BAHASA, KEKUASAAN DAN KEKERASAN (Studi di Sekolah Dasar Negeri 69 Kota Bengkulu)

Rina Oktafia Putri, NIM.: 17300016031 (2023) BAHASA, KEKUASAAN DAN KEKERASAN (Studi di Sekolah Dasar Negeri 69 Kota Bengkulu). Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was motivated by the problem of symbolic violence in the scope of basic education, which is increasingly evident due to lack of attention paid by the government on this matter. This condition is definitely paradoxical with the legitimacy of teachers in their practice of using language, domination and power. Teachers believe that they are required to exercise elements of language use, domination and power because these distinguish them from and limit their relationship from students. No wonder, there is a currently held belief that students who are positioned as objects must be dominated in every learning process. Thus far, symbolic violence has been widely understood as an effort by teachers to achieve learning objectives and to maintain classroom discipline of students. This research paper aims to explain why symbolic violence occurs in SD 69 (Elementary School) of Bengkulu City and the form of symbolic violence that occurs in the learning process at SD 69 in Bengkulu City. This dissertation used qualitative method by involving education staff and students at SD 69 in Bengkulu City. Data were collected by way of interviews, participatory observation, and documentation. The data were mainly derived from primary and secondary sources. The findings of the present study show that in practice, SD 69 of Bengkulu City has firmly stated that the use of language and power can lead to symbolic violence in the relationship between teachers and students. This condition occurs inseparable from the strong influence of subjects who have powerful root in the circle of scientific objectivity, which thus makes symbolic violence approved and perpetuated by students through adherence to teachers’ ways of thinking and acting. This condition is also supported by the legitimacy and regulation of SD 69 of Bengkulu City in the learning process and the cultural-systems that frame it. As a result, symbolic violence becomes an established legitimacy because the use of power and language of teachers is framed by their competency and knowledge, which further seek to highlight their different status and gap in the relationship between teachers and students. SD 69 of Bengkulu City is inseparable from the influence of such subjects and objects who based their dominance in the scientific objectivity. However, throughout the course of educational development, there was contradictory research finding at SD 69 in Bengkulu City. Since the enactment of the 2013 Curriculum, teachers have been exposed to symbolic violence exercised by students. The 2013 curriculum allows more space and access for students to be creative and innovative, which is supported by human rights capital in the learning process. Thus, in every learning process, students often deviate their teachers’ explanation. This change occurred because of the human rights and social capital system in SD 69 of Bengkulu City.

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