COMMUNICATIVE SOCIAL INTERACTIONS AS AN EFFORT TO PREVENT
RADICAL ISLAM IN STUDENTS

Ida Umami
State Islamic Institute Metro
Iringmulyo, Metro, Lampung Indonesia, 34112
E-mail: idaumami.iainmetro@gmail.com
Received:
06/06/2020

Revised:
25/06/2020

Approved:
30/06/2020

DOI: https://doi.org/10.32332/akademika.v25i1.2154

Communicative social interactions as a radical Islamic prevention
effort in students of Licensed Under a Creative Commons AttributionShareAlike 4.0 International License
Abstract
This paper discusses the prevention efforts of radical understanding
among students through communicative social interactions. This study is a
literature study with a psychological approach. Data Research Methods use
Library research derived from the literature, research results and various
scientific articles and books collected with documentation techniques. The
collected data is then analyzed using the content analysis method. This
method is operationalized by making inferences – the inferences that can be
imitated and valid for data by observing the context. The results of this
research are social interactions are indispensable in student life as
individuals and community members so communicate and assist and
cooperate in achieving common goals desired. Positive social interactions
will be able to be a sense of religious understanding among closed and
textual students, so they feel as a group that feels most understanding of
God's teachings. Therefore, there needs to be a better knowledge and
understanding of religion for students and strive to conduct harmonious
and communicative social interaction so that students can avoid and be
prevented from understanding religious-based radicals and become a
person who has a high social concern.
Keywords: Communicative Social Interactions, Prevention, Radical Islam,
Colleges

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

Introduction
Prevention of radical understanding through the means of interactive
communication is an alternative option with a psychological approach that
can be done in college student groups. The education institute is by far the
most effective area of the nursery and the spread of religious radicalism.
Indonesia National Counter-Terrorism Agency Research in 2012 against
110 perpetrators of terrorism has been signaling the potential of radicalism
among students.1 The Indonesia National Counter-Terrorism Agency
syndications were confirmed by some of the growing research of radicalism
in universities.2 Even the 2017 Indonesia National Counter-Terrorism
Agency re-affirmed its findings that 39% of students in 15 colleges were
attracted to radical organizations who wanted to replace state ideology.3
Related to these findings, one way to tackle radicalism is to focus on
prevention programs in education institutions.
The study on the handling of radicalism in Indonesia has so far been
mapped to two strategies: counter-attack and deradicalization (soft
approach). The strategy and approach of the soft approach through this
deradicalization consists of two kinds that are explicit that directly targets
the counter ideology of violence held by actors. The second way is implicit
deradicalization that sneaks into the needs of emotion and psychological
perpetrators. The implicit deradicalization effort provides the expertise
courses and family engagement that enable the perpetrator to easily
reintegrate to the community.4 The tendency of radicalism studies focuses
more on the issues of combating understanding and radical movement. 5

A.

Arbi Sumandoyo, “Gelombang Stigmatisasi ‘Radikalisme’ di Perguruan
Timnggi
Negeri,
dikutip
dari
https://tirto.id/gelombang-stigmatisasiradikalisme-di-perguruan-tinggi-negeri-cPq7.
2
Saifudin, “Radikalisme Islam di Kalangan Mahasiswa (sebuah
Metamorfosa Baru)”, dalam ANALISIS, Vol XI, Nomor 1, 2011, h. 17-32. Aseri,
Akh. Fauzi, “Radikalisme Islam di Kalangan Mahasiswa Perguruan Tinggi Negeri
Banjarmasin”, dalam TASHWIR: Jurnal Penelitian Agama dan Sosial Budaya, Vol
3. No. 6, 2015.
3
Sumandoyo,
“Gelombang
Stigmatisasi”,
dikutip
dari
https://tirto.id/gelombang-stigmatisasi-radikalisme-di-perguruan-tinggi-negericPq7.
4 Arie W. Kruglanski dkk., “The Psychology of Radicalization and
Deradicalization: How Significance Quest Impacts Violent Extremism: Processes of
Radicalization and Deradicalization,” Political Psychology 35 (Februari 2014): 88,
https://doi.org/10.1111/pops.12163.
5 Abu Rokhmad, “Radikalisme Islam dan Upaya Deradikalisasi Paham
Radikal,” Walisongo: Jurnal Penelitian Sosial Keagamaan 20, no. 1 (30 Mei 2012): 79,
https://doi.org/10.21580/ws.20.1.185. Petrus Reinhard Golose, Deradikalisasi
1

Communicative Social …

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27

The study of the prevention of radicalism tends to target the planting of
moderate ideologies and multiculturalism as counter-radicalism.6 While
psychological aspects of communication not yet much exploration
adequately.
Therefore, this paper intends to fill the void of radical understanding
prevention studies among students through communicative social
interactions. This study is important, considering that the most
commonplace tools used for radical propagation are direct communication,
mass media, educational institutions, and family relationships. Thus the
argument built in this paper is an interactive communication line to be an
effective medium to stem and prevent the spread of radical ideology
among students.
Literature Review
The Concept Of Communicative Social Interaction
As social beings that cannot live alone, interaction with other human
beings is a fundamental essential for a human being to get help from his
neighbor. Through interactions, there will be feedback between human
beings in the lives of everyday life. Hence the term social interaction is
therefore known. According to Soerjono Soekanto, social interaction is an
interpersonal exchange that each person demonstrates to conduct one
another in their presence, and each behavior affects each other.7
In line with Soerjono Seokanto, Walgito defines social interactions as
a relationship between individuals who influence other individuals or vice
versa, so there is a reciprocal relationship. The relationships can occur

B.
1.

Terorisme: Humanis, Soul Approach dan Menyentuh Akar Rumput (Jakarta: Yayasan
Pengembangan Kajian Ilmu Kepolisian, 2010), 144
Nur Salim dan Agus Widodo, “Pencegahan Paham Radikalisme dan
Terorisme Melalui Pendidikan Multikulturalisme pada Siswa MAN Kediri I,”
Jurnal Abdinus 2, no. 1 (2018): 9. Iwan Satriawan, Muhammad Nur Islami, dan
Tanto Lailam, “Pencegahan Gerakan Radikalisme melalui Penanaman Ideologi
Pancasila dan Budaya Sadar Konstitusi Berbasis Komunitas,” Jurnal Surya
Masyarakat 1, no. 2 (28 Mei 2019): 99, https://doi.org/10.26714/jsm.1.2.2019.99-110.
Raden Mas Jerry Indrawan, “Bela Negara sebagai Metode Pencegahan Ancaman
Radikalisme di Indonesia,” Jurnal Pertahanan & Bela Negara 7, no. 3 (2017): 1–17.
7 Indah Sri Rahayu, “Hubungan Interaksi Sosial dengan Komunikasi
Interpersonal Siswa di SMP Negeri 22 Kabupaten Tebo” (Skripsi, Jambi,
Universitas Jambi, 2018), 5.
6

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

between individuals with individuals, individuals with groups or groups
with groups.8
The interaction must be at least three elements, namely the
Communicator (person who performs the communication), the recipient
(the person who made the object or the target), and the information
(material being used as communication or interaction).9 Good social
interaction is characterized by smooth communication and the similarity of
meaning between the recipient and communicator.
According to Soerjono Soekanto social interaction occurs when the in
communication has fulfilled two conditions. First, social contact. Social
contact occurs when involving humans giving each other action and
reaction. Social contact can take place through two forms, which are social
contact directly (face to face) and indirectly (through intermediate media).
Second, communication. Social contact alone has not quite established
social interaction with others, still needed another condition, namely
communication. With communication, it is hoped that others understand
and understand the message conveyed in social contacts. Communication
consists of two forms, namely using sign Language (nonverbal), and using
words that contain common meaning (verbal).10
Communication as an important part of culture has a significant role
in interacting activities among others. Almost every act of interaction
requires a communication which can then be referred to as communicative
interactions. In Dictionary great Bahasa Indonesia (KBBI), communicative
has two meanings, namely in a state of mutual contact (easy to contact);
and easy to understand (understandable).11 The concept of communicative
social interactions puts each person as an individual with the same
existence in an interaction. So that the interaction between the two will
arise mutual understanding, ultimately the goal between parties will be
achieved in the interaction.

Indrati Endang Mulyaningsih, “Pengaruh Interaksi Sosial Keluarga,
Motivasi Belajar, dan Kemandirian Belajar terhadap Prestasi Belajar,” Jurnal
Pendidikan dan Kebudayaan 20, no. 4 (Desember 2014): 444.
9 “Etin Soilihatin dalam Ahmad Multazam, ‘Pengaruh Interaksi Sosial Guru
dan Siswa dalam Pembelajaran Terhadap Akhlak Siswa SMP Islam Ngebruk
Malang’ (Skripsi, Malang, Universitas Islam Negeri Maulana Malik Ibrahim, 2015),
19,” t.t.
10 Effendy Onong Uchjana, Hubungan Masyarakat: Suatu Studi Komunikologis
(Bandung: Remaja Rosdakarya, 1998), 109.
11 “Kamus Besar Bahasa Indonesia (KBBI) Kamus versi online/daring
(dalam jaringan),” KBBI Web (blog), 2019, https://kbbi.web.id/komunikatif.
8

Communicative Social …

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29

An interhuman relationship is not merely a relationship between me
and you, but it is essentially a relationship between me and me. The interhuman relationship is an essential and authentic meeting between two
people who accept each other as a person who is intact and appreciates
each other.12 Therefore, the relationship between human beings is a
relationship that does not consider the difference in social status, such as
education, derivatives, origins, ethnicity, etc.
Relationships between individuals are possible because the
individual interacts with the other individual. Through interactions,
individuals know each other, understand, dive in, and ultimately
appreciate other individuals to develop their individuality. That interaction
then allows individuals to develop communication. Communication is
unlikely to take place without interaction.13 Collaboration between
communications in an interaction forms a more powerful communicative
social interaction in the development of individual qualities.
2.

The Urgency of Communicative Social Interactions
According to Warren and Roucech, social interaction is a process of
conveying reality, beliefs, attitudes, emotional reactions, and other
consciousness of his neighbor in life.14 Based on this theory it is
understandable that social interactions are one way for individuals to
nurture their social behavior so that they can behave socially with other
individuals. Social interactions can also increase the quantity and quality of
individual social behaviors so that individuals become increasingly mature
in acting with other individuals in the social environment.
On the other hand, communication has significance in the process of
social interaction. In an interaction, a person gives a commentary on the
behavior of another person who is like talking, an alarm or gesture,
including what feelings the person wants to convey. The person in question
then gives a reaction to the feelings that others want to convey. With such
communication, the attitudes and feelings of a human or individual group

“Kleden Ignas, Intersubjektivitas Sebagai Gejala Kebudayaan (Jakarta:
Leppenas, 1981), 25,” t.t.
13 Vira Afriyati, “Strategi Orang Tua dalam Mengembangkan Interaksi
Komunikatif dengan Anak Untuk Meningkatkan Kemampuan Membina
Hubungan Sosial Anak,” dalam Seminar Nasional BK FKIPUNIB (Profesionalisme
Konselor Menghadapi Era Globalisasi, Bengkulu: Bimbingan dan Kosnseling FKIP
Universitas Bengkulu, 2016), 212.
14 Slamet Santosa, Dinamika Kelompok (Jakarta: Bumi Aksara, 2004), 10.
12

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

can be known by other groups or others. It is then a material to determine
what reaction it does.15
Communicative social interactions are necessary for a peer individual
in the context of community life. The intrinsic and personal relationship
between each other will result in a life of a common person collecting
several private people. Life with a human being or more commonly called a
society must be built and constructed while still taking into account the
personal. Because society consists of individuals who have their
characteristics. About this, Berdayev says that people should live in a
community environment that does not mean that as an individual, he must
be part of his community, because personality can never be a part of
anything, too. Conclude that human beings do not have to be fully formed
and determined by the people, but the people are formed and determined
by private. The weight of a society is determined by the value of the
individuals who support and form it.16
Furthermore, the pattern of communicative social interaction
between individuals and groups is also used as a solution to the occurrence
of communication problems in a community. In a book titled
Communicative Action Theory, Jurgen Habermas is craving a
communicative action that has the power to unite society. Habermas
remains consistent with its basic thesis that society can only be integrated
through communicative action. He has a strong belief that the risk of
considerable conflicts of interest can be dammed through public
communication that produces legitimacy laws. For example, the theory of
deliberative democracy is an attempt to reconstruct the process of
communication in the context of a democratic legal state.17 The concept can
also be applied to Indonesia's plural society, which is more likely to conflict
of interest.

Rahmat Ayyub, “Interaksi Sosial dalam Dunia Maya (Fenomenologi
Cyber Tumming dan Abu Youtubers Makassar)” (Skripsi, Makassar, Universitas
Islam Negeri Alauddin, 2017), 20.
16 Afriyati, “Strategi Orang Tua
dalam Mengembangkan Interaksi
Komunikatif dengan Anak Untuk Meningkatkan Kemampuan Membina
Hubungan Sosial Anak,” 212.
17 Dismas Kwirinus, “Menuju Masyarakat Komunikatif menurut Jurgen
Habermas,” LSF Discourse (blog), 2019, https://lsfdiscourse.org/menujumasyarakat-komunikatif-menurut-jurgen-habermas/.
15

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Method
This article is a study of interactive communication among students
as one of the efforts to prevent radical understanding in universities. This
study is a psychological conceptual review. The main source of data search
is the literature in the form of research results from various articles and
books of scientific works collected with documentation techniques.
The collected data is analyzed by the content analysis method. This
method performed by integrating several concepts and keywords to do
inference-inference about its context.18 Further, the accumulated data are
categorized according to specific themes and patterns. The categories
formulated based on records of existing data. This analysis pattern in the
qualitative study uses inductive reasoning to conclude an objective and
accountable study, both substantively and methodological.

C.

Finding and discussion
Radical Islam among students
The word "radical" comes from the Latin, namely: radix which means
root, where the meaning is a very deep thought to something until its
roots.19 In the Great Dictionary of Bahasa Indonesia, the radical has three
meanings, namely fundamentally (up to the principle thing); strictly
demanding changes (laws, government); and forward in thinking or
acting.20 Usually, radicalism is defined as a state political understanding
that demands a change and a major overhaul as a way to achieve the level
of progress.21 Based on that understanding, it can be understood that
radicals must not have a negative connotation.

D.
1.

“Klaus Krippendorff, Content Analysis; an Indtroduction to Its
Methodology (London: Sage Publication, 2004).,” t.t.
19 Agus Sediadi Tamtanus, “Pemikiran: Menetralisir Radikalisme di
Perguruan Tinggi Melalui Para Dosen,” Untirta Civic Education Journal 3, no. 2
(Desember 2018): 211.
20 Ebta Setiawan, “Kamus Besar Bahasa Indonesia (KBBI) Kamus Versi
Online/Daring
(Dalam
Jaringan),”
KBBI
Web
(blog),
2019,
https://kbbi.web.id/radikal.
21 Saifuddin, “Radikalisme Islam di Kalangan Mahasiswa (Sebuah
Metamorfosa Baru),” ANALISIS: Jurnal Studi Keislaman 11, no. 1 (Juni 2011): 18.
18

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While Sartono Kartodirdjo reveals the term radicalism as a "social
movement that functions to reject thoroughly the ongoing social order that
is characterized by the aggregative of strong moral in opposition and
hostile to people who have special and powerful privileges".22 In addition
to radical terms, other designations are used to label a movement that tends
to be the fundamentalist, extreme, and militant. The four terms are
essentially directed at a person or group of people with pejorative,
punishing, slaying, and degrading actions due to his radical, exclusive,
enclosed, self-righteous, and absolute deeds in the face of a particular
problem.23
Islam is one of the religions that have a close connection with radical
movements. Azyumardi Azra in his book The Islamic political unrest of
fundamentalism, modernism to Post-Modernism described the radical
movements of Islam. He described it from the historical aspects, doctrines,
ideological roots, about jihad in both its concept and practice, to the birth of
radicalism in politics that make in the acts of terrorism in local, regional
and international.24
Radical Islamic groups understand Islam as a perfect and complete
religion and pay attention to cultural authenticity. Islam is not a religion in
the Western sense, but Islam is a perfect way of life that governs all aspects
of human life. This understanding establishes a view of life that has always
missed the implementation of Islamic aspects in every joint life, not only in
the ritual aspect of worship alone.25 This also affects the establishment of an
exclusive identity as a specific criterion for this group.
The radicalization process also reaches the campus, especially among
University students. The director of setara-institute, Halili in his research
said that there are 10 public universities (PTN) in Indonesia exposed to
Islamic Islam radicalism. University of Indonesia (UI), Institut Teknologi
Bandung (ITB), University of Gajah Mada (UGM), State University
Yogyakarta (UNY), UIN Jakarta, UIN Bandung, Bogor Agricultural
Institute (IPB), Universitas Brawijaya (UNBRAW), university Matram
UNIRAM, and Airlangga University (UNAIR). He also said the wave of
radicalism at 10 PTN was carried by the exclusive religious group name
from the group Salafi-Wahabi, Tarbiyah, and Tahririyah.
22 Sartono Kartodirdjo, Ratu Adil (Jakarta: Sinar Harapan, 1985), 38.
23 Buchor dalam Abdulloh Hadziq, “Nasionalisme Organisasi Mahasiswa
Islam dalam Menangkal Radikalisme di Institut Agama Islam Negeri (IAIN)
Surakarta,” Jurnal Pendidikan Agama Islam Al-Thariqah 4, no. 1 (Juni 2019): 54.
24 Azyumardi Azra dalam Saifuddin, “Radikalisme Islam di Kalangan
Mahasiswa (Sebuah Metamorfosa Baru),” 23.
25 Emna Laisa, “Islam dan Radikalisme,” Islamuna 1, no. 1 (2014): 5.

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33

The pattern of Islamic activities on the campus exposed to radicalism
is monolithic. These activities tend to be co-opted by certain closed or
inclusive Islamists. The exclusive religious group gave birth to a discourse
that its truthfulness is believed. In general, the discourse developed is to
cling to the Qur'an, "Islam persecuted", and "Islam must be vigilant". They
only believe they are learning and tend to be vigilant with a different
thought, "he said. This religious group made mosques and Prayer room as
a base of cauterization and targeted student organizations such as the
Institute of Student Da'wah and faculty Da'wah Institute.26
Indications of high potential radicalism in the college environment
can be seen from the level of support for radical movements in the state of
Pancasila. Research from the FISIP of Brawijaya University in 2018 stated
that about 23 percent of students in this university support and accept if
there is a specific group implementing the Islamiyah Caliphate. One of the
researchers revealed students become radical group targets because they
are considered capable of building a support base, have skills and
knowledge-especially engineering science or field of engineering as well as
a group whose mental thinking is still giddy.27
2.

Communicative social interactions as an attempt to fortify students
from radical Islam
Behind the potential of radical spreading, the college has an
important and strategic role in counteracting the dangers of radicalism and
intolerance that grows in society. Students are expected to be spearheading
to counteract the growing rise of radicalism to overcome the movement of
radicalism. Ulul Huda in his research formulated the strategy undertaken
by the campus to ward off radicalism in the higher education environment.
First, preserve the Islamic activities that are full of peace, cool, and caring
for each other. Secondly, it provides more student activities by enhancing
talent and ability through sports, research, and self-development. Thirdly,
supervision by the head society of academicians on campus facilities,
mosques, prayer rooms, and meeting rooms. Fourth, we need to restrengthen the courses that have links to national strengthening. For

26 Alfian Putra Abdi, “Setara Institute Sebut 10 Kampus Terpapar Paham
Radikalisme,” Tirto.id (blog), 2019, https://tirto.id/setara-institute-sebut-10kampus-terpapar-paham-radikalisme-d9nh.
27 Nurika Manan, “Mengenali Pintu Masuk Radikalisme di Perguruan
Tinggi,” KBR.id (blog), 2019, https://kbr.id/nasional/06-2019/mengenali-pintumasuk-radikalisme-di-perguruan-tinggi/99439.html.

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

example, Islamic religion, Pancasila, citizenship, history, and social sciences
must be strengthened by the national context.28
In line with the previous statement, students who are subject and
central to the prevention of radical understanding. Thus, social interaction
among students becomes very urgent and relevant. A conscious or
unconscious student's social interaction is led by a system of knowledge,
and an experience that will form a pattern of thinking about the attitudes
he or she will bring in associating or interacting. The knowledge system is
part of the culture that is the unity of the ideas and ideas that exist in the
human head, containing a series of values and norms, including what are
permissible and forbidden. The emergence of radicalism among students is
based on self-understanding and negative interactions. As it is known at
first the radical attitude grows within them as it arises a very dominant
perception that they have been treated unfairly and oppressed so that it can
be implanted heartache towards the person or the other party.
Social interaction is a common form of the social process, the form of
interaction will be seen when the people of the human group have
relationships with each other. The Association of individuals is a mere
person, and will not produce social associations. Such a new life will
happen when individuals or groups of people work together, conduct
competition, strife, and assimilation, or debauchery.29 Positive interactions
will prevent discontentment, anarchism, and radicalism. Communication
must be open and communicative, to effectively prevent extreme actions.30
However, the presence of communicative interpersonal interactions will
prevent negative acts, especially violence.31
In his position as a social creature, a student as a human tends to
always relate to the environment. Firth suggests social interactions are
always preceded by social contact and communication. Social contact may
Ulul Huda, Tenang Haryanto, dan Budiman Setyo Haryanto, “Strategi
Penanggulangan Radikalisme di Perguruan Tinggi Kabupaten Banyumas,” dalam
Pengembangan Sumber Daya Perdesaan dan Kearifan Lokal Berkelanjutan, vol. VIII
(Rekayasa Sosial dan Pengembangan Perdesaan, Purwokerto: LPPM Universitas
Soedirman, 2018), 551.
29 Soerjono Soekanto, Sosiologi Suatu Pengantar (Jakarta: Rajawali, 1986), 47.
30 Stefan Kitzmann, Prevention of Violent Extremism through Social Inclusion
Social Impact Analysis of Eurodiaconia members’ work (Heidelberg: Eurodiaconia,
2018).
31 Lebih lanjut baca Rini Rinawati dan Dedeh Fardiah, “Efektifitas
Komunikasi Antarpribadi Dalam Mencegah Tindak Kekerasan Terhadap Anak,”
Jurnal
Penelitian
Komunikasi
19,
no.
1
(29
Juli
2016):
29–40,
https://doi.org/10.20422/jpk.v19i1.49.
28

Communicative Social …

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occur in the form of 1) between individuals, 2) between individuals and
human groups, 3) among fellow groups. The communicative form of
interaction will form a positive personal and otherwise negative
interactions will form a destructive personal.32
Interactions are a two-way process in which each individual or group
stimulates another and in varying degrees modifies the participants '
behavior. The characteristic behavior and personality of individual
members in a group affects the behavior of others and makes a significant
impact on the function of a group as a whole. Each individual's behavior is
influenced by other individual behaviors. This is known as the interaction
process and it is the essence of social life. This is known as a driving factor
that constructive social interactions can prevent the destructive action of a
group.
Forms of social interaction among students include cooperation,
competition and can even form a conflict, could also be an accommodation
where disagreement may be a settlement that is only accepted for a while,
it is mean the parties who are conflict not necessarily satisfied fully.33
In continuity, social interactions can be positive and negative forms.
Negative forms, such as opposition or competition, are positive forms that
can lead to cooperation. Indeed, a negative form of interaction in social life
is natural. Because a group has a competitive and cooperative sense. For
that social interaction, the most important is the extent to which the
individual student is concerned or the group understands itself. There are
two possibilities, namely as passive recipients in conjunction with a
particular challenge, or as an active participator in the interaction. Even the
extent to which they sought to change his attitude, control himself over his
social environment, influence each other and their responsibilities to
maintain the order.
Along with the creation of interaction, conditions also create an
integration in the community. In this case, the separate groups (the culture,
the norm) obliterate the differences that existed before. Besides, it can also
be interpreted as an individual's acceptance by other members of a group.

32 Roderick Firth, “Are Epistemic Concepts Reducible to Ethical Concepts?,”
dalam Values and Morals, 13 (Dordrecht: D. Reidel, 1978), 56.
33 Jens Allwood, “Cooperation, Competition, Conflict And Communication,”
2007, 22; Baca juga Selo Soemardjan dan Soelaiman Soemardi, Setereotip Etnik,
Asimilasi dan Integrasi Sosial (Jakarta: Fitaka, 1988), 77.

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Without adjustment, an open conflict, interference and violence will
occur.34
In line with the views above Horton and Hunt presented two things
that could hinder the occurrence of social interaction between the two
group’s namely social prejudice and discrimination. Social prejudice is a
stated judgment before knowing the facts. This condition which becomes
one of the causes of students will fall and enter into the movement of
radicalism. This is exacerbated by the causes of the parties to blow up
hostility and prejudice in the name of injustice.35 Prejudice is a negative
evaluation of a social group or an individual's negative evaluation that is
significantly based on individual group members.36
Several factors can encourage social interaction in the prevention of
the emergence of radicalism among students as follows.
a.

Mutual Trust
The patterns of interaction develop specially or distinctively. A
person who carries out an interaction seeks to alter the characters they are
not desired. On-campus, in interacting, lecturers try to change student
attitudes that do not comply with the rules of norms and politeness. The
trust factor is the most important. Glover, John A and Roger H Bruning
suggest that from the first stage of interaction and interpersonal
relationships to the second stage (the edification stage), "Believe" determine
the effectiveness of communication. Scientifically, "Believe" is defined as
"relying on the behavior of people to achieve the desired goal, whose
achievement is uncertain and in a risk-filled situation". Loss of confidence
in others will impede the development of intimate interactions and
interpersonal relationships. Consequently, social interactions will not go
smoothly so that all individuals involved in social interactions are willing
to express their feelings and thoughts. Obviously, without believing it will
grow communication failures.37
34 K.J. Veeger, Realitas Sosial, Refleksi Filsafat Sosial Atas Hubungan Individu

Masyarakat Dalam Cakrawala Sejarah sosiolog (Jakarta: PT Gramedia Pustaka Utama,
1985), 73.
35 Paul B. Horton dan Chestr L Hunt, Sosiologi Jilid I (terjemahan Aminuddin
Ram) (Jakarta: Erlangga, 1990), 91.
36 Christian S. Crandall dan Amy Eshleman, “The Justification-suppression
Model of Prejudice: An Approach to the History of Prejudice Research,” dalam
Social Psychology of Prejudice: Historical and Contemporary Issues (Kansas: Lewinian
Press, 1996), 237.
37 John A Glover dan Roger H. Bruning, Educational Psychology Principles and
Applications (United States of America: Harper Collins Publishers, 1990).

Communicative Social …

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37

In addition to experience, three main factors can foster a trusting
attitude or develop social and communication interactions based on mutual
trust namely: accepting, empathy and honesty.38 Accepting is an attitude
that sees others as human beings, as a valued individual while empathy is a
growing stance on others. This honesty is very closely related to personal
and personal ethics with the group.39
b.

Sportive Attitude
Sportive attitudes are attitudes that reduce defensive behavior in
communication. People are defensive when he does not accept, dishonest,
and not empathy. It is obvious, with the defensive attitude of interpersonal
communication going to fail; because a defensive person will more protect
themselves from the threats he responds in communication situations than
to understand the message of others. Defensive communication can occur
due to personal factors such as fear, anxiety, low self-esteem, defensive
experience, and so on or can also be due to cryptosystem factors. Among
these factors is the communication behavior of others. Gibb mentions six
behaviors that pose sportive behavior namely, description, problem
orientation, spontaneity, empathy, equality, and professionalism.40
Sportive attitudes are indispensable in the social interaction of
students. The sportsmanship that grows in social interment will encourage
each student to appreciate each other and cultivate an attitude to be willing
to acknowledge personal weakness and the strengths of others. High
sportsmanship is also able to improve mutual togetherness and avoid
students from fraudulent deeds.
c.

Discipline Attitude
Discipline is a mental attitude that contains willingness to obey all
provisions, rules and norms that apply in carrying out duties and
obligations. Discipline is a process of practice related to growth and
development. Discipline will not arise by itself. Discipline must be
38 Dominic D. Wells dan Anthony D. Molina, “The Truth About Honesty,”

Journal of Public and Nonprofit Affairs 3, no. 3 (1 Desember 2017): 292,
https://doi.org/10.20899/jpna.3.3.292-308.
39 Maaja Vadi dan Krista Jaakson, The Importance of Value Honest: Determining
Factors and Some Hints to Ethics, Working Paper Series / University of Tartu,
Faculty of Economics and Business Administration 43 (Tartu: Tartu Univ. Press,
2006).
40 Jack R. Gibb, “Defensive Communication,” Journal of Communication 11,
no.
3
(1
September
1961):
10–15,
https://doi.org/10.1111/j.14602466.1961.tb00344.x.

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

educated and implanted early. Discipline should be implemented with
awareness. Thus discipline can be attached to the student so that the
attitude and deeds done are no longer felt like a burden. Even when he did
not discipline he felt guilty and felt there was a deficiency in him.
Discipline is indispensable for social interaction with others. The
discipline that is embedded in students will encourage them to perform his
responsibilities well. This discipline also encourages individual students to
appreciate others in interacting and not violating the rights of others.
Discipline is required in social interment as well as in the interaction of the
required adherence of each individual to any agreed rule or provision. The
attitude of discipline in social interaction, among others, is manifested
through righteous conduct, does not violate the rights of others, comply
with all the rules established by the school both in the form of a deed, and
the other provisions (norms) that bind.41
d.

Empathy
Empathy can be interpreted as understanding the feelings and
emotions of others. The ability to recognize the emotions of others or
empathize is built on self-consciousness. If someone is open to his own
emotions, he will be skilled at reading feelings. Empathize ability is useful
to know how others feel. Being empathetic will continue to engage in moral
considerations because moral dilemmas involve potential victims. Empathy
is much related to caring.42 Empathy underlies many facets of moral action
and considerations. Empathy is needed in relationship coaching and better
social interactions. The skill of building relationships with others is a social
skill that supports success in association with others. The ability of social
interactions allows one to form relationships to mobilize and influence
others, encourage a close relationship, convince and influence, and make
others feel comfortable. Components of inter-personal intelligence:
organizing groups, discussing problem-solving, personal relationships, and
social analysis.43
Based on the above, it is obvious that communicative social
interactions will have a positive impact on each individual as well as a
41 J.B. Conant,

General Education in a Free Society (Massachusetts: Harvard
University Press, 1950).
42 Faye Miller, “Social Interaction and the Role of Empathy in Information
and Knowledge Management: A Literature Review,” Journal of Education for
Library and Information Science 52, no. 2 (2011): 122.
43 Calvin Hall dan Gardner Lindzey, Theories of Personality (USA: Wm. C.
Brown Company Publishers, 1978).

Communicative Social …

.

39

group. The existence of acceptance, honesty, empathy, and discipline will
make every individual as a member of the group can share and support
each other and control it to act positively. Thus it will be an effective Sara
for the individual to avoid falling into negative thoughts and actions. In the
context of combating understanding and the action of radicalism, it can be
an effective means of preventing.
For social interaction to be effective to prevent radical Islam, social
interaction must be built between students, students with lecturers,
students with educational personnel and another academic school of
campus and with the environment in which students reside. It is not only
in the classroom but also outside the classroom. Not only in the campus
environment but also outside the campus.44
Conclusion
Social interactions as an individual way to maintain social behavior
can still behave socially with other individuals can increase the quantity
and quality of individual social behavior. Communicative social
interactions can make a person more mature in with other individuals in
the social environment.
Social interactions are indispensable in student life as individuals and
members of the community to communicate and assist each other and
cooperate in achieving the desired common goals. Positive social
interactions can be an antidote to religious understanding among closed
and textual students, so they feel as a group that feels most understanding
of God's teachings. Therefore, there needs to having better knowledge and
understanding of religion for students and strive to accomplish
harmonious and communicative social interaction so that students can
avoid and be prevented from understanding religious-based radicals and
become a figure that has a high social concern.

E.

Bandingkan dengan Zulfani Sesmiarni, “Membendung Radikalisme
dalam Dunia Pendidikan Melalui Pendekatan Brain Based Learning,” KALAM 9,
no. 2 (23 Februari 2017): 245–50, https://doi.org/10.24042/klm.v9i2.330.
44

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AKADEMIKA, Vol. 25, No. 01 Januari – Juni 2020

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