Rehabilitating Juvenile Offenders through Islamic Education: Komunitas Pemuda Insyaf and the SDGs
DOI:
https://doi.org/10.23917/profetika.v25i03.9946Keywords:
juvenile delinquency, social rehabilitation, islamic education, komunitas pemuda insyaf karanganyar, sustainable development goals (sdgs)Abstract
Objective: Adolescence is a transitional phase that is vulnerable to behavioral deviations, including Juvenile Delinquency, which is now a global and national social problem. In this context, Islamic education plays an essential role as a means of moral and spiritual development that can rehabilitate problematic adolescents. Theoretical framework: The theoretical framework of this article combines the principles of Islamic education that include faith, sharia, and morals with the concept of inclusive education in SDG 4 and the social reintegration approach as the basis for character development and rehabilitation of ex-juvenile delinquents through communities such as KOPIKA. Literature review: Previous research has confirmed that Islamic education effectively prevents juvenile delinquency by forming character, strengthening self-control, and instilling moral values that shield from negative environmental influences. Methods: This qualitative research is field research conducted to uncover the contribution of Islamic education at KOPIKA in fostering ex-juvenile Delinquency perpetrators. Results: The results of the study show that KOPIKA has various non-formal Islamic coaching programs, such as Bikers Subuhan, Mas Bro, Sini Ramal, Algojo, Sinabung Kopi, Punk-Ngaosan, Hijrah Camp, and Silatu Ride. These programs contribute to increasing worship, bringing members closer to the Qur'an, and shaping members' social identity and concern. This initiative is relevant to SDG 4 because it brings inclusive and transformative education to vulnerable groups through a contextual and sustainable approach. Implications: These findings have important implications for strengthening the role of non-formal Islamic education in the social rehabilitation of troubled adolescents, as well as encouraging the creation of an inclusive, transformative, and sustainable education ecosystem by SDG 4 targets. Novelty: This research offers novelty in examining the contribution of community-based Islamic education to the rehabilitation of troubled adolescents and its relevance to the achievement of SDG 4.
References
[1] E. Suryana, A. I. Hasdikurniati, A. A. Harmayanti, and K. Harto, “Perkembangan Remaja Awal, Menengah, dan Implikasinya Terhadap Pendidikan,” J. Ilm. Mandala Educ., vol. 8, no. 3, p. 1919, 2022, https://doi.org/10.58258/jime.v8i3.3494.
[2] T. A. Izzani, S. Octaria, and L. Linda, “Perkembangan Masa Remaja,” JISPENDIORA J. Ilmu Sos. Pendidik. Dan Hum., vol. 3, no. 2, p. 259, 2024, https://doi.org/10.56910/jispendiora.v3i2.1578.
[3] F. Rulmuzu, “Kenakalan Remaja dan Penanganannya,” JISIP (Jurnal Ilmu Sos. dan Pendidikan), vol. 5, no. 1, pp. 364–373, 2021, https://doi.org/10.58258/jisip.v5i1.1727.
[4] A. Basith and M. Asriyanto, “Kegiatan Keagamaan Sebagai Upaya dalam Pencegahan Kenakalan Remaja : Studi pada Pesantren Mahasiswa,” J. Tarb. Ilmu Kegur. Borneo, vol. 3, no. 2, p. 63, 2022, https://doi.org/10.53401/iktsf.v3i2.66.
[5] J. R. Sikumbang and T. Supriyadi, “Fenomena Kenakalan Remaja: Perspektif Hukum dan Kebijakan Kriminal,” IJM Indones. J. Multidiscip., vol. 2, no. 5, p. 2, 2024.
[6] A. T. Putra, S. Futaqi, and K. Sholikhah, “Fenomena Kenakalan Remaja dan Alternatif Penanggulangannya dalam Kegiatan Belajar Mengajar di Madrasah Aliyah Sabilul Muttaqin Margoagung Kecamatan Sumberrejo Kabupaten Bojonegoro,” Murid, vol. 1, no. 3, p. 211, 2024.
[7] D. E. S. Murni and Feriyal, “Hubungan Pola Asuh Otoriter dengan Kenakalan Remaja pada Kelas XI di SMK Telematika Sindangkerta Kabupaten Indramayu,” Naut. J. Ilm. Multidisiplin, vol. 1, no. 12, p. 1506, 2021.
[8] A. Rahman, “Peran Pendidikan Islam dalam Pembetukan Moral Bangsa,” Al-Riwayah J. Kependidikan, vol. 7, no. 1, p. 55, 2015.
[9] Y. Busthomi, “Objek Kajian Islam (Akidah, Syariah, Akhlaq),” SALIMIYA J. Stud. Ilmu Keagamaan Islam, vol. 4, no. 1, pp. 70–86, 2023.
[10] B. Adelia, F. Darmayanti, P. N. Azzahra, and S. S. Maharani, “Landasan Keimanan dan Keyakinan Muslim,” Reflect. Islam. Educ. J., vol. 2, no. 2, p. 31, 2025, https://doi.org/10.61132/reflection.v2i2.644.
[11] A. Armadis, S. A. H. Al Munawar, and A. Alwizar, “Pendidikan Ibadah Shalat Anak Usia Dini Menurut Al-Qur’an di Era Modern,” At-Tajdid J. Islam. Stud., vol. 2, no. 3, p. 100, 2022, https://doi.org/10.24014/at-tajdid.v2i3.18447.
[12] S. Habibah, “Pendidikan Akhlak Perspektif Al-Qur’an,” J. Pesona Dasar, vol. 1, no. 4, p. 74, 2015.
[13] K. Karidawati, “Akidah Akhlak sebagai Kerangka Dasar Ajaran Islam,” J. Pendidik. Guru, vol. 3, no. 3, p. 84, 2022, https://doi.org/10.47783/jurpendigu.v3i3.384.
[14] M. Mukarromah, “Komponen Nilai Pendidikan Agama Islam: Analisis Nilai Aqidah, Syariah, dan Akhlak,” JEC J. Educ. Cult., vol. 4, no. 3, p. 40, 2024, https://doi.org/10.58707/jec.v4i3.1004.
[15] A. Andika, “Agama dan Perkembangan Teknologi di Era Modern,” Abrahamic Relig. J. Stud. Agama-Agama, vol. 2, no. 2, p. 130, 2022, https://doi.org/10.22373/arj.v2i2.12556.
[16] N. L. Inayati, A. I. Utomo, and D. Purnamasari, “Pendampingan Pembinaan Akhlak Terpuji Pemuda Karanganyar Melalui Komunitas Pemuda Insyaf Karanganyar,” ABDI PSIKONOMI, vol. 2, no. 3, p. 179, 2021, https://doi.org/10.23917/psikonomi.v2i3.375.
[17] G. Long, J. Censoro, and K. Rietig, “The sustainable development goals: governing by goals, targets, and indicators,” Int. Environ. Agreements Polit. Law Econ., vol. 23, no. 2, pp. 149–156, 2023, https://doi.org/10.1007/s10784-023-09604-y.
[18] A. A. Anggiasti and N. Nugraheni, “Upaya Mewujudkan Program Sustainable Development Goals (SDGs) dalam Membangun Kualitas Pendidikan Indonesia,” Madani J. Ilm. Multidisipline, vol. 2, no. 4, p. 266, 2024, https://doi.org/10.38048/jcp.v4i2.3622.
[19] E. Boeren, “Understanding Sustainable Development Goal (SDG) 4 on ‘quality education’ from micro, meso and macro perspectives,” Int. Rev. Educ., vol. 65, no. 2, pp. 277–294, 2019, https://doi.org/10.1007/s11159-019-09772-7.
[20] P. N. B. Barus, R. Marbun, R. A. A. L. Tobing, R. N. Harahap, and H. Chairunisa, “Analisis Upaya Peningkatan Kualitas Pendidikan di Indonesia dalam Rangka Mencapai Tujuan Pendidikan Sustainable Development Goals (SDGs),” J. Multidisiplin Inov., vol. 8, no. 6, p. 454, 2024.
[21] A. O. Safitri, V. D. Yunianti, and D. Rostika, “Upaya Peningkatan Pendidikan Berkualitas di Indonesia: Analisis Pencapaian Sustainable Development Goals (SDGs),” J. Basicedu, vol. 6, no. 4, p. 7097, 2022, https://doi.org/10.31004/basicedu.v6i4.3296.
[22] M. Hidayat and M. Subroto, “Penerapan Konsep Community Based Correction dalam Program Pembinaan di Lembaga Pemasyarakatan,” J. Pendidik. dan Konseling, vol. 4, no. 3, p. 329, 2022.
[23] M. A. Hidayat, A. Anwar, and N. Hidayah, “Pendidikan Non Formal dalam Meningkatkan Keterampilan Anak Jalanan,” Edudeena J. Islam. Relig. Educ., vol. 1, no. 1, p. 31, 2017, https://doi.org/10.30762/ed.v1i1.445.
[24] P. A. Widhiartha, “Merumuskan Peran Pendidikan Nonformal dalam Pencapaian Sustainable Development Goals,” JPNF J. Pendidik. Non Form., vol. 13, pp. 41–50, 2015.
[25] B. R. Johnson, S. de li, D. B. Larson, and M. McCullough, “A Systematic Review of the Religiosity and Delinquency Literature: A Research Note,” J. Contemp. Crim. Justice, vol. 16, no. 1, pp. 32–52, 2000, https://doi.org/10.1177/1043986200016001003.
[26] N. Hamidi and I. F. Nurdin, “Juvenile Delinquency and Its Coping Strategy: An Islamic Education Perspective,” J. Pendidik. Agama Islam, vol. 17, no. 2, pp. 187–202, 2020, https://doi.org/10.14421/jpai.2020.172-06.
[27] A. Muzayaroh, “Strengthening Religious and Character Education in Madrasah Diniyah Ali Maksum Yogyakarta,” Millah J. Relig. Stud., vol. 20, no. 2, pp. 245–274, 2021, https://doi.org/10.20885/millah.vol20.iss2.art3.
[28] L. Miao, J. Jiang, and H. Wang, “Psychological process and risk factors of juvenile delinquency: Evidence from a qualitative analysis,” Child Abus. Negl., vol. 161, 2025, https://doi.org/10.1016/j.chiabu.2025.107259.
[29] F. Yao, “Analysis on psychological and social causes of juvenile delinquency–A study based on grounded theory (International Journal of Electrical Engineering & Education., (2021)),” Int. J. Electr. Eng. Educ., vol. 60, no. 1, pp. 2315–2329, 2023, https://doi.org/10.1177/0020720921996608.
[30] S. H. Mousavi and M. Ghayoomzadeh, “Experience of Delinquent Adolescents in Juvenile Detention Center of Tehran With Emphasis on Crime Repetition Prevention,” Iran. Rehabil. J., vol. 18, no. 3, pp. 355–364, 2020, https://doi.org/10.32598/irj.18.3.869.1.
[31] D. Yuliana, C. S. A. P, S. I. Faradis, and M. Mu’alimin, “Analisis Literatur: Pendidikan Islam sebagai Pondasi Moralitas dalam Masyarakat,” Aliansi J. Hukum, Pendidikan, dan Sos. Hum., vol. 1, no. 6, p. 296, 2024, https://doi.org/10.62383/aliansi.v1i6.614.
[32] R. Safrudin, Z. Zulfamanna, M. Kustati, and N. Sepriyanti, “Penelitian Kualitatif,” Innov. J. Soc. Sci. Res., vol. 3, no. 2, p. 3, 2023.
[33] W. M. Lim, “What Is Qualitative Research? An Overview and Guidelines,” Australas. Mark. J., pp. 1–31, 2024, https://doi.org/10.1177/14413582241264619.
[34] R. Zulfirman, “Implementasi Metode Outdoor Learning dalam Peningkatan Hasil Belajar Siswa pada Mata Pelajaran Agama Islam di MAN 1 Medan,” JPPP J. Penelitian, Pendidik. dan Pengajaran, vol. 3, no. 2, p. 149, 2022, https://doi.org/10.30596/jppp.v3i2.11758.
[35] D. Dailami, M. Thandzir, T. Pratama, and H. Sukmamedian, “Pengaruh Komunitas - komunitas Terhadap Minat Beli Konsumen di Restoran Sederhana Batu Aji Kota Batam,” J. Manner J. Manaj. Kuliner, vol. 2, no. 2, p. 107, 2023, https://doi.org/10.59193/jmn.v2i1.111.
[36] L. Sriyanti and L. R. Ramadhani, “Pembinaan Kepribadian Islami dan Solidaritas Sosial Remaja,” J. Gend. Soc. Incl. Muslim Soc., vol. 2, no. 2, p. 111, 2021, https://doi.org/10.30829/jgsims.v2i2.11185.
[37] Z. Musta’in, “Tasawuf Perekat Pendidikan di Era Teknologi,” J. Stud. Islam, vol. 10, no. 1, p. 99, 2015.
[38] B. Syarifah, “Analisis Berkurangnya Iman dengan Dosa dan Maksiat,” Al-Isnad J. Indones. Hadist Stud., vol. 01, no. 1, p. 67, 2020, https://doi.org/10.51875/alisnad.v1i1.28.
[39] M. Martang and R. Hikmawati, “Upaya Penanganan Problem Perilaku Negatif Peserta Didik Oleh Guru Pendidikan Agama Islam di SMA Muhammadiyah Kendari,” Darul Ilmi J. Pendidik. Agama Islam, vol. 1, no. 2, p. 60, 2023.
[40] R. Raihana, “Kenakalan Anak (Juvenile Deliquency) dan Upaya Penanggulangannya,” Sisi Lain Realita, vol. 1, no. 1, p. 73, 2016, https://doi.org/10.25299/sisilainrealita.2016.vol1(1).1400.
[41] E. Erizon, S. A. H. Al Munawar, and A. Alwizar, “Nilai-nilai Pendidikan dalam Shalat: Studi Teks dalam Tafsir Al-Misbah,” At-Tajdid J. Islam. Stud., vol. 2, no. 2, p. 79, 2022, https://doi.org/10.24014/at-tajdid.v2i2.18446.
[42] M. S. Algifari and N. Zuhra, “Shalat Sebagai Pencegah Perbuatan Fahsya’ dan Munkar (Analisis Muqaran Tafsir al-Qurtubi dan Tafsir al-Azhar Terhadap Q.S. al ‘Ankabut/29:45),” El-Maqra’, vol. 3, no. 1, p. 65, 2023, https://doi.org/10.31332/elmaqra.v3i1.6278.
[43] T. Tamlekha, “Al Qur’an Sebagai Sumber Ilmu Pengetahuan,” Basha’Ir J. Stud. Al-Qur’an dan Tafsir, vol. 1, no. 2, p. 111, 2021, https://doi.org/10.47498/bashair.v1i2.844.
[44] T. Saputra, “Faktor Meningkat dan Menurunnya Keimanan: Studi Kitab Tafsir Al-Azhar Karya Buya Hamka,” J. Ris. Agama, vol. 2, no. 2, p. 255, 2022, https://doi.org/10.15575/jra.v2i2.17937.
Submitted
Accepted
Published
Issue
Section
License
Copyright (c) 2024 Luthfi Syifa' Fauziyah, Muh. Nur Rochim Maksum, Muhammad Wildan Shohib, Alfan Rifai, Viky Nur Vambudi, Fahmi Ulum Al Mubarok, Mush’ab Umar Budihargo, Muhammad Dzikrul Fikri
This work is licensed under a Creative Commons Attribution 4.0 International License.
