Strengthening the Students Nationalism in Border Areas

Abstract

This study aims to determine the condition of student nationalism in the border area, as well as the role of a number of parties that influence its formation. The results are suggested to draw conclusions on how to increase student nationalism. We find that the nationalism conditions of students in the border area resulted in a moderate performance, and susceptible to be influenced by various stimuli, both from within the country and neighboring countries. The evidence presented in this analysis points to the fact that these stimuli often weaken nationalist awareness and attitude, both related to ideology, constitution, unity, diversity and sovereignty of the nation and state. The results suggest that further action required to increase student nationalism in a short, medium- and long-term efforts as to prevent external influences, especially crimes in the border areas. The role of several parties need to be improved, namely families, schools and youth organizations in the vicinity as well as government support in the form of funding, activity facilities, instructors, training, and others. Especially the role of schools, it is necessary to involve active students in the implementation of strengthening nationalism through a problem-solving approach.

The meaning and experience on nationalism among Indonesian migrant workers’ children in border area

“…Classroom-based national education can be done by educators through the integration of nationalism characters in the subjects they master, as well as optimization of local content and classroom management. Meanwhile, the efforts to strengthen nationalism [4] based on school culture can be done by habituation of nationalist character values in daily activities in school. Other alternatives offered are through the example of educators, building a school ecosystem that supports the growth of patriotism and nationalism, and creating school norms, rules, and traditions related to nationalism attitudes.…”

“…The issue of nationalism in IMW's children has become a theoretical discourse discussed and studied in various national and international literatures. Zakso, Agung, and Widiputera [4] explained that the concept of nationalism in IMW's children in the border area must include four aspects of nationality, among others: the basis of the Indonesian state (Pancasila), Indonesian Constitution 1945, Unitary State of the Republic of Indonesia (NKRI), and the foundation of the unity and integrity of the Indonesian nation (Bhinneka Tunggal Ika). These four pillars should be used as a foundation in maintaining and preserving the nationalism of IMW's children who live in the border area.…”

“…This problem has become something significant to be explored deeply due to the problem of nationalism that occurs in IMW's children is indirectly caused by the education process at CLC [21], [22]. In addition, the results and discussions in this study are very essential for readers or researchers globally, because education in border areas has the potential to bring up various issues, phenomena, and problems, among others; inadequate learning facilities used, unequal access to education, limited learning resources, unfavorable family and social environment, racial discrimination, social injustice, mixed cultures, economic inequality, hegemony, and loss of national identity [1], [4], [19], [23]. Therefore, the objective of this study was to report on the condition of educational services, and to explore the meaning and experience of nationalism from IMW's children at the CLC Sarawak, Indonesia-Malaysia border area.…”