between april and october 1948, 3,761 muslim prisoners were sent to pakistan, and 4,078 non-muslim prisoners were repatriated to india (kaur, 2011). but that time, the asylums turned into jails, as lodge patch (1931) noted, “prisoners were many and lunatics few”. in terms of intervening the mental health of women, there was little from the side of community and state. as the rehabilitation was in focus, the horizon of health was ignored (jain, 2019) and the communities were rather busy occupying their portion of newly-divided states. with the partition of geography and assets, the institutions including prisons and mental hospitals were also divided (kala & sarin, 2019). there were 20-odd mental hospitals in indian subcontinents; out of which, 3 were in west pakistan, the rest were in india, while in east pakistan, now bangladesh, there was none (national health portal of india, 2015). rather, there were some psychiatry units at general hospitals, but not sufficient and efficient doctors. all over india, there were less than 50 psychiatrists (kala & sarin, 2019), and was also the crisis of lady doctors, as 75% trained nurses and two-third of women doctors left pakistan (symonds, 2001). though there were some psychiatric units and staff, the quality and pattern of treatment were below the standard and expected line. the treatment of mental illnesses was almost custodial in nature. in lahore mental hospital, for instance, people, mainly muslims, were cruelly interrogated in an interrogation cell (carter, 2007). all hindu and sikh mental patients were discharged by the east punjab government of lahore, pakistan, while their fitness was in question. during partition, at least 650 hindu and sikh patients were in lahore mental hospital (punjab mental hospital, 1951), but among them, more than 300 patients died in three years, let alone 210 deaths in 1947, due to the negligence of care staff (punjab mental hospital, 1949). actually, health care started to walk in the political footsteps (mackenbach, 2009). though mental hospitals in india emerged at the same time in america, and mental schools preceded half a century compared to those in japan, the service did not get developed and disseminated as like in these countries. here, the colonial rule can be added as a cause (sarin & jain, 2019), though many modern medical ideas, services, and education were initiated by the british. actually, public health was managed by british officers, the indian doctors though qualified could not grasp those higher positions, and doctors were not in the center of health care planning. besides, the indian doctors were suspected by both colonial government and indian political leaders (jain, 2019), but the westerners were trusted more, and sometimes the inoculation by the people of other communities was refused (pittenger, 1947). and so, the doctors remained silent in most of the cases (kala & sarin, 2019) and had little to do for the psychiatry patients including women and others. traditionally, unani, ayurvedic, siddha, and fold medicine were influential in india (jain, 2019), but these covered little aspects of mental issues. in such communal violence and mental traumas, religious words were their sole source of the spirit of survival and hope. the hindus themselves sometimes consoled saying that lord rama (or pandavas) had to be exiled. likewise, the muslims consoled themselves as well. reza’s adha gaon (a village divided) (2003) depicts a scenario where wazir mian expresses, “arre, bhai sahib, it’s the fate of muslims to be separated from their homeland. after all, didn’t the prophet of god himself have to leave mecca for medina?” in addition, some 287 living between brackets: public-private patriarchal violence and the mental state of women on both sides of radcliffe line (mostafizur rahman and nahida anwar) muslims thought themselves to be ever migrants. in joginder paul’s sleepwalkers, sain baba says, “in truth, we are all mohajirs… who knows where allah will send us after we’ve breathed our last?” (paul, 2002). in course of time, due to various changes, the traditional patriarchy of indian subcontinent is diminished today. women’s demands for freedom and equality brought perplexities among men about their social position. as the dependent housewife model started to be declined, men were baffled about their role and how to prove their superiority in the changing conditions. with the wave of industrialization and green revolution, opportunity doors turned open for women from all classes and castes who then enjoyed numerous opportunities. besides, the rise of various forms of feminism worked in response to economic as well as cultural changes. these transitions changed connell’s hegemonic masculinity (connell & messerschmidt, 2005) and caused an emergence of feminized man or new man. the new man was in moral panic about what it exactly means to be a man, as masculinity requires continued proof of manhood that was frequently discontinued in new century. in line with the transitions, changes broke different aspects of cultural code and altered the mind-set of people to ensure a better haven for women (sivakumar & manimekalai, 2021). this study confesses some limitations. non-scientific evidence that was purely descriptive with no evaluative items e.g. fictions were also included as examples of evidence. besides, non-peer-reviewed studies, informal opinions, and abstracts were not excluded. in addition, where the scientific study was not available, fiction and grey literature were chosen and included. but quality assessment for the fiction and grey literature with the peer-reviewed studies was found impossible. since it is a qualitative review, no analysis could be done for checking the accuracy of proposed associations between the themes. conclusion india was divided as per the scale of the two-nation theory (o’brien, 1988) where the nations were imagined, as the members of the nations never knew and even saw all other members. the ‘imagined communities’ (anderson, 2006) that were communal in feeling brought the same community together and integrated, but increased distance with rival ones. the integration, respect, and fellow feeling for same community increased at a broader range, but decreased for the rivals at the same scale. this communal sentiment showered curses on the women of both communities (nittali, 2013). two intentions mainly worked behind the violence against women that the co-community people violated in the purpose of saving women’s chastity and purity (private patriarchy), while the rival-community people violated for dishonoring another community (public patriarchy). it was not intended always to victimize the women mentally. rather, their mental victimization was an unintentional consequence that evolved from the patriarchal violence. however, every violent victimization of women is much unexpected and cannot be addressed except changes in men’s and women’s lives. hence, both men and women should be socialized and educated about responsible sexuality, equity in relations, and sharing roles to alleviate socio-cultural barriers, stereotypical attitudes, and 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(2011). the ‘declining significance’ or the ‘changing forms’ of patriarchy? in v. m. moghadam (ed.), patriarchy and development:women’s positions at the end of the twentieth century (pp. 19–33). oxford: clarendon press. https://doi.org/10.1093/acprof:oso/9780198290230.003.0002 187 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 187-196 doi: 10.21831/jss.v18i2. 50847.187-196 the sociology of law in the context of islamic legal scholarship in indonesia pradana boy ztf islamic family law department, faculty of islamic studies universitas muhammadiyah malang, indonesia email: fata.failasufa@gmail.com abstract this article examines the sociology of law in the context of islamic legal scholarship in indonesia. as a method, the sociology of law has basically been employed by islamic legal scholars in indonesia. however, the study of islamic law is generally under the discipline of islamic studies. in fact, although islamic studies in indonesia has recently utilised social sciences methods, the popularity of this approach is low compared to normative and textual types of islamic legal studies. in addition, the trend of positivism which has been a general feature of islamic legal studies has significantly contributed to this situation. in the light of this context, this article offers a view that the adoption of the sociology of law in the context of islamic legal studies scholarship in indonesia will serve as an alternative. it is expected that islamic legal studies will be more multidisciplinary in nature and be based on more tacit social realities in substance. keywords: sociology of law, islamic law, multi-disciplines, positivism. introduction this article examines the sociology of law as a research method in law and its application in the context of islamic legal scholarship in indonesia. it preliminarily elaborates a brief history of the sociology of law, its fundamental features, and how it operates in the context of a certain society. to date, the term islamic legal sociology has indeed been frequently used by many scholars in indonesia. nevertheless, its comprehensive definition and how it operates in islamic legal studies have not yet been addressed and posed numerous fundamental issues. it is of importance to briefly discuss fundamental concepts of the sociology of law and the relationship between law, jurisprudence or the science of law, and sociology. the elaboration of these all three is a sine qua non prior to discussing the relevance of the sociology of law as a method in legal studies and how it is adopted by legal scholars in indonesia. law, sociology, and the science of law the relationship between law and society is an interestingly intriguing subject to study. in a loosely basic sense, society is a group of distinct individuals. each distinct individual also has distinct behaviours, impulses, basic needs, values, principles, and views. bearing this in mind, therefore, each individual will behave and act accordingly–following their tendencies, impulses, basic needs, values, principles, and views. factors underlying the emergence of those differences possibly come from the diversity of their social backgrounds, e.g., social classes, genders, and races. in such a situation, on the other hand, an individual in the group will constantly interact with other individuals. during this interaction, conflict of interests and differences in behaviours and views on principles are inevitable. hence, it seems natural that it will potentially trigger social conflicts if not managed properly. so as to prevent such a conflict, the law is, therefore, set as a mechanism to manage or control interaction among individuals or groups of individuals in the society. according to soerjono soekanto (1988: 188 journal of social studies (jss), volume 18, number 2, 2022: 187-196 2), the law will always be essential in all societies, both traditional and modern ones, despite the disobedience of the society to rules of law. in addition, a group of individuals or communities naturally will set behavioural agreements that are commonly referred to as customs or conventions. these customs become the binding norms of society that later become law. nevertheless, an ordinary custom cannot be referred to as law unless it has particular provisos. gilissen and gorle (1991: 24-25) list four required provisos for certain customs to be referred to as law: a) the customs must not be individual but rather be shared amongst community members and become part of the community system; b) the customs must concern the norms of dos and don’ts; c) the customs must have binding force, due to its repeated conducts, and thus giving the impression amongst community members that such customs have become natural and normal standards; and d) the customs will be referred to as law insofar as that they are strengthened by the authorities–in other words, the authority’s interference is a sine qua non for certain customs to be referred to as law. nevertheless, in regard to the fourth proviso, it should necessarily be highlighted that in the discourse of the sociology of law, the relationship between law and authority remains considerably debatable. besides customs, the law can also manifest in many forms, e.g., written decrees, court rulings, and social institutions’ decisions (soekanto, 1988: 3). likewise, talcott parsons (1962: 58-9) also formulates four necessary conditions for a regulatory system to function as a regulator of social interaction. these conditions are: a) the regulatory system must be able to be the basis for “legitimacy” to achieve or even impose uniformity; b) it must solve any interpretation issues–in other words, it must resolve all different interpretations; c) it must impose sanctions for any deviations or disobedience that occur; and d) it must have jurisdiction to dictate under which circumstances a regulation or a set of complex regulations applies. above all, the law has one fundamental legal nature, that is “blind” to all differences occurring at the level of society so as to function comprehensively as an instrument of balance and an archetype of justice (kerruish, 1991: 1). what then is law? a number of postulates offer different definitions as to what law is. roger cotterrell (1992: 46) defines law as a social category of rules in which processes and institutions of creation, interpretation, and enforcement are that of the clearest, authentic, and formal. based on this definition, the law also refers to social doctrines and rules as interpreted and enforced by state agents in a politically highly organised society. in line with it, max weber formulated a classic definition of law. for him, the law is a more organised system of sanctions to avoid actions that lead to the destruction of the social order (butch, 1992: 5). hence, law plays various roles in society. kerruish (1991) elaborates the function of law in society in three contexts, namely law as a system of rules, law as a sine qua non for wisdom, and law as integrity. law can also serve as an instrument of social change, as a mechanism for integration among various groups in society (cotterrell, 1992), and as a means of social control. by considering all these, law principally is, inevitably speaking, a social phenomenon on the one hand (anleu, 2000: 1) and a social reality comprising values, conventions, and patterns of behaviours related to basic human needs on the other hand (soekanto, 1988: 4). defining law as a social phenomenon implicitly indicates the presence of natural factors in law formation. it means that as a social phenomenon, the law can be described as a phenomenon that takes place naturally and evolutionarily along with the development that occurs in society. however, the law is not merely a natural phenomenon per se. to some extent, it could be true that law has a natural dimension. regardless of such a natural dimension, the law is rather a product of human construction, whether it is a social, political, or cultural one (rahardjo, 2003: 26). affirming this, george gurvitch (1947) also writes: “social reality of law is not anywise data obtained through intuition, nor is it a perception born of human senses, but rather a logical construction separated from social reality as an all-encompassing phenomenon.” since the law is always closely related to society, it is not excessive to say that law principally has other dimensions other than that of law per se. on that basis, ergo, a number of academic disciplines emerge from studying law as an integral part of a society, e.g., legal anthropology that seeks to map the relationship between law and culture in a society, legal sociology that studies how social behaviours in society affect the law. the close 189 the sociology of law in the context of islamic legal scholarship in indonesia (pradana boy ztf) relationship between law and society can be seen from legal transformations in society over time. satjipto rahardjo (2003), for instance, states that legal transformations always follow social changes in society. furthermore, society is a legal subject-cum-object, a legal focus-cum-locus; hence, the law is in principle a sociological phenomenon. eugen ehrlich asserts that at present and at other times, whenever possible, the central attraction of legal development does not lie in legislation, juristic science, nor in juridical decisions, but in society proper (cited by burtch, 1992). besides these two disciplines, there is also another discipline or at least an approach that attempts to map the relationship between law and politics. donald black, an american legal sociologist, for example, writes that the relationship between law and politics is extremely close. for him, the law is nothing but an instrument used by the government to exercise social control. since the law is a social phenomenon, it is fundamentally plausible for social sciences, such as sociology, to share an interest with other sciences in studying and understanding law better. therefore, the birth of a new discipline commonly known as the sociology of law is inseparable from the dynamics of law and society. however, in its theoretical development, it did not appear in an instant. instead, it endured myriads of theoretical and methodological controversies. in academic discourse or epistemology, sociology and law have been part of separately independent disciplines. sociology is an established discipline with a number of eminent scientists pioneering, developing, evaluating, and ultimately reconstructing new theories in sociology. whilst new theories continue to evolve, classical ones developed by prominent sociologists, such as august comte, emile durkheim, max weber, talcott parsons, and karl marx, to name a few, are still relevant and echo their relevance to address and describe the current situation of contemporary society. surely, not all the theories are relevant, but all those key sociologists have outlined fundamental principles that help contemporary society to understand its dynamics concerning various areas of social life. sociology, thus, is a discipline with a remarkably wide scope, and due to such an immense scope, it is very unlikely to give a satisfying definition that anyone can agree on regarding what the essence of sociology truly is. nonetheless, one fundamental matter related to sociology is that this discipline studies humans in society in general and social phenomena in specific (cuff and payne, 1981). another postulate explicates that sociology is related to human society. the issues studied include human behaviours and actions in various social contexts, social interactions, social realities and organisations, and social changes and development (harambalos, 1998: 3). similar to sociology, the law is also an independent discipline. generally, the study of law as an independent discipline is often referred to as “jurisprudence” or “science of law” in the context of indonesia. roscoe pound (1951) defines the science of law as “a science of social engineering having to do with that part of whole field which may be achieved by ordering of human relations through the action of politically organised society.” jurisprudence, on the other hand, according to oxford english dictionary, has two definitions at the same time: 1) the general theory of law and doctrines accumulated, and 2) the expert knowledge of the legal profession in a given legal system. referring to these definitions, the science of law also studies human society as sociology. despite studying society as sociology and other social sciences in general, the science of law cannot necessarily easily be integrated into other social sciences or sociology. as a brief illustration, let us take a look at how legal studies are institutionalised in universities. the faculties of law at various universities are typically separated from those of social sciences. such a reality cannot be seen as a mere coincidence, but it must be seen from the perspective of methodological aspect. according to gurvitch (1947), as it comes to debates on the relationship between sociology and law, there is one group that tends to avoid conflicts between the two. this is because both have unequivocal definitions and scopes on their respective study areas and methods. one of the specificities often associated with sociology and law is that the former bases its methods on an explanatory point of view while the latter relies more on a normative point of view. we will discuss this further in the following sections. sociology of law as briefly mentioned above, sociology is an independent discipline separated from the science of law or jurisprudence. if the two are integrated, there will be numerous consequences. the first question that should certainly be addressed is whether the sociology of law is the integration of sociology and the science of law or jurisprudence. however the answer is–be it “yes” or “no”, it will equally have theoretical and methodological 190 journal of social studies (jss), volume 18, number 2, 2022: 187-196 implications about how the sociology of law is supposed to be developed and used in understanding/studying legal phenomena in society. as a discipline, the sociology of law remains a subject of debate. regarding the history of the development of the sociology of law, it is important to cite javier treviño (2001). according to treviño, the term “sociology of law” was first coined by the italian legal philosopher dionisio anzilotti in 1892 and eugen ehrlich in 1913 through their book fundamental principles of the sociology of law. however, the popularity of the sociology of law began emerging among american legal sociologists in the 1950s due to several publications in the field of sociology of law, e.g., works of eugen ehrlich, nicholas s timasheff, and george gurvitch. among sociologists, this branch of science is considered not part of sociology, for it is deemed to reduce objective social facts to facts that are no longer entirely objective through value judgement inherent in the principles of the sociology of law. conversely, among legal or jurisprudential experts, this discipline is not considered part of the science of law or jurisprudence either since it perceives legal phenomena as social facts that are considered rather vague. the sociology of law principally was born in response to the dominance of logical normativism in legal studies. the legal studies developed by logical normativism are none other than a combination of legal positivism and dogmatic rationalism. this school considers law nothing but a pure norm, and therefore methods other than normative and formalistic ones are considered invalid for legal assessment (gurvitch, 1947: 5). georges gurvith (1947), one of the pioneers of the contemporary sociology of law, suggests that there is a conviction among sociologists and legal experts that sociology and law are two disciplines that are seemingly unlikely to integrate one another since they both stand on two different principles. the main concern of sociologists is on quid facti, i.e., what is real and happens in society; meanwhile, that of legal experts is primarily on quid juris, i.e., what is in accordance with normative legal rules. this perspective is often referred to as the exclusivist view. exclusivism on both sides is actually dominated by a “normative” view perceiving a discipline has to be independent, separate in its entirety, and disconnected from other disciplines. w.t. murphy is one among these exclusivists stating that the science of law cannot be categorised as social sciences, for both have different epistemological approaches. according to murphy, the science of law relies entirely on judge decisions to look at ‘facts’ and precedents to solve current disputes, while social sciences rely on ‘positivity’, i.e., knowledge formation through empirical research and statistical analysis (cited in anleu, 2000). as criticism of this exclusivist tendency, judge benjamin cardozo sees this kind of attitude as the origin of all injustice. he wrote, “the origin of injustice is the tyranny over concepts” (cited in gurvitch, 1947: 2). in fact, the law can indeed be studied not solely from the legal aspect per se. milavonovic, for example, divides the method of legal studies into two possibilities, namely that of jurisprudence and of the sociology of law. the first method usually begins with the definition of law and the rule of law, as both are stated by the state. subsequently, it assumes that legal decision-making is a rational act and that legal processes are legitimate and virtually essential to the social order. ergo, conflicts occurring in society can be overcome by an abstract application of legal principles to “factual situations” (burtch, 1992: 4). meanwhile, the second method (the sociology of law) differs from the first one in which it rather emphasises the social aspect of legal control. the difference between these two methods also lies in the preference of study themes. this method often prioritises themes such as dimensions of violence and coercion through law. according to burtch, these two approaches, albeit different, cannot be considered completely separate, for in academic studies, there is always an overlap between theory, research, and practice (burtch, 1992: 5). with regard to the normative approach to law, carlen (1976: 2-3) states that this approach can be divided into three types, namely: correctional approach, socio-technicist approach, and ironising-expositionalist approach. the first approach, according to carlen, is widely found in government-funded legal studies that are commonly conducted in the name of distributive justice. this approach aims to exercise logic adjustment regarding law and its procedures so that its material manifestations can be more adaptive and relevant to its jurisprudential claims and connotations. on the other hand, the second approach more likely emphasises the enforcement of the theoretical reputation of a certain sub-discipline in the study of legal sociology. in contrast to these 191 the sociology of law in the context of islamic legal scholarship in indonesia (pradana boy ztf) two approaches, the third approach, according to carlen, has somewhat implicit methods and objectives. furthermore, it even often confounds epistemology with politics. as a result, this approach is often embodied in epistemological anarchism, relative normativism, and political nihilism. with regard to this, gurvitch gives a fairly broad account of the mainstream tendencies in jurisprudence and then draws a conclusion as to why the sociology of law is necessary as a middle ground. according to gurvitch, analytical jurisprudence manifests itself in two forms, a narrow version closely related to “legal positivism” and a broader version that “identifies law with the totality of rules and principles applied by courts in legal decisionmaking” (1947: 3). as a supporter of the sociological approach in legal studies, gurvitch criticises the tendency of analytical jurisprudence in some critical points. firstly, analytical jurisprudence and legal positivism move in a vicious circle–the existence of a state as the creator of the law is considered the sole source of law, and the state becomes a sector that must be upheld above all social reality. secondly, logical normativism refers to “what should be pure” and removes itself by substituting the aspect of a priori in “what should be” with that of comprehensible empiricism that cannot be categorised as categorical imperatives. thirdly, these two tendencies are simply taken for granted as the essence of immutable law, which is the procedure of technical systematisation used in various zeitgeists and contains the reduction of various rules of law to unify the various sources of law established beforehand. finally, there are very popular facts about the origin and continuity of the rule of law that is completely separate from the state (independent)–the state has little or even absolutely no interference in implementing law for centuries (gurvitch, 1947: 5-6). in point of fact, sociology and jurisprudence are indisputable. gurvitch tends to reconcile between the two. by quoting a number of classical notions, he seeks to convince that legal studies could also be conducted with non-legal approaches, or sociological approaches in particular. for example, he cites a french judge-cumsociologist maurice hauriou who believes that “a little sociology leads away from the law but much sociology leads back to it.” furthermore, he also restates judge o.w. holmes’s statement that the quintessence of legal life in society is not logic, but rather an experience, which gurvitch later affirms as “a real experience of social existence that should not be underestimated by juridical processes” (gurvitch, 1947: 2). gurvitch also comes to a substantial conclusion that the conflict between sociology and law that leads to the impossibility of a sociological approach in legal studies is the result of the narrowness and misconception of objects and methods on both sides of the disciplines, namely sociology and law (gurvitch, 1947: 3). basically, law and sociology roughly have the same object of study. both relate to social relations, values, social rules, obligations, and expectations born as a result of certain social positions and roles in society due to the interaction between individuals and society (anleu, 2000: 2). cotterrell (1992) also states the same thing that both sociology and law are related to a whole series of significant forms of social relations. moreover, both also strive to understand social phenomena as part of, or potentially part of, a social structure. both sociology and law are equally related to norms and rules regulating appropriate actions for a group of people in a given situation. sociology and law are also related to the essence of legitimate authority, social control mechanisms, civil rights issues, the establishment of power, and the relationship between public and private spaces (vago, 1988: 2-3). with this discourse in mind, the sociology of law is a meeting point connecting two rigid dichotomies between sociology and law. the sociology of law, thus, appears to be an alternative method of looking at law and society. in the sociology of law, society and law are not merely seen as static, black-and-white entities. they are dynamic entities and do not always bring a uniform colour. therefore, in many ways, the sociology of law was born as a critique of normativism and positivism tendencies in law, although it is often perceived as a threat to the two established disciplines. in response to criticism stating that the sociology of law is a potential threat to the discipline of sociology and law, george gurvitch argues that the sociology of law is not anywise opposed to autonomous technical law, but rather to john austin’s analytical legal school that has been preceded by hobbes 192 journal of social studies (jss), volume 18, number 2, 2022: 187-196 and bentham through their emphasis on “legal positivism” and “normative logic”. further, gurvitch continues, the sociology of law is not a threat to sociology in general, but rather to “naturalism, positivism, behaviourism, and formalism” in specific (gurvitch, 1947: 3). so as to clarify what is meant by the sociology of law, it is necessary to cite a number of definitions proposed by a number of theoreticians. among these evolving definitions, george gurvitch’s definition is perhaps the most comprehensive among the other definitions. according to gurvitch (1947: 48), the sociology of law is “part of the sociology of human spirit which studies the full social reality of law, beginning with its tangible and externally observable expressions, in effective collective behaviour… and in material basis…” further, “the sociology of law interprets these behaviours and material manifestations of law according to an internal meaning which, while inspiring and penetrating them, are at the same time in part transformed by them…” based on this definition, it can be seen that gurvitch’s emphasis relies on “the whole social reality of law”, which begins with observations of expressions that can be seen externally. nevertheless, the sociology of law also believes that what is revealed in external expressions is a manifestation of the internal meaning that develops in society. thus, the sociology of law also attempts to interpret legal behaviours and their material manifestations in line with their internal meanings. to understand in detail regarding the basic principles and salient features of the sociology of law, it is of importance to explain a number of establishing schools in legal theory and various patterns of the sociology of law developed by sociologists. this section elaborates a number of theories in the sociology of law, both classical and contemporary ones, as well as underlines the basic principles of the sociology of law and their implementations in contemporary society. theory and principles in the sociology of law based on various references discussing the sociology of law, this paper will discuss a number of developing theories in this discipline. it should be emphasised here that each author often has different versions. in such a difference, one that cannot be avoided is the overlap between one category and another. generally, the authors and reviewers of the theory use different names for the same concept. george gurvitch traces the development of the sociology of law to very early periods. in a chronological context, he divides the sociology of law into two important periods, i.e., the period of the forerunners and the period of the founders of the sociology of law. the second category is further subdivided into two main categories, the founders of the sociology of law in europe and in america. according to gurvitch, the sociological approach in legal studies has begun since the early days of the development of historical or ethnographic studies related to law. among the predecessors of the sociology of law, there are names such as aristotle, hobbes, spinoza and montesquieu. according to gurvitch, aristotle has achieved a comprehensive view of the fundamental problems of this discipline, namely the micro sociology of law, the differential sociology of law, and the genetic sociology of law. between aristotle and montesquieu lies the development of experimental sciences in the modern era. subsequent developments in the sociology of law were developed by figures who were often classed as classical sociologists such as durkheim, weber and marx (burtch, 1992; walton, 1976). weber talks a lot about the law. one of weber’s main principles in the sociology of law is related to rules. weber distinguishes the rule of law from other normative systems. he writes: “an order will be able to be referred to as law if compliance with it is enforced by the possibility that the deviant action will be subject to physical or psychological sanctions aiming at imposing compliance or at punishing insubordination.” weber also talks a lot about authority. laws can only be enforced by those with authority. in regard to this, weber divides three pure types of legitimate authority, namely legal authority, traditional authority, and charismatic authority (weber in campbell and wiles, 1979: 55-56). besides weber, durkheim also makes an equally important contribution to the early development of the sociology of law. durkheim describes the law as a real symbol for social solidarity. furthermore, durkheim also distinguishes what he calls “mechanical solidarity” and “organic solidarity”. mechanical solidarity relates to the violation of the law in the form of crime. according to durkheim, “…the only common character of all evils is that they contain … actions that are universally unacceptable to the members of each society…” (durkheim in campbell and wiles, 1979: 77). 193 the sociology of law in the context of islamic legal scholarship in indonesia (pradana boy ztf) if these names are the founders of the sociology of law in europe, a number of names also appear as the founders of this discipline in the united states. among them include o.w. holmes, roscoe pond, and benjamin cordozo. holmes was a judge and close friend of the american philosopher william james. holmes rejects analytical and historical schools in jurisprudence and stresses the importance of judges to shift their work tendencies to empirical studies of living societies and actual social realities as carried out by social sciences, especially sociology (gurvitch, 1947: 123). as gurvitch quotes, holmes writes: “if your subject is law, then the path is open to anthropology, the science of man, political economy, the theory of legislation and ethics…” in addition to holmes, in america, the roscoe pound also plays an important role in establishing the tradition of the sociology of law. according to gurvitch, pound’s legal sociological thinking, which is a key figure in the “sociological jurisprudence” school, is shaped by his opposition to sociological problems (problems of social control and social interests), philosophical problems (pragmatism and experimental theory of values), problems of legal history (various measures for stability and flexibility in court types), and problems of american court works (elements of administrative discretion in court proceedings). beyond these names, a number of authors also seek to describe the variety of theories that develop in the sociology of law. of course, this limited space is insufficient to present all theories in depth. therefore, here only a number of theoretical theories or classifications will be mentioned to facilitate understanding of the map of the theories in the sociology of law. one of the well-known theories is called system theory or often also referred to as structural functionalism theory–durkheim and talcott parsons are in this theory. system theory is a theory pioneered by talcott parsons, which was then continued by luhman (anleu, 2000). so as to understand the legal position in parsons’s theory, it is essential to reveal the relationship between the normative structure of values, norms, collectivity, adaptation, goal achievement, integration, and continuity of patterns (cotterrell, 192: 84). the main theories in sociology are also presented to construct a theoretical mapping of the sociology of law. apart from the system theory or structural functionalism, anleu (2000: 40-76) divides contemporary legal theory into “juridical theory” embraced by habermas, “legal and disciplinary theory” by michel foucault, “neo-marxist theory”, “critical legal theory”, “feminist legal theory”, and “flow of legal pluralism”. besides categorising theories, other authors also classify them. for example, william m evan (1962) classifies theories in the sociology of law into several categories, viz. “behaviouralist theory” embraced by donald black, “jurisprudential theory” believed by phillipe numet, “functionalist theory” popularised by talcott parsons, roscoe pound, and thomas a cowan, “conflict theory” represented by hans kelsen and austin t turk (anleu calls it “neo-marxist theory”), “socialization theory” associated with names such as jone louin tapp and felice j levine, and “system theory” referring to james p nanyo. these two categories by anleu and evan are just examples of how theoretical classification and categorisation in the sociology of law is not done singularly and easily. anleu and evan use different names to refer to the same thing, e.g., what evan means by “conflict theory” is referred to as “neo-marxist theory” by anleu. it is also interesting to observe the position of functionalist theory. talcott parsons is included as a proponent of functionalist theory by evan, while anleu regards him as part of system theory. the depiction of system theory by anleu and the inclusion of parsons in the theory actually indicate that system theory and functionalist theory are the same. however, in his category, evan distinguishes between functionalism theory and system theory. on this basis, it is rather difficult to describe basic features or general principles used in the sociology of law. as an illustration, i would like to quote again gurvitch, who describes the sociology of law as “the concrete situation of the real life of law at a given moment and a given milieu” (gurvitch, 1947: 10). in addition, according to hunt (1976: 29), one of the hallmarks of modern sociology of law is its strong tendency to adopt an empirical study orientation. furthermore, hunt identifies that this kind of tendency is born from the sociological movement in legal studies as a whole and from the influence of the specific features of american sociology of law. however, lately, there has been a movement against the tendency of empiricism in the sociology of law, especially in america and britain. during this movement, a critical theory in the sociology of law was born. in anleu’s note 194 journal of social studies (jss), volume 18, number 2, 2022: 187-196 (2000: 63), critical theory was born in the late 1970s, although basically, its intellectual predecessors were in the tradition of “legal realism”. william m evan (1962) identifies five approaches often used in legal studies from a sociological perspective, namely role analysis, organisational analysis, normative analysis, institutional analysis, and methodological analysis. it indicates that the sociology of law examines law through these aspects thoroughly. role analysis is an approach emphasising the role played by the implementers of the legal system, such as judges, prosecutors, advocates, and the police. talcott parsons suggests that the legal profession is part of the social control mechanism (1962). however, the emphasis on the role of law enforcement has made this approach flawed. as identified by evan (1962), the role analysis approach in the sociology of law has weaknesses in the form of the absence of an analysis of the legal status for the normative and organisational components of legal institutions. with regard to legal institutions, it is often said by legal sociologists that legal institutions are of importance in determining whether the rule of law can be called law. as mentioned in the previous sections, in a society where individuals and groups reside, there are always rules that control their social behaviours. nevertheless, not all rules can be called law unless they are in the context of a single institution. an institution in its social sense is a group of people united by a common goal and have material and technical means in an effort to achieve that goal or at least rationalise such effort in that direction. they support the system of values, ethics and beliefs justifying those goals (bohannan in evan, 1962: 3-11). according to bohannan, social institutions must be distinguished from legal ones. legal institutions have functions that other institutions do not have, such as the function of mediating or resolving conflicts. in bohannan’s formulation, a legal institution is an institution through which the community resolves conflicts and tensions that arise among fellow members of the community. in contrast to jurisprudence studies emphasising themselves on the normative and textual aspects of law, the themes developed in the sociology of law rather focus on factual and empirical issues in society, such as law and the social system of society, similarities and dissimilarities of various models of the legal system, dualism of legal system, law and power, law and cultural values, legal certainty and comparability, and the role of law in changing society (soekanto, 1988: 13-21). the indonesian islamic context among islamic legal researchers in indonesia, the term sociology of law has been widely known. however, as far as i observed, the sociology of law has not really become an alternative method for islamic legal studies in indonesia. it is true that over the past decade, many centres for islamic studies in indonesia have undergone significant changes in the context of institutional reform. a number of institutions that were originally called the state islamic institute (iain) have been transformed into state islamic universities (uin). one of its consequences is the emergence of non-islamic faculties in these universities. fundamentally and ideally, this reality is expected to open a bridge for integrating islamic studies and social sciences so that islamic studies can move from the normative axis towards a more empirical and historical one. however, to what extent does it contribute to the development of more empirical and sociological islamic studies still takes a long time to figure out the answer. in general, however, islamic legal studies in indonesian islamic universities that still rely heavily on text studies align with what amin abdullah (1996 and 2006) refers to as “normativity”. meanwhile, what the sociology of law offers, i.e., a concrete reading of legal phenomena in society so as to get a more thorough depiction of the dynamics of law in society, can be referred to as a form of emphasis on what amin abdullah calls “history”. furthermore, amin abdullah believes that religious life is actually a dialectic between “normative” and “historical”, with no exception in islamic legal studies. recognising this approach in understanding the islamic law that is very close to the tendency of legal positivism, amin abdullah during his tenure as the chairman of the muhammadiyah’s council of religious affairs in 1995-2000 sought to make methodological breakthroughs and apply this theoretical project to the 195 the sociology of law in the context of islamic legal scholarship in indonesia (pradana boy ztf) muhammadiyah institution. nonetheless, it failed. the proposal to adopt an approach with a rather “historical” dimension in muhammadiyah’s view of islamic law gained considerable resistance. amin abdullah, in a private conversation with the author in 2006, once revealed that the root of the problem leading to the resistance was the ongoing development–and it was very dominant—of a “black-and-white” attitude in understanding islam. furthermore, abdullah mentioned that such a pattern was the main feature among islamic legal researchers in indonesia. based on this case, from the perspective of the sociology of law, it seems not excessive to say that at that time, muhammadiyah experienced tension between those who adhered to legal positivism and those who sought to present a sociological-interpretive approach in understanding islamic law. another assumption is related to anti-western sentiments that develop in most muslims in indonesia. in the context of islamic legal studies in indonesia, anti-western sentiment is often brought up in the form of antipathy in adopting a number of theories that are considered western. the sociology of law could certainly be included in this category. the fundamental mistake in this way of thinking is to equate everything that comes from the west as destructive, useless, and endangering the muslim faith. it contains two errors at once, i.e., being stuck in what is often referred to as the fallacy of generalisation and inequality of argumentation. the first mistake has been explained, while the second one is to answer the scientific methodology with faith argumentation, which is less academic. it is undeniable that such possibilities cannot be underestimated, for knowledge is also inseparable from the originator’s ideology. however, suppose the formulations of knowledge are useful and can be adopted as a tool in understanding our own society better, it should not be rejected for presumably vague reasons. as a term, the sociology of law is often discussed in the context of islamic legal studies in indonesia. for example, the term “the sociology of islamic law” is frequently used as a book title, a research method or a course taught at various faculties or sharia majors at various (islamic) universities in indonesia. however, the popularity of this term is not followed by a solid methodological framework of what is meant by the sociology of islamic law. the sociology of islamic law, in my impression, tends to manifest itself as the study of islamic law through the use of sociology as a pattern and approach, not yet as an established framework of methods and theories. for example, the study of the dynamics of islamic law in indonesia is then analysed using a sociological approach, or precisely by presenting the names of renowned sociologists so that it creates legitimacy as if the study of islamic law had become sociological. in other words, the topic of islamic law as a subject of study stands as a separate entity, and the adopted theories of sociology stand across the other path. consequently, what emerges seems like a mosaic of paintings where one part with another are glued together yet do not actually have methodological and theoretical coherence. this does not mean that in indonesia, the sociology of law is not used as an approach and method. a number of islamic legal researchers in the archipelago have indeed used this approach in their numerous studies, e.g., m. atho’ muhdzar (indonesia) and noor aisha abdul rahman (singapore). beyond the islamic legal studies, a number of jurists in indonesia have also applied the sociology of law as a rigorous method and approach–e.g., soerjono soekanto and satjipto rahardjo. however, after their death, new names have not yet emerged in the field of legal sociology, let alone in the field of islamic law. as an academic trend, this approach has not been yet popular enough–or rather has not been used appropriately, albeit frequently been buzzed–among islamic legal researchers in the archipelago. regardless, suppose we believe in the prophecy of treviño (2001) that the sociology of law has a fairly good future, the same hope can also be attached to the islamic legal studies in indonesia. treviño believes in the bright future of the sociology of religion on the basis of three reasons. firstly, theories of the sociology of law are constantly being developed, as what donald black did through his project of developing a meta-theoretical paradigm for this discipline. this paradigm, referred to by black as “the pure sociology of law”, conceptualises law as a social phenomenon, not a phenomenon of a group of people. secondly, based on his personal experience, treviño said that he conducted a comparative study of nine textbooks or reading materials related to law and society or sociology published in the united states, canada and the united kingdom. in conclusion, treviño writes, most of these textbooks and reading materials use the sociology of law as their approach. thirdly, the 196 journal of social studies (jss), volume 18, number 2, 2022: 187-196 release of a number of scientific publications in the field of legal sociology, in the long run, will have a positive impact on the development of the sociology of law in society. conclusion the sociology of law is principally a methodological breakthrough to overcome the problems of legal studies that are too positivistic. although initially, it was challenging to find a place for this discipline in the context of established disciplines, such as sociology and law, the sociology of law slowly shows its significance as an alternative method in studying law. since it is derived from sociology, the use of theoretical categories, classifications, and jargons from sociology is inevitable. the sociology of law seeks to provide a more factual study of law in the sense of describing the phenomenon of law truly as a social reality. as a theory, it continues to evolve and often sparks off a debate among internal legal sociology researchers. as a method of study and research, it offers a more purposeful approach. however, in the context of islamic legal studies in indonesia, this approach has not been yet popular enough. it is true that the term “the sociology of islamic law” has been frequently introduced. nevertheless, it remains superficially operated at mere jargon and nomenclatures and has not been manifested in an established theoretical framework. as a result, apart from the discourse and alternative methods offered, the sociology of law still has not been widely used as an analytical tool among islamic legal scholars in indonesia. references abdullah, m. a. (1996). studi agama: normativitas atau historisitas? pustaka pelajar. abdullah, m. a. (2006). islamic studies di perguruan tinggi. pustaka pelajar. anleu, s. l r. (2000). law and social change. sage publication. burtch, b. (2006). the sociology of law. harcourt brace jovanovich canada inc. carlen, p. (ed). (1976). the sociology of law. university of kelee. cotterrell, r. (1992). the sociology of law: an introduction, 2nd edition, butterworths. cuff, e.c. & payne gcf (eds). (1981). perspectives in sociology, george allen and unwin. durkheim, e. (1979). law, evolution and society, in campbel, c.m. & wiles, p. (eds), law and society, martin robertson. evan, w. m. (1962). introduction: some approach to the sociology of law. in evan, w. m. (ed), law and sociology: exploratory essay. greenwood press. gillisen, j & gorle, f. (2009). sejarah hukum: suatu pengantar (terj. freddy tengker). refika aditama. gurvitch, g. (1947). sociology of law, keagan paul. haralambos, m. & holborn, m. (2004). sociology: themes and perspectives. collins, brisbane and perth. kerruish, v. (1991). jurisprudence as ideology. routledge. parsons, t. (1962). the law and social control. in evan, w. m. (ed), law and sociology: exploratory sssay. greenwood press. rahardjo, s. (2003). sisi lain hukum indonesia, penerbit buku kompas. soekanto, s. (1988). pokok-pokok sosiologi hukum. rajawali pers. treviño, a j. (2001). the sociology of law in global perspective. the american sociologist. 32(2). 5-9. vago, s. (1988). law and society. prentice hall weber, m. (1979). law, rationalism and capitalism. in campbel, c.m. & wiles, p. (eds), law and society. martin robertson. 237 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 237-248 doi: 10.21831/jss.v18i2. 53229.237-248 character education in the family as a strengthening of moderation during the pandemic era suherman suherman politeknik negeri medan, indonesia email: suherman1971@polmed.ac.id abstract this paper is the result of research carried out find the character education activities in the family environment to support moderation during the pandemic era. this study was conducted to determine the location of the babussalam langkat family and community. in this study, 50 parents participated as respondents, while questionnaires, interviews, documentation, and in-depth observations were also used to collect data. after reviewing the data from the questionnaire responses of 50 parents, the results of interviews with numerous parents and students (adolescents), teachers, and the village head, as well as observational data, conclusions of the data were made. particularly, this study identified a number of character education activities in the babussalam village of langkat regency. during the pandemic, the residents of babussalam, who are practitioners of the naqsyabandiyah congregation, have provided character education to their families, and even babussalam village itself has existed for a long period of time. the methods and patterns of how parents educated their children are: habituation, guidance, example, unity, communicativeness, affectionateness and gentle, consistency, commitment, togetherness and deliberation. religious character, compassion, affection, responsible, respect and honor for teachers and parents, devoted to study, interactive and friendly, compact and helpful as well as deliberate are among the qualities fostered in students (children). all of these characters have contributed in the consolidation of wasyatiyah islam and muslim communities who practice moderation in religion. keywords: education, character, family, moderation, pandemic introduction character education is currently more needed than ever in order to strengthen religious moderation programs. religious individuals, especially muslims, should be of washatiyah nature (qs. al baqarah: 143), that is, in the middle, rather than excessive and fanatical. muslims should believe in the reality of islam and, should certainly practice it correctly; however, space for the development of other religions and respect for their worshippers should also be permitted. individually, muslims must maintain a balance between the life of this world and hereafter, personal interests and the social environment, submission to allah and good connections with fellow muslims and people in general. therefore, it is very appropriate when character education is crystallized into religious, integrity, nationalist, mutual cooperation and independence (musanna, a.2017:75). character education is responsibility shared together with teachers, communities, parents, and even the government. teachers in schools have an obligation to mold the personalities of their students. as a result, planning and character development procedures are prepared through both intracurricular and extracurricular activities (hamka abdul azizi, 2018: 205). however, the main teacher for the participants come from the family environment, which are the parents. as family is the first school of children, the family should maximize its role in developing the child’s character. this is due to the fact that children spend more time at home and in the community with their parents than with their teachers at schools or islamic boarding schools (madrasah). this connection necessitates parental programs or plans, as well as attempts to develop their children’s personalities 238 journal of social studies (jss), volume 18, number 2, 2022: 237-248 (asifuddin, 2018: 216). parents should not stay quiet; instead, they should collaborate with teachers at school or vice versa. moreover, parents are the first teachers for their children, while teachers at school are the second teachers who assist with parental responsibilities. during the covid 29 pandemic, students had to study from home, and even parents worked and worshipped more at home, thus, it was definitely a perfect chance for parents to provide character education for their children (sanjaya (ed.).2020: 98). a family of naqsyabandiyah congregation believers residing in bambussam besilam langkat village is one of the families involved in character education. people in this village believe in and follow the teachings of sheikh abdul wahab rokan babussalam master teacher from generation to generation, including those regarding building a family and training the faithful, devout, and virtuous children of the muslim generation. the continued observance of the congregation teachings and the regulations of babussalam master teacher allow the people of babussalam to live in harmony. they are not very preoccupied with world affairs and are also not overly concerned about disasters such as covid 19 and the pandemic period. with the practice of islamic teachings contained in syekh abdul wahab rokan’s teachings, people are still able to face tragedies with composure and manage the resulting fortune. the social life conditions of the residents of babussalam are stable, notably character education in every family, with little disruption from the outside world, even the pandemic. this condition is intriguing to examine, and the phenomenon observed in the initial study is the role of the family, which has served as both a location to raise and care for children and an educational institution, especially in terms of morals-based character education. literature review character education 1. definition of character education the term character was derived from “kharakter”, “kharassein” and “kharax”, which mean “tool for marking”, “to engrave” and “pointed stake”. (sani, 2016:15). then, in france during the 14th century, the word “character” was used so frequently that it was eventually absorbed into the english word “character” and translated into indonesian as “karakter.” “to engrave” is also synonymous with carve, paint, and inscribe (ulfiah, 2016:21). in the indonesian dictionary, “karakter” is described as psychological features, as well as morals or traits that distinguish one person from another. people with character are those who possess the nature, demeanor, behavior, or character. according to lickona (2014: 57), a person’s character or personality comprises three interconnected components: moral knowledge, moral feelings, and ethical behavior. a good personality is composed of knowledge of goodness, a desire for goodness, mental habits, emotional habits, and three work habits that are required to live an ethical life and form moral maturity. thus, character and morals are synonymous, yet morality is a much broader idea. since morality derives from arabic which means personality, disposition, and temperament, where these can be found in the hadith of the prophet muhammad saw. (lestari, s. 2016: 43). morals and ethics are synonymous terms that are also sometimes linked with character, morals, etiquette, or manners (zulhaini, z.2019: 65). conceptually, the terms ethical and moral have the same meaning as character, which is to discuss human acts and behavior in terms of good and bad values. characters are universal human behavioral values that include all human activities, both in the context of dealing with god, with the soul, with other people, and with the environment, which are manifested in thoughts, attitudes, feelings, words, and acts based on religious norms, law, manners, culture and customs (sani & kadri, 2016: 50). education is a process that modifies human behavior or personality, whereas personality is a quality or identity that is inherent in humans. character education is defined by lickona (2014: 56) as an intentional effort to develop the character of students. in addition, according to him, character education can be understood as a genuine attempt in which desirable personality qualities are developed, encouraged, and empowered through the use of examples, historical studies, and simulations. on the other hand, muchlas (2011, p. 45) believes that character education is the construction of a school environment that assists 239 character education in the family as a strengthening of moderation during the pandemic era (suherman suherman) students in developing ethics and responsibility through models and the teaching of good character through universal principles. according to foester (renata, 2017: 67), the four fundamental qualities of character education are as follows: 1) interior regularity in which every activity is measured based on hierarchy and values become normative rules for every action. 2) a person with courage-inducing coherence is principled, not readily persuaded by unexpected conditions, and not frightened of taking risks. 3) autonomy, in which a person internalizes the norms from the outside as their own ideals. 4) firmness and loyalty, namely the disposition of defending the correct choices. on the basis of the preceding explanation of the features of character education, it can be asserted that the primary goal of character education is to produce good and intelligent individuals. global western education figures such as kklikrik, lickona, brooks, and goble advocate for the same point, namely that morality or character is an unavoidable objective of the world of education (a’la, 2019: 87). fuad hassan, an indonesian education expert whose dissertation is entitled culture, expressed same sentiments. education, according to him, is the transmission of cultural values and social standards (noer, 2017: 87). according to some of these perspectives, character is the most significant factor in the creation of goals and the primary objective in formal educational institutions, such as universities and polytechnics (ainissyifa, 2017: 15). in the process of character education, it should be able to actualize the following nine fundamental values: 1) love for god and the universe and its contents. 2) accountability, self-control, and independence 3) honesty 4) respect and manners 5) love, concern, and collaboration 6) confidence, originality, tenacity, and perseverance 7) fairness and leadership (8) polite and modest. 9) tolerance, unity, and peace. 2. the position of morals in character education in the above description, it is explained that morality and character share a close relationship and significant meaning. of certainly, we must gain a deeper understanding of morality. according to ibn miskawaih, morality is a state of the soul that supports spontaneous behavior (miskawaih, tt: 110). anis noted that the purpose of moral education is to educate values associated with human acts that can be categorized as good or harmful (ibrahim anis, tt: 56). it is clear from this definition that morality refers to the condition of the human soul that causes and controls its acts without thinking. or, in contrast, human morality can be inferred from behaviors that are performed without thought. if the constant action is positive, then the character is positive, and if it is negative, then the character is negative. in line with the above opinion, imam al-ghazali in iḥyḥ’ ‘ulḥm al-dn also gives a moral limitation, namely: “khuluk or morals is a permanent trait in the soul from which actions arise easily that do not need the mind (al-ghazali, t.t). in this limitation, al-ghazali emphasizes morals as characteristics that persist in the human soul. based on al-ghazali’s opinion, the nature of morals is actually a condition of the soul, in which permanent traits are embedded that affect the emergence of behavior easily and become habits. some of these attributes are formed by allah before a person’s birth, while others are the consequence of the soul’s habituation and training (riyadhah), which imprints these qualities on the soul. in general, both the mental situation and the subsequent behavior might be positive or negative. however, what is anticipated from a decent upbringing and consistent behavior will undoubtedly produce a good soul. thus, a servant of allah swt’s morality is a reflection of the profundity of his or her monotheism. therefore, moral education consists of instilling healthy habits based on monotheism and sincerity to allah swt, so that they finally become ingrained and spontaneously practiced. the preceding description illustrates the distinctiveness of the islamic approach to the study of morality. however, according to the author, this concept is available to anyone who wishes to implement it, including character education. this conforms to islam, which is a worldwide and adaptable religion (kaelany, 2009: 25). thus, according to the author, the true concept of morality is far broader than the concept of character, and the position of morality is a large house from which the concept of character has developed. this means that the concept of morality, which is actually much broader and more significant, is a component of the concept of character, which is now a vital job. in actuality, character education has become a component 240 journal of social studies (jss), volume 18, number 2, 2022: 237-248 of moral education activities emphasized in islamic teachings. this indicates that moral education activities based on islamic principles have been implemented in the home, community, and madrasa environments. 3. pattern of character education essentially, character education is a structured and organised effort to improve student behavior. when the time comes to apply it, conditions and situations that are varied or diversified but dynamic will be encountered, as you will be dealing with prospective students. this criterion necessitates measurable and straightforwardly executable patterns. according to the findings of murniyetti’s research (2016: 5-7), the pattern for educating the character of children in schools must be adaptable and competent, as outlined in eight selection patterns. the first method is the incorporation of educational resources. second, school regulations develop character. thirdly, students engage in scientific competitions. fourth; is through the recognition of outstanding students. fifth; with the customary observance of national day. sixth; through the practice of everyday worship. this is achieved through scouting activities. the eighth objective is to conduct talent and music trainings/lessons. to carry out character education in the family as it is also carried out in schools, parents should do it with certain patterns as it is done in schools. in terms of character education in the family (home), parents are recommended to apply the 5 k parenting patterns, which are personality as a teacher, cohesiveness, consistency, communication and commitment (abdul munir, 2010: 39). noble ethics should be used as the basis and foundation for parents in caring for children, and noble morals should be used as goals for teaching children in the family, thus parents should be able to set an example for their children. the description of the parenting pattern is described as follows: first, educating or inviting others to be an example for children, someone with a positive personality, will have a significant impact on educational performance and enhance the child’s personality (aziz, 2018: 220). prior to making a decision in front of the children, it is preferable for the two individuals to address their different perspectives, if any (apostelina, 2012). third, be consistent. parents should never experience boredom or sorrow. neither should parents be content with their school’s curriculum. parents must continue to instill individuality in their children at home (hamka, 2018: 220). parents should remain strong in their beliefs and remain convinced that their efforts will yield results. fourth, communicative. communication concerns are crucial. parents are essential to have clear, direct, and easily understandable speech. they must have patience in order to comprehend children’s language. good communication between parents and children will strengthen their emotional bond, fostering mutual understanding, respect, and affection. fifth, commitment. parents should have confidence in the maintained values of goodness and truth. values drawn from religious teachings in the qur’an and the sunnah of the prophet muhammad saw, as well as the advice of teachers and scholars. the continued belief in the truth will become a way of life in the future, when adults far from their parents can pass it on to their offspring (aini, 2014: 35). character education carried out in the family should have values that are cultivated to be attached to the character of children. these values can be extracted from the religious teachings that are embraced, or the advice and teachings of the prophet or an emulated scholar. there is nothing improper about borrowing a program from school where the values taught are likewise consistent with religious teachings. these include honesty, loyalty, dependability, respect, love, selfishness, sensitivity, kindness, friendship, courage, peace, independence, ability, self-discipline, loyalty, purity, justice, and compassion (aini, 2014: 40). in addition, the grand design of character education states that character education is a system of inculcating character values, which includes components of knowledge, awareness, or will, values of kindness toward god almighty, to oneself and fellow humans, the environment, and nationality, so that students become insan kamil in the future (samani, 2011: 46). 241 character education in the family as a strengthening of moderation during the pandemic era (suherman suherman) character education in the family 1. efinition of family the definition of family can be viewed from the perspectives of blood relations and social relations. family in the dimension of blood relations is a social unit whose members are connected by blood ties (lestari, 2016: 77). on the basis of the extent of this blood tie, families can be classified as either extended or nuclear. moreover, in terms of social relationships, the family is a social unit whose members connect and influence one another in the absence of a blood relationship. a family based on the dimensions of social connections is referred to as a psychological family and a pedagogical family (akhyadi, 2019: 76), which is a group of people who live in the same residence and sense an inner connection, allowing them to influence and care for one another. some of these opinions lead to the conclusion that a family is a group consisting of a father, mother, children, and/or other relatives who reside in the same home and have a blood and spiritual connection so that they can work together and assist one another for a specific purpose. the family which is the first social factor for children should understand and carry out its functions (lestari, 2016: 33), namely: a) biological function; the family is the birthplace of children, and the biological function of parents is the birth of children. b) affective function; social relations are full of love, from this loving relationship, friendship and brotherhood are born. c) socialization function; through social interaction in the family, children learn patterns of behavior, 2. character education in the family the function of the family is as a medium for educating children, caring for them, and involving them in society, as well as developing the ability of all members to carry out their functions well in the society and provide satisfaction and a healthy environment to achieve a prosperous family and a place to shape the character of children, particularly in the early stages of its development as a human being (anwar, 2018: 82). the family has a significant role in the education, socialization, and imprinting of values of children. children will acquire character if they are raised in a home atmosphere with good character, so that the nature of each child that is born holy can best develop (zulhaini, 2019: 94). this indicates that the family is the first and most effective place to provide health, education, and welfare. the family is the most significant and primary source of character education. if families fail to educate their children, it is challenging for others to correct and improve the situation. character education should come first and begin with children in the smallest family circle. because the fetus remains in the family environment, especially near his parents, even after delivery. as soon as possible, character education can be implemented within the family, but first the children must become accustomed to living in a positive atmosphere. parents and household members must demonstrate positive attitudes and values by praying, sharing, and speaking nicely and truthfully (gunarta, 2016: 99). 3. role of parents parents in the family environment are models who play a major role in determining the level of success of character education. in another statement, parents play a strategic role in determining the success of a successful child’s personality development (al-zubaidi, 2019: 67). parents in the family are required to have time for their children. the remainder of their time is spent at home with their parents. as the first educators, parents are responsible for teaching their children with kindness (kurniawan, 2015: 99). however, in everyday life, care may also be provided by other family members or home assistants. even nice neighbors might help one another by doing the same thing. it is a virtue for community members not to distinguish between their own biological children and those of their neighbors. based on the opinions of experts and the description above, the author formulates several indicators in implementing character education as a reference in obtaining research data. these indicators are as follows: 242 journal of social studies (jss), volume 18, number 2, 2022: 237-248 1. parents’ understanding and attitudes about the character and urgency in islamic teachings 2. sources of teachings that parents obey in educating their children 3. the routines and rules that parents ingrain in their children on a daily basis. 4. what good values (character) are instilled by parents in their children 5. patterns (methods) of character education by parents in the family. religious moderation in islamic perspective moderation in the qur’an is known as the word “wasatan” which means a middle way between two limits, justice or something simple. on the other hand, the term wasatan according to al-asfahany means guarding oneself from being over-the-top (al asfahany, 2009: 345). meanwhile, ibn ‘asyur views the word “wasath” with two meanings, first in terms of etymology it means something that is in the middle, or something that has two ends with the same size ends. second, in terms of language terminology, the word washat means islamic values that are built on the basis of a straight mindset in the middle, and not excessive in certain respects (ashur, 1979: 541). religious moderation is a behavior, attitude or thought that is able to mediate (washith) in an effort to address or resolve various problems related to religion, both the practice of religious teachings embraced by its adherents as well as to differences or conflicts related to problems between different religions; therefore, the problems that are encountered can find the solutions (way out) by avoiding violence and excessive attitudes. in things regarding to the practice of religious teachings applied to by their worshippers, muslims are required to animate their religious teachings by prioritizing critical thinking, namely understanding the sources of teachings, being open to criticism and suggestions, behaving consciously of limitations (tawadhu’), and acting based on a tawazun attitude (balanced) so that they feel preoccupation and enjoyment in implementing their religious teachings (aziz et al, 2019: 5). in the meantime, muslims are required to adopt an ummah/humanitarian attitude toward people of different religions, appreciate variations in views, tolerance, respect forms of worship, and avoid violence and extreme attitudes that have an influence (derogatory) on members of other religions. therefore, in debate or discussion with individuals of different religions, islam prohibits harsh attitudes and arguments that corner and offend persons of different religions. in verse 46 of surah al-ankabut, it is explained, “and do not quarrel with the people of the book, unless in the finest manner…” as allah almighty warns, islamic teachings also forbid demonizing, insulting, and cursing the god worshiped by members of other religions in order to avoid actions that go beyond the limitations of the followers of the reviled religion. in surah al-an’am, verse 108 states, “and condemn not the idols they worship besides allah, for they will curse allah through ignorance.” thus, we have helped all individuals feel good about their work. then they will return to their lord, and he will inform them of what they used to do.” oreover, islam provides opportunities for people of different religions to realize tolerance by doing good and being fair to them, so long as they maintain two important conditions: not fighting muslims on the basis of their religion and not expelling muslims from lands where they are legally occupying. this is reinforced in verse 8 of surah al-mumtahanah: “allah does not prohibit you from doing good and being fair to people who do not oppose you on religious grounds and do not expel you from your country. allah appreciates those who behave justly.” the noble attitude of religious moderation in islam is an order to its people to always uphold truth and justice against anyone, anytime, and anywhere, including defending justice for people of different religions for the sake of upholding the truth (aziz et al, 2019: 10). in general, the command is actually also contained in surah al-maidah verse 8: “o you who believe, be people who always uphold (the truth) for allah, as witnesses with justice. and don’t let your hatred of people encourage you to act unjustly. be fair, because fair is closer to piety. and fear allah, verily allah is knowing of what you do.” by examining the above-described content of the qur’anic arguments, it is clear that religious moderation is an integral aspect of islamic teachings. the nobility of the attitude and conduct of muslims before allah is measured not only by their personal piety in conducting mahdhah worship to allah, but also by the level of their social piety in maintaining good relations in society, especially with members of other religions. 243 character education in the family as a strengthening of moderation during the pandemic era (suherman suherman) methods this research used a qualitative descriptive method, specifically research that seeks to comprehend the phenomena experienced and performed by the families in babussalam, the study’s participants. qualitative research is descriptive and typically employs an inductive method for analysis, while the process and meaning (subject perspective) are more visible. (bungin, 2015: 104). the essence of the qualitative method is the community’s own perspective; the data collected must reflect this (moleong, 2000: 55). the theoretical foundation served as a guide for focusing study on the facts in this area. in addition, the theoretical foundation was useful for presenting an overview of the study context and for discussing research findings. in this qualitative research, the researcher withdrew from the data, employed the existing theory as explanatory material, and developed a “theory.” dichronically, the search for data and information emphasizes the process. later, it will be conducted to discover and comprehend the process of character education in a sequential and comprehensive manner through the norms and customs that are implemented. results and discussion based on the findings of this study, it was determined that the residents of the religious village of babussalam had long practiced character education based on moral principles. character, which is a component of the concept of morality, has been developed independently through moral development activities, therefore the concept of morality can be considered the parent of the concept of character. because the norms and teachings of master teacher, namely the naqsyabandiyah congregation, are filled with great moral ideals, moral education activities in babussalam langkat have also been carried out independently. the practice of the naqshbandiyah congregation’s teachings constantly promotes noble character, also known as adab. finally, when a person practices congregation in his daily life with sincerity, he develops a magnificent character that surpasses mere character. as for some of the values instilled through the practice of congregation, they include constantly keeping the heart clean, speaking only when necessary, zuhud (simple living), wara ‘(careful), patient, tawakkal, ridha, gratitude, qana’ah, likes to offer alms, politeness, and others. the results of this study are relevant to the results of previous research by suherman in 2015 about the values of moral education in the teachings of the naqsyabandiyah congregation in babussalam langkat. therefore, the findings of this study can be viewed as continuous and mutually supportive research. several forms of morality have been developed which contain many characters, indicating an effort to strengthen religious moderation or washatiyah (the middle and balance in life). this strengthening is proven by the establishment of indicators of religious moderation by the ministry of religion of the republic of indonesia, in particular: openness in accepting criticism and suggestions, being critical in understanding the sources of islamic teachings, particularly addressing the development of interpretation and understanding of teachings, and tawadhu’, particularly regarding feeling limited and appreciating the strengths of individuals and prioritizing aspects of the community (aceng abdul aziz et al, 2019: 19). the process begins with cleansing the heart of all negative characteristics, such as sloth, envy, revenge, prejudice, berating, and belittling others, etc. then, it is followed by preserving a clean heart and adorning it with noble traits, such as being true, honest, kind, thankful, living a humble life but still having a passion for work, enjoying assisting family members and fellow human beings, speaking frankly and courteously to everyone, etc. these traditional activities and customs have once again reinforced religious moderation, which has become a fundamental element of islamic teachings. moreover, the findings of this study have been shown to continue and enhance other previous studies. according to the findings of nyoman sadra’s 2015 study, character education activities in the babussalam family from the beginning to the time of this pandemic have demonstrated the usefulness of sustained character education. when compared to the number of hours teachers and students spend together at school and the number of hours parents spend with their children at home, it is clear that character education activities in the family have a better opportunity and must be implemented with greater seriousness. in addition, character education based on morals and moral education based on congregation teachings in babussalam demonstrate 244 journal of social studies (jss), volume 18, number 2, 2022: 237-248 relevance and continuity, thereby enhancing the work of dewi prasasari suryawati and ilviatun navisah. familybased character education based on religious teaching is far more successful and produces various benefits. in addition to building a child’s excellent character, it can also build a child’s devotion, faithfulness and piousness. when the online learning policy was implemented as a result of the covid-19 pandemic, which caused children to spend more time at home, parents maintained a good attitude and were adequately prepared. the rush of information about covid 19 that frightened or worried many people did not cause parents or children to be overly concerned. the citizens of babussalam were not provoked to blame themselves or others, much less the government. as usual, the children continued to study and pray while also contributing to the household income. parents continue to instill noble moral values through everyday activities at home and in the garden, as well as the observance of daily norms or traditions in the babussalam community, once they have completed their online studies. in the middle of a pandemic, it can be concluded that parents have performed their duties well, particularly as the family’s primary educators. in general, the primary duty of parents is to educate their children, in accordance with the words of allah swt: “preserve yourself and your family from the anguish of hellfire” (surat at-tahrim: 6). parents have fulfilled their responsibility as teachers by providing constant examples and habits of kindness, as do teachers in schools. in the framework of enhancing religious mediation, this strategy is also advised to teachers (aziz et al, 2019: 15). the implementation of moral-based character education in the family environment through various kinds of daily activities should continue to be improved. according to the findings of this study, parental impact and contribution to the development of a noble character are significant. in addition to formal educational institutions such as schools, the family should serve as the primary educational institution for children at all times, not just during a pandemic. the family is one of the most significant educational institutions that shape the character of children, thus youngsters naturally expect their parents to set a good example. this is consistent with the ministry of national education’s grand design character education (2010), which is defined as a process of civilizing and empowering students to have noble values through education tri-centers, namely education in the home, education in schools, and education in the community. the empowerment of the family as an informal educational institution, particularly in terms of character education, should include some of the same components as school institutions. in the family, the vision and mission should be strengthened, namely sakinah mawaddah warahmah, practicing religious teachings as the curriculum, parents as teachers, educators, and trainers, daily activities as the process, children as students, obedience in worship and noble character as the objective, and commendation as the reward. according to an expert (‘ulwan, t.t.:2-6), the process of moral teaching carried out by parents should be carried out using numerous efficient approaches, that is:1. exemplary,2. habits character education can be done by anyone, anywhere at any time and by anyone. educators are individuals who perform actions in the field of education. functionally, however, educators depict a person who provides knowledge, skills, education, expertise, etc. (nata, 2001: 62). if moral education is taught in schools and madrassas, it is the responsibility of all teachers, including employees and administrators. this character education is not, in fact, limited to educational institutions. home is the first and foremost location for education (in the family). therefore, every parent is an educator for their children, particularly in terms of moral and religious training. similarly, it is the responsibility of the community to encourage the growth and development of excellent character among the younger generation. at home and in the community, the educational process places a greater focus on exemplary and ingrained behaviors. conclusion in addition to providing online study assistance at home, parents continue to provide moral and moralitybased character education based on congregation practice during the pandemic. for more than a century, this activity has become a tradition for the besilam community and family, even if they are brought to live in other areas. demonstrating the importance of doing good by setting a positive example for children and establishing in them a habit of doing good is the main characteristic of parents to their children as well as teachers to the congregation and the community, even to officials, community leaders and the government. thus, the process of 245 character education in the family as a strengthening of moderation during the pandemic era (suherman suherman) character education centered on morality in besilam serves as a reinforcement of religious moderation, enabling the population to become washatiyah (moderate) muslims. prioritizing the practice of islamic principles, particularly the congregation, while also performing everyday work to earn a living is the defining trait of the community. the charisma of master teacher is one of the primary reasons why people actively follow the tradition of implementing islamic teachings, particularly the morally rich congregation. the condition of the religious community and noble character, which is strengthened by the position of master teacher, who is always intimately side-by-side with government officials and public officials of different religions, strengthens the development of religious moderation and provides the government with an easy way to continue the next program, focusing on the nation’s character. the traits that increase moderation are religiosity, compassion, affection, responsibility, respect for teachers and parents, a desire to study, socialize and form friendships, compactness, a desire to assist others, and deliberation. references a’la, b. a. 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(2018). dinamika lembaga pendidikan islam di sumatera timur pada tahun 1892-1942 (doctoral dissertation, universitas islam negeri sumatera utara). tribun-medan.com diakses tanggal 2 januari 2020 247 character education in the family as a strengthening of moderation during the pandemic era (suherman suherman) ulfiah, u. (2016). psikologi keluarga: pemahaman hakikat keluarga dan penanganan problematika rumah tangga. ghalia indonesia. yaumi, m. (2017). prinsip-prinsip desain pembelajaran: disesuaikan dengan kurikulum 2013 edisi kedua. kencana. zubaedi, z. (2019). optimalisasi peranan ibu dalam mendidik karakter anak usia dini pada zaman now. al fitrah: journal of early childhood islamic education, 3(1), 49-63. zulhaini, z. (2019). peranan keluarga dalam menanamkan nilai-nilai pendidikan agama islam kepada anak. alhikmah (jurnal pendidikan dan pendidikan agama islam), 1(1), 1-15. 248 journal of social studies (jss), volume 18, number 2, 2022: 237-248 119 collaborative governance in handling covid-19 for elderly social services kurnia nur fitriana universitas negeri yogyakarta, indonesia email: kurnianurfitriana@uny.ac.id abstract in 2050, indonesia will enter an ageing population of around 21.1% of the total population. life expectancy has increased significantly despite having a high vulnerability to neglect due to poverty in the elderly during the covid-19 pandemic. this condition encourages the need for inclusive social service design to promote health and empower ageing in collaborative governance in the post-covid-19 era. in this paper, the author presents a study on how collaborative governance interventions in inclusive services for long-term elderly care during the covid-19 pandemic are presented. this research uses a research and development design through interviews, observations, focus group discussions, and analysis of data documentation for the elderly in 2021. although the elderly mortality rate during the covid-19 pandemic is still high, the strengthening of stakeholder participation, social inclusion, and long-term policy support is needed. thus, the application of collaborative governance in inclusive social services can improve the social welfare of the elderly in longterm post-covid-19 care. the implication is strengthening the role capacity and participation of stakeholders at the local level based on social capital. keywords: covid-19, ageing population, inclusive social service, collaborative governance, elderly, long-term care, participation. journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 1 (2022), pp. 119-146 doi: 10.21831/jss.v18i1.49569. 119-146 120 journal of social studies (jss), volume 18, number 1, 2022: 119-146 introduction indonesia has undergone a demographic transformation towards an ageing population in the last decade. on the one hand, indonesia is also the fifth largest country in the world with 25.9 million elderly people in 2019 (https://ageingasia.org/ageing-population-indonesia/). according to data from the ministry of health of the republic of indonesia (http://p2ptm.kemkes. go.id/), the ageing population in indonesia is characterized by the dominance of increasing the number of the elderly population since 2010 from 18 million people (7.56%) in 2010 to 25.9 million people. (9.7%) in 2019, and is expected to continue to increase where in 2035 it will be 48.2 million people (15.77%). in addition, based on gender, the life expectancy of the elderly has increased since 2018 from 69.30 for men and 73.9 for women to 69.59 for men and 73.46 for women in 2020 (https://bps.go.id). when compared, the life expectancy in indonesia in 1970 only reached 45 years (men and women on average). the increasing life expectancy of the elderly is also influenced by the ease of access to health services, technology, medicines, professional medical personnel and other public services (helpage international, 2012). however, the elderly have a high risk of death to health and well-being during the covid-19 pandemic because they experience a double burden of diseases, neglect, poverty, and a high epidemiological transition from infectious and degenerative diseases such as dementia, alzheimer’s, diabetes mellitus, and others (national development planning agency of the republic of indonesia, 2021). the elderly will be the largest contributor to the highest mortality rate due to covid-19 in indonesia in 2021. during the covid-19 pandemic, the death rate from infectious diseases has increased drastically compared to deaths from non-communicable diseases (tahrus, 2020). the contribution of elderly deaths reaches 50 per cent of cases of death. between 2019 and 2021, approximately 27,797 elderly people died due to covid-19 (https://www. cnnindonesia.com/nasional/20210624130752-20-658853/data-covid-ri-27797lansia-meninggal-sepanjang-masa-pandemic). figure 1 cycle of exposure to covid-19 in the elderly source: national development planning agency of the republic of indonesia, 2021. 121 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) the cause of high elderly mortality due to covid-19 can be caused by health, social, cultural and economic factors. first, on the health aspect, it is caused by the very easy spread of the virus. the degenerative factor of the elderly also causes the body to become more susceptible to certain diseases, which are more frequent in line with the age of the elderly. according to statistical data, 1 in 4 elderly people has been sick in the past month (central bureau of statistics of the republic of indonesia, 2020). second, social factors are caused by a lack of knowledge and understanding of the community, especially the elderly regarding the management of health protocols for the prevention and handling of covid-19 (minchung and tomoaki, 2017). in addition, the existence of physical distancing limits the social interaction of the elderly with their family and colleagues, thereby triggering a sense of loneliness, hopelessness and a heavier psycho-emotional burden. third, cultural factors emphasize the difficulty of changing the mindset and habits of the elderly as well as conflict with the construction of local cultural values. fourth, economic factors affect the life cycle of the elderly during the covid-19 pandemic (fitriana and kuncorowati, 2021). the cause is the low welfare and poverty of the elderly, causing social and economic neglect. the elderly have a vulnerability to neglecting the fulfilment of social welfare rights during covid-19. the marginalization of the interests of the elderly can be reflected in the limited access to health services, social protection insurance, and meeting the specific needs of the elderly during the handling of covid-19 (lindawati, 2019; united nation, 2020). the elderly are a vulnerable group who have experienced social exclusion during the covid-19 pandemic. social exclusion is a form of marginalization of individual and group participation from their social existence. several variables that indicate social exclusion in the elderly are: (1) exclusion from the formal rights of citizens, (2) exclusion from the labour market, (3) exclusion from participation in civil society, and (4) exclusion from social arenas (gulati, 2015; amoah, mok, wen, and li, 2019). the pandemic condition has also hampered efforts to create independent and empowered elderly (defamiliarization) to shift back to dependence on the role of the family in meeting the needs of daily life (familiarization). however, the shift towards familiarization was not accompanied by the strengthening of social protection by the state. state-based social protection has not been able to provide equal accessibility to government social protection to all elderly (potential and non-potential elderly) in a fair manner (pierson, 2010). the state still has limited budgets to provide sustainable assistance that is accessible to all the elderly. this 122 journal of social studies (jss), volume 18, number 1, 2022: 119-146 form of government social protection can be in the form of social security and social assistance. social assistance provided by the government to the elderly can minimize the burden on the family to bear the elderly (handayani, 2020). on the other hand, social policy instruments and social service programs from the government are not able to reach all neglected elderly people so that they have an impact on social exclusion (yanuardi, et al, 2017; howell, galucia, and swinford, 2020). therefore, the collaboration between actors is needed in handling covid-19 for the elderly through inclusive social services in a sustainable manner. in the context of indonesia, the role of non-government actors can play a role in handling covid-19 for the elderly at the local level. the contribution of governance actors is key to the affordability of inclusive social service delivery, essential public health and social welfare functions, and community involvement and empowerment regarding their health. the community level is an integral platform for primary health services and social welfare services for the elderly during the covid-19 pandemic. this community-based platform with the capacity to provide health services and social engagement has an important role in the response to covid-19 and is important in meeting the existing health needs, especially for the most vulnerable people. existing service delivery approaches need to be adapted according to a risk-benefit analysis for any changes in activity in the context of a pandemic, for example, the use of alternative service delivery mechanisms such as mobile phone applications, telemedicine, and other digital platforms. specific adaptations will depend on context, including the overall local disease burden, coved-19 transmission scenarios, and local capacity to deliver services safely and effectively (world health organization, 2020; malone, et al, 2020). community-based inclusive social services for the elderly include services provided by various community health workers and elderly companions according to their training and capacity. related actors include the government, the private sector (corporate social responsibility programs and humanitarian programs), universities (through community service programs), mass media, community organizations, professional associations, leaders, and non-governmental organizations as well as local community groups, such as women’s groups, scouts, and youth groups (provan and kenis, 2008). philanthropic social movements at the local level are getting stronger by adopting collaborative governance. therefore, this paper describes how collaborative governance can work in handling covid-19 for the elderly. 123 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) literature review collaborative governance is a public policy instrument to solve common problems and achieve common goals. this can happen because collaborative governance can generate the moral will and political will between actors to have common problems in the construction of the same understanding. each actor has a common consensus to achieve a common goal collaboratively in carrying out their respective roles (donnahue and zeckhauser, 2011; ansell and gash, 2014; mccaskey, 1974). collaborative governance theorization can be studied in four approaches, namely: (1) contingency model (ansell and gash, 2007); (2) integrative model (emerson, nabatchi and balogh, 2012); (3) institutional models (yang and wu, 2012); and (4) polycentric integrative model (wang, 2014). the differences in these approaches can be seen in the following table. table 1 comparison of approaches in the collaborative governance model no. collaborative governance model approach collaborative governance stages 1. contingency model (1) starting conditions, (2) institutional design, (3) leadership, and (4) collaborative process. furthermore, ansell and gash (2014) explain that collaborative governance needs six important conditions. there are: (1) the forum is initiated by public agencies or institutions, (2) participants in the forum include non state actors, (3) participants engage directly in decision making and are not merely consulted by public agencies, (4) the forum is formally organized and meets collectively, (5) the forum aims to make decisions by consensus (even if consensus is not achieved in practice), and (6) the focus of collaboration is on public policy or public management. 2. integrative model (1) collaborative dynamics, (2) collaborative actions, (3) temporary impact and (4) temporary adaptation of the collaboration process. 124 journal of social studies (jss), volume 18, number 1, 2022: 119-146 no. collaborative governance model approach collaborative governance stages 3. institutional model (1) the main participants, resources and activities in collaboration; (2) the context of collaboration; (3) organization and implementation of collaboration; (4) dialogue, communication, and shared learning mechanisms; (5) mechanisms for building trust; (6) mechanisms for the realization and increase of potential profit and equitable distribution of benefits, (7) konflict resolution mechanisms; and (8) method trial extensions. 4. polycentric integrative model (1) the government is responsible for institutional design, facilitative leadership in organizations to mobilize resources, and economic entities initiate initial conditions; (2) involvement of donor organizations and various social entities in the collaborative process; (3) shared goals to realize collaborative governance and increase collaboration capacity. sources: ansell and gash, 2007; emerson, nabatchi and balogh, 2012; yang and wu, 2012; wang, 2007. the researcher chose to use an integrative model approach in this study because it was relevant to the research objective to explain the collaboration process between actors in inclusive social services for the elderly during the handling of the covid-19 pandemic in the local context. contextualization of this theory refers to the collaboration process theory presented by emerson, nabatchi, and balogh (2012) to see the complexity of problems and the collaboration process between actors comprehensively. the theory of the collaboration process (collaborative governance regime) explains that the collaboration process is dynamic and cycles through various actions and temporary impacts before leading to the main impact, and adaptation to temporary impacts. 125 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) figure 2 the theory of the collaboration process (collaborative governance regime) source: emerson, nabatchi, and balogh, 2012. the adoption of collaborative governance in inclusive social services for the elderly aims to open up multi-actor participation, expand the range of services and support the creation of an elderly-friendly environment without discrimination and social neglect. inclusive social services are public service systems that are open and accessible to anyone without exception in a fair, transparent and accountable manner. the characteristics of inclusive social services are (1) complete openness, (2) recognition of diversity or diversity of needs, (3) having positive results, (4) togetherness, (5) justice and equity inaccessibility (dwiyanto, 2010). the involvement of the government and nongovernment actors collectively is expected to be able to improve the welfare and quality of life of the elderly. the involvement of actors can be carried out in a formal, consensus-oriented, and deliberative collective decision-making process in formulating, implementing and managing public programs and public assets. in the context of contingency collaborative governance, collaborative process variables include initial conditions, institutional design, and leadership variables which are represented as important contributions or contexts for the collaborative process. the initial conditions set the basic level of trust, conflict, and social capital that becomes a resource or liability during collaboration. 126 journal of social studies (jss), volume 18, number 1, 2022: 119-146 meanwhile, institutional design sets the ground rules in which collaboration occurs (ansell and gash, 2007; donahue, zeckhauser, and breyer, 2011; keast, mandell, brown, and woolcock, 2004). social inclusion is one of the tangible manifestations of the achievements of the collaborative governance process which is marked by strengthening social participation. inclusion is an active and strategic process of participation of citizens, stakeholders, and vulnerable groups in carrying out their roles. involvement between actors is very important to determine whether collaboration is successful or not. however, not all actors can play a proportional role as expected in the collaboration process. this depends on motivation (moral will and political will), access to resources, goals achieved, role contributions that can be made, policy interventions and networks owned (everingham et al, 2012; william and sullivan, 2007). to encourage actor participation, it can be done by implementing bottom-up policies and cross-sectoral collaboration even at the individual, family and community level through community empowerment which has an impact on increasing the health and welfare of the elderly (amoah et al, 2019; agranoff and mcguire, 2003). this form of empowerment can be realized through elderly-friendly cities, fostering elderly families, elderly schools, inclusive public services, community-based social welfare services, and elderlyfriendly public spaces. the ideal condition that must be created by the state is inclusiveness in public policies and public services (brown and keast, 2003;). in the perspective of public policy, so far, policies that are oriented towards the elderly are limited by law number 13 of 1998 concerning the welfare of the elderly. however, the orientation of public services in indonesia has not been designed for the elderly in general, especially in healthcare services, citizen administration services, public space accessibility, public transportation, and social services. various inequalities in the public service domain for the elderly showed that a participatory approach was an essential part of social services to be created (fitriana, satlita, and winarni, 2019). social inclusion could be realized with adopted public values of human rights, equality, redistribution and participation according to the sustainable development goals (sdgs) agenda (sen, 1999; gupta and thomson, 2010). therefore, this study aims to explain the collaborative governance process in inclusive social services for longterm care for the elderly in post-covid-19 in indonesia with a case study of the special region of yogyakarta as a representation of the province that has the highest number of elderly people and the highest life expectancy in indonesia. 127 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) methods research design and data collection the design of this research is research and development carried out continuously for 2021 in indonesia. this research is focused on indonesia with the following considerations: (1) has the highest life expectancy ; (2) the ageing popultion tranformation; (3) has the potential to become a centre for the spread of covid-19; and (4) the fulfilment of social protection needs for the elderly is important and must be done immediately. research data includes primary data and secondary data. primary data was collected through observation, in-depth interviews, limited offline focus group discussions with the covid-19 protocol and online through virtual meeting platforms by zoom and google meet. meanwhile, secondary data was collected by reviewing literature from journals, reference books, online mass media, as well as from research reports on collaborative governance, the needs and problems of the elderly in the covid-19 pandemic, and updating data on information on handling covid-19. according to sugiyono (2010) the purposive method in extracting primary data plays a role in extracting important information from key informants based on experience and expertise in the field of inclusive social services, social services, handling covid-19 in the elderly, and collaborative governance, including bureaucrats, practitioners, social observers and public services, academics , and verifiers for the development and application of models. the selection of research subjects must also represent government, private, community actors, empowered elderly communities, non-governmental organizations, and universities. data analysis data analysis was carried out qualitatively based on the analysis of primary data and secondary data. there are four stages of data analysis carried out in this study, namely: (1) data collection, (2) data reduction, (3) data presentation, and (4) concluding (miles, huberman, and saldana, 2014; sugiyono, 2010). at the preliminary study stage, the exploration of data collection was intended to obtain an overview of identifying the needs of the elderly in inclusive social services and identifying problems in handling covid-19 for the elderly in indonesia. data analysis at the time of model development was carried out to see the suitability of the model built based on theoretical construction with empirical data. for this purpose, the criteria for the effectiveness of the model 128 journal of social studies (jss), volume 18, number 1, 2022: 119-146 developed based on an in-depth theoretical study can be used. the suitability of the model with empirical data is adjusted to the criteria developed in the model implementation stage. results and discussion efforts to realize inclusive social services for elderly in handling covid-19 in indonesia the government has made efforts to strengthen the social resilience of the elderly through various social protection programs for the elderly who have high socioeconomic vulnerabilities. one form of social protection for the elderly is social assistance. the distribution of social assistance for the elderly is under the authority of the ministry of social affairs of the republic of indonesia. indonesia has a non-cash food assistance scheme as a result of the development of the prosperous rice social assistance. non-cash food assistance is a government program in the form of food social assistance provided in the non-cash form to beneficiary groups every month. this assistance is provided through electronic funds that can be used to buy food at stalls that cooperate in distributing this program (https://dtks.kemensos.go.id/). before the covid-19 pandemic, the government had also created social assistance programs for the elderly, namely non-cash food assistance, family hope program, social assistance program for neglected elderly, and elderly social rehabilitation programs (khotimah, fitriana, pratiwi, 2019). the orientation of these various programs is to increase the capacity of social resilience and the welfare of the elderly, especially the neglected and poor elderly. the implementation of the social assistance program is routine following the budget year. meanwhile, social assistance programs for the elderly during the covid-19 pandemic were implemented in one-time disbursement of assistance (not routine). the allocation of social assistance for the elderly during the covid-19 pandemic is prioritized for the elderly who have not yet become beneficiaries of other social assistance distributions to avoid repeating the provision of assistance to the same beneficiaries so that other elderly do not get their share. 129 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) table 2 comparison of government social assistance schemes for the elderly before and during covid-19 no. social assistance program for the elderly before the covid-19 pandemic program description program manager social assistance program for the elderly after the covid-19 pandemic program description program manager 1. non-cash food aid food social assistance in the form of non-cash from the government that is given to beneficiary groups every month through an electronic account mechanism that is used only to buy food ingredients at food vendors/e-store in collaboration with banks ministry of social affairs of the republic indonesia basic food social assistance aid distributed to five provinces, namely banten, west java, central java, east java and the special region of yogyakarta. the number of elderly recipients is 6,486 people. ministry of social affairs of the republic indonesia 130 journal of social studies (jss), volume 18, number 1, 2022: 119-146 no. social assistance program for the elderly before the covid-19 pandemic program description program manager social assistance program for the elderly after the covid-19 pandemic program description program manager 2. hope family program program for providing conditional social assistance to poor families designated as beneficiary families ministry of social affairs of the republic indonesia dapur umum establishment of a communal kitchen on site shelter ministry of social affairs of the republic indonesia 3. social assistance program for neglected elderly a series of government activities to provide social security to help neglected elderly people in the form of cash payments through social assistance to fulfill some of their basic needs. ministry of social affairs of the republic indonesia food packages for elderly food packages worth idr 300,000 (rice, special milk for the elderly, cooking oil, noodles instant, sardines, immune-boosting drinks, bath soap and laundry soap). ministry of social affairs of the republic indonesia 131 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) no. social assistance program for the elderly before the covid-19 pandemic program description program manager social assistance program for the elderly after the covid-19 pandemic program description program manager 4. social rehabilitation program for elderly efforts made to develop the social functioning of beneficiaries, families, groups, and/or communities carried out inside and outside the social rehabilitation center/ location for the elderly. ministry of social affairs of the republic indonesia packages that fulfill specific needs items for specific needs are diapers for the elderly, milk for the elderly. the number of elderly families who received as many as 73 packages. the ministry of women’s empowerment and child protection 5. program of foster an elderly family an activity carried out in groups with the aim of increasing knowledge and skills for families who have parents or are elderly the national population and family planning board of the republic of indonesia social movement program of the love for the elderly aiming for the elderly get access to education and assistance to adapt to the changes in the new normal. the ministry of women’s empowerment and child protection sources: source: compiled from various sources, 2022. 132 journal of social studies (jss), volume 18, number 1, 2022: 119-146 the results of the program implementation were able to promote the strategic issue of the needs of the elderly in the government’s social protection program scheme. however, these various programs have not been able to fully reach all poor and neglected elderly people in the area. in addition, the number of elderly beneficiaries can continue to be increased and be given equal opportunities to access social protection provided by the government. the provision of social services to the elderly during the covid-19 pandemic is also carried out by fulfilling basic needs, assistance, and social rehabilitation interventions for the elderly with strict health protocols and limiting the accessibility of interactive activities. stakeholders in the collaborative governance process, stakeholders are the key determinants of whether this process will produce long-term quality outputs and collaboration outcomes. stakeholders in the collaborative governance process are defined as individuals, groups, social communities and organizations that advocate for public interests and policies so that they can have an impact on solving public problems (scheemer, 2000; mcguire, 2006). each stakeholder involved has interdependent relationships and roles to strengthen each other in carrying out their roles (bryson, crosby, and stone, 2006; o’flynn, 2007). stakeholders involved in the collaboration must be related to the issues and problems that are the focus of the study. in this study the role of stakeholders can be explained as follows: 1. the role of the provincial/district/city government. according to law no. 23 of 2014 concerning regional government and government regulation number 2 of 2018 concerning minimum service standards, the focus of the role of provincial/district/city governments is to carry out prevention and control efforts by involving all regional apparatus organizations. the contributions of local governments include: (a) making local government policies to ensure the ease of implementation of covid-19 mitigation efforts; (b) deliver information on the prevention and control of covid to the entire population by using various communication channels available in their respective regions; (c) provide adequate health services (hospitals, health centers, clinics, and laboratories) according to the regional capacity to detect and treat patients; (d) provide adequate resources for the response to covid-19 including the provision of budget, human resources, 133 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) and other necessary facilities; (e) supervise and take corrective action in terms of implementing health quarantine, limiting interaction and physical contact, as well as general precautions for preventing infectious diseases; (f) collaborating with various components in the response to covid-19 including between elements of government, business, universities, mass and community organizations, as well as various components of other nations in the region; (g) educate the public through mass media and social media; (h) increase the knowledge of health workers, both medical and non-medical health workers. 2. the role of the sub-district/village government, rt-rw and health cadres the sub-district/village government by their respective authorities has made efforts to overcome covid-19 through (a) delivering information on the prevention and control of covid-19 to the entire population by using various communication channels. available in the respective subdistrict/ village areas; (b) facilitating and encouraging rt-rw heads, health cadres, and community-based social institutions to actively carry out various efforts to prevent the transmission of covid-19; (c) encourage community readiness and participation to carry out personal and home hygiene efforts as part of the realization of the healthy living community movement; (d) encourage and supervise the community in implementing physical contact restrictions on various existing facilities such as in crowded places, local/village markets, places of worship, sports facilities, and recreational facilities; (e) utilize the village/kelurahan fund budget to provide support to communities affected by covid-19, both as sufferers and as a result of other socio-economic conditions; (f) report to the local government regarding matters deemed necessary if there are matters that are considered to have the potential to increase the transmission of covid-19. 3. the role of the citizen associations (rt-rw chair) and health cadre has been realized in terms of (a) delivering information on the prevention and control of covid-19 to the entire population by using various communication channels available in their respective local areas; (b) encouraging community readiness and participation to carry out personal and home hygiene efforts as part of the realization of the healthy living community movement; (c) encourage public participation in implementing physical contact restrictions as a real effort to prevent the transmission of covid-19. 134 journal of social studies (jss), volume 18, number 1, 2022: 119-146 4. the role of social and community organizations is: (a) assisting in public education by providing various educational tools according to the characteristics of segments of the community; (b) assisting in the construction of food barns or food aid in vulnerable areas or red zones, namely with positive covid-19 cases finding and having a high population of vulnerable groups; (c) participate in supporting local government policies; (d) support efforts to provide logistics needed by the community and health workers. educate and support the general public to take an active role in providing for the needs of vulnerable groups and marginalized communities; (e) religious organizations can assist in (1) formulating religion-based covid-19 education content, (2) encouraging their leaders to participate in providing education to the public regarding the prevention of covid-19; (f) professional organizations can assist in (1) providing communication channels for people who want to consult online, (2) providing support and education to the community so that people can pass the covid-19 emergency calmly and appropriately. 5. volunteer roles include: (a) assisting in disseminating accurate information to the public; (b) helping educate and provide psychological support to reduce public panic during the covid-19 outbreak; (c) assisting in organizing and directing the community who need information related to the test flow and the flow of action in the community and the hospital; (d) assist in monitoring and providing the information needed by asymptomatic people and people under surveillance who carry out home quarantine; (e) assisting in distributing the basic needs of the community, especially for people without symptoms and people under surveillance in-home quarantine and vulnerable groups; (f) medical volunteers, can provide support to doctors, nurses, hospital workers, ambulance workers, and others. trained medical volunteers if needed can conduct prevention education and rapid tests on groups of people without symptoms in public facilities using personal protective equipment (masks and disposable non-sterile gloves) and test results are reported through a reporting mechanism. this is done in an effort to prevent and control infection. 6. the role of the university in covering: (a) providing education, providing education and assistance through online community service programs with video tutorials and e-posters as preventive and curative measures; (b) developing social service innovations for handling covid-19 for the elderly. 135 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) 7. the private sector has a philanthropic role in funding through corporate social responsibility, public health campaigns, education on the prevention and handling of covid-19, providing assistance to health workers, medicines and vaccinations, providing priority services for the elderly, social assistance and resource mobilization. discussion this study seeks to explain the collaborative governance process in handling the elderly during the covid pandemic through inclusive services and its implications for the welfare of the elderly in the special region of yogyakarta. the collaborative governance process can be analyzed through indicators: (1) collaborative dynamics, (2) collaborative actions, (3) temporary impact and temporary adaptation of the collaboration process (emerson, nabatchi and balogh, 2012). the dynamics of collaboration the collaborative process in collaborative governance starts from identifying and defining problems in policy formulation to policy implementation (o’flynn and wanna, 2008). on the other hand, the dynamics of collaboration can be interpreted as a cycle of interaction between related actors. the indicators that can be used to analyze the collaboration process consist of: (1) principled engagement, (2) shared motivation and (3) capacity for joint action. a. principled engagement the movement of shared principles becomes a basic bond in building collaborative relationships between actors so that they have common motivation and goals to create a sense of belonging between actors. the agreed and developed principles are influenced by perspectives, understandings, interests, experiences, ideas, public values, capacities and backgrounds of actors in the context of handling the elderly during the covid pandemic and inclusive services for the elderly. the diversity of characteristics of each actor gives more value than principled engagement. principled engagement includes the stages of discovery, deliberation, and determination. first, at the discovery stage, it is an analysis of the disclosure of the interests of each actor, the values of the actors and efforts to construct common interests in consensus. the results of the analysis are then used to measure the impact and implications of principled engagement on the collaboration process. second, deliberation is an effort to deeply 136 journal of social studies (jss), volume 18, number 1, 2022: 119-146 understand the context of problems, thoughts, perspectives, and interests that arise at any time. the most important thing in building deliberation is the quality of deliberation. in deliberation, advocacy skills are needed to ensure the accuracy of collaboration goals, resulting in strategic conflict resolution. the existence of a deliberation process is expected to be able to develop innovation and creativity for each actor in carrying out the collaboration process and overcoming implementation problems in the field related to handling covid-19 for the elderly. third, a determination is a series of desired goal setting actions. in the context of handling the covid-19 pandemic for the elderly, there are two forms of determination, namely (1) procedural decisions in the management of health protocols for handling covid-19 that are inclusive as primary determinations, (2) the results of collaboration products as substantive determinations, for example, the achievement of mutual agreements and collaborative action recommendations. in conclusion, the act of shared principles is shaped and maintained by the interactive process of deliberation disclosure. b. motivation together shared motivation emphasizes the interpersonal and relational elements of the dynamics of collaboration that can take the form of social capital. motivation can strengthen and enhance the process of moving shared principles through mutual trust, common understanding, internal legitimacy and commitment(gains and stoker, 2009). in the context of inclusive services for the elderly during the covid-19 pandemic, the motivation is to increase the life expectancy of the elderly and reduce the risk of death in the elderly both preventively and curatively because they have the highest mortality vulnerability in indonesia and the special region of yogyakarta. the shared trust that is built is also based on religious, social, and cultural values in our social system. this means that interventions for handling covid-19 for the elderly must refer to applicable religious, social and cultural references. shared understanding is obtained from the common fate and experience shared by each actor in the fight against covid-19, whether they are covid-19 survivors or not. shared understanding is influenced by idealism, perspective, and the mindset of each actor to become the same understanding. meanwhile, internal legitimacy is a form of internal recognition in collaboration by building public trust, transparency, and good accountability for common interests. collaborating actors must realize that there is a sense of interdependence between actors that will 137 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) create sustainable collaboration. finally, commitment is the binding goal for each actor to join in a collaboration that is built on a sustainable basis. commitment orientation must be prioritized to accommodate interests, public values, and the needs of actors to participate in the collaboration. in addition, there is an optimistic attitude that the collaboration goals will be achieved, and the enthusiasm to carry out collaborative activities with other actors also forms a commitment. internal legitimacy, mutual understanding, and mutual trust are three elements that are closely related to each other in the shared motivation component, so the next element, namely commitment, is also more or less influenced by the quality of these three elements. in conclusion, the existence of quality interactions forms mutual trust and mutual understanding, thereby creating recognition of internal legitimacy, which affects mutual commitment. these four things develop and influence each other, thus creating shared motivation to continue. c. capacity for collective action collaboration involves various collegiate cooperative activities to increase the capacity of individuals and groups to achieve common goals. in this case, the existing collaborative goal is to produce the desired outcome together (mclaughlin and osborne, 2003). in the collaboration of inclusive social services for the elderly, it has been able to generate new capacities for each actor to act together. even though each actor involved has different institutional capacities, availability of resources, and networks owned by actors. this diversity of capacities becomes a cross-functional potential that must be managed to produce effective actions. to optimize the capacity of each actor in taking joint action, it is influenced by the elements: (1) procedures and institutional agreements, (2) leadership, (3) knowledge, and (4) resources. first, procedures and institutional agreements. procedures in collaboration are defined as a set of activity management in the form of procedures, protocols and collaboration structures in the management of interactions between actors. meanwhile, the mutual agreement includes ground rules, operating protocols, decision rules, and joint conventions. in implementing inclusive social services for the elderly during the covid-19 pandemic, the covid-19 health protocol was adopted by limiting direct interaction in massive numbers. the collaboration process is more optimized using an online digital platform. the government has formed a task force to accelerate the handling of covid-19 in a collaborative manner that 138 journal of social studies (jss), volume 18, number 1, 2022: 119-146 involves cross-sectoral and multi-actor both from the central government and regional governments. the second is leadership. the leadership factor has an important role in determining the success of collaboration because it becomes a decision-maker and public policy. leaders in the covid-19 emergency period have discretionary space to take affirmative action that can assist in making decisions based on evidence-based policies, especially related to the mitigation and rehabilitation of covid-19 handling. in addition, the role of the leader also encourages deliberation or resolves conflicts, and increases the determination of the actors towards the goals of collaboration during the collaboration process. third, knowledge. the knowledge possessed by each actor contributes to managing data and understanding information so that it can be used to improve its capabilities in the collaboration process and the accuracy of achieving collaboration performance targets. the point is that the leader plays a role in transferring knowledge to other collaboration members. fourth, resources. resources are one of the important aspects in supporting the continuity of the collaboration process. mobilization of the required resources can be done by exchanging or combining resources. the form of resources can be in the form of financial funding, division of time and roles, technical and administrative support for the implementation of activities, mutual assistance, the need for collaboration analysis skills, and implementors in the field, as well as the need for experts. in collaboration, there is always a big difference in resources between actors. however, the effectiveness of resource use depends on the ability of leaders and other actors to carry out resource management. the capacity to take collective action is crucial and is the main challenge of collaboration because there are always differences in characteristics and strengths between actors. clarity of procedures and collective agreements as outlined in the legal-formal form, influence of leadership, knowledge management, and resource management are elements that influence whether or not the capacity of the actors to be able to take collective action. however, the movement of shared principles and shared motivation are factors that can influence all existing elements. the conclusion from the dynamics of this collaboration is whether or not the dynamics are determined by three components, namely the movement of common principles, shared motivation, and the capacity to take joint action, in which various elements influence each other. 139 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) figure 3 collaboration structure for handling covid-19 in indonesia source: gugus tugas penanganan covid-19 republik indonesia, 2020. director consist of: (1) coordinating minister for human development and culture, (2) coordinating minister for political, legal and security affairs, (3) minister of health, (4) minister of finance. the implementors consist of: (1) chariman: head of the national disaster management agency; (2) vice chairman: (a) assistant operations commander of the indonesian national armed forces, (b) assistant to the indonesian national police; (3) members: (a) elements of the coordinating ministry for human development and culture, (b) elements of the ministry of health, (c) elements of the ministry of home affairs, (d) elements of the ministry of foreign affairs, (e) elements of the ministry of transportation, (f) elements of the ministry of communication and information, (g) elements of the ministry of education and culture, (h) elements of the ministry of religion, (h) elements of the national disaster management agency, (i) elements of the indonesian national army, (j) elements of the indonesian national police, (k) elements of the presidential staff office. actions in collaboration collaborative action is the core of collaborative governance in achieving common goals (gains and stoker, 2009). the form of collaborative actions for handling covid-19 for the elderly can be in the form of implementing inclusive social services, distributing covid-19 emergency social assistance, empowering the elderly and elderly families, gathering resources, monitoring 140 journal of social studies (jss), volume 18, number 1, 2022: 119-146 and evaluating program implementation, and so on. the results of this collaborative action have a temporary impact on the dynamics of collaboration and long-term impact. there are collaborative actions that can be carried out simultaneously by all stakeholders, while others can only be carried out by certain stakeholders according to the capacity of each stakeholder in handling the covid-19 pandemic for the elderly. temporary impact and temporary adaptation of the collaboration process. the impact resulting from collaborative governance can provide capacity building for each actor and generate incentives for the public. collaborative governance in inclusive social services for the elderly during the covid-19 pandemic provides capacity building for government actors, the private sector, non-governmental organizations, communities, families and the elderly. this is driven by moral motivation, cooperation, empathy and social capital. the ability of each actor increases to adapt to respond to disaster emergency response conditions and a new lifestyle for the long term with the covid-19 health protocol. incentives resulting from the collaborative process lead to the transfer of knowledge, technology, accessibility of resources, increasing competence and capacity and solving common problems. adaptation of the results of the action has been carried out based on digital applications, social media, digital empowerment communities, and implementation new normal life management. conclusion inclusive social services in handling covid-19 for the elderly is a must to be realized fairly. the state has not been able to fully provide inclusive social services for the elderly because of a limited budget, human resources, infrastructure, and rigidity in the hierarchical structure of the bureaucracy so it has negative externalities on the social exclusion of the elderly. efforts to fulfil the basic needs of the elderly during the covid-19 pandemic have not been able to materialize due to the inaccuracy of target group data and the limited coverage of social assistance provided so that not all neglected elderly can be served. however, collaborative governance can realize the public value in social services in handling covid-19 for the elderly through the contribution of roles between actors in (1) collaboration dynamics, (2) collaborative actions, (3) 141 collaborative governance in handling covid-19 for elderly social services (kurnia nur fitriana) temporary impact and temporary adaptation of the collaboration process. . the success of the collaboration process of actors in collaborative governance at this stage of the dynamics of collaboration lies in the accuracy of the identification and definition of policy problems. this is reinforced by principled engagement, shared motivation, and capacity for joint action. collaborative action is the core of collaborative governance in achieving common goals. the form of collaborative actions for handling covid-19 for the elderly can be in the form of implementing inclusive social services, distributing covid-19 emergency social assistance, empowering the elderly and elderly families, gathering resources, monitoring and evaluating program implementation, and so on. the results of this collaborative action have a temporary impact on the dynamics of collaboration and long-term impacts according to on the capacity of each stakeholder in handling the covid-19 pandemic for the elderly. in addition, the impact resulting from collaborative governance can provide capacity building for each actor and generate incentives for the public. acknowledgement the author would like to thank and give appreciation to the research team of the national strategic research at yogyakarta state university who have collaborated very well, the institute for research and community service, yogyakarta state university, and the ministry of education, culture, research and technology of the republic of indonesia who has provided a grant for this research. references ageing population in indonesia. 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(2017). evaluasi kebijakan sosial peningkatan kesejahteraan lanjut usia terlantar (lut). jurnal penelitian kesejahteraan sosial. 16(1), 1-10. 173 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 173-186 doi: 10.21831/jss.v18i2.50005.173-186 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan andiline thea pranasari school of strategic and global studies, universitas indonesia, indonesia email: andiline.thea@ui.ac.id kurniawaty iskandar school of strategic and global studies, universitas indonesia, indonesia email: kurniawati@ui.ac.id abstract this study aims to analyze the challenges faced by indonesian trainees, especially the participants of technical intern training program (titp), in the process of adapting to japan’s socio-cultural system. furthermore, this study finds out how the role of social networks in the process of adapting the lives of the trainees. social network theory and social capital will be used as a perspective to analyze the existing phenomena. data collection process and analysis of findings will be carried out based on qualitative research methods. primary data sources were taken by using in-depth interviews towards three indonesian trainees, complemented by secondary data from related research and articles. the results of the study show that the challenges faced by indonesian trainees include difficulties in adapting to work, limitation of japanese language proficiency, lack of opportunities to practice prayers regularly, and difficulties to build social relationships. in dealing with these problems, trainees receive moral assistance and information about the way of life in japan from the indonesian networks. the adaptation process of indonesian trainees in japan is supported by social networks that are formed informally, and plays a role in maintaining the continuity of the migration pattern of indonesian workers to japan. keywords: adaptation process, indonesian trainee, social network, titp introduction the vast mobilization in the modern era encourages an increase in cross-border migration. according to world systems theory, migration is a natural consequence of economic globalization and enables firms to operate across its national boundaries (wallerstein, 1974). as the only asian country that managed to make rapid progress in the 1960s to 1980s, japan achieved an average annual economic growth of more than 10% through this phenomenon (kapur, 2018). this outstanding progress has attracted developing countries in asia and outside of the region to seek better economic opportunities in japan. based on the government statistics for 2021, there are 2,887,116 foreign residents living in japan, either as workers, students, permanent residents, or spouses of japanese people. this figure covers 2.02% of the total population of japan. indonesia is also taking part in this migration process and brought 66,084 indonesians in japan, based on the numbers appeared in chart 1. this figure is predicted to keep increasing in the next few years (nawawi, 2010), although it slightly declined during the covid-19 pandemic. the main reason is the increasing demand from japan to fill in less desirable job positions, including 3k jobs (kiken: dangerous; kitsui: difficult; and kitanai: dirty). this becomes an opportunity for indonesian workers to get a relatively high salary, as well as to gain upward social mobility by working abroad (nawawi, 2010). 174 journal of social studies (jss), volume 18, number 2, 2022: 173-186 chart 1 number of indonesian population in japan source: immigration services agency of japan, 2021 the presence of a small number of indonesian migrant workers, along with other foreign workers becomes a solution for the labor deficit in japan since the economic bubble period of the 1980s, coupled with the condition of the aging population. at the same time, it becomes an opportunity for indonesia to tackle labor shortages. thus, the g to g cooperation between indonesia and japan can strengthens relations between the two countries and addresses the needs of both parties. the cooperation in the labor aspect consists of various schemes, including the technical intern training program (titp), the indonesia-japan economic partnership agreement (ijepa), and the specified skilled workers (ssw). between these three schemes, titp contributes most to the total population of indonesian citizens in japan, as illustrated in chart 2. chart 2 number of indonesian population based on the type of visa source: immigration services agency of japan, 2021 the titp has been implemented since 1993, to foster indonesian human resources through improving skills and knowledges from japan’s industries (jitco, 2011). it is also expected to support technology transfer between the two countries, so that workers can improve their abilities and get suitable jobs after leaving this program. the number of titp participants covers almost 50 percent of the total indonesian citizens in japan, consisted of the first-year (kenshusei) and the second to third-year participants (jisshusei). the recruitment is carried out through the cooperation route between the indonesian ministry of manpower (kemnaker) and the 175 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan (andiline thea pranasari and kurniawaty iskandar) international manpower development organization japan (im japan), as well as through private cooperation intermediaries which is the registered training organization (rto). indonesian migrants in japan as a muslim-majority country, the arrival of indonesian migrants to japan not only increases the number of foreign residents, but also affects the social characteristics of japanese society. table 1 shows that shintoism and buddhism are two religions which dominates japan. a research by hirofumi tanada (2021) estimates that there are at least 183,166 muslims living in japan. this number includes indonesia as the largest muslim migrants in japan, followed by pakistan, bangladesh, malaysia, iran, turkey, afghanistan, egypt, nigeria, uzbekistan (ministry of justice, 2019). the prefecture with the largest muslim population in japan is tokyo prefecture with 32,103 inhabitants, followed by aichi prefecture with 22,350 inhabitants, saitama prefecture with 21,603 inhabitants, kanagawa prefecture with 16,135 inhabitants, and chiba prefecture with 15,113 inhabitants (tanada, 2021). these numbers are expected to increase, considering the rise of foreign residents’ population in japan. table 1 japan’s religious population religion number of people shintoism 88,9 million buddhism 84,8 million christian 1,9 million other (islam, baha’i, hinduism, jewish) 7,4 million source: data us office of international religious freedom, 2020 in this sense, indonesian muslim migrants in japan are a minority of the minority. this can complicate the process of their assimilation into japanese society. japan is known as a secular society that places religion as the individual business of its people without any interference from the state. in addition, japanese society is also attached to the idea of nihonjinron, which is the view of japanese society as a unified whole and has the national character of yamato damashii, which literally means ‘the spirit of the japanese nation’, and kokutai, which means ‘one political body of the japanese nation’ (mouer & sugimoto, 1986). this discourse promotes the character of japan as a homogeneous nation with one ethnicity and one culture only, while people outside that character are considered as ‘other’. because they are classified as a minority, the lives of muslims in japan cannot be separated from various challenges. some of the common problems experienced by muslim minorities in religious life in japan at the beginning of the development of the muslim community include the lack of understanding about how important prayers and worships for muslims, limited worship facilities, difficulties in accessing halal food supplies and restaurants, and the absence of a special muslim burial ground in japan that is adequate and easily accessible (anis, 1998). this of course has an impact on the problem of spiritual needs in carrying out their lives in japan. however, with the openness to knowledge about islam, coupled with the popularity of halal tourism as a promotional material for japanese tourism since the 2010s, the development of muslim-friendly public facilities has been intensified (ayyub, bahri & iskandar, 2020). to overcome this problem, muslims in japan formed associations so that the process of exchanging information and values based on religion continued. this is done to show a significant role in spreading understanding about islam, especially regarding halal rules (ayyub, bahri & iskandar, 2020). the muslim community in japan is a community whose shape is centered around a mosque, not based on where they live. the activities they carry out not only include religious activities, but also other activities that support their life in japan. these various activities function to integrate and bridge relationships that are oriented both internally and externally to groups, based on the cohesive function and the bridging function in social capital (putnam, 2001: 19-21). 176 journal of social studies (jss), volume 18, number 2, 2022: 173-186 based on this explanation, this research will find out more about the challenges faced by indonesian migrants, especially those who are participants in the titp program in adapting to the life and work system in japan, and examine the role of the community as a social network to help these apprentices. several previous studies have examined the lives of indonesian migrants in japan, especially titp participants (fahreza, 2018; maemura, et al., 2009; nawawi, 2010; ratnayake, et al., 2016; pitoyo, 2006). these studies examine the adaptation process of migrants and titp participants in the work environment and social environment, as well as how the titp program mechanism takes place. however, these studies have not specifically discussed the role of networks in migrants’ adaptation process into the receiving country. in addition, this study also shows that the formal social network model is less important for titp participants, when compared to informal social networks among trainees. literature review studies related to the dynamics of international migration in its development emphasize the importance of kinship and friendship networks in shaping and sustaining migration continuity through a coherent structure for the migrant population (fawcett 1989; massey et al., 1993). social network theory sees that the relationship between sending and receiving countries, as well as household and family conditions can influence the process of forming an individual’s policy on migration. based on this theory, the formation of social networks will affect the sustainability of the migration system through the connection between migrants with friends or family at home to be involved in international migration behavior and encourage new migration movements. other than that, social networks also reduce the risks that new entrants may face in the initial adaptation process. epstein and heizler (2016) explain that migrants will have an urgency to maintain relations between the country of origin and the receiving country. this is achieved through a connection formed by combining dedication to the home country and commitment to the host country (epstein & heizler, 2016:15). these connections are important for the creation of migrant networks, so that members can gain access to knowledge and networks of trade systems in both the host and domestic market, financial resources, and opportunities to create and enhance business partnerships with other network members (epstein & heizler, 2016; thompson, 2014). other benefits of the relationship between the receiving country and sending country manifest in various forms, such as the influence of cross-border families on developing opportunities, social capital, symbolic capital, and a sense of belonging in religious contexts. there are two main roles played by a social network in migration (gurak & caces, 1992). the first role is that the social network system plays a role in assisting the adaptation process of migrants to the receiving country. social networks can be useful to help migrants to find housing, funds, and information regarding job vacancies and survival strategies in the short-term adaptation process. meanwhile, the second role is as a filter or observer of migrants who will be involved in the sustainability of migration. this occurs in a long-term adaptation process, namely that social networks provide access for migrants to build and maintain relationships between sending and receiving countries. in this way, the formation of social network pockets will occur by itself and spread in many places in the receiving country. the migration process that takes place globally will be followed by the development of social capital as part of the existing network system. pierre bourdieu (1986) defines social capital as a collection of potential resources associated with ownership of a network of relationships, acquaintances or reciprocal recognition with other individuals (1986: 248). bourdieu’s definition makes it clear that social capital allows individuals to claim access to resources owned by other parties, so that the amount and quality of resources obtained will be more varied. bourdieu also focuses on the acquisition of social benefits and resources by individuals that can only be achieved through participation in groups and with the intention of organized social construction (bourdieu, 1986: 249). meanwhile, according to francis fukuyama (2001), social capital is an informal norm that promotes cooperation between individuals. social capital is generated by a hierarchical authority that sets norms and expects compliance, for example from religious or cultural institutions. these norms arise from the results of 177 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan (andiline thea pranasari and kurniawaty iskandar) bargaining in society, and are passed on from one generation to the next through a process of socialization in the form of habits. social capital is obtained through the process of adaptation of an individual into a social context— or what he called as ‘habitus’— who believes in their existence. the adaptation process is useful for individuals to gain recognition and trust from the group. the three basic functions of social capital are to be the source of social control, source of family support, and source of profit through extrafamilial networks (portes, 1998). while economic capital can be seen in its form and existence, human capital can be felt for its influence on humans, social capital is inherent in the structure of interpersonal relationships. in the context of the migrant network, the relationship that is built both with the country of origin and the country of origin is the real source of profit. community networks play an important role as a vital resource for the sustainability of the social and economic life of migrants abroad. these resources are the initial capital to build bonds, advice and input on business opportunities, access to markets, and workforce. methods this research is carried out based on qualitative methods because it is considered the most appropriate method to explore and understand the meaning given by individuals or groups in dealing with social problems (creswell, 2009:10). with qualitative research methods, researchers have tools to track important findings that do not arise from quantitative research. therefore, the meanings that cannot be seen from the numerical findings can be explored more deeply, so that the research findings can be more comprehensive. data collection process is carried out on primary data sources and secondary data sources. the primary data collection process was carried out by means of in-depth telephone interviews with informants who were selected based on their experience regarding the technical intern program to provide the best information about the research problem being studied (creswell, 2007), with details in table 2 as follows: table 2 research informants’ details initial ly ar ro gender female male male age 25 years old 23 years old 22 years old city of origin yogyakarta nganjuk sukoharjo length of stay 3 years 3 years 2 years company fujikichin, kanagawa pt. korenaga shoukai, osaka pt. ohi seisakusho, kanagawa type of industry food processing construction materials assembly plant machinery assembly plant reason of migration suggestion from parents improving technical skills and knowledge, as well as japan’s work ethic stepping stone to get a better job results of the interviews will be supplemented with secondary data findings in the form of statistical notes and literature from other authors, or official government offices. the data that has been collected is then processed and analyzed based on the principles of explanatory descriptive research to describe the situation as it is, without the author’s control over the research variables (kothari, 2004: 3). 178 journal of social studies (jss), volume 18, number 2, 2022: 173-186 results and discussion the image of japan’s modernization attracts indonesian migrant workers to experience a more decent life, both economically and socially. through industrial training programs and technical internships, japan has received many foreign trainees, including those from indonesia. most of the selected participants were in their 20s, and had graduated from high school or an equivalent institution. after passing the selection stage, they must pass several screening tests and a preparation program with high competition. unlike other destination countries, most pmis come to japan with the main intention of gaining knowledge and skills from the japanese companies where they work. regardless of the various labor transfer schemes available, all pmis need to be well prepared when deciding to work abroad. this preparation is related to the adaptation of the work system, life, and ways of socializing with local people. for indonesian migrants in japan, this adaptation process can determine the sustainability of the migration process, or makes life in japan to be difficult at all (nawawi, 2010). this study interviewed three selected informants related to their experiences as participants in the apprenticeship program from 2018 to 2022. the first informant, ly had participated in the program for three years from january 2018 to july 2021. ly knew about this program after previously getting encouragement from her parents. ly officially joined the training program at lpk (job training agency) kartika yogyakarta in 2017. “i was just a high school graduate, i wanted to go to college, but i can’t because of economic reasons. at that time, i actually had no intention of going to japan at all, nor had i ever liked anything about japan. but because my parents advised me to join the job training agency, and i obeyed. after i participated in the training for about a year, then i took the qualification test for the program. i wasn’t expected that i can be accepted in only one test.” another informant, ro is a program participant who started his training at a machinery assembly plant in kanagawa since march 2020, and will return to indonesia in 2023. “my older brother was a japanese literature graduates. he told me a lot about japan and how to work there. after graduating from vocational high school, i initially wanted to go straight to work. i tried to find a job, but i haven’t had any luck. then i was advised to go straight to japan. since my brother is also a sensei at lpk, so it is easier for me to get into the lpk. my goal to go to japan is to make it as a stepping stone for better work.” last informant, ar is a trainee who came to japan in october 2019, and will complete the program in october 2022. ar works as a technician at a construction materials assembly plant in osaka. ar got information about the apprenticeship program from his superior where he previously worked, the honda manufacturing in jakarta. at that time, ar was introduced to an apprenticeship program from im japan and even got a recommendation from his superiors. through these recommendations, ar then participated in a preparation program at an lpk in bekasi. “the reason for working in japan, apart from getting better knowledge and skills, is to learn the work ethic in japan. our competence and skills in work are also assessed and given appropriate appreciation. it makes me feel appreciated and happy while working here.” contrast to the experience of ar who went to japan due to individual motivation, the statements from ly and ro prove that family has a big influence on the decision to migrate. even though ly had no previous attachments or interests to japan, she continued to follow the training program at lpk and left for japan. similar to ly, ro’s decision to go to japan was not just an individual decision that he made on the basis of a desire to develop knowledge and skills. the role of his older brother who is more or less determines ro’s preferences to choose which country he will go to. thus, although individuals are the main actors as well as decision makers in the migration process, the role of the people around them also determines how these decisions are made. other than the reason for migration, informants explained that they lived in accommodation provided by the company. all informants stated that they lived together with other indonesians in their accommodation. ly 179 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan (andiline thea pranasari and kurniawaty iskandar) lives with three other female interns who work in the same company, but through a different program scheme. the four of them were one of the first foreign employees to work for the company where they worked. in ar’s residence, there are four other indonesians who live in the same accommodation, and work at the company where ar works. however, the five indonesians came in different years. meanwhile, ro lives with two other indonesians who also work in the same company. the living conditions of these three informants have described are quite ideal. even though they live far from home, the presence of some other indonesians in the same residence can certainly give a little sense of safety to their initial adaptation process. the similarity of individual capital in the form of shared identity, shared understanding, shared norms, shared values, trust, cooperation, and reciprocity (bourdieu, 1986) is a provision for the formation of new effective social capital for the establishment of good interpersonal relationships as well. in addition, the living conditions of these three informants show the characteristics of southeast asians, especially indonesians who feel safe living together with fellow indonesians. when compared to japanese people who prefer to enjoy private life in a closed manner, indonesians tend to have a closer and more open social life. this lifestyle becomes additional social capital for them because it can save their monthly expenses in one kitchen, so that they send more remittances home (iskandar, 2017). obstacles faced by the trainees based on research by maemura, et. al. (2009), some of the problems that affect the adaptation process of the trainees in the workplace include length of stay, language skills, relationships between participants, behavior of co-workers, company characteristics, and understanding of religious differences. length of stay also becomes one of the main factors to predict this adaptation process. senior trainees, which have more frequent contact with their japanese counterparts, can build more informal relationships and cultivate a positive image. in addition, length of stay also constitutes trainees’ japanese language skills, because trainees who stay in japan longer usually can speak japanese more fluently (maemura, et.al., 2009). maemura’s research also shows that muslim trainees do not experience religious difficulties at work because the company provides facilities that support the worship of muslim apprentices. this research shows that the use of japanese in their workplace does present its own obstacles in the process of adjusting to the working system. this is especially true in the early days of the program. in the titp program, prospective participants are required to have japanese language skills (nawawi, 2010). although not all participants are required to have the jlpt certificate, the requirement for language skills is intended to make it easier for workers to adapt to working conditions at japanese companies that always use japanese. “in my opinion, the biggest challenge during my stay in japan is the language, especially when i meet people outside of tokyo or kanagawa area where they speak different dialects. it is very difficult to understand and often causes miscommunication, even fights.” informant ar “i had difficulties adapting to work, because i don’t have any basic japanese language at all before i joined lpk. in my work, i have to memorize all types of vegetables that we use in the factory, where in fact there are vegetables that only exist in japan, but not in indonesia. so, i have to learn new words. “ informant ly “when i first came to japan, i was a bit shock to found that people here talk in a daily vernacular which i didn’t learn during the preparation program and it confused me for a bit. “ informant ro from these statements, the problem of language use arises not only because of its correlation with the length of stay of migrants as found by asato (2008), maemura (2009), and iskandar (2017), but also because of the differences between the language learned formally during the training process and the daily vernacular that is being used in the workplace. in addition to the lack of specific vocabulary, the use of informal language in daily contexts is also an obstacle for the three interns, especially ar and ro who have difficulty communicating with colleagues due to the use of certain dialects. 180 journal of social studies (jss), volume 18, number 2, 2022: 173-186 this shows that the pre-departure training program was not carried out properly and effectively. language training for interns is provided on a general basis, without any specification for each type of work available in the program. language training often only refers to the jlpt test material which teaches only the formal forms. meanwhile, in the direct conversation, japanese people use a more casual sentences that are different from the teaching material. this condition certainly makes it difficult for trainees, most of whom have not mastered the japanese language well. in line with maemura’s research (2009), language barrier is a determinant of the smooth process of adaptation into a new environment. for trainees, this problem obviously affects their working performance. the limited use of language when they first arrived to japan prevented them from carrying out orders given by their superiors, or had difficulty asking their co-workers for help. in addition to language problems, the three informants stated that there were difficulties in adapting at work due to feelings of not being compatible with co-workers or superiors, as explained below: “i’ve also felt some kind of racism by japanese people. i really feel like indonesians in japan are considered like the lowest ranking in this company. it feels like kenshusei is the one who owns the factory, (meaning) always come early in the morning and return late at night. but i don’t know if it’s just at my factory or in other places like this.” informant ar “the main obstacle i experienced while living in japan was because of my boss is very moody, picky with the people he likes. even if that person makes a mistake, he’s still prioritizes them. other than that, there are a lot of people who don’t match up with some people at work. it’s a bit stressful for me too.” informant ly however, for ro, his working conditions provide good support for all trainees adjusting to the work systems. “in general, i found no problems, because the co-workers are good people. japanese people respect indonesians, never speak rudely and understand that they are hiring foreigners. because there must be obstacles, such as language, or culture, people already know the consequences. so, they teach slowly and tell slowly” these differences indicate that the length of stay is not the main obstacle in the process of adapting to work patterns in the company. this depends on external factors from the work environment. a supportive and understanding environment for ro earned him a ‘sense of safety’ in his company. so, even though ro has certain limitations, his co-workers around him can understand these limitations. on the other hand, the work environment of ar and ly shows that there are limitations for foreign workers to be able to fully adapt in japanese working condition. this gave rise to an attitude of rejection, either implicitly or explicitly, which caused discomfort for both informants. aside from the language barriers, another problem faced by the trainees related to differences in cultural backgrounds, especially religion. a research conducted by maemura, et. al. (2009) shows that muslim trainees do not experience religious difficulties at work, because even though japan does not have many muslims, companies are trying to provide places of worship and provide halal food menus. however, findings from this research indicate that there are obstacles for trainees to carry out the obligations of worship. for ly, praying five times a day is something that cannot be done during working hours because of the company’s strict working hours and rest hours. “i can’t perform prayers during break time, because in our company we have to have lunch together. so, if someone is missing, it must be obvious. other than that, there is no specified place in the factory for muslim to perform prayers, nor is there a place for ablution. so, i can’t perform prayers at the factory.” with this limitation, ly was forced to hold the prayer session after the working hours ended. however, ly who initially wears hijab stated that it is not an issue for her, because the her working attire requires her to use head coverings as personal protective equipment. therefore, even though ly did not wear her own hijab, she was 181 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan (andiline thea pranasari and kurniawaty iskandar) still able to cover her head. in contrast to ly, the other two informants are relatively easy to perform their prayers, considering their place of residence is in the same location as the factory where they work. “the problem of worship really depends on the prayer schedule. sometimes i can get permission to pray for a while at my apato. but some other times i can’t go out from work. to be honest, i’ve never been very religious. so, this uncertainty does not really affect me.” informant ro “in my place, i can’t ask for leave to participate in eid prayers, but for regular day prayers, i can get 30 minutes. i can pray in my own room. so if i want to pray, i go back to the apato, and just go back to the factory again.” informant ar with this condition, male informants are more likely to carry out obligatory worship on time, except for friday prayers. due to the limited number of mosques in japan, and usually located in big cities or in crowded centers, not all muslim migrants have access to these mosques. however, the informants said that obstacles in carrying out worship did not necessarily reduce their sense of faith. muslims are allowed to combine the time of their prayers into several times, so that these informants can still carry out their worship after working hours. according to them, they still hold on to their identity as muslims, even though they are often forced not to perform obligatory prayers or celebrate eid al-fitr. in fact, for indonesian migrants, worship is an important thing that forms the basis of life and supports their worldly life. religious and cultural institutions act as social control as well as a life guidance for their daily life. it can also help migrants to synergize with the culture of japanese society, because of the teachings to comply with norms through their behavior in the receiving country. therefore, it is important for employers to understand the needs of the titp participants, especially the need to perform prayers. because, it can help trainees to improve their working performance. bourdieu believes that every individual action is carried out outside full awareness, because of the influence of habitus (bourdieu, 1986). this also happened in the social context of japan. ethnic and cultural homogeneity has become the root of japanese nationalism, indirectly instills through the superiority of japan based on one kind of value and culture. japan has not been prepared for anomalies that arise along with their openness to massive international migration. thus, the existing attitudes and policies have not been able to facilitate this anomalous condition. the role of the community as a network of indonesians in japan the findings of this research show how informants build relationships with other indonesians in japan, and form a network of indonesian in japan, usually because of the similar identity as trainees, close proximity of accommodation location, or similar hobbies and interest. for example, ar’s regular participation in the indonesian futsal community in osaka every weekend, or ro’s close relation with other indonesian trainees have become his choice of socializing with other indonesian in japan. “i get together with indonesians usually though the indonesian futsal club association every saturday night or sunday morning. this activity facilitates me to hang out and socialize with other indonesian friends here in japan.” informant ar “there is a senpai who came from the same hometown as mine. he likes to invite me to get together every sunday night to have a barbecue party at his apato. besides, because i like soccer, i also like to join football fans’ club, as well as futsal club with other indonesians.” informant ro the social network that the informants choose to engage in is determined by personal preference. this preference becomes an individual capital that is brought in the interaction process. according to boisot (1995:48), meaningful communication requires a common understanding of the context among the parties involved in the exchange of information. this context will affect the formation of meanings, representations and interpretations 182 journal of social studies (jss), volume 18, number 2, 2022: 173-186 that individuals or groups have with each other. therefore, the preference of the informants to interact with fellow trainees, or with people who have similar hobbies, or with other indonesians who live near their place of residence, rather than with other indonesian diaspora communities, is one of the most possible way chosen by the apprentices to form a social bond. for ro and ar, support from indonesian co-workers who live in the same residence is also coupled with support from people in the hobby community they follow. regular community gatherings on weekends are usually a means of socializing and looking for help adapting to the new life in japan. previous studies on indonesian muslim groups have shown that for indonesian migrants in japan, the muslim community acts as a ‘second home’ and functions as a ‘charger of faith’, as well as a platform for exchanging ideas and enriching knowledge about islam (handayani, 2021). in line with this research, findings show that the support from social networks plays a significant role in the smooth process of adapting their lives. at the initial arrival, for example, the three informants both received support from fellow indonesians who lived together in their place of residence. “i got a lot of information about shopping for daily necessities from my senpai. there were three indonesians in my company who came to japan earlier. this senpai taught me everything, starting from a place to look for halal food, and also teach me how to dispose of garbage.” informant ro “when i came to japan for the first time, i felt that the adaptation process became easier because i lived with other indonesians. i lived in one house with four girls from indonesia. we were the first indonesians to work there. we like to tell stories to each other while cooking. [...] they are a place where i can share my stress, so i can feel more relaxed and helped.” informant ly “before coming to japan, my sensei at the lpk taught me about the way of living in japan and things to prepare before going to japan. after i arrived, i met some acquaintances who had been there before, and the share about any information they know on adapting to new life in japan, where to find cheap indonesian grocery stores, as well as indonesian restaurants. there are often get-togethers, eating together with indonesian friends.” informant ar the role of senior trainees during the adaptation process of the trainees is closely related to the duration of their stay. seniors who have been in japan longer can accumulate social and individual capital which is then passed on to newly arrived trainees. this is in line with bourdieu’s thinking that individual involvement in social networks from time to time will encourage individuals to accumulate their social capital, so that in the end they can access resources that provide their own benefits (1986). jiishusei or secondand third-year trainees will have more experience dealing with colleagues or acquaintances elsewhere than kenshusei (first-year trainees). thus, trainees who stay longer have formed a habitus from their environmental social capital, for example information on daily needs, group beliefs and teachings about group values and norms. the involvement of migrants in associations with fellow indonesians proves the theory of the role of social networks from gurak and caces (1992), namely in assisting the adaptation process of migrants. before leaving for japan, migrants are required to take part in a series of training programs and preparation for departure. however, the living habits and culture of the local people in the receiving country will be easier to understand directly in everyday life. the life stories of these three informants prove that the presence of other people with the same nationality identity, or at least speaking the same language, can help them live their lives overseas. from these three stories, we can see how trainees still get support from other indonesians, in the community they are more familiar with. this also shows that the formation of social networks that are carried out informally can still play the role and function of the network as it should be. in the lives of the three informants, the role of the network in ensuring the sustainability of migration has also worked well. this can be proven by statements from the informants: “i was one of the first people who work in japan from my hometown. when my friends found out that i 183 ‘stay away from home’: the role of social networks for the adaptation process of indonesian trainees in japan (andiline thea pranasari and kurniawaty iskandar) was in japan, many people asked about ways to join this program. but when i told them how much would it cost or prepared, they usually backed down because it’s too expensive for them.” informant ar “many friends back in my hometown asked me for information about how to work in japan, but i didn’t immediately recommend them to go. i asked them back, ‘are you ready to work in japan? it’s hard, you need a lot of money before leaving,’ so that they can prepare everything first. because if they’re not ready but push themselves, they might make it difficult for themselves and get scolded too much at work.” in general, the internship program’s intermediary only provides formal information regarding the departure preparation process and working mechanism. meanwhile, trainees or alumni who have experienced firsthand how the program runs can provide more realistic information about working in japan. in this case, the role of the trainees and alumni network is important to ensure a smooth adaptation process for the arrival of new interns. the statements from ro and ar show how trainees have been able to maintain dedication to their country of origin, through useful information for potential migrants in the migrants’ decision-making process. conclusion the decline of japanese human resources has brought japan’s position to a dependency for foreign workers. despite being a good opportunity, sending foreign migrants to japan comes with various challenges. these include language barriers, cultural differences, expensive living cost, homesickness, and other cultural hindrance especially for muslims who have to exert extra energy to find halal food supplies, and limited time to perform mandatory prayers. this condition is also exacerbated by the work ethic in japan which of course becomes another pressure for indonesian migrants in japan. like it or not, migrants have to face it in order to stay afloat. the research findings showed that indonesian trainees experienced difficulties through the adaptation process to a new environment. informants of this study stated that despite the various challenges they faced, there are many parties who also helped them in the adjustment process. they get most of the help from fellow indonesians in the same workplace. apart from that, they also get help from fellow indonesians they know outside the workplace. usually, the assistance provided is in the form of information about daily living in japan, or information about how to get halal food. the informants also stated that even though they had difficulty in performing mandatory prayers, each of them was able to work around this problem by summarizing their worship time. the role of social networks as a support system for migrants provide a strong sense of security and communality based on the similarity of the area of origin. various activities that are carried out through this network become a survival strategy in the midst of the difficulties they experienced in japan. in addition, migrants can also build strong relations with each other. the result of this study indicates that the presence of indonesian migrants in japan has become a social network that supports the international migration system. the two main roles of social networks as a means of gathering information and adapting, as well as connecting migrants with countries of origin and recipient countries, are carried out through casual interactions between indonesians in associations. in addition, the experiences built on the duration of their stay in japan can be social capital in the form of useful information for potential migrants. trainees as the program participants are important actors in building a strong bonding system. the life experience of the participants or alumni of the program becomes an important social capital to maintain the sustainability of this system. for this reason, trainees need to actively maintain good relations with fellow trainees, co-workers in the company, and even employers. this will be the basis for ensuring the formation of strong social ties in the migration system from indonesia to japan. in addition, there needs to be intervention from the indonesian and japanese governments so that the lives of migrants in japan are more secure. it should be realized together that sending indonesian migrant workers to japan not only answers the problem of limited employment opportunities in indonesia, but also the problem of labor shortages in japan. therefore, the japanese government 184 journal of social studies (jss), volume 18, number 2, 2022: 173-186 must facilitate the existence of interns with muslim-friendly policies, so that acts of racism and discrimination can be minimized. references anis, bushra. 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(2016). “workforce development with japanese technical intern training program in asia: an overview of performance” 佐賀大学経済論集 第49巻第3号 sakurai, k (2008). muslims in contemporary japan. asia policy, 5(81), 69–87. tanada, hirofumi. (2018). 日本におけるイスラーム系宗教団体とコミュニテ (islamic religious groups and communities in japan) dalam special paper (social analysis, no. 45, 2018, pp. 75-94). _______________. (2021). “estimate of muslim population in japan, 1990-2020” dalam muslims in japan no. 20, october 2021. thompson, l. (2014), “a world on the move: the benefits of migration”, international organization for migration. wallerstein, i. (1974). the rise and future demise of the world capitalist system: concepts for comparative analysis. comparative studies in society and history, 16(4), 387–415. http://www.jstor.org/stable/178015 186 journal of social studies (jss), volume 18, number 2, 2022: 173-186 249 journal of social studies (jss), issn: 1858-2656 (p); 2721-4036 (e) vol. 18. no. 2 (2022), pp. 249--264 doi: 10.21831/jss.v18i2.51425.249--264 indonesian k-pop fans: the relationship between army-bts identity and their demographic yayah cheriyah department korean language, faculty of lingustic, universitas nasional, indonesia email: yayahchan@gmail.com amanda rochima hadi stikes insan unggul surabaya, indonesia email: araroch08@gmail.com abstract this article analysed the fans’ identity among k-pop fans in indonesia, especially bts fans. the study aimed to explore how these fans express their identity as fans both internally and externally despite negative stereotyping of loyal k-pop fans. using a quantitative method through online surveys based on the fans-identity scale approach, the research surveyed a total of 243 bts fans in indonesia. results showed that bts fans had a positive tendency toward overall fans characteristics. none of the characteristics showed a negative score. it indicated that there was a high loyalty among the fans. almost all six-behaviour dimensions observed correlated with all seven fans-identity characters. “specific social media accounts followed” showed no correlation with “enjoyment” and “identity” respectively. however, high loyalty and a large number of fan-based did not translate into monetization for official merchandise. results showed a low number of purchases for official merchandise and global membership package. keywords: fans identity scale, k-pop, fanaticism. introduction nowadays, korean culture is the most spread and popular culture across the world including its dramas, movies, music, animation, and even games. the spread of south korean pop culture is often referred to as the hallyu wave considering the wave-like spread. the jargon itself has existed since 1999 with young people in china as the instigators (park, 2021). among its elements, one of the most well-known parts of the hallyu wave is the culture of k-pop (korean pop); a music genre that is characterized by cheerful rhythm, fast tempo, bilingual lyrics, energetic dances, and attractive outlook of its singers. for years, the fans of hallyu are increasing significantly. according to the korea times, in 2018 alone there were 89.1 million fans across the world. this number increases by 22% compared to the previous year. in 2019, it grows by 11%, or equals 99.32 million fans worldwide. these significant numbers caused a large expansion of distribution routes and an increase in the consumption of korean content through social media platforms. a number that is predicted to be multiplying in the coming years as the fandom kept growing by minutes (ji-soo, 2022). in k-pop, singers are usually grouped into soloists and girl/boybands. one of the leading k-pop boybands is bangtan sonyeondan (방탄) or better known as bts. bangtan sonyeondan means “bulletproof boy scouts”. based on kto (korea tourism organization) survey in august and september 2019, bts is the most sought hallyu boyband. about 36.1 of respondents voted bts as their favourite boyband followed by exo with 10.4% and super junior with 8.2%. boyband group rank is then followed by female soloists/groups with iu and snsd with each voted by 2.7% of respondents (intan, 2020). 250 journal of social studies (jss), volume 18, number 2, 2022: 249--264 a survey conducted by the army (adorable representative m.c. for youth), a name associated with bts fans around the world, in 2020 showed that 86.4% of fans were female and the rest were male. the survey was filled by 402,881 fans across 100 countries who were mostly aged under 18 years old (50.3%). in asia alone, indonesia made up a fraction of 20% of fans, which made the largest number of bts fans. this number was followed by mexico with 10.6%, while south korea ranked 8th with 3.7%. this fairly large number showed the massive influence of bts as popular culture, especially in indonesia (btsarmycensus, 2020). k-pop fans tend to have a relatively high fanaticism level. prior studies on fanaticism behaviour showed that there is negative and positive behaviour resulting from idolization varying from mild to obsessive idolization. the former tends to give negative stereotyping to the relationship between fans and their idols, such as excessive obsession with stalking (thorne & bruner, 2006; vinney et al, 2019; kloet and zoonen, 2007). negative stereotyping in fanaticism was also seen among k-pop fans in southeast asia (williams & ho, 2015; chansanam. w et al, 2020; smutradontri & gadavanij, 2020). in indonesia itself, bts army was likely associated with a bad stereotype, ranging from rude behaviour towards non-fans, and unpleasant actions, to harming others (rahmayani, 2020; lestari, 2021; tribunnews, 2021). these negative stereotypes and harsh press critics often drove k-pop/bts fans to reluctantly admit that they like the group or the music (cnn indonesia, 2019; nursalikah, 2020; astriningtias, 2020). this reluctance would be affecting fans’ psychosocial well-being. several studies revealed that there were positive aspects, where media fiction narratives or idols could provide, from idolizing or fanaticism (laffan, 2020; lozano delmar et al, 2020). these acts of reluctance would certainly be creating a negative impact on fans’ psychological and social life. thus, it is very important to describe the behaviour of k-pop fans in indonesia, in this case, the bts fans or army, concerning their identity as fans and how they represent it socially. the purpose of this study is, first, to see the generic overview of k-pop fans’ identity specifically bts fans in indonesia. second, the study sought to find this generic overview concerning its demographic data. third, the study sought to find the relationship between the fans’ identity and their demographics. methods previous studies on fans’ experience and their reactions toward popular culture had established a set of scales to measure overall fans’ identity. the fans’ identity scale is used to classify fans based on enthusiasm, social behaviour, and meaningful interactions with an idol (objects/persons). in addition, the fan identity scale also assesses how fans translate idols’ values into their lives. it indicates how their identity as fans affects them internally (affective, cognitive) to externally (social, participatory) (vinney et al., 2019, lozano delmar et al., 2020). vinney et al (2019) in their research summarized these identity characteristics into 7 main characteristics namely enthusiasm, enjoyment, appreciation, personal, self-definition, social interaction, and participation. from these 7 characteristics, vinney et al (2019) further broke it down into 54 statements to describe each characteristic. these statements itself was an adaptation from previous similar studies that focused on different countries (most countries in the united states and european countries) and field of study. the latter was mostly a study on fans of sports, movies, and fictional stories. this study adapted 47 sets of statements taking into consideration cultural differences. respondents were then asked to rank each statement using a likert scale from 1 (strongly disagree) to 7 (strongly agree). in addition to the fans’ identity scale, the questionnaire was also equipped with demographic and behavioural questions. the aforementioned questions covered questions on respondents’ age, domicile, gender, and occupation. meanwhile, questions on fan behaviour include ownership of bts albums, frequency of watching bts live and online concerts, time spent for an online update on everything related to bts, and how long one has become an army bts. a quantitative method was implemented using an online questionnaire as the tool. the link to the questionnaire was randomly distributed through social media channels targeting bts fans. a total of 243 251 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) bts fans became respondents in this study. the entire data taken was then processed analyzed further using a correlation and descriptive approach to provide a complete overview of the fanaticism of bts fans in indonesia. results and discussion the validity of the questionnaire was measured using the data reduction test with a kaiser meyer olkin (kmo) value of 0.956. the result shows the validity of the instrument with the value meeting the 0.50 limit. the result of cronbach alpha is 0.977. tabel 1: demographic table (n=243) item mean std deviation gender male 1.2 female 98.8 age <18 years old 9.5 18-24 years old 49.4 25-29 years old 19.3 30-39 years old 15.6 > 40 years old 6.2 occupation students 52.3 working in private sectors 30.0 freelance 11.9 civil servants 2.9 professional 2.1 city jabodetabek (jakarta, bogor, depok, tangerang, bekasi) 63.8 surabaya 6.2 bandung 9.5 sulawesi 4.9 others 15.3 know bts from friends, family 37.9 radio/streaming/non-streaming platform 32.5 media (online/offline) 15.6 tv 8.6 social media (tiktok, instagram, twitter) 2.9 others 2.5 how long have you become fans less than 1 year 18.1 1-3 years old 36.6 4-6 years old 32.1 more than 7 years old 13.2 ownership of bts album none 46.5 less than 3 29.2 4-6 pieces 15.2 more than 7 9.1 252 journal of social studies (jss), volume 18, number 2, 2022: 249--264 item mean std deviation watching live bts concerts never 93.4 1 time 5.3 2 time 0.8 more than 2 0.4 watching online live concerts never 15,3 1 time 10,7 2 time 18,2 more than 2 55,8 time spent on fangirling activity less than 1 hour 17.7 1-3 hour 37.0 4-5 hour 19.3 more than 5 hours 25.5 social media followed none 3.7 1-3 accounts 15.5 4-5 accounts 11.9 more than 6 accounts 67.9 bts global official membership yes 20.6 no 79.4 merchandise ownership yes 60.5 no 39.5 based on the demographic data above, the number of respondents within the range of 18 – 29 years was striking at 49.4%. it was roughly twice more than other age groups, which predictably made the majority of the bts fans were students (52.3%). about 155 out of the total 243 respondents are living in greater jakarta (jakarta, bogor, depok, tangerang, and bekasi). most respondents were introduced to bts through “friends/family/girlfriends” and “radio/streaming platforms/youtube” with 37.9% and 32.5% respectively. most of them had been fans for more than 5 years (45.3%). this means that they had been supporting their idol since their debut year in 2010. although most of them were loyal fans, most of the fans were less motivated to own a physical album. only half of the respondents (53.5%) claimed to have a physical bts album. even more, only 6.6% of respondents had seen a live bts concert although bts has held concerts in indonesia twice, which was in 2015 and 2017. this low buying behaviour on albums and ticket concerts was most likely influenced by how young the fans’ age group is. since more than 50% of fans were students ranging from high school to university students, the likelihood of them being financially dependent was high. the price of physical albums and concert tickets was considerably expensive. in 2017, a ticket for the bts concert was sold for a minimum of rp. 1,000,000, while the average price for a brand-new physical album is about rp. 300,000 depending on the package chosen (kistyarini, 2017). a price range that was quite premium for most students. aside from the price, streaming services as an alternative to enjoying bts songs also affected fans’ decision to buy physical albums. currently, there were countless music online streaming and non-streaming services that provide easy access for users to enjoy music without actually buying an album. the platforms ranged from spotify, applemusic, and even video streaming services like youtube. even though most fans were reluctant to buy albums or attend live concerts, more than 60% of them admitted to having watched bts online concerts and have owned merchandise. from 2020 to 2021 bts held several online concerts, where each concert consists of 2 consecutive event days. tickets for this online concert 253 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) were priced at rp. 370,000 for global bts membership members and about rp. 500,000 for non-membership (pratiwi, 2020). comparing the online live concerts and live concerts’ prices, online concerts seemed to become more affordable options. it came as no surprise that this option was more popular among fans. the recent pandemic situation was also another factor driving this high percentage aside from its affordability. fans might feel safer watching online concerts in the safety of their home while keeping their social distance; more than 70% of respondents claimed that they bought and watched the online concert more than twice. in terms of purchased merchandise, this study limited its scope in defining official merchandise as any merchandise that was officially marketed by bighit entertainment. it included but was not limited to albums, dvds, tour/concert merchandise; t-shirts, hoodies, hats, light sticks, bt21, plush toys, and more. it did not however include bts meals by mcdonald’s or bts drink packages from chatime. approximately 60% of respondents claimed to own official merchandise despite the premium price range. the increase of good quality counterfeit merchandise in the market might be one of the driving factors in this claim. since the quality of counterfeit/unofficial merchandise was good, fans could pass it as the official one (octovie, 2019). compared to official merchandise, unofficial merchandise was cheaper and had more variations. unofficial merchandise usually were small items such as idols’ photos, posters, key chains/mobile phones, and others. thus, the price could be cheaper compared to the official one. the prices started from rp. 15,000 depending on the type of goods. in this sense, the number of claimed official merchandise owned by fans might be lower in reality. “ownership of bts album” or “the frequent times of watching live concerts” might be the only parts to roughly measure fans’ loyalty level. other aspects that could be factored into the level of fans loyalty were “time spent for fangirling activity” and “bts global membership owned”. most of the respondents (56.5%) had been spending more than 4 hours per day keeping up with the latest update on their idols on social media. this activity included reading the latest news on their idols, checking idols’ latest posts, enjoying online fan arts/ videos, or just browsing through videos featuring their idols. this number seemed reasonable considering the number of bts-associated accounts that they had followed. about 67.9% of respondents followed more than 6 social media accounts associated with bts or even the bts’ official account itself. even more so, there was about 49% of the respondents claimed to own a fan account dedicated to posting anything related to bts. bts itself has accounts on almost all social media platforms. it ranged from youtube (bangtan tv), twitter (@ bts_bighit), to instagram (@bts.bighitofficial). furthermore, recently each bts member established their own personal account on instagram. in terms of official fan membership, bts through bighit entertainment has launched a fan membership package called bts global official membership. this official membership provided fans with some exclusive access and priorities including purchasing concert tickets, offers and discounts on concert tickets, and even opportunities to purchase limited-edition merchandise. despite all those privileges, only 20.6% of the total respondents had bought the bts global official membership. the price of the membership could be one of the main concerns of the fans. in 2021, a membership would cost a fan ₩25.000 or equal to rp. 300,000 excluding taxes and shipping costs from south korea (allforarmy, 2020). aside from the registration cost, recurring members needed to pay renewal costs each year to maintain their membership. fans often feel that there was too much hassle in acquiring the membership through the official sites. they felt that the price and the efforts to acquire it did not commensurate with the benefit of having a bts global membership. fans’ characteristics the standard deviation results, as a statistical tool to test data distribution concerning the mean value, showed a fairly small number. this indicated that the data clustered closely in the mean value range. across the 7 characteristics, the mean value calculated showed an estimate of 5.00. since the likert scale used was in the range of 1 to 7, this score meant that in general, all respondents felt positive to express their identity as fans. they were inclined not only to internalize their idols’ values and values of being bts fans but also to externalize them. 254 journal of social studies (jss), volume 18, number 2, 2022: 249--264 tabel 2: characteristics of fans identity scale (n=243) item min max mean std. dev enthusiasm 2 7 6,38 0,947 enjoyment 2 7 6,64 0,808 appreciation 1 7 6,20 1,204 personal 1 7 5,86 1,198 self-definition 1 7 5,11 1,669 social interaction 1 7 5,96 1,124 participation 1 7 5,31 1,348 in general, fans showed a positive response toward bts works and personas. they enjoyed bts works immensely considering the top three characteristics with the highest mean were “enthusiasm”, “enjoyment”, and “appreciation” respectively. the characteristic “enthusiasm” represented the overall level of fondness they felt towards their idols. the higher the mean, the more they show their interest and inquisitiveness in all things related to their idols. this characteristic included statements like “how much do you love bts” to “how excited you are about bts and their works”. out of 5 statements in “enthusiasm”, “how much do you love bts and their works” had the highest mean value (6.58), while “how important bts for you” had the lowest mean value (5.90). this high number was not surprising since all 243 respondents were bts fans who had mostly become fans for more than 3 years. the latter in return created loyalty and higher enthusiasm toward bts. as for the characteristics of “enjoyment”, it represented fans’ level of enjoyment not only toward bts works (music, videos) but also their members’ achievements, credentials, and even anything that happened in their personal life. this characteristic included statements such as “listening to bts songs/watching their music videos is enjoyable” to “reading news about bts/its member is a good way to pass the time”. the statement “bts is fun” ranked highest (6.71), while “reading news about bts/its member is a good way to pass the time” ranked the lowest (6.37). this high number corresponded with the fact that most of the respondents (56.5%) had been spending more than 4 hours per day keeping up with the latest update on their idols on social media. they felt that listening to bts music and fangirling activities as soul-charging and relaxing activities. “appreciation” represented how bts works and the image meant for their fans. it included statements like “bts is meaningful” to “bts makes me feel like i am part of something bigger”. the highest mean score was on the statement “bts helps me think about the things that i value” and “bts has helped me grow as a person” with both having a mean score of 6.33. “bts was relevant to my life” scored the lowest (5.88). these high mean scores showed how valuable bts is for their personal life. they viewed bts and their works as their main emotional support system since it resonated with their personal life. the pandemic situation also highly contributed to the high proportion of mean scores. during the pandemic, fans were forced to spend more time at home. moreover, most outdoor activities, that were carried out before the pandemic, were eventually turned into online-based activities. these then lead to a rise in recent online social media usage as well as other online channels. this phenomenon made it easier for fans to enjoy bts songs since the majority of bts works were online and streaming-based. fans could easily listen to the songs while doing homework, working, and even during the downtime/relaxing time. it was reflected in the data that showed that 90 out of 243 respondents admitted that they spent time doing online fangirling for around 1 to 3 hours per day. additionally, 25.6% of the respondents said to spend more than 5 hours per day on the internet for this purpose. this frequent visit to idols’ online channels certainly affected how the related channel read their algorithm. the more they spent time enjoying bts music videos or related online fan art and/or fiction, the higher probability the channels suggested similar postings. thus, leading the fans to enjoy more idols’ videos, music, and/or related fan art. one prominent example could be seen in bts’s official youtube channel or 255 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) bangtantv. it had recorded 63.8 million subscribers with butter’s official mv (music video) being seen for more than 692 million up to february 2022, while the rest of bts mv (music videos) also reached the threshold of a million as a trickledown effect. the other four characteristics, which showed lower mean scores, still have a considerably high mean score with an average score of above 5.00. this suggested that all respondents were passionate fans who highly valued bts and enjoyed their works very much. the lowest mean score characteristic was “self-definition” with a score of 5.11. these characteristics were expressed using 3 statements such as “i wouldn’t be the person i am today if it was not for bts” (5.15), “bts is part of who i am” (5.12), and “being a fan of bts is important to my identity” (5.16). the majority of fans felt that their status as army bts was a crucial part of their identity. most of them went as far as making their idols’ photos their profile picture on personal social media accounts. by doing so, they felt that they had shown their love and loyalty toward their idols. “personal” characteristic, on the other hand, was representing how fans felt attached to their idols despite the lack of personal interactions. the statement “i think about the success story behind bts” had the highest mean score of 6.24, while the statement “i feel that my life had something in common with what bts had been through” scored the lowest with 5.37. this score showed that fans had an emotional bond through bts songs/ lyrics. they felt that their life was represented through bts songs/lyrics and even the struggle that each bts member had been through. bts works and personal experiences had become the connecting link between the idol and the fans. fans were not only invested in bts and its works emotionally but also projected their admiration externally through social interaction. “participation” and “social interaction” characteristics as the external characteristic of the fan’s identity showed a considerably high mean score above 4.00. however, one statement in particular still fell below the 4.00 threshold. “i enjoy writing fan fiction about bts” scored lowest with 3.37. “i enjoy creating fan art about bts” scored the second lowest with 4.08. the latter include not only fan fiction, but also mashedup videos, instagram reels, song compilations, or even a collection of short picture/video clips on the idols. tabel 3: correlation table between 7 characteristics of fans’ identity (n=243) e n th u si as m e n jo ym en t a p p re ci at io n p er so n al se lf -d ef in iti on so ci al i n te rac ti on p ar ti ci p at io n e n th u si as m pearson correlation 1 .773** .750** .761** .567** .675** .685** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 e n jo ym en t pearson correlation .773** 1 .694** .677** .468** .602** .550** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 a p p re ci ati on pearson correlation .750** .694** 1 .825** .730** .749** .680** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 256 journal of social studies (jss), volume 18, number 2, 2022: 249--264 e n th u si as m e n jo ym en t a p p re ci at io n p er so n al se lf -d ef in iti on so ci al i n te rac ti on p ar ti ci p at io n p er so n al pearson correlation .761** .677** .825** 1 .750** .812** .751** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 se lf -d ef in iti on pearson correlation .567** .468** .730** .750** 1 .727** .716** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 so ci al i n te rac ti on pearson correlation .675** .602** .749** .812** .727** 1 .769** sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 p ar ti ci p ati on pearson correlation .685** .550** .680** .751** .716** .769** 1 sig. (2-tailed) 0,000 0,000 0,000 0,000 0,000 0,000 n 243 243 243 243 243 243 243 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). the correlation test above calculated with the aim to see how strong was the relationship between each character. the absence of negative correlation from calculated data strengthened the previous findings on the fans’ identity scale; each characteristic affected each other linearly that can be used to describe other fans’ characteristics. the largest correlation value was between the characteristics of “personal” and “appreciation” with a score of 0.825. the high positive correlation score indicated that fans’ “personal” and “appreciation” came hand-inhand, where the more they feel appreciative of what bts and bts’ works had done for them, the stronger they feel an emotional attachment towards bts. this was also part of the underlying reason why fans spent much time updating news or anything related to bts. they believed by doing so they could not only become part of something big and important but also strengthen and spread bts’s presence in the world. it created a strong sense of belonging for fans, which in return strengthened their identity as fans. the smallest correlation value is between the characteristic’s “pleasure” and “identity” with a score of 0.468. compared to other relationships that scored more than 0.5, this correlation figure was rather small. however, it still gave a fairly strong relationship. similar to the previous supposition, listening to bts songs, watching bts mvs (musical videos), or reading news about bts provided a certain pleasurable feeling as well as relaxing feelings for fans. the more they feel appreciative of bts works, the more they have the urge to spread this knowledge within their social circle. the latter is also part of the reason why fans felt the need to contribute to establishing bts’ global presence. 257 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) relationship between fans’ identity and behaviour tabel 4: correlation coefficient between 7 characteristics of fans’ identity and fans’ behavior fr eq u en cy o f w at ch in g on li n e co n ce rt s t im e sp en t fa n gi rl in g o ff ic ia l m er ch an d is e ow n er sh ip l oc al f an -b as ed m em be rs h ip b t sre la te d s oc ia l m ed ia a cc ou n ts f ol lo w ed o w n in g a sp ec if ic b t sre la te d a cc ou n t e n th u s i as m correlation coefficient .165** .431** -.215** -.319** .233** -.208** e n jo ym en t correlation coefficient .157* .370** -.174** -.220** .178** -0,092 a p p r e c i a ti on correlation coefficient .156* .391** -.168** -.342** .162* -.172** p e r so n al correlation coefficient .131* .455** -.153* -.399** .157* -.211** s el fd ef in it io n correlation coefficient .128* .415** -.149* -.406** 0,082 -.220** s o ci al in te rac ti on correlation coefficient .189** .451** -.169** -.415** .156* -.275** p a r ti ci p ati on correlation coefficient .182** .459** -.238** -.538** .187** -.240** **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). out of 11 behavioural variables, there were only 6 variables that were significantly correlated with the most of fans’ identity characteristics. the correlation relationships were ranging from positive to negative as well as strong to weak. the strongest positive correlation value was between “time spent for fangirling” and “participation”. this indicated that the more fans spend time doing online/offline fangirling, the more likely they participate in an online fan-based activity such as participating in online discussions, going to fans’ social conventions, or even buying and wearing bts merchandise. meanwhile, the strongest negative correlation value was between “local fan-based membership” and “participation”. unlike the aforementioned relationship, the latter correlation indicated that the more fans applying for local fan membership, the least likely they would participate in an online fan-based activity. the correlation value between the “frequency of watching online concerts” and 7 characteristics of the fans’ identity scale was positively ranging from 0.128 to 0.189. although the relationship between the two was significant, the correlation value was fairly weak. across 7 characteristics that correlated with the “frequency of watching online concerts”, “personal” had the smallest correlation value followed by “appreciation” and “enjoyment” respectively. in the meantime, “social interaction” and the “frequency of watching online concerts” had the biggest correlation value scoring 0.189. the positive correlation value between every 7 characteristics of fans’ identity scale toward the “frequency of watching online concerts” suggested that the more fans watching bts online concerts, the more they would embed their fanatic tendency into their internal (cognitive and affective) and external (interaction and participation with their social circle). 258 journal of social studies (jss), volume 18, number 2, 2022: 249--264 compared to the correlation between the “frequency of watching online concerts” and the 7 characteristics, “time spent fangirling” had a stronger relationship with the 7 dimensions though still considerably weak. the correlation values were ranging from 0.370 to 0.459. the fangirling activities could be in the form of checking the latest news on online/offline news channels or even simply checking the posts of bts-related social media accounts. on one hand, “participation” scored the strongest relationship with 0.459 across the correlation scores between 7 characteristics of the fans’ identity scale and the “time spent fangirling”. this showed that the stronger respondent’s response toward “participation”, the more they were involved in activities relating to idolizing activities or any activities/value represented by their idols. this was clearly shown through their time spent keeping up with the latest news/trends on bts or even any activities that their idols held. this activity included watching bts online/live concerts. this reasoning corresponded with the correlation value between the “frequency of watching online concerts” and the 7 characteristics of fans’ identity scale explained previously. the same phenomenon happened with the “social interaction” dimension. the more frequent the interaction with fellow fans and/or their idols, the greater their desire to watch their idol’s online concerts. thus, the time allocated to watch bts online concerts could be one crucial indication to determine the fanaticism level of fans. on the other hand, “enjoyment” scored the lowest with 0.370. the positive value across the whole 7 characteristics of the fans’ identity scale implied that the more respondents showed or admitted their identity as bts fans, the more time they spent on fangirling activities. the correlation value between the “official merchandise ownership” and 7 characteristics of the fans’ identity scale was a negative relationship with a range of (-0.238) to (-0.149). the value was quite weak though still considered significant. the negative value showed that the relationship between the two variables was inversely proportional. “participation” had the strongest correlation value among the other 6 dimensions with (-0.238), while “self-definition” scored the lowest with (-0.149). meanwhile, the correlation value between “local fan-based membership” and the 7 characteristics of the fan’s identity scale was in the range (-0.538) to (-0.220). a stronger correlation value compared to the “time spent fangirling”. the strongest relationship was between “local fan-based membership” and “participation” with the value of (-0.538), while the weakest relationship was between “local fan-based membership” and “enjoyment” (-0.220). both fans’ membership in the local fan-based groups and owning official bts merchandise were negatively correlated to the 7 characteristics of fans’ identity scale. it showed that being a member of a local fanbased group and owning official merchandise did not immediately translate into a stronger identity scale score. indonesian fans buying power might be a crucial factor in affecting the inversely proportional nature of both relationships. the low buying power eventually limits their ways to express their love for bts. in the end, they were more inclined to show their devotion toward bts through social raving. thus, the directly proportional relationship between “time spent fangirling” and the 7 characteristics of the fans’ identity scale. this was also coupled with the pandemic situation. the pandemic not only forced respondents to social distance and increased their use of the internet but also increased their stress levels. even before the pandemic situation, idolizing was one of the activities that had a relaxing effect as well as a way for social interaction, both toward fellow fans and the idols themselves. similar to watching an online concert, “enjoyment” was not only the main driver and motivation but rather “social interaction” between fans and the idol himself. sharing happiness, excitement, and joy when watching online concerts with fellow fans makes them feel attached to their surroundings (idols and fellow fans) as well as internally actualized (affective, cognitive). this emotional bond in social life most likely made them feel closer among fans who watch the same concert. on march 12, 2022, bts in collaboration with cgv indonesia held a joint viewing event with the title “bts permission to dance on stage seoul live viewing”. in this event, the ‘army’ watched the live broadcast of the bts concert from seoul in the movie theatre. this event is held simultaneously in all the theatres they work with. during 195 minutes, the audience was free to turn on the light stick, and fan-chant, as well as recreate the atmosphere of a live concert (nur saniyah, 2022). this became a different experience for fans. watching the online concert in the movie theatre along with other fans created thrilling experiences. moreover, the social 259 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) interaction between fans was more pronounced. although in general, the seven dimensions of fan identity had positive relationships with the behavioural variables, few relationships showed negative correlations values such as “official merchandise ownership”, “local fan-based membership”, and “bts-related social media accounts followed”. the negative nature meant a proportionally inverse relationship between these variables. the stronger the 7 dimensions of fans identity scale did not translate into more official merchandise owned, joining a local fan-based group, or even the number of bts-related social media followed. respondents’ age might come into play in the negative nature of these values. most of the respondents were school-aged fans with more than a half (58.9%) being under the age of 24 years old. accordingly, they have limited buying power as well as a limited-time allocation for non-school activities, especially hobbies. these phenomena were quite different compared to the relationship between “time spent fangirling” and the 7 dimensions of the fans’ identity scale. even though younger fans might have a limited time allocation for non-school activities, they still had plenty of time for social media and online streaming. social media and online streaming services offered more flexibility compared to other offline idolizing activities. these online activities could be accessed anywhere and anytime. more often than not, these online activities had become a necessity. about 37% of respondents admitted to spent for about 1 to 3 hours a day online fangirling. furthermore, about 25% of respondents spent more than 5 hours a day online fangirling in the last 6 months. consequently, it was not surprising that the correlation value between “ time spent fangirling” and the 7 dimensions of the fan’s identity scale were positively high value. almost all the 7 dimensions of the fan’s identity scale had a positive correlation value with “bts-related social media accounts followed” except for “self-definition”. “self-definition” dimension was not significantly correlated with “bts-related social media accounts followed”, which meant that the lower number of bts-related social media accounts followed did not affect how they saw themselves as a fan. instead of that, the number of bts related social media accounts followed was more reflecting how they expressed their enjoyment and excitement on bts works and personas. the more bts-related social media accounts that they followed, the more they feel the joy and excitement of being bts fans. fans’ life on the web were quite intense and high on traffic. however, fans seemed to agree that “owning a specific bts-related account” did not immediately affect how they saw themselves as a true fan. on the contrary, the relationships between “owning a specific bts-related account” variables and the 7 dimensions of the fan’s identity scale were inversely proportional. “owning a specific bts-related account” showed a non-significant correlation value toward the “enjoyment” dimension. as a matter of fact, creating and owning a fan account (a second account) seemed to reduce the enjoyment of being a fan. more often than not, the second account is used to disclose personal information or even the whole identity of the account owner. yet, it seemed to be irrelevant for bts fans. they preferred to show their pride in being bts fans on their account. they showed it in various ways from the use of bts members’ photos as a profile picture, bts member wordplay for username, to social raving on anything related to bts on their posts or reels. conclusion the results of this study showed a high score on the fans identity scale among indonesian bts fans. despite many negative stereotypes about k-pop fans in general, bts fans seemed unaffected. they were able to express and identify themselves freely as bts within their social circle as well as internalize the values of bts works and bts personas. there were few notable findings in this study. first, there was the positive effect of idolizing bts on fans’ well-being. high scores in “enjoyment”, “enthusiasm”, and “appreciation” respectively indicated that admiring bts could give fans relaxing effects, contentment, and even excitement. although the rest of the dimensions were scored considerably lower, they still scored relatively high above the average threshold with a means value above 5.0. this implied that fans were able to internalize values learned from bts works and even the values 260 journal of social studies (jss), volume 18, number 2, 2022: 249--264 that the members represented. some of them felt that bts were role model worthy, while others felt that their idols understand them due to similar experiences. they felt that bts have gone through the same experiences. a feeling of camaraderie. this was further highlighted by the high score of “participation” and “social interaction”. the sense of camaraderie heightened a large fan base, creating a sense of belonging. it made them feel a sense of pride whenever they talked about their idols. it further motivated them to create social buzz about their idols’ achievements and their works. second, the high loyalty among bts fans did not necessarily mean a high purchase of official merchandise. previous research showed that generally in some countries, especially developed countries, a large number of loyal fans could be a strategic target market for merchandising products. the number of variants in merchandise also contributed to fans’ buying behaviour (jang and kim, 2019; pratamasari, 2017). however, that was not the case for bts fans in indonesia. the most possible reasons behind this were the age range of bts fans, who tend to be younger than 24 years old (68%). this relatively young market would certainly affect the market’s buying power. the seller would find it more difficult to sell merchandise at a medium to premium price like what they did in the us, european countries, or even in south korea. the price standard was not the only problem, the number of counterfeit merchandise circulating in the market also contributed to the low level of sales (octavie, 2019). alternatively, merchandise sold at medium to low prices was selling well. few local businesses like mcdonald’s, chatime, and kopi kenangan had proven to create profitable business choices by doing so (saleh, 2021; sabandar, 2021). third, although the existing business potential for the merchandise market has its limitations, k-pop fans or fandoms, especially the bts group, have great potential to be part of the marketing strategy. they are a potential buzzer to increase sales through online engagement. in addition to being the fourth most populous country in the world, indonesia ranked in the top 4 for the highest number of internet users in the world by 2022 (statista, 2022). the average time spent by indonesian netizens on the internet, in general, is 8 hours 52 minutes with youtube, whatsapp, instagram, and facebook as social media channels. most frequently used (kemp, 2021). in addition, 49% of respondents claimed to have specific social media accounts, dedicated specifically to posting content about bts. this number also coupled with the high number of respondents (67.9%) in this study that claimed to follow more than 6 special bts fan-based accounts. this number is fairly large and has great potential as a marketing force. fourth, there were a few behavioural variables that could be used as parameters to identify fans’ fanaticism namely “frequency of watching online concerts”, “time spent fangirling”, and “bts-related social media accounts followed”. these behavioural variables had strong correlation values toward the dimensions within the fan’s identity scale. the stronger these 3 behavioural variables, the more respondents showed or admitted their identity as bts fans. however, different nature of relationships occurred for “official merchandise owned”, “local fanbased membership”, and “bts-related social media accounts followed” variables. these 3 behavioural variables had inverse proportional correlation attributes. moreover, some characteristics within the 7 dimensions of the fan’s identity scale were not significantly correlated with the latter behavioural variables. there are several suggestions for further research on k-pop fans in indonesia, especially bts indonesia. first, is the expansion of the scope of the research whether it is in terms of a larger geographical area or larger sample number, considering how diverse the indonesian population is. in this sense, a fan’s behaviour not only can be well mapped but also can be used as a solid parameter toward other countries. second future research on the price sensitivity of merchandising and membership as part of monetizing efforts for the entertainment business, since this area was a rather promising business venture with a large market. acknowledgement we would like to thank the universitas nasional for providing the support so that this research can be carried out. we also thank our fellow fan group administrators who are willing to provide the opportunity to share our research link. 261 indonesian k-pop fans: the relationship between army-bts identity and their demographic (yayah cheriyah, and amanda rochima hadi) references allforarmy., (2020). army membership. 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10.21831/jss.v18i2.51098.265-278 using kotter’s theory to lead change at university of khartoum: a qualitative study saifaldin idris onia department of foundations of education & educational administration, faculty of education, university of khartoum, sudan e-mail: saifonia89@gmail.com abstract changes in universities need to be prepared, enforced, and sustained to turn the universities into institutions that can function effectively and efficiently. kotter’s change model is one of the most widely recognised models for leading change, and yet there are few case studies have been used this model in the academic literature. therefore, this study aimed to test kotter’s change model at university of khartoum. to do so, a qualitative research design was followed. to collect data a semi-structured interview was used with 11 leaders in the university of khartoum. the thematic analysis has shown that create an environment for change depends on create urgency, and develop a vision for change that convinces staff members to participate in the change process. it is evident that the university of khartoum has engaged and enabled the staff members in each college and work unit to embrace the change. besides, the analysis indicated that for the change to be implemented and sustained it needs to removing obstacles and making it the university culture. the paper recommended that the importance of change must be embedded in the vision of the university of khartoum to create a strong climate for change in the university environment. keywords: leadership, leading change, kotter’s change model, thematic analysis, university of khartoum. introduction change is an inherent phenomenon of human nature, mainly because we live in an age of many challenges and changes in all areas of life: educational, cultural, political, social, economic, etc. change defines organizations’ conversion about certain things from their current situations into other situations (gilia, 2016). change is a process through specific stages as in the management process, which always starts from planning, implementation, and ends with an evaluation (rozikin, muslim, & pratama, 2021). change presents policies and practices that deal with dynamic cultural factors (aacrao, 2020). therefore, organizations need to change processes to be nimble, innovating and introducing more sustainable methods and procedures (redding, 2012; helvaci, & kiliçoglu, 2018). similarly, higher education institutions (heis) are not immune to these changes as they work in an ever-changing environment: information, technological, administrative, etc. cardona, pardo, and coscollar (2020) mentioned that heis have gone beyond traditional missionary axes such as training, the creation of knowledge and social projection. hence, there are a number of factors contributing to the occurrence of change such as globalization, liberalization and information technology (mukhtar, & fook, 2020). temple (2011) stated that universities are also under a series of changes to guarantee their contribution and societal relevance like other organizations. ramaley (2014) confirmed that universities are changing in today’s world because the world itself is changing, and complex problems confront us daily. universities now find themselves in a new era, and the environment in which they operate is confronted with many arrays of challenges and forces for change (zhu & kurtay, 2018). in this respect, the pressure for change on universities can come from both within and outside, social and demographic developments, new patterns of employment, developments in technology, and globalization (beycioglu, & kondakci, 2021; atasoy, 2020). internal factors include the need to improve the quality of student learning, staff development, and 266 journal of social studies (jss), volume 18, number 2, 2022: 265-278 improved learning experience; whereas, the pressure from the outside involves improving access, competition, and increased students’ expectations, as well as contributions to the economic and social development (fullan, 2007). kondakci and kurtay (2019) discussed many of the pressures for a change facing heis. they stress the need for effective leadership to respond effectively to the change (lamidi & williams, 2014). they also show that significant changes in universities need to be prepared, enforced, and sustained to turn the universities into institutions that can function effectively and efficiently in the tumultuous climate (ghasemy & hussin, 2014). in sudan, the higher education (he) movement has witnessed significant change and development. as universities have an important place among the national institutions working for building human beings, they also contribute to the growth and development of society through their intellectual and scientific influence (abdalla, 2016). sporn (2001) asserts that the changing role of the state, restructuring of national economies, shifts in demography, new technologies, increased globalization, and other factors may be causes of environmental dynamism and changes in he. as a result, policymakers in the he sector increasingly recognize the need to adopt change in the educational processes. change that can be implemented by all sudanese universities to significantly improve the quality of education and stay healthy in the education sector, particularly after the significant increase in demand for university education. in this regard, hooper and potter (2000) defined change leadership as creating a vision for the university, making strategies that enable that vision to become a reality, and ensuring that the people in the university are driving towards the same goals. the importance of leading change in universities has been the topic of many scholars such as; al-asbahi (2007) proposed a model for leading change in yemeni public universities in light of contemporary reality and trends. saqqa (2011) identified the skills required by academic leaders to lead change and the degree of their practice of those skills at umm al-qura university. al-lihyani (2011) found that heads of departments in the faculties of education practice change to a high degree. equally, abu samra (2014) reached to the degree of practicing change leadership to the heads of academic departments in the palestinian universities was a high degree. al-hubob (2012) recommended activating the university’s role in spreading the culture of change. furthermore, al-qarni (2016) revealed that the reality of the heads of academic departments at tabuk university for the change leadership from the viewpoint of faculty members was high. another study conducted by al-kurdi (2017) proposed strategy for the development of change leadership in the heis in gaza governorates in the light of the principles of sustainable development. in addition, al-thubaiti (2017) aimed to determine the degree of change leadership in educational administration departments in saudi universities in light of the kotter model of change. the kotter model of change in its eight steps was used with a descriptive survey approach. the study results indicated that the degree of change leadership in educational administration departments in saudi universities was moderate. the results showed that the first step of the kotter model for change, “create a sense for an urgent change”, came with a high degree, while the degree of the other seven steps of the kotter model of change came in a medium degree. kotter (1996), in his theory, discussed the practices of leading change in terms of creating the climate for change by creating a sense of urgency, forming a powerful guiding coalition, developing and communicating a vision, engaging and enabling the whole organization by removing obstacles, and implementing and sustaining change by building on change. herold, fedor, caldwell, and liu (2008) proved that most of the change leadership behaviors are communicating the plan for the change, building a guiding coalition, developing a sense of urgency or a compelling rationale for the change. robbins (2001) (as cited in genie, 2019) stated that building and communicating a shared vision, creating a supportive environment, redesigning/adjusting the organization, and performance are dimensions of basic leadership behaviors and competencies that all successful leaders should behave while leading change. based on kotter’s leading change theory, this study has sought to test kotter’s three dimensions of leading change at university of khartoum. with this purpose, the following basic questions were developed to guide the study; first: how can created a climate to lead change at university of khartoum? second: how can engage and enable the whole organization in the change at university of khartoum? third: to what the extent change can be implemented and sustained at university of khartoum? 267 using kotter’s theory to lead change at university of khartoum: a qualitative study (saifaldin idris onia) literature review this study uses as its theoretical framework john kotter’s leading change theory. this model can be classified into three phases: create a climate for change, engage and enable the whole organization, and implementing and sustaining change (kang’ethe, 2014). likewise, the model is divided into three phases to help leaders deal with the challenges inherent in any initiative for change (campbell, 2008). kotter pointed out that before progressing to the next stage, each step needs to be completed fully. skipping measures create the illusion of pace and never yield a satisfactory result. he also noted that the eight steps could be classified into three phases: steps 1 to three (create a sense of urgency, making the directional team, developing a change vision) aimed to create a climate for change. steps 4 to six (communicating an idea, removing obstacles, induce short-term wins) are aimed to engage and enable the whole organization, while steps 7 & 8 (building on change, make it stick) for implementing and sustaining change (kang’ethe, 2014). the literature is full of glowing reviews of kotter’s work, and it is cited frequently as a leading change model (farkas, 2013). kotter’s (1996) model is effective in leading change in academic organizations. it provides a template that leaders can understand and consistently implement such that the success of the planned change is achieved (kisunzu, 2011). haskins (2009) further tested the effectiveness of kotter’s (1996) model for leading change through the analysis of its sequences as a necessary progression for implementing the desired initiative. similarly, taylor (2010) joins other researchers who have tested this model for its effectiveness. progression through its steps effectively provided the template for leaders to use as they implemented the planned change to seek accreditation. additionally, hurd (2007) found kotter’s (1996) model for leading change was effective when applied to a university’s initiative toward internationalization. more recently, baird (2018) examined the effects of john kotter’s for successful change framework and strategies in systems implementation in the education environment. the efficacy of kotter’s tactics used by their administrative team to promote social change was investigated in this study. in higher education (he), kotter’s model has been used as a framework for analyzing already existing case studies focused on change (farkas, 2013). it has been used as a valuable framework within the university to identify faculty developers as facilitators of change (diamond, 2005; dawson, mighty & britnell, 2010). dwyer (2005) described how kotter’s model fits well with the process that was used at her college to overcome obstacles to changing the culture of assessment. also, for supporting students’ transition from university to career (heathcote & taylor, 2007). uys (2010) used kotter’s framework to incorporate charles sturt university’s open-source learning management system. increasingly, carneiro (2010) used it to analyze the effectiveness of strategic change and innovation on staff in he in general. further, to change the medical evaluation system of the university of puerto rico school of dental medicine (guzmán et al., 2011). all of these case studies highlight the value of kotter’s change theory in different he fields to direct improvement practices. therefore, this study is based on three dimensions of leading change by kotter (1996); creating the climate for change; engaging and enabling the whole organization; and implementing and sustaining change. hence, the three basic dimensions of kotter’s change theory, whereby this study is mainly focused on, are discussed below. creating a climate for the change in creating a climate for the change process, practical leaders need to create a climate for change by creating a sense of urgency; this step involves helping employees to see what the need for the change is? what is driving the change? people need to know the context (kavanagh, n.d). change will not occur if only a few people are on board with the idea (magnúsdóttir, 2018). according to kotter, creating a sense of urgency is making people in the organization see that the change is needed, and it is needed now (kotter, 2012). also, converting the importance of acting immediately by showing potential threats and scenarios showing what would happen in the future if the changes would not happen (kotter, 2007). engaging and enabling the organization kotter confirmed that engaging and enabling the organization, is a process in which the practice leader 268 journal of social studies (jss), volume 18, number 2, 2022: 265-278 and the steering team need to formulate plans for implementation that will include all levels of the organization in the process of change. specifically, the practical leaders need to accomplish communicating a vision; the management has to engage and enable the rest of the organization to communicate the vision after building the climate for change (kotter, 2012). according to kotter, a vision is crucial for the success of the change initiative. repeating the change vision in discussions with employees on all levels and leading by example is important for a permanent change (kotter, 2012). thus, the vision has to be clear and frequently communicated as well as implemented into the day-to-day work, applying the vision in all operations from training to performance reviews (kotter, 2007). according to kotter, an organization needs to abolish all obstacles that would interfere with the change (kotter, 2012), is everything in line with the vision? the organizational structure, job descriptions, compensation systems, and performance (kotter, 2007). scott and asavisanu (2021) proved that change empowers individual and groups to scrutinize internal and external conditions, interpret threats ant evaluate alternatives. it is also stated that making radical changes on organization’s own strategy and structure is important for evading the threats from surroundings (coban, ozdemir, & pisapia, 2019). implementing and sustaining the change following the engaging and facilitating process, management needs to implement and maintain the change by building upon the change (kotter, 2012). this step involves using increased credibility. it takes courage to change systems, frameworks, and policies that do not match the dream. it also includes recruiting, encouraging, and cultivating workers who are willing to execute the vision and re-energizing the organization with new initiatives, concepts, and agents for change (kavanagh, p.3). according to kotter, even if the early stages can be successful, there will always be resistance, and the team cannot stop working to their main goals (kotter, 2007). the organization has to identify the people who are resisting the change and get them the needed tools, methods or support that would make it easier for them to change, and solving the problems that are caused by the resistance (kotter, 2007). thus, key agents should stay on board, new employees should be trained in new processes and attitudes, and awareness of the change’s importance should be maintained among all employees (vlachopoulos, 2021). methods this study was designed as a qualitative research which is the collection, analysis, and interpretation of comprehensive narrative and visual (i.e., nonnumerical) data to gain insights into a particular phenomenon of interest (gay et al., 2012). through a qualitative method, the data will be collected through direct participation, and an in-depth interview (bishaw & getahun, 2014). it provides an opportunity for the researcher to involve the respondents in projective techniques. therefore, this method was used in this study through interviews with the high administration at the university of khartoum to gather descriptive information about their attitudes, opinions, and ideas concerning the variable under study. the participants for in-depth interviews were selected purposely in a qualitative method that helped a researcher pick units from a population they are interested in studying, based on the researcher’s subjective judgment. the purposive sampling was used with the 11 participants, including college deans, deputy deans, department heads in the university of khartoum. the participants were anonymized by using codes instead of their real names. consequently, to ask additional probe questions to analyze the issue in-depth and understand the reasons behind participants’ answers, a semi-structured interview is used in this study. this type of interview was appropriate for research questions because it gave the participants considerable liberty in expressing their definition of the presented situation on their terms. also, it allowed the researcher to prepare questions ahead of time according to an interviewee’s answers. furthermore, the semi-structured interview allowed the researcher to analyze the data thematically. the content validity, which referred to the appropriateness of the content of instruments, was used. according to peter (1981) and mcgarland & kimberly (2005), a measurement instrument is valid when 269 using kotter’s theory to lead change at university of khartoum: a qualitative study (saifaldin idris onia) measuring what it is supposed to measure. to check the validity of the interview of this study, the researcher gave it to some experts in the field of educational leadership and educational research methodology to examine the items and identify the specific items that instrument are supposed to measure and check the clarity of language that has been used. the researcher conducted interviews with the participants from the leaders in the university of khartoum, in their places, and in their free time to cover all the desired questions and get more information. the meeting was organized with the participants to obtain consent from them to participate in the interview session, after explaining the research objectives and clarifying their information for the study only. in addition, the researcher engaged in securing data by writing what the interviewees responded to the interview guide questions. the researcher organized the participants’ perceptions and prepared them for the analysis. to analyse the answers of the semi-structured interview, the researcher used the thematic analysis method. the reason for using thematic analysis it led a researcher to define, organizing, and providing insight into patterns of meaning (themes) across a data set; therefore, classify those critical for the answer to a specific research question. the six steps that researcher followed in thematic analysis method were: first, the researcher familiarized himself with the data that collected from participants; to understand the participants’ real social experience involves qualitative data analytical approaches that decide upon the themes, under which the data will be labelled, sorted, compared, and synthesized (jane ritchie & jane lewis, 2003). second, initial codes were generated from data; each participant’s answers were separated into meaningful categories, named, and coded as p1, p2, p3, to p11 where “p” refers to the participant. third, the researcher searched for themes. four, the potential themes were reviewed. five, themes were defined and named; without thematic categories, the researcher has nothing to describe, nothing to compare, and nothing to explain (ryan & bernard, 2003). six, producing the report (the findings); when introducing results, the researcher used different ways to keep participants’ anonymity and privacy, using general terms like one dean, deputy dean, one department head, one professor, etc. results and discussion using the qualitative data collection procedures described in the method of the study, qualitative data were collected from prospective leaders through a semi-structured interview at the university of khartoum. the data analysis was made to produce a more complete picture of using kotter’s theory to lead change at university of khartoum. this part of the study presents step by step the findings of the qualitative data analysis made on data gathered on leading change at university of khartoum. the analysis of data revealed that most of the participants agreed that the university of khartoum practiced leading change by kotter’s theory in one way or another. among the interviewees, one department head (p11) starts his response explaining that the leading change process in the university of khartoum seem reasonable in the vertical level for the top of the management and the leadership and horizontal where staff members in each work unit are involving in the change process. he said: as a result of leading change process on both the vertical and horizontal levels, the university of khartoum made its decisions by empowering employees in the university, and encourages them to feel delegated and make essential decisions in their everyday jobs. the above quote informed that there is some degree of autonomy to formulating decisions that contribute to the change process. moreover, one participant who was a deputy-dean (p4) stated that the university of khartoum represents in its different colleges and work units gives staff members opportunity to express their opinions and ideas in making decisions. he mentioned: at the university of khartoum, change leadership is being practiced in a medium-sized community. i partially agree that there is a need to create a climate for change and implement and sustain change. i firmly believe that staff members should be involved in decision making, change management, and the development of the university. 270 journal of social studies (jss), volume 18, number 2, 2022: 265-278 from the above participant remark, the kotter’s leading change dimensions are reflected which are create a climate for change in the university, involving staff members in the change process, and implementing and sustaining change. these dimensions are presented below. create a climate for change the first most important theme that emerged from the interview was creating a climate change. setting the stage for change is the first step in creating an environment conducive to change. in this regard, one professor (p1) reflects that create an environment for change depends on create urgency, and create a vision for change that gives the university a picture of what the future will look like after the transition is made. he stated that: the scientific side of leading change at the university of khartoum is needed by selecting appropriate leaders to lead change based on specific criteria. all staff members participate in the development process. he explained that establishing an environment for change requires following scientific steps of change to convince staff members to participate; otherwise, they will resist it and withdraw their support for specific plans or ideas. related to create a climate for change, leaders need to spread the culture of change, so it necessary to develop values and establish new norms and rituals that constitute the culture that shapes and encourages staff behaviour. it sets the tone for how we work and how we relate to others in the university. likewise, leaders need to form a powerful guiding coalition; they need a shared goal to make the needed change happen. to this end, one professor (p2) detailed that: at the university of khartoum, there is some leadership transition. leading change process must disseminate a changing culture among employees by making the new state more secure than the old make. he added culture is very important to know each other and share values and norms between the staff. in addition, in part of disseminating culture, the university needs to organize training courses for the leaders and staff members to lead change. it is clear from interviewees’ reflections that create an environment for change depends on create urgency, and develop a vision for change that convinces staff members to participate in the change process. engage staff members in change to change to be successful, communicating the change to all staff members is very important and the communications about the urgent need for change must be honest. the interviewees mentioned that leaders must be self-aware and consider their own and their followers’ emotions. they must comprehend what motivates their behaviour and why certain factors are essential. they stated that they would be unable to adequately convey the vision to all staff members without this understanding. they added leaders should be the first to establish bridges between the university staff members through careful and effective communication. to show how communication works, one dean (p3) said: i have appointed as a dean this year, so i came with a plan for change and development in my faculty. so, the first thing; i started the communication with all staff members to solve their problems and keep them up to date. when i did that i found collaboration to work in different constitutions of the faculty. therefore, i can say there is planning for practicing change and involvement of staff members in the decision making and leading change process. as put in the above quote, the researcher could understand that change needs to be planned first and communicated to different parts of the university. besides, the collaboration between all staff members in the university and each college and work unit. furthermore, for staff members to be engaged in the change process; most participants agreed that staff members need to be given some degree of autonomy and responsibility for decision-making in their daily work. they mentioned that staff members at the university of khartoum work hard to fulfil the university’s vision. that is delegating authority and decision-making, sharing information can empower staff to work toward their goals. one department head (p8) stated that: 271 using kotter’s theory to lead change at university of khartoum: a qualitative study (saifaldin idris onia) the university of khartoum represents in its staff members work hard in the change process and development of the university. the university seeks earnestly to increase its innovative and productive abilities to fulfil the needs of society and requirements of the change and development. leaders need to empower staff and give them a sort of autonomy in their daily activities. moreover, to eliminate staff discouragement in the change process, it is necessary to prevent the loss of momentum and keep everyone informed and engaged. related to this, one interviewee (p10) detailed “leading change is a strategy for achieving objectives. to accomplish this, i collaborate closely with my staff and keep them updated on university decisions. as a result, staff members are involved in all constitutions and the change process”. it is evident that the university of khartoum has engaged and enabled the staff members and the whole organization in each college and work unit to embrace the change and communicates the change before implementation. implementing the change implementing and sustaining change is the third dimension of leading change by kotter’s theory. most interviewees agreed that at the university of khartoum there is a slow pace of implement significant changes. one interviewee (p6) reflected that there is practicing change at the university of khartoum, but more minor than required because is slowly. also, most participants agreed that minor changes in the university are often the result of a decision-making process. in this respect, one deputy-dean (p5) reflected that: it appears that the process of leading change at the university of khartoum is progressing well, but at a slow and medium pace in terms of implementing change decisions. because you see in the university of khartoum some staffs do not accept new ideas; they claim that they want to maintain the historic situation of the university as it is. however, i believe implementing change in the university needs time. more similar to the above description, the other interviewee detailed that removing obstacles can empower the staff members to execute the vision and help the change move forward. one department head (p7) mentioned: leading change at the university of khartoum is going on slow steps, despite engaging staff members in the change process and enabling them to make and change to the better. it requires exerting great efforts and removing obstacles to sustain the concept of change leadership and make it prevalent culture among staff members in all faculties of the university. the above quotes are likely to indicate that for the change to be implemented and sustained it needs to removing obstacles and making it the university culture. thus, depending upon the data gained from the interview concerning leading change at the university of khartoum, it could be possible to conclude that, it seems that the process of leading change at the university of khartoum going well, but slowly, despite engaging staff members in the change process and enabling them in the decision making and change to the better. it requires exerting great efforts and removes obstacles to sustain the leading change and make it a prevalent culture among staff members in all faculties of the university. discussion kotter (1996) in his theory discussed the leading change process in terms of creating the climate for change by creating a sense of urgency, forming a powerful guiding coalition, developing and communicating a vision, engage and enable the whole organization by removing obstacles, and implementing and sustaining change by building on change. with these dimensions of leading change process, this study intended to investigate the use of kotter’s theory to lead change at the university of khartoum. mainly, the investigation was done focusing on dimensions supposed to indicate the status of the leading change process. these dimensions include creating a climate for change, engage and enable the whole organization, and implementing and sustaining change. in this section, the findings of the study are discussed below. 272 journal of social studies (jss), volume 18, number 2, 2022: 265-278 according to the findings of the present study, most of the participants agreed that the university of khartoum practiced leading change in one way or another. they agree that there is a need to create a climate for change and implement and sustain change. they believe that staff members should be involved in decision making, change management, and the development of the university of khartoum. therefore, there is some degree of autonomy for staff members to express their views and to take part in formulating decisions that contribute to the leading change process. supporting the result of current study, saqqa (2011) aimed to identify the skills required by academic leaders to lead change and the degree of their practice of those skills at umm al-qura university. the study reached to the high degree of leading change process of the educational leaders from the faculty members’ point of view. similarly, al-lihyani (2011) aimed to identify the degree of department heads’ practice of change leadership from the point of view of deans, department heads, and faculty members. the most important results the heads of departments in the faculties of education practice leading change to a high degree. the empirical study of abu samra (2014) also aimed to identify the degree of practicing change leadership to the heads of academic departments in the palestinian universities. the findings included the degree of practicing change leadership to the heads of academic departments in palestinian universities from their perspective was a high degree of approval. another study by al-qarni (2016) aimed to recognize the reality of the heads of academic departments at tabuk university to leading change from the viewpoint of faculty members. the study revealed that the existence of the practice of the leaders of academic departments at tabuk university for the leading change from the perspective of faculty members was high. contrary to the result of the study, al-thubaiti (2017) aimed to determine the degree of leading change in educational administration departments in saudi universities in light of the kotter model of change. the kotter model of change in its eight dimensions was used, with a descriptive survey approach. the study results indicated that the degree of leading change in educational administration departments in saudi universities was moderate. hereunder, the results of dimensions of leading change process, which include creating a climate for change; engage and enable the whole organization, and implementing and sustaining change are discussed in detail. as indicated in the findings of the study, create an environment for change depends on create urgency, and develop a vision for change that convinces staff members to participate in the change process. the result of this study agreed with al-thubaiti (2017) outcome in that the first dimension of the kotter model for change, “create a sense for an urgent change,” came from saudi universities with a high degree. this can be explained by the fact that the university of khartoum seeks to make it clear to those in each college, department why the change is necessary. the interview results also indicated that establishing an environment for change needs to follow scientific steps of change to convince staff members to participate in it; otherwise they will resist it and withdraw their support for specific plans or ideas. therefore, create an environment for change depends on create urgency, and create a vision for change that gives the university a picture of what the future looks like after the change is implemented. in the same way, burke (2010) stated that scanning the environment and gathering information, recognizing the need for change, providing clarity of vision and direction, communicating the need for change, attracting employees’ attention, and overcoming resistance are fundamentals of change leadership behaviours. gill (2002) identifies change leadership behaviours such as providing a vision, role modelling, promoting shared values, developing an implementation strategy, and empowering, motivating, and inspiring employees. kotter stated that a vision is crucial for the success of the change initiative. repeating the change vision in discussions with employees on all levels and leading by example is vital for a permanent change (kotter, 2012). accordingly, develop a clear vision lead to establishing a strong environment for change. therefore, change leadership is practiced by building a broad coalition upfront to support the change. supporting this idea, sidorko (2008) showed the need to create numerous leadership coalitions on multiple occasions to tackle various aspects of the change process. 273 using kotter’s theory to lead change at university of khartoum: a qualitative study (saifaldin idris onia) consequently, the university of khartoum has created a climate for change by making it clear to those in the unit why the change is necessary. this can be explained by the fact that resistance to change is a common phenomenon for individuals in any organization. therefore, leaders need to convince the followers of the necessity of change. according to kotter, even if the early stages can be successful, there will always be resistance, and the team cannot stop working toward their main goals (kotter, 2007). in this respect, interview results indicated that leading change process need to disseminate the culture of change between staff members by making the new state more comfortable than the old one. so, developing values and establishing new norms and rituals that constitute the culture that shapes and encourages staff behaviour. besides, leaders need to form a powerful guiding coalition; they need a shared goal to make the needed change happen. magnúsdóttir (2018) revealed that change would not occur if only a few people are on board with the idea. based on the findings obtained in the current study, the university of khartoum has engaged and enabled the staff members and the whole organization in each college and work unit to embrace the change. supporting this, penrod and harbor (1998) stated that the change would not come unless the frontline staff engages in adaptive behavior of change. zec and shurrab (2013) said that enlists others it may clear that it takes a long time to achieve significant and severe transformations. however, it is quite possible to avoid employee resistance over a long period required to complete such a long transition successfully. the results also indicated that for staff members to be engaged in the change process; most participants agreed that staff members must be given autonomy and decision-making authority in their daily work. they mentioned that staff members at the university of khartoum work hard to fulfill the university’s vision. that is delegating management and decision-making, sharing information can empower staff to work toward their goals. they pointed that without collaboration, they will not communicate the vision effectively to all staff members. this indicates that there is communication and cooperation among all staff members in the university and each college and work unit. in line with what was stated above, bordia et al. (2004) said that communication is a crucial element of the cycle of change leadership because it can minimize confusion. this result can be explained by the fact that unclear communication may influence positive or negative responses to changes in the organization (nelissen & van, 2008). kotter (2012) confirmed that leaders are also critical in helping workers resolve their challenges during implementation. kotter (1995) further states that leaders must find ways to communicate the information “broadly and dramatically” to keep the employees up to date. therefore, establishing a transparent communication system in the university between staff members is vital for successful changes and leads to avoiding many troubles. accordingly, engaging and enabling the organization to lead change was practiced in the university of khartoum by inspiring staff in the work unit to embrace the change and communicates the change before implementation. furthermore, most interviewees agreed that in the university of khartoum there is a slow pace of implement significant changes. they stated that it appears that the process of leading change at the university of khartoum is progressing well, but at a slow and medium pace in terms of implementing change decisions. so, they believe implementing change in the university needs time. similarly, one participant mentioned that change leadership at the university of khartoum going on slow steps, despite engaging staff members in the change process and enabling them in the decision making and change to the better. it requires exerting great efforts and removing obstacles to sustain the concept of change leadership and make it prevalent culture among staff members in all faculties of the university. it is likely to indicate that removing obstacles can empower the staff members in the change process. supporting the above opinion, kumar and kumar (2017) stated that empowerment seems to be a powerful management tool used to exchange the shared vision that the organization expects to materialize into common goals. the truth is that empowerment can be used as an expression to describe various plans concisely, implying that empowerment is a fine object that creates a win-win situation for both employees and leaders. ozaralli (2003) mentioned that where there is a commitment to change, employee empowerment becomes a function of transformational leadership. therefore, it is possible to reflect that empower the staff members can assist to execute the change vision, and it can help the change move forward. 274 journal of social studies (jss), volume 18, number 2, 2022: 265-278 however, the university of khartoum needs to provide the resources required to support the change implementation. besides, keep everyone informed during the change implementation. this result can be explained by the fact that organizations’ successful implementation of change requires a wide range of facilities and leadership behaviors. some of the behaviors have to do with politics and administration, while others have to do with inspiring, helping, and directing people. yukl (2010) elaborated that, those who initially embrace change would need support and assistance to maintain their excitement and confidence as challenges and setbacks inevitably arise. conclusion this study was designed to shade light on use of kotter’s theory to lead change in the university of khartoum in terms of three dimensions: create a climate for change, engage and enable the whole organization, and implementing and sustaining change. based on the study’s findings, the university of khartoum has used kotter’s theory to lead change. that is mean; the university of khartoum has developed a clear vision for what will be achieved by different colleges, departments, and work units. in addition, the university creates strategic alignment among all elements of the university and encourages the group to work together as a team. besides, recognizing staff members who contribute to the success of the change implementation. hence, the implications of these findings might be adding to the understanding of how administrators and leaders perceive their readiness and ability to lead change initiatives, specifically for leadership within faculties’ deans and the departments. the most important is the university of khartoum ready and can receive and implement changes. based on the study’s findings, the study recommended it necessary to formulate a clear change vision because vision is crucial for the change initiative›s success. university leaders or college officials should repeat the change vision in discussions with staff members on all levels, and leading by example is essential for a permanent change. to get staff members involved in the change vision, the university or college officials should frequently communicate and implement the change vision into the day-to-day work. accordingly, the importance of change must be embedded in the vision, strategies, and objectives of the university of khartoum to create a strong climate for change in the university environment. furthermore, the study recommended empowering staff members in the change process; empowering staff is very important in moving forward. hence, university leaders or college officials should delegate authority and decision-making, sharing information that can empower staff members to change goals. the university leaders should also inspire staff members to work as one unit to develop the university; support collaboration between staff members to achieve goals for progress, as well as removing challenges and solving problems which can be resulted in helping staff members fulfill the vision and move change forward. besides, staff members need to be given some degree of autonomy and responsibility for decision-making in their daily work. in addition to sustaining change culture; because culture has a vital role in the performance of any organization. so, maintain a changing culture in the university sets the tone for how we work and how we relate to others in the university. therefore, leaders need to spread the changing culture, so it is necessary to develop values and establish new norms and rituals that constitute the culture that shapes and encourages staff behavior. the university leaders and college officials should play a role model in embedding the change in their behaviors. likewise, leaders should continue to reinforce the right behaviors that motivate and inspire the staff members to accomplish the change strategy. references aacrao (2020). the ups and downs of organizational change management: institutional readiness, practice and individual experiences abdalla, suliman, z. 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