The Center for Indigenous and Cultural Psychology (CICP) at Gadjah Mada University held the 3rd Angkringan Workshop titled “Communal Sharing as the Foundation for Youth Solidarity Actions” on Wednesday, May 8, 2024. The workshop featured speaker Melani Jayanti, M.A., a member of the Pesantren Research Group, to present research findings and interesting discoveries related to the process of forming solidarity within youth organizations and the dynamics of intragroup relations within them.
On March 26, 2024, the Center for Indigenous and Cultural Psychology (CICP) successfully held its second angkringan event with the theme “Indigenous and Cultural Psychology in the Study of Interethnic Integration in Indonesia.” The event took place in room C-103 and was also broadcast online via Zoom, attracting 50 participants in person and 130 participants online. The event started at 14:45 and continued until 19:00, featuring rich discussions and a shared iftar that added warmth to the atmosphere. This angkringan was special because it featured two renowned speakers in their respective fields.
On Friday, March 1, 2024, the Center for Intergroup Conflict and Peace (CICP) held Angkringan 1 with the main theme “A Home to Return to, How the Maiyah Community Nurtures Common In-group Identity.” Angkringan is a regular CICP event aimed at discussing research findings from CICP members in a relaxed, friendly, and open atmosphere for everyone.
ABSTRACT. In Indonesia, Ki Hajar Dewantoro is one of the most respected scholars in education philosophy. He stated the importance of trust earned by teachers in guiding students in their learning activities. The teacher, as the leader in the class, needs to develop mutual trust between students and teachers. Trust to teachers is strongly required by students as a foundation in developing and expanding their relationship and also social network. It is also the fundamental element in their desire to pursue higher education, for it is only through a sense of trust that student will embrace an empowering sense of freedom and pursuit the knowledge. The exercise of this freedom requires a risk on behalf of students based on the trust of their teachers and the learning experience that they provide. If students trust their teachers, they will be more able to focus on the task at hand and to work and learn more effectively. A total number of 291 senior high school students in Yogyakarta (males=147, females=144) completed an open-ended questionnaire developed for this study that asks how much they trust their teachers and the reason why they trust their teachers. The data was analyzed using indigenous psychological approach of analyzing the content of open-ended responses, categorization of the responses and cross-tabulating with demographic/background information. Results indicated that 63% of participants stated that they trusted their teachers. The main reason for trusting their teachers are as follows: they are perceived as being similar to their parents, teachers’ ability in transferring knowledge, the relationship with teacher, and their abilities of guiding students. The study concluded that trust of senior high school students was established because of views that teachers are parents that have competence in delivering knowledge and are formally established as teachers. Therefore a teacher’s behavior that similarly represents a parent’s behavior at home will produce a child’s trust and this will become the foundation for the students to learn better.
