BAB V PEMBAHASAN
F. Rancangan Program Sebagai Penanganan Terorisme Jaringan Baru
dalam terorisme jaringan baru, maka penting untuk merumuskan rancangan program guna strategi penanganannya. Program deradikalisasi dan disengagement masih tetap dapat digunakan dalam konteks ini. Deradikalisasi adalah program yang bertujuan untuk mengubah orientasi penafsiran dan pemahaman keagamaan individu pelaku terorisme (Dechesne, 2014; Golose, 2009). Sedangkan, disengagement yaitu strategi yang mendorong individu untuk tidak menggunakan kekerasan lagi tanpa harus meminta individu untuk melepaskan paham radikalnya (Altier, Thoroughgood, & Horgan, 2014; Bjørgo, 2011; Horgan, 2009; Syafiq, 2019).
Rancangan program lain yang dapat dirumuskan adalah pendidikan literasi digital. Literasi digital merupakan strategi yang bertujuan untuk meningkatkan pengetahuan serta kecakapan individu dalam menggunakan media digital, seperti alat komunikasi, jaringan internet, dan lain sebagainya (Lankshear & Knobel, 2015). Menurut Zada, Fathudin, Khairani, &
Durachman (2019), literasi digital dapat mereduksi atau memperkecil peluang individu terpengaruh paham terorisme, khususnya terorisme jaringan baru yang memang sangat gencar menggunakan media sosial atau new media. Hal ini disebabkan literasi digital melibatkan kekritisan individu dalam menerima dan memahami informasi, serta pola pikir yang panjang dari individu untuk menerima atau menolak informasi.
Rancangan program yang juga dapat digunakan sebagai strategi penanganan adalah pemahaman keagamaan yang moderat mulai dari lingkungan keluarga (Afwadzi, 2020), atau sering disebut dengan moderasi beragama (Iffan, Nur, & Saiin, 2020; Widodo & Karnawati, 2019). Moderasi beragama dapat ditunjukkan melalui sikap tawazun (berkeseimbangan), i’tidal (lurus dan tegas), tasamuh (toleransi), musawah (egaliter), syura (musyawarah),
ishlah (reformasi), aulawiyah (mendahulukan yang prioritas), tathawwur wa ibtikar (dinamis dan inovatif) (Fahri & Zainuri, 2020). Pendidikan moderasi beragama di tingkat keluarga menjadi penting agar menjadi penyeimbang bagi norma-norma positif yang sudah terinternalisasikan dengan baik. Berdasarkan pengalaman informan ABS misalkan, meski norma positif terinternalisasikan dengan baik, pendidikan keagamaan informan ABS sudah bercirikan radikalisme dan terorisme, sehingga norma positif yang terinternalisasikan tersebut berorientasi pada perilaku radikalisme dan terorisme.
BAB IV PENUTUP
A. Kesimpulan
Berdasarkan data yang telah terkumpulkan diperoleh beberapa kesimpulan. Pertama, terdapat perbedaan antara terorisme jaringan lama dan terorisme jaringan baru. Perbedaan tersebut meliputi beberapa aspek, misalkan cara baiat, sasaran teror, kekuatan terori, serta pelatihan perang dan merakit bom. Kedua, terdapat beberapa faktor yang menyebabkan individu terpengaruh kepada terorisme jaringan baru. Misalkan, dorongan untuk menjadi individu yang berbeda, dorongan untuk menebus kesalahan masa lalu, dorongan menegakkan hukum Allah, kemudahan dalam bergabung, peran media sosial, keinginan untuk menjadi bermakna dan berguna, kesalahan pergaulan dan penafsiran, serta adanya sikap ingin menolong dan berprasangka baik.
Keseluruhan faktor tersebut dapat digolongkan kepada tiga pilar terorisme berupa 3N, yaitu network, narrtive, dan needs. Selain itu, terdapat temuan baru berupa 2N, yaitu norm dan new media. Ketiga, aspek kognitif, afektif, dan perilaku turut menjadi komponen yang berperan di dalam individu ketika memasuki terorisme jaringan baru.
B. Saran
Terkait temuan penelitian tersebut, maka terdapat beberapa saran yang dapat dirumuskan. Pertama, program deradikalisasi dan disengagement semakin digalakkan. Kedua, pendidikan literasi digital perlu ditingkatkan.
Ketiga, pendidikan moderasi beragama di tingkat keluarga perlu dimulai di berbagai keluarga.
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