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HIGHER EDUCATION INTERVENTION IN RADICALISM WITH HEBAT (HYPNOTHERAPY, E-LEARNING, COUNSELING, RELIGIOUS ACTUALIZATION, AND TECHNOLOGY)
Corresponding Author(s) : Achmad Fathoni Rodli
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose of the study: This research has a purpose as a form of intervention efforts against the ingress of radicalism in college.
Methodology: Research conducted using the method of HEBAT (Hypnotherapy, E-learning, Counseling, Religious Actualization, and Technology) at five universities for research.
Main Findings: with game HEBAT aid, it can be seen that the tendency of the character and personality of students leads to individualism as much as 21% and as much as 13% radical. From these results, then conducted a phase of therapy to lower the level of inclination using the application of practice Ahlusunnah Wal Jamaah.
Applications of this study: the research object is the students in the college student organization internally.
Novelty/Originality of this study: The application of practice Ahlusunnah Wal Jamaah Annahdiyah in the form of activities that reflect Tawassuth, Tawazun, I'tidal, and Tasamuh that in activities inserted hypnotherapy techniques. In the last phase of deepening given shape in the form of counseling and provision of material via e-learning.
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- Abdullah, A. (2016). Gerakan Radikalisme Dalam Islam: Perspektif Historis. Addin, 10(1), 1–28. https://doi.org/10.21043/addin.v10i1.1127 DOI: https://doi.org/10.21043/addin.v10i1.1127
- Abdusshomad, M. K. (2009). Karakter Tawassuth, Tawazun, I’tidal, dan Tasamuh dalam Aswaja.
- Atkinson, R. L., Atkinson, R. C., Barhana, R., Hilgard, E. R., & Taufiq, N. (1987). Pengantar psikologi. Erlangga, Jakarta.
- Aziz, A. (2016). Memperkuat Kebijakan Negara Dalam Penanggulangan Radikalisme di Lembaga Pendidikan. Hikmah Journal of Islamic Studies, 12(1), 29–58.
- Azwar, W. (2018). The Resistance of Local Wisdom Towards Radicalism : The Study of the Tarekat Community of West Sumatra, Indonesia. Social Sciences & Humanities, 26(1), 75–102.
- Dewi, S. C. (2018). Upaya Bnpt Dalam Menghadapi Ancaman Keamanan Dari Kelompok Radikal Isis ( Islamic State of Iraq and Syria ). EJournal Ilmu Hubungan Internasional, 6(1), 313–328.
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- Fahmi, M. (2016). Pendidikan Aswaja Nu Dalam Konteks Pluralisme. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 1(1), 161–179. https://doi.org/10.15642/jpai.2013.1.1.161-179 DOI: https://doi.org/10.15642/jpai.2013.1.1.161-179
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- Jasper, J. M. (2008). The art of moral protest: Culture, biography, and creativity in social movements. University of Chicago Press.
- Juwono, C., Abdullah, M. A., & Permata, A. N. (2013). Menghalau Radikalisme Kaum Muda : Gagasan dan Aksi. Maarif (Arus Pemikiran Islam Dan Sosial), 8(1), 1–270.
- Kok, J. K., Pheh, K.-S., & Hor, G. L. (2018). Psychological and social factors of depression recovery: A narrative review. Pertanika Journal of Social Sciences and Humanities, 26(1), 41–58.
- Latif, R. A. (2013). Pengaruh Metode Hypnoteaching dalam Contextual Teaching and Learning (CTL) Terhadap Kemampuan Komunikasi dan Analisis Kritis Siswa Kelas XI IPA di SMA Negeri 5 Yogyakarta. Skripsi Pada UIN Sunan Kalijaga Yogyakarta.
- Makhmudah, S. (2016). Radikalisme Dalam Perspektif Dunia Islam Dan Ideologi Masyarakat. JURNAL LENTERA: Kajian Keagamaan, Keilmuan Dan Teknologi, 14(1), 103–114.
- Mansur, H. R. (2015). Menciptakan Pembelajaran Efektif Melalui Hypnoteaching. Jurnal Pendidikan.
- Marganingsih, A. (2016). Penerapan integrasi metode pembelajaran hypnoteaching dan multiple intelligence untuk meningkatkan hasil belajar mahasiswa pada mata kuliah matematika ekonomi di stkip persada khatulistiwa sintang. Jurkami, 1(1). DOI: https://doi.org/10.31932/jpe.v1i1.200
- Meeker, W. B., & Barber, T. X. (1971). Toward an explanation of stage hypnosis. Journal of Abnormal Psychology, 77(1), 61. https://doi.org/10.1037/h0030419 DOI: https://doi.org/10.1037/h0030419
- Mukhibat, M. (2015). Memutus Mata Rantai Radikalisme dan Terorisme Berbasis Studi Etnopedagogi di PTNU dalam Membentuk Keberagamaan Inklusif dan Pluralis. ISLAMICA: Jurnal Studi Keislaman, 10(1), 222–247. https://doi.org/10.15642/islamica.2015.10.1.222-247 DOI: https://doi.org/10.15642/islamica.2015.10.1.222-247
- Murray, J., Bogost, I., Mateas, M., & Nitsche, M. (2006). Game design education: Integrating computation and culture. Computer, 39(6), 43–51. https://doi.org/10.1109/MC.2006.195 DOI: https://doi.org/10.1109/MC.2006.195
- Muzakky, A. F. (2016). Implementasi at-tawassuth ahlus sunnah wal jama’ah sebagai nilai pendidikan karakter di mi khozainul ulum bojoasri kali tengah lamongan. Akademika, 10(1), 29–41. https://doi.org/10.30736/akademika.v10i1.52 DOI: https://doi.org/10.30736/akademika.v10i1.52
- Naafs, S., & White, B. (2012). Intermediate generations: reflections on Indonesian youth studies. The Asia Pacific Journal of Anthropology, 13(1), 3–20. https://doi.org/10.1080/14442213.2012.645796 DOI: https://doi.org/10.1080/14442213.2012.645796
- Navis, A. A. (2013). Hypnoteaching: revolusi gaya mengajar untuk melejitkan prestasi siswa. Yogyakarta: Ar-Ruzz Media.
- Nizaruddin, M. B. (n.d.). Dakwah kultural, karya ‘ulama indonesia Kajian Untuk Menangkal Radikalisme Agama. Retrieved from http://www.ingentaconnect.com/content/doaj/16936922/2016/00000014/0000000 1/art00004
- Norton, A. R. (2001). Civil society in the Middle East. 2 (2001) (Vol. 2). Brill.
- Nugraheni, A. S., & Rofiq, M. (2016). Character values internalization through hypnoreading-based valuation instrument on bahasa indonesia learning material. Values-Based Learning for Wonderful Children.
- Nurjannah, N. (2013). Faktor Pemicu Munculnya Radikalisme Islam Atas Nama Dakwah. Jurnal Dakwah, 14(2), 177–198.
- Offer, D. (1969). Identity: Youth and Crisis. Archives of General Psychiatry, 21(5), 635–636. https://doi.org/10.1001/archpsyc.1969.01740230123023 DOI: https://doi.org/10.1001/archpsyc.1969.01740230123023
- Rosyid, M. (2017). Model pendidikan peredam pemikiran dan gerakan radikal belajar dari kudus. Quality, 5, 104–139. DOI: https://doi.org/10.21043/quality.v5i1.3171
- Ruddle, C. J. (2009). Game Changers: Education and Information Technologies. Educaves.
- Turmudi, E., & Sihbudi, M. R. (2005). Islam dan radikalisme di Indonesia. Yayasan Obor Indonesia.
- Widyaningsih, R., Ag, S., Soedirman, U. J., Muda, K., & Keberagamaan, P. (2017). Kerentanan radikalisme agama di kalangan anak muda, 6, 1553–1562.
- Yustisia, N. (2012). Hypnoteaching. Jogjakarta: Ar-Ruzz Media.
References
Abdullah, A. (2016). Gerakan Radikalisme Dalam Islam: Perspektif Historis. Addin, 10(1), 1–28. https://doi.org/10.21043/addin.v10i1.1127 DOI: https://doi.org/10.21043/addin.v10i1.1127
Abdusshomad, M. K. (2009). Karakter Tawassuth, Tawazun, I’tidal, dan Tasamuh dalam Aswaja.
Atkinson, R. L., Atkinson, R. C., Barhana, R., Hilgard, E. R., & Taufiq, N. (1987). Pengantar psikologi. Erlangga, Jakarta.
Aziz, A. (2016). Memperkuat Kebijakan Negara Dalam Penanggulangan Radikalisme di Lembaga Pendidikan. Hikmah Journal of Islamic Studies, 12(1), 29–58.
Azwar, W. (2018). The Resistance of Local Wisdom Towards Radicalism : The Study of the Tarekat Community of West Sumatra, Indonesia. Social Sciences & Humanities, 26(1), 75–102.
Dewi, S. C. (2018). Upaya Bnpt Dalam Menghadapi Ancaman Keamanan Dari Kelompok Radikal Isis ( Islamic State of Iraq and Syria ). EJournal Ilmu Hubungan Internasional, 6(1), 313–328.
Ekawati, E. (2016). Nahdlatul ulama (nu) sebagai civil society di indonesia. Nuansa: Jurnal Penelitian Ilmu Sosial Dan Keagamaan Islam, 13(2), 233–250. https://doi.org/10.19105/nuansa.v13i2.1098 DOI: https://doi.org/10.19105/nuansa.v13i2.1098
Fahmi, M. (2016). Pendidikan Aswaja Nu Dalam Konteks Pluralisme. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 1(1), 161–179. https://doi.org/10.15642/jpai.2013.1.1.161-179 DOI: https://doi.org/10.15642/jpai.2013.1.1.161-179
Hamidah, I., Aisyah, S., Danuwijaya, A. A., Abdullah, A. G., Yuliani, G., & Munawaroh, H. S. H. (2017). Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (aes 2016), November 22-23, 2016, Bandung, Indonesia. Routledge.
Jasper, J. M. (2008). The art of moral protest: Culture, biography, and creativity in social movements. University of Chicago Press.
Juwono, C., Abdullah, M. A., & Permata, A. N. (2013). Menghalau Radikalisme Kaum Muda : Gagasan dan Aksi. Maarif (Arus Pemikiran Islam Dan Sosial), 8(1), 1–270.
Kok, J. K., Pheh, K.-S., & Hor, G. L. (2018). Psychological and social factors of depression recovery: A narrative review. Pertanika Journal of Social Sciences and Humanities, 26(1), 41–58.
Latif, R. A. (2013). Pengaruh Metode Hypnoteaching dalam Contextual Teaching and Learning (CTL) Terhadap Kemampuan Komunikasi dan Analisis Kritis Siswa Kelas XI IPA di SMA Negeri 5 Yogyakarta. Skripsi Pada UIN Sunan Kalijaga Yogyakarta.
Makhmudah, S. (2016). Radikalisme Dalam Perspektif Dunia Islam Dan Ideologi Masyarakat. JURNAL LENTERA: Kajian Keagamaan, Keilmuan Dan Teknologi, 14(1), 103–114.
Mansur, H. R. (2015). Menciptakan Pembelajaran Efektif Melalui Hypnoteaching. Jurnal Pendidikan.
Marganingsih, A. (2016). Penerapan integrasi metode pembelajaran hypnoteaching dan multiple intelligence untuk meningkatkan hasil belajar mahasiswa pada mata kuliah matematika ekonomi di stkip persada khatulistiwa sintang. Jurkami, 1(1). DOI: https://doi.org/10.31932/jpe.v1i1.200
Meeker, W. B., & Barber, T. X. (1971). Toward an explanation of stage hypnosis. Journal of Abnormal Psychology, 77(1), 61. https://doi.org/10.1037/h0030419 DOI: https://doi.org/10.1037/h0030419
Mukhibat, M. (2015). Memutus Mata Rantai Radikalisme dan Terorisme Berbasis Studi Etnopedagogi di PTNU dalam Membentuk Keberagamaan Inklusif dan Pluralis. ISLAMICA: Jurnal Studi Keislaman, 10(1), 222–247. https://doi.org/10.15642/islamica.2015.10.1.222-247 DOI: https://doi.org/10.15642/islamica.2015.10.1.222-247
Murray, J., Bogost, I., Mateas, M., & Nitsche, M. (2006). Game design education: Integrating computation and culture. Computer, 39(6), 43–51. https://doi.org/10.1109/MC.2006.195 DOI: https://doi.org/10.1109/MC.2006.195
Muzakky, A. F. (2016). Implementasi at-tawassuth ahlus sunnah wal jama’ah sebagai nilai pendidikan karakter di mi khozainul ulum bojoasri kali tengah lamongan. Akademika, 10(1), 29–41. https://doi.org/10.30736/akademika.v10i1.52 DOI: https://doi.org/10.30736/akademika.v10i1.52
Naafs, S., & White, B. (2012). Intermediate generations: reflections on Indonesian youth studies. The Asia Pacific Journal of Anthropology, 13(1), 3–20. https://doi.org/10.1080/14442213.2012.645796 DOI: https://doi.org/10.1080/14442213.2012.645796
Navis, A. A. (2013). Hypnoteaching: revolusi gaya mengajar untuk melejitkan prestasi siswa. Yogyakarta: Ar-Ruzz Media.
Nizaruddin, M. B. (n.d.). Dakwah kultural, karya ‘ulama indonesia Kajian Untuk Menangkal Radikalisme Agama. Retrieved from http://www.ingentaconnect.com/content/doaj/16936922/2016/00000014/0000000 1/art00004
Norton, A. R. (2001). Civil society in the Middle East. 2 (2001) (Vol. 2). Brill.
Nugraheni, A. S., & Rofiq, M. (2016). Character values internalization through hypnoreading-based valuation instrument on bahasa indonesia learning material. Values-Based Learning for Wonderful Children.
Nurjannah, N. (2013). Faktor Pemicu Munculnya Radikalisme Islam Atas Nama Dakwah. Jurnal Dakwah, 14(2), 177–198.
Offer, D. (1969). Identity: Youth and Crisis. Archives of General Psychiatry, 21(5), 635–636. https://doi.org/10.1001/archpsyc.1969.01740230123023 DOI: https://doi.org/10.1001/archpsyc.1969.01740230123023
Rosyid, M. (2017). Model pendidikan peredam pemikiran dan gerakan radikal belajar dari kudus. Quality, 5, 104–139. DOI: https://doi.org/10.21043/quality.v5i1.3171
Ruddle, C. J. (2009). Game Changers: Education and Information Technologies. Educaves.
Turmudi, E., & Sihbudi, M. R. (2005). Islam dan radikalisme di Indonesia. Yayasan Obor Indonesia.
Widyaningsih, R., Ag, S., Soedirman, U. J., Muda, K., & Keberagamaan, P. (2017). Kerentanan radikalisme agama di kalangan anak muda, 6, 1553–1562.
Yustisia, N. (2012). Hypnoteaching. Jogjakarta: Ar-Ruzz Media.