The Role Of Schools In Social Problems

THE ROLE OF SCHOOLS IN SOCIAL PROBLEMS A. Background Schools are places for students to pursue higher education than before. Education is a process taken to be able to adapt to environmental influences. Educational success will be achieved if there is an effort to improve the quality of education. According to Law Number 20 of 2003, the functions and objectives of education are: National education functions to develop abilities and shape the character and civilization of a dignified nation in order to educate the life of the nation. National education aims to develop the potential of students to become human beings who believe and fear God Almighty, have noble morals, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. Also read: Social Problems in the Residential Environment. the problems faced by every human being are not only personal problems, but also social problems. This happens because individuals relate to other individuals or to their socio-cultural environment. Some social problems, such as: Difficulty in friendship Difficulty in finding friends Feeling alienated in group activities Difficulty in adjusting to one's group Difficulty in creating harmonious relationships with all family members Difficulty in dealing with new social environmental situations Difficulty in socializing in one's environment. B. The Role of Schools in Social Problems According to the Great Dictionary of the Indonesian Language, a role is something that is part of or holds leadership, especially in the occurrence of something or an event. According to Soejono Soekanto in a book entitled Sociology An Introduction (2012), explaining the meaning of a role is a dynamic aspect of position (status). If someone exercises his rights and obligations according to his position, he is carrying out a role. The difference between position and role is for the sake of science. Both cannot be separated because one depends on the other and vice versa. There is no role without position or position without role. As with position, role also has two meanings. Everyone has various roles that come from the patterns of their social life. This also means that the role determines what he does for society and what opportunities are given to him by society. A role is a series of regular behaviors, which arise because of a certain position. A person's personality may also greatly influence how the role should be carried out. Roles arise because a person understands that he does not work alone, has an environment that is always needed to interact. The environment is broad and diverse, and each will have a different environment. But the role that must be played is essentially no different (Miftah Thoha 2012). According to the big Indonesian dictionary, a problem means something that must be resolved or solved; a problem. A problem is a condition that originates from the relationship between two or more factors that produce a confusing situation. Generally, a problem is realized to "exist" when an individual feels that the situation he is facing is not in accordance with what he wants. According to Lubis's view, social problems are a form of criticism of various injustices that occur in community life that aims to realize humane justice with a clear and firm image. Meanwhile, according to Berger and Lucman, social problems are a reality that is constructed socially, a reality with an independent quality that does not depend on the will of the subject. Social means everything related to society. Social is all human behavior that describes non-individual relationships. This term is often compared to branches of human life and society everywhere. This social understanding refers to human relationships in society, relationships between humans, human relationships with groups, as well as human relationships with organizations to develop themselves. There are various views of sociological figures on social problems. These views include, among others, the following: 1. Arnold Rose said that it can be defined as a situation that has affected most of society so that they believe that the situation is the cause of their difficulties the situation can be changed. 2. Raab and Selznick are of the view that social problems are problems of social relations that oppose society itself or create obstacles to the satisfaction of many people. 3. Richard and Richard argue that social problems are patterns of behavior and conditions that are undesirable and unacceptable to most members of society. From the several theories above, it can be concluded that social problems are problems or issues that must be resolved that are related to social values and social institutions. Social problems are viewed by a number of people in society as an undesirable condition. Social problems are closely related to things that disrupt peace within a community group. Problems in the social field that often arise in students at school can be problems related to understanding aspects of cultural diversity, social values and norms, positive social attitudes (in the form of social sensitivity, empathy, altruism, tolerance, care, and cooperation), skills in resolving conflicts productively and effective social relationship skills. So in this case our position as educators will certainly have a very important role to know and understand the problems of the social field that have the aim of at least being able to overcome social problems experienced by students, with the hope that students will be able to adjust themselves to the values and norms that apply both in the school environment, and their social environment. Related to several social problems that usually arise in students at school include: bullying, social diseases such as brawls, motorcycle gangs, extortion, theft, then social problems related to the attitudes of students who lack understanding of social ethics, or have weaknesses in the field of adjustment to the social environment with peers. Examples of problems faced by students in social problems that are often seen in students, including: 1. Bullying Bullying is a form of violent behavior where there is psychological or physical coercion against a person or group of people who are "weaker" by a person or group of people. The perpetrator of bullying, commonly called a bully, can be a person, or a group of people, and he or they perceive themselves as having the power to do anything to their victims. The victim also perceives himself as weak, helpless and always feels threatened by the bully. (Journal of Intervention Experiences from Several Bullying Cases, Djuwita, 2005; 8, in Ariesto 2009). With this, the role of educators and schools as the vanguard for students who are victims of bullying is to socialize it to students by making it one of the topics of discussion in learning, in other words, it will provide an opportunity for students to understand bullying and its types. Furthermore, educators must be responsive by immediately taking firm action when intimidation occurs that targets students, for example by talking directly to the perpetrator of bullying about the intentions and actions taken against the victim. And finally, by involving the role of parents to participate in reporting and monitoring bullying prevention issues that befall students. 2. Social diseases G. Kartasaputra (in S. Hartini, 2018) defines deviant behavior as an action carried out by a person or group of people, which is not in accordance with or does not adapt to the norms that apply in society, whether done consciously or not. including student brawls, motorcycle gangs, extortion, and theft and even LGBT. Therefore, the role of educators and schools is also very much expected to be able to overcome social problems that occur in students at school, for example by providing direction for personal social guidance services to students with the aim of strengthening their personality and developing a good communication process so that later it is expected to be able to create a mindset or thought pattern for students not to commit deviant acts of social problems again, so that it is hoped that later students will be able to have a positive attitude or respect for themselves, and the impact caused if they commit student brawls or other social diseases. 3. Socializing Ethics In this context, what is explained is the context of socializing ethics in the school environment where students study, for example, the lack of social sensitivity possessed by students, bad socializing ethics such as being rude to teachers, or older people in the school environment, then smoking during school hours, being a jerk, skipping class and being arrogant towards advice given to students. So in this case, the role of educators is to provide social guidance services to students, which is very important both in providing orientation services as an effort to help understand the new environment of students, and studying objects in order to adjust to their school environment, then this solution will certainly be able to provide optimal service assistance. C. What is the Role of Schools in Overcoming Various Social Problems 1. Case Example at Elementary School Level Title The Role of Stakeholders in Handling School Dropouts in Ambon City (Elementary School). School dropouts in Ambon City currently reach 181,452, this is very concerning and deserves our attention. As we all know, Ambon City has many children who should be in school at their age but instead are active in public places such as markets and shopping places. The phenomenon of children dropping out of school in Indonesia is nothing new, especially in Ambon, the number of children dropping out of school from year to year if calculated quantitatively, it can be said to have increased quite significantly every year. The social facts that occur in these children cannot be denied as one of the social phenomena that exist in the midst of Indonesian society, especially in Ambon City (Maluku Province) which has an impact that can be felt generally and nationally. Factors Affecting Children Dropping Out of School There are six factors that cause children to drop out of school, especially at the elementary education level in Ambon City, namely: a. Economic Factors Economic factors are the first factor causing children to drop out of school. The inability of families to finance all the processes needed during education or school at a certain level, although the government has launched a twelve-year Free Education Program, but it has not had a maximum impact on reducing the number of children dropping out of school. b. Parental Attention Factor Lack of parental attention is the second factor. Low parental attention to children can be caused by the family's economic condition or low parental income so that parental attention is more focused on efforts to meet family needs. c. Learning Facilities Inadequate learning facilities are the third factor. Learning facilities available at school, for example inadequate learning devices (tools, materials, and media), inadequate textbooks, and so on. The needs and learning facilities required by students cannot be met by students, which can cause a decrease in children's interest which ultimately leads to dropping out of school. d. Children's Interest in School Low interest in children can be caused by lack of parental attention, the distance between the child's residence and the school being far, inadequate learning facilities, and the influence of the surrounding environment. Lack of interest can be caused by environmental influences, for example a low level of community education followed by low awareness of the importance of education. The inability of the family's economy to support educational costs has an impact on the child's psychological problems so that the child cannot socialize well in relationships with his school friends, besides the role of the environment. e. Culture Culture is the fifth factor related to the habits of the surrounding community. Low awareness of parents or the community about the importance of education. The behavior of rural communities in sending their children to school is more influenced by environmental factors. They assume that even without going to school, their children can live decently like other children who go to school, therefore in the village the number of children who go to school is greater and they can live decently, so conditions like that are used as a basis for determining their child's future. The view that many children bring good fortune makes people in rural areas direct their children who are still of school age to help their parents earn a living. f. School Location Factor The location or location of the school is the sixth factor that can cause children to drop out of school. Long distances with difficult access are things that must be considered by the community to be able to send their children to school. Lack of transportation and the distance between home and school is quite far. In addition, with access that is considered difficult, safety is also considered not guaranteed. The role of schools in overcoming elementary school children who drop out of school is as follows: • Providing learning support for students who seem uninterested in learning activities in class (together with the BK teacher providing counseling to these students) • Providing extra guidance for students who have difficulty with less • Maintaining communication with parents of students if they find students who are reluctant to learn • Providing motivation and assistance to students who are not interested in participating in school activities • Creating a conducive and enjoyable environment for students to be able to learn by preparing the teaching materials/RPP and all activities as well as possible beforehand and discussing them with fellow teachers. • Finding scholarships for students who are in arrears in tuition fees or do not have books because they come from poor families (low socio-economic status) or schools can also hold programs to prevent children from dropping out of school, namely as follows: • Empowerment in academic and non-academic fields, for example about things related to the world of work such as entrepreneurship and financial management • Non-academic/extracurricular programs that attract students' talents and interests such as sports and arts • Seminars (can be from professionals/parents of students) that provide an overview of the importance of basic education for all Indonesian children to realize their dreams. • Regular meetings of parents, guardians and community leaders to discuss education • Introducing scholarship programs from the government or private sector or individuals. • Carrying out creative and innovative learning programs, not only teachers as the main actors but also working together with all parties in the environment around the school. 2. Case Example at Junior High School Level Regarding the case at Junior High School, we took a case from a journal entitled 'Study of Social Interaction of Introverted Students at Junior High School 3 Tanete Riaja' compiled by Hasanuddin and Aswandi. An introvert prefers to be alone rather than in a crowded environment. According to Jung, quoted by Chaplin (2009), an introvert is someone who shows their libido inward. They tend to sink into themselves. Especially during times of tension and mental pressure. Regarding this, Bryson (2014) stated that students who experience introverted traits will become solitary and unsociable individuals at school. These students lack social adaptation. Usually, such students do not have many friends. Basically, students who have an introverted attitude can also excel at school and become class champions. According to Amani and Sima (2015), this is because their solitary attitude makes them prefer to study alone rather than study in groups. The student does not waste a lot of time playing or doing activities outside the home, so that his study time can be more and more regular. An introvert usually does not have good communication skills when communicating with others so that it will be difficult to adapt in the midst of a social and mutually dependent human environment. The characteristics of an introvert include: 1) In everyday life, they are serious, calm, their strengths are in concentration and accuracy. Practical, neat, not complicated, logical, realistic and trustworthy, well organized, responsible for realizing their own ideas in completing a task and doing it continuously rather than protesting or disturbing. 2) Good observer. A calm, quiet audience, observing and analyzing life with objective curiosity and original humor that is often disliked by others. Usually interested in understanding cause and effect, how and why mechanical things work and in organizing facts using logical principles. Excellent at approaching the core of a practical problem and finding solutions. 3) Personality. Calm, friendly, responsible and careful. Faithful in carrying out his obligations. Able to create stability in every project or group. Thoroughly thorough, accurate. Their interests are usually not in technical matters. Can be patient with details. Loyal, intelligent, considerate of others' feelings, caring. 4) Feelings. Shy, friendly, sensitive, kind, humble about their abilities. Avoid conflict, do not impose their opinions or values on others. Usually not interested in leading but are loyal followers and relaxed in completing tasks because they enjoy the things they do and do not want to ruin them with haste or inappropriate energy exploitation. The focus of this study is the factors that cause the attitude of withdrawing from social interactions of introvert students at SMP Negeri 3 Tanete Riaja. Introverted students are students who are more withdrawn in social interactions. This study aims to determine the factors that cause introverted students not to want to dive in or be directly active in social interactions. Based on the data and analysis conducted, this study found three factors that cause introverted students to have difficulty socializing at school, including the following: a) Habit factors The habit of being alone and not caring about their social environment causes introverted students to have difficulty socializing, if there is social interaction, the interaction is based on kinship. This habit is recognized and understood by introvert students themselves, but there is no serious effort to get out of the habit and create new habits. b) Parental and environmental factors Parents are indeed aware of their child's introverted behavior or attitude, and parents have encouraged introverted children to socialize a lot, but because of being busy, and there is no serious effort from parents so that the child's introverted attitude can become even worse, and this introverted habit should be considered by parents from an early age, for example since childhood the child has been placed in an adequate social environment, bringing the child at all times in the family environment, and socially. If this is not done from an early age, the child's environment will become closed and it will be difficult to adapt when the time comes when they are teenagers. The role of schools in dealing with introverted students is as follows: • Educators can create an open learning environment so that students feel more relaxed and comfortable while learning • Give students freedom to express themselves but still pay attention to school rules • The school community creates a healthy and comfortable school environment so that students feel brave and confident to express themselves • Establish good communication with parents to communicate the development of students while at school • Create a program on self-love by inviting several speakers who are experts in their fields. This aims to increase students' knowledge which also affects their personality • Channel students' interests and talents according to their potential D. Conclusion Social problems in the school environment are situations that must be faced every day by the school, of course, problems in the social field that often arise in students at school can be problems related to understanding aspects of cultural diversity, social values and norms, positive social attitudes (in the form of social sensitivity, empathy, altruism, tolerance, care, and cooperation). So in this case our position as educators will certainly have a very important role to know and understand the problems in the social field which have the goal of at least being able to overcome social problems experienced by students, with the hope that students will be able to adjust themselves to the values and norms that apply both in the school environment and their social environment. There are many examples of problems that occur, some examples are: Bullying, social diseases, ethics of socializing, children dropping out of school, students smoking, and introverted children.