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Forms of Punishment in Education

Forms of Punishment in Education

The punishment given to children in education, because the mistakes they have done are in various forms. Not all of them are appropriate and can be used in educating a child. Here we describe some of these forms of punishment, and which ones should be avoided, so as not to have a negative effect in educating a child.

Punishment is only one tool among the many means of Islamic education. Punishment has a purpose in the form of goodness and piety of children. punishment is accompanied by compassion and tenderness and is bound by various syar'i that cannot be separated from it. In its application, punishment is carried out gradually, starting with light punishments, then increasing to more severe ones.

There are various types of punishments that can be imposed on children. In connection with this, Suwarno revealed that based on W. Stern's view, there are three levels of punishment according to the child's development, namely:

First, associative punishment, where the suffering caused by the punishment is associated with the child's fault. For example, a child who is about to take something on the table is hit with a finger. Associative punishment is used for minors; Second, logical punishment, where children are punished so that they experience suffering that has a logical relationship with their mistakes. This logical punishment is used for older children who are able to understand the relationship between the mistakes they have made and the punishment they have received; Third, Moral Punishment, this level is reached in older children, where the child is not only aware of the logical relationship between the error and the punishment, but is aroused by his moral feelings or awakens his conscience, he feels he must accept punishment as something that must be experienced.

As for the form of punishment, Soejono suggested three forms of punishment, namely:

First, the form of gestures, our correction efforts are carried out in the form of facial signals and other limb signs. For example, there is a student who is doing something wrong, for example playing with his sister. The teacher looked at him with a gloomy expression which indicated that he did not approve of students doing such things. He shook his head and moved his hands as a sign for the students to leave his sister. If the student because of the fun of teasing him did not see that the teacher was looking at him, then the teacher gave a preliminary signal by clapping his hands to get his attention; Second, the form of words, cues in the form of words can contain words of warning, words of warning and finally words of threats. If necessary, the form of the sign is replaced with a word in the form of warning words, mentioning the name of the naughty child in a short firm voice, for example "Amir ..!". Third, the form of action, the effort to correct in the form of an act is heavier than the previous effort. Educators apply to students who do wrong, an act that is not pleasant for him or he prevents students from doing something that becomes his pleasure.

Of the several kinds of punishment above, there are several things that need to be observed. Among them are preventive and repressive punishments, because actually in education, the two terms are not appropriate if they are only associated with punishment. It would be more appropriate if the two terms were used to characterize educational tools in general.

Natural punishment is also not appropriate because it is reviewed pedagogically, natural punishment is not educational. Even if in some small or light things, sometimes Rousseau's theory has some truth to it. However, with natural punishment alone, children cannot know the ethical norms, which are good and which are bad, what is allowed and what is not. This is dangerous because it means nature will change it. If nature or the environment is bad, the consequences will be even worse. Because here there is nothing that directs children specifically to better things. Because when students commit violations, educators let them in the hope that they can change by themselves.