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Kritik Pendidikan Lagu Brick in the Wall Pink Floyd
Published
10 years agoon
By
Mitra Wacana
Oleh Arif Sugeng Widodo
Lirik lagu Brick In the Wall, Pink Floyd
We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! teachers! leave the kids alone!
All in all you’re just another brick in the wall.
All in all you’re just another brick in the wall.
We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! teacher! leave us kids alone!
All in all you’re just a another brick in the wall.
All in all you’re just a another brick in the wall.
-smooth guitar solo-
“Wrong, do it again!”
“Wrong, do it again!”
“If you don’t eat yer meat, you can’t have any pudding. how can you
Have any pudding if you don’t eat yer meat?”
“you! yes, you behind the bikesheds, stand still laddy!”
Berbicara mengenai pendidikan merupakan hal yang menyenangkan disatu sisi tapi juga menyedihkan disisi yang lain. Disatu sisi pendidikan merupakan jalan peradaban menuju masa depan yang lebih baik, masa depan yang memanusiakan. Pendidikan menjadi langkah manusia bisa menjelaskan berbagai hal yang ada di bumi, dari dirinya sendiri, lingkungannya, masyarakat bahkan keyakinan terhadap Tuhan. Pengetahuan yang diperoleh melalui pendidikan bisa membuka cakrawala tentang kehidupan dunia seisinya. Pendidikan menjawab rasa keingintahuan manusia terhadap sesuatu. Oleh karena itu pendidikan menjadi langkah penting agar berbagai pengetahuan tersebut bisa diketahui oleh manusia. Maka banyak sekali berbagai pendekatan pendidikan yang dibuat manusia agar pengetahuan dan kesadaran akan kemanusiaan ada dan muncul didalam diri manusia. Sayangnya banyak sekali kasus, baik yang tentatif maupun struktural yang membuat pendidikan itu seperti kehilangan arah. Pendekatan pendidikan begitu formalistik, kaku, dan bahkan penuh dengan intimidasi.
Lagu brick in the wall yang dinyanyikan Pink Floyd tersebut bisa jadi menjadi salah satu cara untuk menolak sebuah sistem pendidikan yang kaku, formalistik bahkan penuh dengan intimidasi. Pendidikan bukan suatu jalan yang menyenangkan tapi suatu jalan penuh siksaan yang tak jelas kemana arahnya. Kritik terhadap pendidikan baik dari sistem kurikulum maupun pendekatan sepertinya memang bukan sekedar isu lokal tapi merupakan isu yang telah mengglobal. Kasus-kasus kekerasan dalam dunia pendidikan tidak saja terjadi di Indonesia tapi juga banyak terjadi dibelahan bumi lainnya. Dominasi guru yang berperan menjadi pemegang otoritas tertinggi di kelas dan sekolahan memunculkan kediktatoran ditingkat kelas atau sekolahan. Di Indonesia misalnya di era sebelum tahun 2000 fenomena guru adalah pusat dari segala sesuatu masihlah kental. Dalam masa-masa itu akan sering ditemui berbagai cerita guru yang galak, suka marah-marah, mengancam siswa didiknya bahkan tidak saja mengancam tapi tindakan kekerasan kerap acap kali terjadi. Maka tidak asing bagi siswa-siswa dimasa itu bercerita atas pengalaman mereka atas tindakan guru yang melempar kapur, penghapus, penggaris pada siswanya karena dianggap melakukan kesalahan atau telah bikin onar. Maka tidak heran juga ada cerita murid yang tidak mau berangkat ke sekolah karena sekolah menjadi tempat yang angker untuk didatangi. Karena siswa takut dimarahi oleh gurunya atau bahkan karena di bully teman sekolahnya.
Sekolah menjadi bangunan angker karena ada kejadian-kejadian yang menakutkan didalamnya. Saat lembaga pendidikan menjadi lembaga yang “melindungi” dan “melegalkan” berbagai tindakan kekerasan dan intimidasi maka di lembaga pendidikan itulah budaya kekerasan dan intimidasi menjadi berkembang dan dianut anak didik yang memang belajar dari keseharian mereka di sekolah. Pada saat tindakan kekerasan dan intimidasi dilakukan oleh lembaga pendidikan berarti secara tidak langsung anak-anak telah dididik untuk melakukan kekerasan dan intimidasi dimasa depan dan hal tersebut dianggap suatu hal yang benar. Budaya kekerasan dan intimidasi terus menerus direproduksi dalam suatu sistem dan budaya dilembaga pendidikan sehingga membentuk generasi-generasi yang menganggap kekerasan dan intimidasi adalah suatu kewajaran dan dapat dibenarkan. Lembaga pendidikan pada akhirnya akan membentuk ketakutan-ketakutan baru pada siswa yang bersekolah. Sekolah menciptakan mitos-mitos bahwa pendidikan yang berhasil adalah pendidikan yang dilakukan dengan cara-cara yang keras.
Pada era-era setelah tahun 2000-an khususnya di Indonesia lambat laun berbagai pendekatan didalam sistem pendidikan mulai berubah walaupun masih dalam proses dan belum sepenuhnya berhasil tapi usaha tersebut ada dan patut diapresiasi. Salah satu yang bisa diambil contoh adalah pendekatan guru terhadap murid dalam proses pendidikan tidak lagi diperbolehkan melakukan kekerasan dan intimidasi. Guru mulai melakukan kegiatan belajar mengajar dikelas dengan pendekatan yang humanistik. Guru lebih ditekankan melakukan pendekatan psikologi terhadap siswa jika terjadi masalah dalam proses belajar mengajar. Sekolah saat ini mencoba untuk menjadi tempat yang menyenangkan bukan yang menakutkan. Sekolah tidak lagi menjadi tembok-tembok penyekat hubungan yang humanistik antara guru dengan muridnya.
Lagu Brick in the wall ini merupakan lagu yang kental dengan kritik-kritik sosial, khususnya di bidang pendidikan. Lagu ini bahkan sempat dilarang di Afrika Selatan pada saat masih dengan sistem apartheidnya. Lagu ini juga sempat dinyanyikan juga sebagai keprihatinan terhadap tindakan Israel terhadap Palestina. Bahkan musisi Pink Floyd sempat mengajak untuk memboikut produk-produk Israel. Lagu ini ditulis oleh Rogers Waters yang merupakan pendiri Pink Floyd.
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Opini
Bridging the Gap: Access to Justice for Women in Rural Indonesia
Published
7 hours agoon
21 April 2025By
Mitra Wacana
Author: Sarah Crockett (Intern from Australia)
Article 27 of the 1945 Constitution affirmed that all citizens shall be equal before the law, underscoring a core principle of equality within the legal framework of Indonesia. This foundational concept is further reinforced through Article 28D(1); that every person shall be entitled to protection and equitable legal certainty as well as equal treatment before the law. This burdens the State to grant everyone the right to be equal before the law without any excuses. In 1984 Indonesia also ratified CEDAW (The Convention on the Elimination of All Forms of Discrimination against Women). These laws, while well-intentioned, have frequently fallen short of their goals. Over the years, cases have shown how laws failed to facilitate the protection of women and the prevention of sexual harassment in Indonesia. A key aspect of this is the difficulty women experiencing in gaining access to justice following sexual crimes.
This issue of access to justice for women who have experienced sexual violence is heightened in rural areas. Rural regions are not only more isolated in a geographic sense, but the remoteness of location also creates a scarcity of certain assets. There are fewer resources like lawyers, education on the law and other legal aids. This can make it even more difficult to obtain legal counsel and cause confusion around whether individuals are entitled to legal assistance as well as where they can find it. Many women are unaware of their rights or what legal avenues are available to them to address instances of sexual assault. These areas also lack access to essential legal technology such as systems for digital record-keeping.
This gap can create inefficiencies in case handling, particularly in cases of sexual assault where the documentation of incidents is vital to the provision of evidence. The resulting inefficiencies stemming from outdated or ineffective record systems can lead to lost or mismanaged evidence, creating obstacles to timely and efficient legal justice and undermining the credibility of the legal system. Furthermore, a lack of adequate support systems for victims in rural areas, for example advocacy groups or mental health services, can increase feelings of isolation and helplessness resulting in reduced reporting. It is particularly vital that these issues are addressed as a significant portion of reported sexual assaults originate in rural regions. In a survey of 735 court decisions involving the sexual abuse of women 78.1% of cases were from rural region, although many cases go unreported.
Rural regions and more isolated communities tend to have even greater social stigma around female sexual assault than more urban areas. Traditional values in these areas can prioritize family honour and the reputation of the community over individual rights. An example of how this can manifest is the fact that women in rural regions who are assaulted are frequently pressured to marry their rapist to avoid social stigma by both their family and the police. In 2020 in East Nusa Tenggara a fifteen-year-old rape victim was married off by her parents to her seventy-year-old rapist. This stigma is amplified by cultural norms and patriarchal attitudes that place the burden of blame on victims. As a result, victims fear damage to their reputations or even backlash from their families.
Cultural norms may also encourage reconciliation over the pursuit of legal recourse. There is often pressure to avoid legal action to reduce the perceived shame this would bring the families of women who have experienced sexual assault. Victims may also feel that the outcomes they can expect for reporting will be unsatisfactory and therefore decline to pursue formal justice, particularly in rural areas. This stigmatization not only discourages individuals from seeking legal recourse but also affects their mental health and physical well-being. The stigma could extend to the legal process, where victims may face revictimization through insensitive questioning or biased treatment, reinforcing a culture of silence and underreporting. There is also a trend in rural areas of police lacking sensitivity training when dealing with victims of sexual assault, resulting in a bias against claimants and a culture of victim-blaming, further disincentivising victims from reporting.
In recent years, Indonesia experienced progressive development towards its laws and regulations on sexual violence. For years, the Wetboek van Stratrecht (WvS) has been the sole reference of law on sexual violence in Indonesia. In general, the Dutch-inherited criminal code is not sufficient to accommodate the fast-changing dynamics of criminal law in Indonesia. For years, Indonesia applied a very limited definition of sexual violence that often ending up causing harm to victims and restricted the effectiveness of legal enforcement. The retributive nature of Indonesia’s criminal law also puts aside the victim’s rights and interests which a massive application of restorative justice in Indonesia’s criminal law has tried to reform. Indonesia has now enacted Law Number 12 of 2022 on Sexual Violence which adopted a broader definition of sexual violence. The adoption of a broader definition of sexual violence could be seen from the inclusion of non-physical sexual harassment, marital sexual harassment, and online-based sexual violence.
Law Number 12 of 2022 also puts more focus on the victim compared to the old law as it is more perpetrator-oriented. The new law sets out a series of measures for the protection of the victim of sexual harassment such as medical and psychological guidance, restitution, rehabilitation, and also legal aid. The new law also recognises the importance of the victim’s own statements as well as digital evidence. However, despite the improvements shown by Law Number 12 of 2022, there have been a lot of obstacles in implementing the law. Law enforcement officers, especially police and prosecutors, are often poorly trained in handling sexual violence cases from a victim-centered perspective, resulting in many cases not being taken seriously or being overlooked. This also causes victims to doubt whether their cases would be taken seriously or if they would experience backlash for being the victims of sexual crimes.
The new law on sexual violence is expected to bring fresh air to the enforcement and eradication of sexual harassment in Indonesia. It is also in the spirit of applying the concept of restorative justice in Indonesia’s criminal law, while slowly leaving the long-adopted concept of retributive justice. In its formulation, the Government labelled Law Number 12 of 2022 on Sexual Violence as a more accommodating law and provides more care to the victim by introducing more definitions of sexual violence, legal aid to the victim, restitution, and a higher sanction to the perpetrator. Despite all the claims made by the Government of the Republic of Indonesia, the law is far from what seems to be the objective of the law. One of the most vital points in ensuring the success of the implementation of the law is the legal enforcer. As perfect as it is, the law will not be ideal if the enforcement is weak.
In addition, the enforcement of the law in online-based sexual violence remains ineffective. The digital infrastructure provided by the government in battling with online-based sexual violence is insufficient and cannot accommodate the fast-paced development of the internet. This can result in victims being left untreated and the existing systems for protection and prevention of online sexual violence are very minimal. Overall, further work is required in order to facilitate better access to justice for women in rural Indonesia.
