AbstrakTulisan ini hendak mengelaborasi sejumlah pemikiran dan konsep yang meyakini pentingnya faktor kultural dalam mendorong dinamika perubahan institusional, khususnya dalam konteks persekolahan (schooling). Perlu tilikan secara seksama bahwa budaya/kultur merupakan kekuatan konstitutif untuk inovasi dan perubahan sosial, sekaligus memiliki kekuatan reflektif dalam melakukan peran legitimasi sosial.Kultur meliputi faktor material yang tangible dan non-material yang intangible. Realitas menunjukkan bahwa kunci keberhasilan pendidikan seringkali justru terletak pada faktor yang tak terlihat. Karenanya, menekankan perbaikan pendidikan di sekolah pada proses restrukturisasi semata, tidak lagi memadai. Namun demikian, restrukturisasi yang bersifat struktural dan rekonstruksi yang bersifat kultural tidak perlu saling menegasikan dalam praktiknya. Dalam pengembangan kultur sekolah, terdapat aneka pilihan alternatif yang dapat disesuaikan dengan visi-misi dan kondisi sekolah, serta profil siswa dalam aneka kecerdasan majemuk (multiple intelligences). Betapapun intervensi kebijakan pendidikan telah dilakukan, tidak akan memberikan efek bermakna, tanpa perubahan yang sifatnya kultural dari dalam institusi pendidikan itu sendiri. Dalam konteks sekolah yang berada dalam masyarakat paternalistik, pimpinan sekolah menjadi ikon yang memiliki peran utama dalam pengembangan kultur sekolah.Kata kunci: pendidikan, budaya, kultur sekolah. AbstractThis paper would like to elaborate some thoughts and concepts that consider the significances of cultural factors in promoting the dynamics of institutional changes, especially in schooling context. It is necessary to realize that a culture is a constitutional power for innovations and social changes as well as a reflective power for conducting social legitimation role. A culture involves tangible and intangible factors. In fact, intangible factors frequently become the keys for educational success. Therefore, it is not sufficient to emphasize the school improvements only in the structural processes. However, practically, restructuring and cultural reconstruction cannot negate each other. There are several alternatives in developing school culture, which can be adapted to the school visions-missions and the students multiple intellegences profiles. In giving meaningful impact, the educational policies are meaningless without cultural changes in the institution it self. Furthermore, in the context of paternalistic society, school principal as a leader becomes a main icon in developing school cutures.
Di era digital saat ini, bullying ditengarai hadir di ruang online atau yang sering disebut cyberbullying. Penelitian ini mengkaji realitas cyberbullying di media sosial yang dialami pelajar SMA Indonesia. Penelitian menggunakan pendekatan kuantitatif deskriptif. Lokasi penelitian di enam wilayah di Indonesia meliputi Aceh, Medan, Jakarta, Yogyakarta, Makassar, dan Papua. Setiap wilayah diwakili 3 sekolah dengan jumlah responden 242 setiap wilayah. Responden dalam penelitian ini adalah siswa SMA semua tingkatan (kelas X, XI, dan XII) dengan jumlah total 1452 orang siswa SMA. Data penelitian bersifat kuantitatif dan dianalisis secara statistik deskriptif berupa persentase. Hasil penelitian menunjukkan bahwa cyberbullying merupakan salah satu bentuk bullying yang mulai banyak terjadi dan menunjukkan peningkatan seiring dengan semakin dominannya penggunaan media online dalam aktivitas pembelajaran maupun aktivitas sosial masyarakat. Angka cyberbullying di sekolah wilayah Indonesia yang terdiri dari daerah Aceh, Medan, Jakarta, Yogyakarta, Makassar, dan Papua berada pada kategori cukup tinggi dengan skor 69,64%. Cyberbullying merupakan keniscayaan yang terjadi di tengah saratnya penggunaan media sosial pada generasi muda. Sejumlah rekomendasi ditawarkan untuk mereduksi cyberbullying di kalangan pelajar, baik bersifat personal maupun institusional.High school student cyberbullying on social media: Prevalence and recommendations AbstractIn today's digital era, bullying occurs in the online space or what is often called cyberbullying. This study examines the reality of cyberbullying on social media experienced by Indonesian high school students. This research uses a descriptive quantitative approach. The research setting is in six regions in Indonesia include Aceh, Medan, Jakarta, Yogyakarta, Makassar, and Papua. Each region is represented with three schools by 242 respondents in each region. The Respondents in this study were high school students of all levels (class X, XI, and XII) with a number of 1452 high school students. The research data was quantitative and analyzed using descriptive statistics in the form of percentages. The results showed that cyberbullying is a form of bullying that has started to occur a lot and shows an increase in line with the increasingly dominant use of online media in learning and social activities. The cyberbullying rate in schools in the Indonesian region consisting of Aceh, Medan, Jakarta, Yogyakarta, Makassar, and Papua is at a high level, with a score of 69.64%. Cyberbullying occurs amid social media usage among the younger generation. Some recommendations are offered to reduce cyberbullying among students, both personal and institutional.
Penelitian ini bertujuan untuk menggambarkan profil dan perbedaan kesadaran multikultural generasi Z yang direpresentasikan oleh mahasiswa UNY. Penelitian ini menggunakan pendekatan deskriptif dengan menggabungkan metode kuantitatif dan kualitatif (metode campuran). Populasi penelitian adalah mahasiswa Universitas Negeri Yogyakarta sejumlah 29.983 mahasiswa dengan pengambilan sampel secara acak multistage random sampling. Pelaksanaannya dilakukan dengan membagi populasi menjadi dua bagian, yaitu kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora kemudian diambil sampelnya. Teknik penarikan sampel menggunakan rumus Lemeshow diperoleh sampel sebesar 95,73. Untuk menghindari adanya respon yang droup out maka jumlah sampel dibulatkan menjadi 200 orang untuk masing-masing kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora dengan total 400 mahasiswa untuk kedua kelompok. Teknik pengumpulan data menggunakan kuesioner yang diadopsi dari kuesioner yang dikembangkan oleh Tim Zamroni dan kawan-kawan. Analisis data penelitian ini menggunakan teknik analisis data kuantitatif dengan statistik uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kesadaran multikultural mahasiswa berdasarkan latar belakang keilmuan, yaitu mahasiswa dari fakultas sosial humaniora dan mahasiswa dari fakultas sains. Perbedaan ini menunjukkan bahwa latar belakang sosial budaya berimplikasi pada perbedaan kesadaran budaya. Diperlukan program yang holistik untuk memperkuat kesadaran multikultural di kalangan generasi Z. The purpose of this research was to describe the profile of multicultural awareness of the students’ of Yogyakarta State University (UNY). This study used a descriptive approach by combining quantitative and qualitative methods (mix methods). The quantitative approach is used as the main method and the qualitative approach as the secondary method. The research population was students of Yogyakarta State University with a total of 29983 people. Multistage random sampling was conducted by dividing the population into two parts, namely groups of exact science students and social-humanities students, then the samples were taken. The sampling technique using the Lemeshow formula, obtained a sample of 95.73. To avoid a dropout of responses, the number of samples was rounded up to 200 people for each group of exact science students and social-humanities students with a total of 400 students for both groups. The data collection technique used a questionnaire which was adopted from the questionnaire developed by Tim Zamroni et al. Data analysis was quantitative analysis using T-test statistics. The results indicate that there are differences of the students’multicultural awareness based on scientific backgrounds, such as social humanities and science. This difference shows that scientific backgrounds can form different multicultural awareness. Socio-cultural background influences multicultural experiences in cultural communication and adaptation in social interactions. A holistic program is requiered to strengthen multi-cultural awareness among generation Z.
Bullying di kalangan siswa masih terjadi dengan intensitas yang cenderung meningkat dalam berbagai bentuk. Terus berulangnya kejadian bullying di sekolah menunjukkan bahwa kasus tersebut tidak mudah untuk dihilangkan. Penelitian ini bertujuan untuk menggali aktivitas di sekolah yang rentan dan memungkinkan terjadinya bullying di kalangan siswa. Penelitian ini menggunakan pendekatan kualitatif. Adapun setting penelitian ini adalah sekolah menengah atas (SMA) di Yogyakarta. Pengumpulan data dilakukan melalui focus group discussion (FGD) dan wawancara. Subjek penelitian adalah kepala sekolah, guru, dan siswa. Analisis data menggunakan model interaktif dari Miles Huberman. Hasil penelitian menunjukkan bahwa bullying di kalangan siswa dapat terjadi secara individual maupun secara kolektif. Bullying di kalangan siswa dapat berbentuk, bullying verbal, bullying fisik, bullying emosional, dan bullying di dunia maya. Bullying di kalangan siswa dapat terjadi di kelas, di luar kelas, di sekolah, di luar sekolah, dan di ruang maya/media sosial. Kegiatan sekolah yang melibatkan siswa secara massal seperti turnamen olahraga dan lomba supporter, juga rawan terjadi bullying di kalangan siswa. Saat ini kehadiran media sosial menjadi ruang baru bagi berlangsungnya cyber bullying melalui teks atau kata-kata.
Bullying is an unpleasant act that is still a problem in the school environment. To find out about school policy innovations in an effort to reduce the impact of bullying behavior, this will illustrate the relationship between bullying perpetrators and victims of bullying in SMA as well as school policy innovations to reduce the impact of bullying. This research was conducted in high school students of all levels with the number of respondents 1119 students in Indonesia. Descriptive approach with mixed methods. The sample / respondent was determined by purposive sampling technique. The data used a questionnaire and were analyzed with proportions and conducted FGD and interviews with teachers in SMA. The results of the study concluded that: 1) The value of r-count (Pearson Correlations) of the bullying was 0.186 r-table 0.062 and the r-count value for the bullying victim aspect was 0.139 r-table 0.062, meaning that the relationship between the two variables was positive and increased the bullying and victims of bullying, there will also be increased assistance and support from parents, teachers and friends; 2) The solution to reduce bullying effects must implement policies at the macro, meso and micro levels that work systemically and in synergy by creating creative and innovative programs. With the existence of an effective and innovative school policy, bullying cases that occur in schools can be minimized in terms of quality and quantity.
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