Save Students from the Trap of Radicalism

The face of our universities increasingly shows an aura of radicalism. A survey by BNPT indicates that 39 percent of students have been exposed to radicalism.

Kompas/Handining

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Apridar\'s article entitled "Radical Universities" (Kompas, 14/2) looks at how to cope with and handle growing issues of radicalism and extremism in higher education.

Because, when referring to a number of research studies and surveys conducted by several parties, the face of our universities increasingly shows an aura of radicalism. A survey by the National Counterterrorism Agency (BNPT), for example, indicates that 39 percent of students have been exposed to radicalism. Meanwhile, Anas Zaidi\'s research from the Indonesian Institute of Sciences (LIPI) reveals that the radicalism phenomenon has widely penetrated major campuses in Indonesia.

The most recent research results on the "Millennial Generation of Islamic Literature" conducted by the Postgraduate Department of Sunan Kalijaga State Islamic University, Yogyakarta, in cooperation with the Center for the Assessment of Islam and Community (PPIM) of Syarif Hidayatullah State Islamic University, Jakarta, and PusPIDep Yogyakarta in 2017, indicates that the jihadi, tahriri, and salafi movements began to dominate many universities, where they have become embryos for radicalism and extremism to flourish.

Looking at the various results of research studies and surveys about the virus of radicalism that plagues the universities, of course, we need to recognize more deeply how radicalism influences student life. At the very least, all parties involved in the management of the universities can save students from the trap of radicalism and extremism, as well as -- citing the article of Apridar -- the leadership of the universities, which strive to restore the campuses as a place to educate the Indonesian golden generation.

Map of the movement

By borrowing Imdadun Rahmat\'s way of thinking in his article entitled "Map of Thought and Movement of Islamic Radicalism in Indonesia", according to the writer, there are three models of how radical movements are formed and influence the way the students behave.

The first model outlines radicalism to the mind. In this stage, students follow radical teachings in their space of thought but have a compromising attitude to socio-political realities. Nevertheless, this does not cover the possibility that a group produces agendas of revivalism and exclusivism that have great potential to strengthen radical views and ways of thinking. At a certain point, when those with radical thoughts interact with fellow students of a similar mindset, it will metamorphose into real behavior of radicalism.

The second model discusses radicalism as it relates to attitude. Here, students begin to show uncompromising behavior to surrounding socio-political realities, such as patterns of social interaction.

This can be observed in academic patterns, the way they speak or express themselves religiously and the way they treat people with different viewpoints. It is not uncommon for their radical behavior to bring the name of God to justify a position on what they believe or against what others believe.

This can metamorphose into the third model, namely radicalism in action. In this model, thoughts and behaviors transform into a more aggressive form of radicalism. In this phase, they begin to take steps toward promoting their values based on their religious system.

They are not hesitant to pursue their goals in unconstitutional and unlawful ways, such as launching terror acts and bombings. This can be observed in several bombing cases that have involved students as the perpetrators and the planners of the acts.

That is how radicalism starts to penetrate student circles. This poses a serious threat if radical movements are not countered by a stronger movement promoting moderate values. If radicalism becomes stronger in campus environments, it is not impossible that the various campuses, which have thus far been known as agents of social change and pillars of a moderate and inclusive Indonesian civilization, will become exploited by radicalists.

Of course, none of us want universities to become parasites that worsen social problems, which can damage the nation and state. Therefore, university managers must be skillful in designing various policies that can strengthen the existence of golden generation students – their families, communities and the country are counting on them.

Academic policy

Therefore, campus managers must begin to be on alert and monitor student movements. There are at least five strategic steps that need to be taken. First, the campus leadership must create policies based on the findings from deradicalization research.

Second, campuses should design and facilitate academic activities that support the creation of logical and analytical thinking. By doing so, students can think in such a way that prevents harmful ideologies from forming, while also championing scientific thinking.

Third, lecturers are required to teach in ways that promote overcoming the idea of radicalism. At least, this critical thinking climate can start from within the classroom and trigger the reflection power of the students to consider any ideology that is contrary to the basic principles of the universities.

Fourth, students\' extracurricular activities must be strengthened to fall in line with the nation’s values and foster a strong defense of the state.

Fifth, the strengthening of the role of academic advisors in the education system is the spearhead of relations between the students and lecturers. The academic advisors are consultants for the students.

These five steps can bolster academic activities into a fortress against any ideological movement that could threaten the existence of the Unitary State of the Republic of Indonesia (NKRI). In the context of universities, these five steps even constitute scientific manifestations of the state\'s defense behavior, which is currently believed to be an antidote to radicalism and separatism.

Fathorrahman Ghufron, Deputy-Katib (Preacher) of PWNU Yogyakarta; Caretaker of Community Research and Development Institute (LPPM) of University of Nahdlatul Ulama Yogyakarta