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Kuch-Kuch Hota Hai Dan Pendidikan Perdamaian (Kajian Cultural Studies)

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Kuch-Kuch Hota Hai Dan Pendidikan Perdamaian (Kajian Cultural Studies) KUCH-KUCH HOTA HAI DAN PENDIDIKAN PERDAMAIAN (KAJIAN CULTURAL STUDIES) (Orasi Ilmiah Disampaikan pada Inaugurasi Mahasiswa Baru Pascasarjana Unlam yang Dilaksanakan Tanggal 1 September 2012) OLEH DR. M. RAFIEK, S. PD., M. PD. Dosen Pendidikan Bahasa dan Sastra Indonesia PROGRAM PASCASARJANA UNIVERSITAS LAMBUNG MANGKURAT 2012 Asalammualaikum Wr. Wb. Yang terhormat Rektor Universitas Lambung Mangkurat Yang terhormat Pembantu Rektor I, II, III, dan IV Universitas Lambung Mangkurat Yang terhormat Direktur Program Pascasarjana Universitas Lambung Mangkurat Yang terhormat Asisten Direktur I, II, dan III Program Pascasarjana Universitas Lambung Mangkurat Yang terhormat Dekan di lingkungan Universitas Lambung Mangkurat atau yang mewakili Yang terhormat para ketua Program Studi Magister di lingkungan Program Pascasarjana Universitas Lambung Mangkurat Yang terhormat hadirin, tamu undangan, rekan sejawat, dan mahasiswa baru Alhamdulillahirabbil alamiin Puji dan syukur marilah kita panjatkan ke hadirat Ilahi Rabbi karena atas perkenan-Nya jualah pada hari ini, kita bersama dapat hadir di ruangan ini dalam keadaan sehat wal afiat dan tak kurang suatu apa. Shalawat dan salam mudah-mudahan senantiasa tercurah keharibaan junjungan kita nabi besar Muhammad saw, keluarga, sahabat, dan kerabatnya serta pengikutnya hingga akhir zaman. Hadirin yang terhormat, Izinkan saya dalam kesempatan yang berbahagia ini untuk menyampaikan orasi ilmiah dengan judul “Kuch-Kuch Hota Hai dan Pendidikan Perdamaian”. Kuch Kuch Hota Hai (Sesuatu Terjadi) adalah film romantik India yang dirilis di India dan Inggris pada tanggal 16 Oktober 1998. Kuch- Kuch Hota Hai ditulis dan didirektori oleh Karan Johar dan dibintangi oleh Shahrukh Khan, Kajol, Rani Mukerji, dan Salman Khan. Film ini sangat sukses di India dan di luar negeri, memenangkan penghargaan utama dalam semua kategori termasuk the Best Film award at the 44th Annual Filmfare Awards,[3] Lux Zee Cine Awards, Sansui Viewers' Choice Awards, Aashirwad Awards, Bollywood Movie Awards dan the National Film Awards. (http://en.wikipedia.org/wiki/Kuch_Kuch_Hota_Hai). Kuch-Kuch Hota Hai adalah film India yang berhasil mengangkat perfilman India menjadi dikenal oleh khalayak di seluruh dunia tak terkecuali di Indonesia. Kuch-Kuch Hota Hai juga berhasil mengangkat bintang film India Shah Rukh Khan dan Kajol menjadi idola baru perfilman India setelah era Amitab Bachchan dan Hema Malini. Terkait dengan pendidikan perdamaian, film ini secara umum mengandung contoh pendidikan perdamaian yang konkret dan bisa langsung dipahami oleh siapa saja yang menontonnya. Susan Fountain mengenai Pendidikan Perdamaian di UNICEF terbitan Juli 1999 mengemukakan tiga definisi yang meliputi: Pendekatan berdasar keilmuan “Pendekatan multidisipliner akademik dan moral untuk mencari solusi bagi permasalahan- permasalahan perang dan ketidakadilan dengan konsekuensi perkembangan institusi-institusi dan pergerakan-pergerakan yang akan berkontribusi untuk perdamaian yang berdasar atas keadilan dan rekonsiliasi” (COPRED, 1986) Pendekatan berdasar keterampilan dan tingkah laku “istilah global yang menerapkan usaha dan aktivitas untuk semua pendidikan yang mengambil fokus kemajuan ilmu pengetahuan perdamaian dan pembangunan perdamaian dan perkembangannya, dalam diri pembelajar, sikap-sikap toleransi dan empati dan juga dalam kerja sama, menghindari konflik, dan penyelesaian konflik agar para pembelajar akan mempunyai kapasitas dan motivasi, secara individual dan kelompok, untuk hidup damai dengan yang lain” (Cremin, 1993) Pendekatan yang menggabungkan ilmu, ketrampilan, dan tingkah laku “Suatu proses yang menyiapkan orang muda untuk memiliki tanggung jawab global; yang memungkinkan mereka untuk memahami kealamian dan implikasi-implikasi keadaan saling ketergantungan global; dan membantu mereka untuk menerima tanggung jawab untuk bekerja pada keadilan, kedamaian, dan komunitas global yang bersemangat (Reardon, 1988) Secara umum, ketika kita berbicara mengenai pendidikan perdamaian, ada tiga aspek yang menyusunnya, yaitu: 1. Materi 2. Proses 3. Hubungan Swee-Hin Toh dan Virginia Cawagas, secara sederhana, membagi enam materi dasar yang diberikan dalam pendidikan perdamaian, yaitu: - Pendidikan untuk menghapus budaya perang dan kekerasan - Pendidikan untuk menjunjung hak asasi manusia dan menjadi manusia yang bertanggung jawab - Pendidikan untuk hidup dengan adil dan penuh kasih - Pendidikan untuk membangun solidaritas lintas kultur - Pendidikan untuk memelihara lingkungan - Pendidikan untuk kedamaian pribadi Keenam materi itu diberikan dengan tujuan akhir, yaitu untuk membangun budaya perdamaian dalam masyarakat. Dalam pendidikan perdamaian, proses belajar itu adalah proses yang menyenangkan. Pembelajar belajar sesuai dengan apa yang diperlukan oleh dirinya dan diarahkan untuk membentuk pribadi yang damai. Ada empat prinsip dasar pedagogi pendidikan perdamaian yang dikembangkan oleh Swee-Hin Toh dan Virginia Cawagas, yaitu: a. Holistik atau menyeluruh b. Melalui dialog c. Mendorong pemikiran kritis d. Membentuk nilai-nilai perdamaian Di dalam hubungan ini, yang perlu diperhatikan adalah kedudukan guru dan pembelajar adalah sama dan setara. Keduanya berfungsi sebagai sumber ilmu dan keterampilan, tetapi keduanya juga berfungsi sebagai pembelajar. Guru lebih berfungsi sebagai fasilitator dalam proses pembelajaran ini. Di mata Mr Tan Sri Lee Kim Yew, Ketua Cheng Ho “Multi Culture Education Trust” mengatakan seluruh bangsa di dunia dihadapkan pada kondisi yang hampir sama, yaitu kekerasan dalam berbagai tingkatan mulai dari keluarga, teroris, dan kekerasan dari alam. “Dunia dalam kondisi sakit. Jika manusia sakit, maka sudah ada dokter yang siap menyembuhkan. Tetapi apabila dunia sakit akibat kekerasan, maka satu-satunya obat yang tepat adalah pendidikan, yaitu pendidikan perdamaian,” katanya. (Antara, 1/7) Upaya menumbuhkan nilai-nilai perdamaian harus dimulai dari keluarga. Ini yang digalakan Mari Alkatiri, tokoh perdamaian Timor Leste, Ia menegaskan perlunya nilai-nilai perdamaian ditumbuhkan mulai dari lingkungan keluarga. Berdasarkan pendapat Mari Alkatiri tersebut, kiranya film Kuch-Kuch Hota Hai mampu dijadikan tontonan sebagai contoh dalam penumbuhan nilai-nilai perdamaian dalam lingkungan keluarga. Oleh karena itu, penting bagi kita untuk mengembangkan konsep One Humanity, One Destiny, One Responsibility sebagai filosofi dasar pendidikan perdamaian. “Untuk menyukseskan program pendidikan damai, UNESCO mengajukan sepuluh dasar budaya damai, sebagai berikut. (1) Terpenuhinya kebutuhan dasar, termasuk kebutuhan material, politis, sosial, hukum, dan sebagainya, (2) Pendidikan bagi perubahan untuk meningkatkan nilai- nilai yang menentukan tindakan manusia sehari-hari, (3) Terbebas dari mitos-mitos yang menyebabkan manusia menghindari tanggung-jawab, (4) Demilitarisasi pertahanan: konflik tidak harus diselesaikan dengan kekuatan militer. (5) Demistifikasi atas ancaman, (6) Feminisasi budaya: ditandai otoritas sosial yang didominasi pria, (7) Ketidakpatuhan sebagai kebijakan: kesadaran kritis untuk menyelesaikan konflik, (8) Menghargai identitas kultural, menghilangkan kebijakan imperialisme dan kolonialisme, dan menghindari kecenderungan memaksakan terbentuknya sebuah budaya semesta, (9) Mengatasi logika polarisasi blok, menerima dunia yang plural, dan membangun toleransi, dan (10) Memberdayakan yang kecil (http://www.um.ac.id/news/2008/12/92/). Samsu Rizal, Peneliti Pusat Studi Keamanan dan Perdamaian (PSKP) Universitas Gadjah Mada (UGM) Yogyakarta, memaparkan situasi pendidikan perdamaian di Indonesia baik dalam bentuk pengajaran formal, pelatihan, dan program yang dilakukan berbagai lembaga dan organisasi masyarakat. "Pendidikan perdamaian itu meliputi program resolusi konflik, pencegahan kekerasan, pendidikan perdamaian dan pembangunan, pendidikan nirkekerasan, pendidikan perdamaian mendunia atau global, dan pendidikan perdamaian inovatif berbasis sekolah (http://www.csrc.or.id/berita/index.php?detail=072303021159). Menurut Kawuryan, pendidikan perdamaian didasarkan pada filosofi untuk mengajar tanpa kekerasan, penuh cinta, mengembangkan perasaan belas kasih, kepercayaan, kejujuran, keadilan, kerjasama dan penghormatan kepada seluruh umat manusia dan semua kehidupan di bumi ini. Pendidikan perdamaian adalah pendidikan budaya, pengembangan karakter, dan metanoia diri pribadi dan masyarakat sehingga nilai-nilai seperti integrasi, tenggang rasa, saling menghargai, menghormati dan melihat konflik sebagai yang positif dapat diaplikasikan dalam kehidupan sehari-hari (http://www.wikimu.com/News/DisplayNews.aspx?id=18099). Limas Sutanto (http://www.unisosdem.org/kliping_detail.php?aid=3805&coid=1&caid=52) menyatakan bahwa pendekatan immediate-intuitive menekankan proses eksperiensial (pengalaman nyata, hal-hal yang sungguh teralami), yang benar-benar menumbuhkembangkan kepekaan dan kesadaran atas perilaku pribadi lewat komunikasi verbal dan nonverbal serta penyampaian umpan balik yang relevan dan kontekstual. Pendekatan immediate-intuitive menggarisbawahi pengalaman riil pribadi dalam pembelajaran. Di Indonesia, penelitian terhadap film Kuch-Kuch Hota Hai memang pernah dilakukan oleh Saptyasari dan Moerdijati (2007) dengan judul Nilai-Nilai Budaya dalam Komunikasi antarpersona di Film Drama. Dalam penelitian mereka tersebut hanya mengkaji budaya dan komunikasi antarpersona dalam film Kuch-Kuch Hota Hai. Selain itu, terdapat juga penelitian Rafiek (2000) yang menyoroti Representasi Perempuan dalam Film Kuch-Kuch Hota Hai. Kedua penelitian tersebut sangat
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