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首页> 外文期刊>Research on Humanities and Social Sciences >Radical Behavior of Students In High School (Study of Social Reality Among KH Abdul Chalim Institute Students, Amanatul Ummah Islamic Boarding School, Pacet, Mojokerto, East Java)
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Radical Behavior of Students In High School (Study of Social Reality Among KH Abdul Chalim Institute Students, Amanatul Ummah Islamic Boarding School, Pacet, Mojokerto, East Java)

机译：高中学生的根治性行为（KH Abdul Chalim Institute学生，Amanatul Ummah伊斯兰学校，PACET，Mojokerto，East Java的社会现实研究）

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The radical behavior of students in Higher Education is one of the interesting phenomena that has been developing for a long time. The fall of the New Order and the fall of Soeharto were the entry points for the radical behavior of students in universities. There is no more control, no more supervision, all currents and ideologies are beginning to flood Indonesia, a sign of being prevented. The pattern of planting radicalism begins with the spread of thoughts that are narrow fanaticism in understanding an event, the values ??of life and religious understanding. After that, an intensive approach is carried out through mentoring activities, or small groups, until they really believe and believe that what they are doing and their group is the most correct group, and think the other group is wrong or heretical or infidel When this condition has been created, the understanding and cultivation of a more radical understanding will begin to be included, to the point of carrying out a physical radicalism movement which will eventually lead to the emergence of a terrorism movement. Family background, general education and religious education are important variables in shaping radical behavior. Starting from the understandings and thoughts obtained in the immediate environment, namely the family environment, then the school environment and also the relationship of social interaction through extra-campus activities in other academic activities in the form of religious organizations, student movement organizations, and student activity units, student behavior begins to be understanding that is embraced as truth and difficult to change by people who are outside the group. The Islamic struggle movement is identical to the intellectual movement, thus the emergence of radical movements and behavior must be prevented as early as possible. Those who are able to take these preventive actions are the executors at the tertiary institutions, starting from the level of study programs, departments, faculties, to university levels. In this study, the analysis was carried out through a qualitative descriptive approach, by interviewing several key persons from officials within the University and also students who indicated being exposed to radicalism and radical behavior. There are three types of student activity that might be categorized into radical behavior, namely affiliation with KAMMI, HTI and GMNI. If organization such as KAMMI and HTI belong to the right-wing Islamic radical group, GMNI's activities are more likely to be left-wing socialist radicals. With several humanist and psychological approaches, several recommendations and suggestions were generated through this research as an effort to reduce radical understanding in the university environment. One of them is by deepening the material about Islamic religion in the compulsory subject of ahlussunnah wal jama'ah, routine recitation at the faculty and university levels to deepen understanding of religion, education material for state defense and love for the country, as well as other citizenship material that is relevant to the student generally mindset.
机译：高等教育学生的激进行为是长期发展的有趣现象之一。新秩序和苏拉托的堕落是大学学生激进行为的入学点。没有更多的控制，没有更多的监督，所有电流和意识形态都开始洪水印度尼西亚，是被阻止的标志。种植激进主义的模式始于在理解事件的狭隘狂热中的思想传播，生活价值观和宗教理解。之后，通过指导活动或小组进行密集的方法，直到他们真正相信并相信他们所做的事情，他们的团体是最正确的群体，并认为其他小组是错误的或异端或异端的条件已经创造出来，对更自然的理解的理解和培养将开始被包括在进行一种物理激进主义运动的观点，最终会导致恐怖主义运动的出现。家庭背景，普通教育和宗教教育是塑造激进行为的重要变量。从立即环境中获得的谅解和思想开始，即家庭环境，然后学校环境以及通过宗教组织的形式，学生机组和学生的其他学术活动中的社会互动的关系。活动单位，学生行为开始理解，被认为是真理，并且难以在小组以外的人改变。伊斯兰斗争运动与智力运动相同，因此必须尽早防止自由基运动和行为的出现。那些能够采取这些预防行动的人是高等教育机构的执行官，从研究方案，部门，院系，大学层面开始。在这项研究中，通过采访大学内的官员的几个关键人，并指出被视为激进主义和激进行为的学生，通过定性描述方法进行分析。有三种类型的学生活动可能被分类为激进的行为，即与Kammi，HTI和GMNI的隶属关系。如果诸如Kammi和HTI等组织属于右翼伊斯兰激进的集团，GMNI的活动更有可能成为左翼社会主义的激进态。通过多种人文主义和心理方法，通过这项研究产生了一些建议和建议，作为减少大学环境中的激进了解的努力。其中一个是通过深化伊斯兰宗教的材料在Ahlussunnah Wal Jama'ah的义务主题中，在教职员工和大学层面的常规叙述中加深对宗教，教育材料的理解，国家防守和对国家的爱，以及其他与学生相关的公民身份普遍思维。

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