Violence In Educational Institutions Research Articles

Isu Gender dan Kekerasan Seksual di Lembaga Pendidikan Islam

Gender equality is equality between men and women in accessing opportunities and rights as human beings, performing functions and participating in political, legal, economic, cultural and social activities. education, society and defense and security of this development. Gender equality also includes eliminating discrimination and structural injustice against men and women. The issue of gender equality is especially linked to the issue of unequal status between women and men. This cannot be separated from the patriarchal culture that still exists in society, whereby men dominate the family structure, where historically, women were considered incapable of managing the area. their own work and work without male leadership. The causes of sexual violence in educational institutions are mainly due to lack of government attention and management. Second, the way of thinking is not uniform. Third, there are unequal power relationships. Fourth, lack of education about sex and social ethics. The prevention of sexual violence must be implemented at all levels, including in Islamic educational institutions. Mechanisms to prevent sexual violence by following the principle of prevention are systematically structured  and targeted.

Implementasi Konsep Editing Pop Culture pada Program Video On Demand Politichoose Narasi TV

Video on Demand is a term for presenting videos that can be accessed online by streaming or offline by downloading. Video on demand gives control to its users where they have the freedom to choose what they want to watch without being bound by a certain time and place and can repeat the show as long as they are still connected to the internet. One digital media company that produces a lot of video on demand programs is Narasi TV. This journal will discuss the concept of editing pop culture program video on demand Politichoose Narasi TV. The Pop Culture editing concept in general is an editing technique with a modern style, following trends, dynamic, and widely followed by other people so that it can attract a wider audience, especially the younger generation, who are the main target of the politicoose program. There are three episodes, including an episode discussing one of the majors, an episode discussing sexual violence in educational institutions and an episode discussing medical waste.  

Tafsīr Al-Aḥkām's Analysis of Demoralization in Cases of Sexual Harassment in Educational Institutions in Indonesia

Sexual harassment is a violation of Islamic law and is inconsistent with the values of all religions and moral norms. The rise of sexual violence in educational institutions is concerning. This study aims to analyze and evaluate the demoralization that occurs in Indonesian educational institutions after the emergence of sexual harassment committed by caregivers or staff. Using a descriptive qualitative method analyzed through the tafsīr al-aḥkām approach, data was collected through interviews and literature studies. The findings indicate that sexual harassment in educational institutions is often done through coercion, using dogmatic methods or luring victims. This behavior undermines the maqāshid of the Qur'an, teachings of all religions, and moral norms. Teachers and caregivers are meant to be dignified and honorable people. Sexual harassment is a form of sexual violence that harms victims both physically and mentally. Interpretation scholars emphasize that every individual has the right to dignity and honor, which Islamic shari'a regulates. Therefore, Islamic law prohibits immoral acts, including sexual harassment, which is considered faḥsyā’ or fāḥisyah (abominable), as it can injure human glory and dignity. The demoralization that occurs will affect the degradation of the charisma of educational institutions and weaken the sacred relationship between caregivers and students.

Symbolic Violence In Educational Institutions in Indonesia; Case Study of Private High School in Padang City, West Sumatera

This research is motivated by many occurrences of symbolic violence in educational institutions, especially in Private Schools of Padang. Symbolic violence that is often found in schools in the form of speech or words that can cause mental damage to students sometimes also it can make fight between students. The purpose of the study was to describe : the form and efforts of schools in overcoming symbolic violence that occurred in City Private High Schools. The approach used in this research is a qualitative approach with descriptive research type, the technique used for data collection is by interview, observation and document study. In addition, the selection of informants in this study were private high school students in Padang City. The number of informants was 40 students consisting of SMA Baituramah and SMA PGRI 1 Padang. Data analysis used interactive data from Miles Huberman. The results of the research on symbolic violence in schools are in the form of a) symbolic violence in verbal form, namely symbolic violence that is displayed in the form of words, for example, often ridiculing or harsh words, b) Through non-verbal or actions, namely in the form of actions such as throwing paper and ink so as to make clothes. dirty students. Meanwhile, the effort to overcome this is the provision of sanctions by schools, namely teachers and school principals. The conclusion that symbolic violence allowed or justified which can damage the character or mentality of students.

DIFERENTES TIPOS DE VIOLÊNCIAS CONTRA O PROFESSOR NO AMBIENTE ESCOLAR: CAUSAS E CONSEQUÊNCIAS

This work has as its object of study violence in educational institutions, with emphasis on teach-ers who suffer violence from students and follows a qualitative research approach, with an ex-ploratory nature, using bibliographical research as an instrument. The main objective of the study is to identify the forms of violence practiced by students against the teacher, presenting forms of intervention. Based on the information collected, the factors that lead students to vio-lent acts were analyzed and discussed, firstly; in a second moment, the consequences that these acts cause in teachers; third, the analysis of news on the proposed topic; and, finally, it conclud-ed with ways to combat these attitudes, making it necessary to reassess the role of the teacher, the student, the school and society in the face of this problem, in order to eradicate these ac-tions.

Preventing Violence and Extremism in Indonesian Educational Institutions: Policies and Strategies

This article discusses the policies and strategies of the Indonesian government for preventing the influence of radical and extreme religious ideologies in schools and universities. In their survey, PPIM UIN Jakarta in 2019 and the Wahid Institute in 2020 found that Indonesian educational institutions, from high schools to universities, were vulnerable to the influence of extreme views and intolerance. This article examines a number of elements that play a strategic role in preventing violence and extremism in educational institutions, such as government regulations; education curriculum; and the role of internal and external stakeholders, including teachers, parents, students, government officials, and civil society. The authors argue that the strategies and policies of each university and school in preventing radicalism among students have different levels of effectiveness. Synergies involving stakeholders also contribute to the success and failure of securing educational institutions from the dangers of violence and extremism. The results of this study are based on in-depth interviews with a number of selected sources. This paper recommends the need to synchronize strategies and policies related to the prevention of extremism and violence in educational institutions and the more effective participation of all stakeholders.
 Keywords: preventing violence–extremism, educational institutions, strategies, policies, effectiveness

Violence in educational institutions and its effects on students' achievement

Violence in educational institutions and its effects on students' achievement

Скулшутинг в эпоху цифровизации

Introduction. The article offers definitions of "school shooting", a new phenomenon to Russian society, which is a form of armed violence in educational institutions. Methods. Analysis of documents (predominantly, from foreign mass media) was used as a method. Results and its discussion. The authors summarize the set of defining characteristics of "school shooting", as well as its reasons. The role of personal and environmental triggers of destructive formation of school shooters’ behavior is being revealed. The authors identify ways to prevent this phenomenon not only in families, but also in the relevant educational organizations with the help of specialists who offer mechanisms to reduce aggression and tension of students, minimizing the risks and threats of this phenomenon.

A Comparative Analysis of Cyberstalking Legislations in UK, Singapore and Sri Lanka

The offence of cyberstalking involves an unwanted and repeated pursuit of a person by another and includes a variety of threatening, harassing, distressing and potentially dangerous behaviors on more than one occasion over the internet or on the cyberspace. Research indicate that over the past few decades the prevalence rates of cyberstalking incidents have widely increased. This paper seeks to analyze the legislative approaches adopted by three jurisdictions, namely, UK, Singapore and Sri Lanka in addressing the offence of cyberstalking. The analysis reveals that both the UK (except for Northern Ireland) and Singapore contain explicit legislative provisions on cyberstalking which is mainly addressed through the stipulated non-exhaustive list of examples or through illustrations. Although Sri Lanka lacks specific law on cyberstalking, some of the existing criminal laws such as the Penal Code provisions on criminal intimidation, sexual harassment and some provisions of the Computer Crime Act of 2007 and the Prohibition of Ragging and Other Forms of Violence in Educational Institutions Act of 1998 can be used to a certain extent to prosecute cyberstalking.

Efforts to prevent conflict and violence in educational institutions

Every educational institution would want a conducive and peaceful atmosphere in theschool environment within the scope of teaching and learning. This does not only apply to certainlevels, but almost at various levels of elementary, junior high school, high school and the like. But inthe school environment there is still intense conflict and violence, there are several types of conflictand violence in the educational environment which are examined using qualitative descriptive typeswith the theory of conflict and violence approach, including: Types without conflict, open conflict,surface conflict and conflict. The components of violence are structural violence and culturalviolence. Preventive action that should be done is first to socialize the type of punishment for theperpetrators of violence, secondly to design or implement a polite school system.

Understanding Of Religious Values As A Means To Prevent Violence In Educational Institutions In Indonesia

The difficulty of providing an understanding of the values of religion to students in schools is feared to be one of the causes of the emergence of acts of violence in educational institutions. So the purpose of this article is to analyze the understanding of religious values as one way to prevent violence in educational institutions. This research method is qualitative with descriptive analytic approach, and the type of research belongs to category of library research. Primary data sources are 10 books, while secondary data sources are from relevant journals. The conclusion of this article is that violence occurs in educational institutions must be the government's concern. The number of cases of students persecuting their teachers even some has died is an indicator that religious education obtained is only memorized. Students do not understand the purpose and objectives of learning religious education, and this is also because teachers are unable to provide an understanding of the essence of religious education.

La convivencia escolar: una arista de paz en medio del posconflicto

El presente texto tiene como objetivo describir la importancia de implementar estrategias de gestión pacífica de conflictos en las aulas, con el fin de prevenir y mitigar la violencia en las instituciones escolares y generar escenarios de inclusión y convivencia, utilizando el Derecho como herramienta que permite, desde el enfoque en derechos humanos, transformar la realidad de las instituciones escolares. Para ello se sugiere la implementación de propuestas por medio de las cuales los niños, niñas y adolescentes serán agentes de paz en esta nueva era que le espera a Colombia: el posconflicto, un escenario que involucra la participación de la sociedad, pero, en especial, y como pilar de nuestro planteamiento, involucra la participación de las instituciones educativas. La propuesta tiene un componente de arte para sensibilizar y mediar la comunicación con niños, niñas y adolescentes, y abrir la mente a nuevas estrategias e iniciativas para la construcción de paz desde las aulas.

Bully Phenomenon toward the Apparance of Violence in Educational Institutions (A Case Study in North Aceh)

This study aims at determining bully phenomenon among teenagers who bring impacts of violence in educational institutions, and how to eliminate it among teens when the existence of educational institution away from all forms of violence in North Aceh. Qualitative research methodology was used. Data was collected through observation and interview techniques. A descriptive qualitative analysis were used. Data checking was done by triangulation of sources, techniques, and timing.The results showed that bullying phenomenon among teens had the impact on violence in educational institutions, especially in a school environment where oppression and squash be a familiar sight. Initially, it was only at the level of ridicule, and then it developed into acts of repression, threats, and physical violence. To eliminate these, it should give guidance, advice, examples from the school, and enrich Islamic knowledge agains bullying.

Pedagogical relationships in times of sexual violence: constituting intimacy and corporality at the limits

ABSTRACTThe article takes its starting point from the current debate on sexual violence in educational institutions. It follows an ethnographic perspective without observing sexual violence directly, arguing that doing so is ethically impossible. Instead it suggests deducing risks for sexual violence through the limits of pedagogical practices. Discussing two case studies (an all-day-school and a residential child care home) and relating their discursive concepts of caring and educating to their practices shows how these institutions address the topic of sexual violence. Reconstructing the practices that constitute a difference between exclusive, one-on-one caring situations and open, publicly accessible educational situations show how transgressions of the limits of corporality to intimacy become institutionalised. We conclude that an ethnography of transgression points to practice arrangements that pose a risk for sexual violence in educational institutions.

Violence Against Children in School Learning Process in Acheh

Observing a great deal of violence against children that occurs in educational institutions has made us realize that, in fact, the violence experienced by children has already been greatly widespread. Not only in the household and in the community, but the violence has also been found in a number of educational institutions in Aceh. Educational institutions are supposed to guide students to have good personal behavior, mindset, and character. Yet, in reality, the violence occurred within educational institutions has tarnished the spirit and purpose of the education itself. It has even distanced the students from the expected educational goals. Based on these problems, the study was focused to address several issues on: the factors causing violence against children in schools, the types of violence against children in schools, and the strategies and efforts of the Government of Aceh and the school to address the issue of violence in the school environment. This study was a field study using the combination of qualitative and quantitative methods. The sample consisted of 21 public/Islamic elementary schools (SD/MI), public/Islamic junior high schools (SMP/MTs), public/Islamic senior high schools (SMA/MA), and integrated boarding schools in Aceh. Data were obtained through focus group discussions (FGD), in-depth interviews, and questionnaires. The respondents included students, parents, teachers, police, community leaders, religious leaders, NGOs, and academics. Findings showed that a number of factors have caused the violence acts, among others: Schools had no standard operational and procedures (SOP) in handling problematic children, there was a mindset among teachers that the use of violence was still an effective method in educating the students, conflict issue has also influenced the way to educate children, both by the teachers and the parents, and also the violence legacy (culture of violence) in educational institutions. Generally, the forms of violence in educational institutions in Aceh which often happened and were experienced by the children (students) were more dominant on the aspect of physical abuse compared to the psychological abuse and sexual abuse. The emergence of various forms of violence to children (students) in schools has received serious attention from the Government of Aceh, the government of district/city and the school itself. A number of policies, regulations and programs have been formulated by the government to anticipate and prevent such violence. The schools have also established mechanisms and procedures for handling the children, improved the management and governance of the schools in order to create shared responsibility in taking care the children, publicized and socialized the school rules to the children and their parents as well as the society.

Informal violence in secondary schools

Various forms of formal and informal violence can be found in secondary schools. Situations in which only one form of violence is present are rare; informal violence often preceds various forms of formal violence and the other way round. Investigations concerning informal violence in relation to formal violence, at least in terms of pedagogical research, is somewhat lacking. Analysing the sample of 440 secondary school students, the authors identified the presence of: rumours, provocation, segregation, marginalization, media abuse and media insulting. Varying content of manifested violence was identified at the core of these forms of informal violence. The results of empirical investigation can serve future authors and practitioners to create programmes of preventative action to suppres various forms of violence in school and outside it. In addition, the findings can be used for the development of various quantitative and qualitative pedagogic-methodological approaches to the investigation of informal violence in educational institutions.

Victims or Bullies – Students or Teachers

The problem of violence in schools has been considered globally through teachers’ assessments of violence in schools- sometimes of the actual state of violence in the schools where they work; of the representation of the form of violent behavior and the reactions of students in the situations where they find themselves in the spectator role of a violent scene. This work is the result of research which serves to empirically confirm the representation of violent behavior of both students and teachers in verified, controlled (part of the School without violence network) and unverified elementary schools of the Rasina District in Serbia, as well as the attitudes of teachers on violence and on personal competence to suppress the aforementioned phenomenon. The beginning results of the research on the problem of violence- in the past and at present have shown a tendency for the increase in violence in educational institutions. Through a longitudinal consideration of subjective assessments of teachers on violence in the previous and current period, we come to a conclusion that the greatest percentage of teachers points out that the problem of violence today is the same or greater in relation to earlier periods. Further analysis of the results has contributed to the conclusion that the teachers’ awareness of the presence of violence is greater in schools which are a part of the School without violence network, which caused the display of a greater degree of violence in these schools.

Program content of teaching physical education in order to prevent violence in educational institutions

The primary goal of this paper is to show the capacity of the program content of physical education in the implementation of the third specific objective of the Framework Action Plan for the Prevention of Violence in Educational Institutions. Ministry of Education brought this plan in January 2009. The third specific objective of the Framework Action Plan: Provide preventive and protective role of school sport and sporting activities of students. This paper examines the extent to which this goal is achieved, trough regular classes, after-school and extracurricular activities of physical education; indicates the capacity of the teaching field in the creation and development of a safe and supportive environment in the institution; sees level of participation by experts, council and teams in the design and implementation of sports activities in school and the extent to which these activities are implemented in the institution documents, plans and programs of experts, and larger teams; it is the sustainability of these activities achieved in school practices and also to strengthen the competence of teachers in supporting the development of students personality, communication and collaboration. In order to complete document association of council, experts and teams in the institution, there has been an insight into the school curriculum, the development plan, annual plan of the institution, protection program community of students, the curriculum of a school parliament, council of parents, higher vocational and physical education teachers and report on the implementation of the protection program. In order to document by empirical data the capacity of the teaching areas in the function of preventing violence, a sample of 46 primary schools in Sumadija area, evaluation of the implementation of sports and sports activities students in programming classes of physical education, was executed. By these results, it can be concluded that in teaching methods is not fully brought to life to use programs of physical education in the development of a safe and supportive environment in the institution. School program as a background document does not contain possible extra-curricular and after-school activities in the programming of physical education, which realization would explicitly encouraged the construction of a safe and secure environment in the institution. Annual plans of the institution does not include the activities of The Framework Action Plan for the Prevention of Violence in Educational Institutions. Plans and Programs of the Students' Parliament and the Parents Council does not consider and suggest sports activities that are directed toward creating a safe environment in the institution. Team for students safety in their prevention activities did not recognize the importance and contribution to school sport and recreational activities in creating a tolerant atmosphere. Expert council of physical education teachers is failing to implement school sport and sporting activities and effectively integrate and link them with a team of student safety within a school in order to prevent violence at the facility and at sport events. Sustainability of these activities in practice is not achieved.

Teachers’ responsibilities in preventing school violence: A case study in Turkey

It is generally acknowledged that teachers play an important role in preventing or reducing violence in schools. The objectives of this study were: (a) to identify teachers' responsibilities in terms of preventing violence among school children and (b) to solicit teachers’ views as what they have been doing in preventing violence. Sample for the study comprised 43 teachers from the different regions of Turkey. These teachers had followed an in-service training called Crime and Prevention of Violence in Educational Institutions. The survey method was used to collect data. To analyze the data, frequency distribution was used and the data was turned into a table as a percentage. These teachers proposed many suggestions to school administrators as what could be done to prevent violence in schools. The results obtained show that these teachers were aware of their responsibilities in terms of preventing violence in schools. They seemed to have knowledge as to what could be done to prevent or reduce violence in schools; however, these ideas were not translated into action.

School violence and guidelines for establishing disciplinary committee in schools

The school is an open system that influences its environment and is being influenced by it too. Thus, the existence of violence in the society culminated to its existence in the school system. This paper examines the concept of violence, cases and types of violence in schools, factors associated with it, the need for discipline in schools and the guidelines for establishing disciplinary committee in schools. It also suggests some of the expected functions of disciplinary committee in order to promote and encourage discipline among pupils and teachers thereby reducing/terminating the occurrence of violence in our schools.  It concludes that violence in educational institutions poses a lot of challenges to the stake holders in education and thus, all hands must be on deck to help put students on the right track of non-violent behavior so that the educational objectives would be achieved.   Key words: School violence, factors associated with violence, disciplinary committee, non – violence behaviour, educational institutions.