Peran Pembimbing Kemasyarakatan Dalam Proses Deradikalisasi Klien Terorisme

Zaki Ahmad Fauzi, Ali Muhammad

Abstract


This research examines the deradicalization program and the role of community counselors in the deradicalization process for terrorism clients in Indonesia. Terrorism is a serious issue that has affected the security and social stability in Indonesia. Therefore, deradicalization programs are crucial in addressing the root causes of terrorism. The research methodology used is a literature review, gathering information from various relevant scholarly publications on the topic of deradicalization. The results of this research reveal that deradicalization programs are planned, integrated, systematic, and ongoing processes aimed at eliminating or reducing radical understanding of terrorism and preventing individuals from returning to terrorist activities. The role of community counselors in deradicalization programs is extremely important. They have a strategic role in guiding and supporting terrorism detainees during their social reintegration programs. In carrying out their duties, community counselors should possess skills such as empathy, active listening, basic counseling, and problem-solving abilities. Moreover, they should also understand the challenges faced by terrorist clients, such as low self-esteem, stigmatization, and lack of family support. Effective deradicalization programs can help reduce the risk of terrorism detainees becoming involved in terrorist activities again after their release. This has significant implications for counterterrorism efforts and strengthens the national security of Indonesia.

Peran Pembimbing Kemasyarakatan Dalam Proses Deradikalisasi Klien Terorisme


Keywords


Community Mentor, Deradicalization, Terrorism

Full Text:

PDF

References


DPR RI. (2018). Undang-Undang Republik Indonesia Nomor 5 Tahun 2018 Tentang Perubahan Atas Undang-Undang Nomor 15 Tahun 2003 Tentang Penetapan Peraturan Pemerintah Pengganti Undang-Undang Nomor 1 Tahun 2002 Tentang Pemberantasan Tindak Pidana Terorisme Menjadi Undang-Un. Dpr Ri, 1(2), 1–15.

Elgoibar, D. (2017). Conflict management. Oxford Research Encyclopedia of Psychology.

Fatimah, A. N., Pataparila, A., Susanti, D. E., Kurniati, E., Erikha, F., Ahmadi, F. N., Larasati, I., Parakas, M., Sultan, N., Amalia, N. I., Alwi, P., Sari, R. F., Yanti, S., Isti’anah, T., Wijanarko, T. G., Cahyawan, W., Nugroho, W. C., Yudistira, & Rosfarita, Y. (2021). Panduan Pembimbing Kemasyarakatan dalam Proses Pembimbingan Perempuan dan Anak Tindak Pidana Terorisme.

Gunaratna, R. (2015). Countering Violent Extremism: Revisiting Rehabilitation and Community Engagement. Counter Terrorist Trends and Analysis, 7(3), 5–13.

Horgan, J. (2009). Deradicalization or disengagement? A process in need of clarity and a counterterrorism initiative in need of evaluation
¿Desradicalización o desvinculación? Un proceso que debería clarificarse y una iniciativa antiterrorista que necesita ser valorada. Revista de Psicología Social, 24(2), 291–298. http://openurl.ingenta.com/content/xref?genre=article&issn=0213-4748&volume=24&issue=2&spage=291

ILO. (2005). Demobilisasi dan Reintegrasi di Aceh Reintegrasi Ekonomi Berkelanjutan Kaidah-Kaidah. 1–68.

INEE, U. (2016). INEE Background Paper on Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings.

INFID. (2020). Penanganan dan pendampingan deportan dan returni perempuan dan anak korban radikalisme.

Ioannidou F, Konstantikaki, V. (2008). Empathy and emotional intelligence : What is it really about? International Journal of Caring Sciences, 1(3), 118–123.

IOM. (2015). ASSISTED VOLUNTARY RETURN AND REINTEGRATION At a Glance 2015.

Lynch, O., & Lambert, S. (2016). Child Returnees from Conflict Zones. Radicalisation Awareness Network, November, 1–23. https://cora.ucc.ie/handle/10468/7477

Neuroscience, S. I. of. (n.d.). How do you cope.

RI, D. (2022). Pasal 1 Undang-Undang Republik Indonesia Nomor 22 Tahun 2022 tentang Pemasyarakatan. 143384.

Rolston & Richardson. (2019). What is emotion regulation info brief.

Weger, H. et al. (2014). The relative effectiveness of active listening in initial interactions.

Yuliantika, S. D. (2016). Pengembangan Modul Pemahaman Diri Remaja Pada Siswa Development of Adolescence Self Understanding Module To Student of. 20–29.




DOI: https://doi.org/10.5281/zenodo.10045002

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Wheny Utariningsih

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 


Socius: Jurnal Penelitian Ilmu-Ilmu Sosial

ISSN : 3025-6704