Nasution Nasution, Sugeng Harianto, Esa Putra Bayu Gusti Gineung Patridina, Izzatul Fajriyah, FX Sri Sadewo, Wasino, Arifeen Yama

Study of Corporal Punishment in Schools in Indonesia, 1966-2014

Introduction

Study of corporal punishment in schools in indonesia, 1966-2014. Historical study of corporal punishment in Indonesian schools (1966-2014). Examines normalization, evolution across political eras, and impact of the 2014 Child-Friendly School Policy.

Abstract

Abstract: This study investigates the practice of corporal punishment in Indonesian schools across three major political periods—Sukarno, the New Order, and the Reform era—before implementing the Child-Friendly School Policy in 2014. Employing a historical method within a case study framework, this research draws on in-depth interviews with six purposively selected individuals who experienced corporal punishment during their school years. Findings reveal that corporal punishment was normalized in earlier eras to instill obedience and maintain classroom order. During the Sukarno and New Order periods, such punishment—ranging from beatings with rattan sticks and rulers to forced labor and public humiliation—was harsh and widespread. In contrast, the Reform era marked a gradual shift toward less severe and more symbolic punitive practices, reflecting the growing influence of child rights discourses. The introduction of the Child-Friendly School Policy in 2014 served as a pivotal policy intervention, significantly reducing the prevalence and severity of corporal punishment. Nonetheless, residual practices persist, indicating a gap between regulatory frameworks and actual implementation at the school level. This study highlights the urgent need for comprehensive pedagogical reform and targeted teacher training to eradicate corporal punishment and foster child-centered, non-violent educational environments. Abstrak: Penelitian ini mengkaji praktik hukuman fisik di sekolah-sekolah Indonesia pada tiga era politik yang berbeda—Era Sukarno, Orde Baru, dan Reformasi—sebelum diterapkannya Kebijakan Sekolah Ramah Anak pada tahun 2014. Penelitian ini menggunakan metode sejarah dengan desain studi kasus, serta melibatkan enam informan yang secara purposif dipilih karena memiliki pengalaman menerima hukuman fisik selama masa sekolah. Temuan menunjukkan bahwa hukuman fisik diterima secara luas dan dianggap normal pada era sebelumnya sebagai upaya pendisiplinan untuk menanamkan kepatuhan dan ketertiban. Pada masa Sukarno dan Orde Baru, praktik hukuman fisik seperti pukulan dengan rotan atau penggaris, kerja fisik paksa, dan penghukuman yang bersifat mempermalukan sangat lazim dan cenderung keras. Sebaliknya, pada era Reformasi terjadi pergeseran menuju bentuk hukuman yang lebih simbolik dan tidak terlalu berat, seiring dengan meningkatnya pengaruh wacana hak anak. Penerapan Kebijakan Sekolah Ramah Anak menjadi titik balik penting dalam mengurangi frekuensi dan intensitas praktik ini. Namun demikian, beberapa bentuk hukuman fisik tetap bertahan, yang menunjukkan adanya kesenjangan antara kebijakan dan praktik di lapangan. Studi ini menekankan perlunya reformasi pedagogis yang menyeluruh serta pelatihan guru untuk menghapuskan hukuman fisik dan mendorong terciptanya lingkungan pendidikan yang berpusat pada anak dan bebas dari kekerasan.

Review

This study offers a valuable historical examination of corporal punishment in Indonesian schools, tracing its evolution across three distinct political eras—Sukarno, the New Order, and Reform—leading up to the implementation of the Child-Friendly School Policy in 2014. Employing a historical method within a case study framework, the research draws on in-depth interviews to highlight the normalization of harsh corporal punishment in earlier periods, its gradual shift toward less severe forms in the Reform era influenced by child rights discourses, and the pivotal role of the 2014 policy in reducing its prevalence. The abstract effectively presents a clear chronological narrative and identifies key factors shaping disciplinary practices, establishing a foundational understanding of this critical issue in Indonesian education. While the study’s historical scope is commendable, a significant methodological concern arises from its reliance on a very limited sample size. The abstract states that findings are based on "in-depth interviews with six purposively selected individuals who experienced corporal punishment during their school years." For a study spanning nearly five decades and three major political periods across an entire nation, deriving conclusions about practices being "widespread," "normalized," or having "significantly reducing the prevalence and severity" based solely on six personal accounts appears to overstate the generalizability of the findings. The abstract does not elaborate on how these six individuals adequately represent the diverse experiences across different regions, socioeconomic strata, or types of schools throughout Indonesia, potentially introducing selection and recall biases that could limit the robustness of the historical claims. Despite the limitations regarding sample size and potential generalizability, the study addresses a highly pertinent and sensitive topic with significant policy implications. It effectively highlights the persistent gap between policy frameworks, such as the Child-Friendly School Policy, and the actual implementation and residual practices at the school level. The call for comprehensive pedagogical reform and targeted teacher training is particularly crucial and well-justified, providing actionable recommendations for fostering child-centered, non-violent educational environments. This research serves as an important qualitative initial exploration, laying the groundwork for future, more extensive studies that could expand the sample, diversify data sources, and triangulate findings to offer a more comprehensive and nationally representative historical account.

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