Dwi Any Marsiyanti
Indonesian Consortium for Religious Studies, Yogyakarta, Indonesia [email protected]
ABSTRACT
Today is the digital era where generation Z, those whose born after 2000, lead in digital instruments skill. Everything is digitalized, yet everyone still has to deal with the digital immigrant designed world. The rules and system of states nowadays seem to be so outdated comparing with the rapid development of the digitalized world. On the other hand, the physical world is facing a massive environmental degradation and followed by global climate change. Yet, the cities grow larger along with the human migration and incline to stay in cities or at least in the periphery. The policy makers are now compelled to find alternative solutions for the worlds’ problems. It is definitely the time for involving the youths. This is their era. We need to have their perspective and ideas in how to take care the world. In the meantime, religions play an important role in daily livelihood. Although the world has been digitalized, religions flourish everywhere in the world. More and more religion-based education institutions and organizations are established. This fact makes this research relevant. This article will describe and analyze data from a research undertaken by Indonesian Consortium for Religious Studies, Yogyakarta since 2019.
Keywords: youths, religion, sustainable cities
Introduction
Historically, adult humans always control the course of life in any society. Until today, the majority of decision makers and policy makers whose decisions will be applied to the collective life system are adults. The center of civilization is almost always around adults. History is written and determined by adults. Every policy related to program design for the future also merely accommodates the opinions and aspirations of adults. They forget that the future belongs to the next generation who will live it in the future.
In this digital age, the world rotates and changes in seconds. Decision makers and collective system designers (even for the next five years) suddenly become very out of date. Policy makers have stuttered at the rapid change of the world. One of the most important things today is that we need to "involve" the younger generation, as Kaur states “they (children) are also active partners in creating a more
sustainable world…”1, those who are born as digital natives, in designing policies. It is also contained in the Implementation Handbook on the UN Convention on the Rights of the Child page 168 “The specific interests of children need to be taken fully into account in the participatory process on environment and development in order to safeguard the future sustainability of any actions taken to improve the environment...”2
According to UN Convention of the Rights of the Child, a person is considered to be a child when he or she is
1 Khusgeet Kaur, “Engaging Youth in Education for Sustainable Development: Strategies and Interventions,” Indian Journal of Sustainable Development, Vol. 1 Issue: 2, pp. 27-32, July 2015.
2http://www.unicef.org/publications/files/Implementa tion_Handbook_for_the_Convention_on_the_Rights_
of_the_Child.pdf (retrieved on 16 January 2020).
26 under the age of 18 3. Those under 18 years old today are the ones who were born after 2000, and they are called as the millennium generation. In this article, we are talking about this generation who attend religion-based schools and institutions since in Indonesia, religions play an important role in daily livelihood.
Demography: Now and Then
From time to time, there is this tendency for human population to dwell in the locus of cities or suburbs. Cities that are capable of or have large resources will
attract more and more
individuals/humans. Cities that are able to provide more job opportunities, both in numbers and in variety, will always invite people to keep on coming.
UN predicts by 2050, 68% of the world population (predicted to reach 9.7 billion by 2050) will inhabit urban areas. 4 If in 2019 the world's population is in the range of 7.7 billion and 55% of the entire world population currently resides in urban areas, then in 2050, 68% of the 9.7 billion will inhabit urban areas. The figure will reach nearly 6.6 billion people in 2050. Of course this requires special attention for anyone who determines the policies of countries in the world. We need to design our future as early as possible, particularly concerning the way toward sustainable, just and smart urban living within this rapidly world population growth.
3 Convention on the Rights of the Child
https://www.ohchr.org/documents/professionalintere st/crc.pdf (retrieved on 16 January 2020).
4 https://www.un.org/development/desa/
publications/2018-revision-of-world-urbanization-prospects.html 2018 Revision of World Urbanization Prospects (retrieved on 13 Januari 2020).
Source:
https://ourworldindata.org/future-population-growth (retrieved on 13 January 2020)
Speaking of generations, it can be seen in almost all countries in the world, leaders, important officials, figures are those who were born as Generation X (those born in the 1943-1964)5. The designers of the life we live in today are mostly from the baby boomers generation or generation X and perhaps those who are heading toward glory are generation Y (generation Y born in the early 70s - late 90s and millennial born after 2000). Both generations X and Y are digital immigrant generations (who moved from the non-digital era and forced to learn digital world). While millennial generation is a native digital generation.
They are born in the midst of the glory of the digital era. Generation X and Y obviously stutter when compared with generation Z or millennial who immediately after born they are familiar with (for example) gadgets.
The native digital generation has very different perspectives, mindsets and
5 PwC’s NextGen: A Global Generational Study https://www.pwc.com/gx/en/hr-management-services/pdf/pwc-nextgen-study-2013.pdf (retrieved on 23 December 2019).
27 priorities from those of the previous generation. In addition, their lifestyle is very up-to-date and highly dependent on the digital world. In the meantime, the millennial generation population is large enough to be able to determine the direction of world development. This must be realized by policy makers who currently hold the reins of power.
Because at this time, they are of the millennial generation may even have unconsciously determined the direction of the changing world.
Religion-based Education In Indonesia, religion continues to be a concern of the State, bearing in mind that the first principle of Pancasila is the Almighty God, which in daily life is contained in the religious practices and beliefs of every citizen. Religion is indeed an inseparable part of Indonesian people's lives. Indonesia's population of more than 270 million has made religious life in Indonesia very lively. In just one year, Indonesia has many national holidays related to religion because it accommodates at least 6 major religions in Indonesia.
Environmental issues and trends in urban development in Indonesia will be very interesting if related to religion. Of course we all realize that all religions teach goodness to all of their people. But in the face of rapid development and the wave of differences in the current generations’ perspectives, we may see religious institutions’ strategies. Or even perhaps, they see or use religion as “a key conduit for knowledge dissemination and public mobilization….” (Jenkins, Berry and Kreider, 2018, pp. 9.4)
The official portal of the Indonesian government states that 87.2% of
Indonesia's population is Muslim.6 Based on this fact, we target those who attend Islamic-based educational institutions.
According to the data of Biro Pusat Statistik Republik Indonesia or BPS RI (Statistic Central Bureau of Republic of Indonesia), there are 24,560 Madrasah Ibtidaiyah (MI) equal to elementary school with 3,565,875 students 2015/20167 out of 25,885,503 elementary school students8 (taken from the data of the Ministry of Education and Culture of RI), 16,934 Madrasah Tsanawiyah (MTs) equal to junior high school with 3,160,685 students 2015/20169 out of 10,040,27710 junior high school students, and 7,843 Madrasah Aliyah (MA) equal to high school with 1,294,776 students (2015/2016)11 out of 8,647,39412 high school students in Indonesia.
The data above can still be added to the data of Islamic boarding schools in
6 https://www.indonesia.go.id/profil/agama (retrieved on 27 January 2020).
7
https://www.bps.go.id/statictable/2015/09/10/1811/j umlah-sekolah-guru-dan-murid-madrasah-ibtidaiyah- mi-di-bawah-kementrian-agama-menurut-provinsi-2011-2012-2015-2016.html (retrieved on 23 January 2020).
8Indonesia Educational Statistics in Brief 2015/2016 http://publikasi.data.kemdikbud.go.id/uploadDir/isi_A A46E7FA-90A3-46D9-BDE6-CA6111248E94_.pdf p.43 (retrieved on 23 January 2020).
9
https://www.bps.go.id/statictable/2015/09/14/1836/j umlah-sekolah-guru-dan-murid-madrasah-tsanawiyah- mts-di-bawah-kementrian-agama-menurut-provinsi-tahun-ajaran-2011-2012-2015-2016.html (retrieved on 23 Jan 2020).
10 Indonesia Educational Statistics in Brief 2015/2016, Op.cit,. p 57.
11
https://www.bps.go.id/statictable/2014/09/10/1534/j umlah-sekolah-guru-dan-murid-madrasah-aliyah-ma- di-bawah-kementerian-agama-menurut-provinsi-tahun-ajaran-2005-2006-2015-2016.html (retrieved on 23 Jan 2020)
12 Indonesia Educational Statistics in Brief 2015/2016, Op.cit,. p 75.
28 Indonesia. Obtained from the portal of the Directorate of Diniyah Education and Islamic Boarding Schools of the Ministry of Religious Affairs of the Republic of Indonesia, until the end of 2019, there are 28,194 Islamic boarding schools throughout Indonesia13. While the Directorate General of Islamic Education (Dirjen Pendis) Ministry of Religious Affairs of the Republic of Indonesia adds data on the number of students in all Islamic boarding schools in Indonesia totaling 4,290,626 people14. From the above statistical data, the number of children studying in Islamic-based educational institutions is more than 12.2 million children in Indonesia. This, indeed, makes the decision to focus our targets on children studying in Islamic-based educational institutions to be very relevant.
Youths & Sustainable Cities We have held a Focus Group Discussion (FGD) that invites a number of students from several Islamic-based schools and Islamic boarding schools around Yogyakarta as well as the teachers or caregivers of each Islamic boarding school. We deliberately only invited high school level boarding school students to be able to discuss with more focus and seriousness, but there was also one who came from a boarding school at junior high level. In addition to the FGD, we also conducted a public lecture at the Pesantren (Islamic Boarding School) Pabelan, Magelang, Central Java, which was attended by 100 santri (male
13 https://ditpdpontren.kemenag.go.id/web/
(retrieved on 23 January 2020).
14 Sjafrudin, Asep, Mengembangkan Kestrategisan Pondok Pesantren,
http://pendis.kemenag.go.id/index.php?a=detil&id=94 05 (retrieved on 23 January 2020).
Pesantren students) and santriwati (female Pesantren students).
Both from the FGD and public lecture, we know that students and santri(wati) do not only study religion in their schools and Islamic boarding schools. They are also taught other basic knowledge such as science, social sciences, English, and others. Their curriculum was adopted from a curriculum issued by the Indonesian Ministry of Religion which had been adapted to the general curriculum of the Indonesian Ministry of Education and Culture. In addition, they also learn various skills such as IT, graphic design, sewing, and others.
In the FGD with Islamic boarding school (pesantren) and religion-based schools, there is some information about school programs, especially those related to the vision of a sustainable city.
Programs such as gardening and planting trees, as well as some schools are increasingly paperless by maximizing technology (gadget or computer). There is also a building structure by considering accessibility for people with different abilities (difable).
In the public lecture at the Pesantren Pabelan, we found one thing very interesting. They have the rule of “no gadget” in anywhere in the boarding school areas every day except for one holiday (Friday). The santris and santriwatis are allowed to take a phone call from their parents using the teachers’
or caregivers’ cellphone on Friday. Yet, the teachers and caregivers are fully aware of the digital world development.
This is very challenging knowing that all santris and santriwatis are entering the boarding school in their Junior high school ages. This means that these
29 children are likely to be previously exposed by gadget in their earlier age;
let’s say until they reach 12 years old. It needs a very strong will and commitment to live such a way of life in the boarding school.
The motto of the Pabelan Islamic Boarding School is: 1. Virtuous character, 2. Healthy body, 3.
Knowledgeable, and 4. Free thinking.
These four pillars are always emphasized in all activities in the Pesantren Pabelan.
The caregivers at the Pesantren Pabelan are apparently quite progressive. Not holding a gadget does not mean that the students are technology illiterate. It does not mean that they are information blind.
The caregivers implement certain programs that accommodate the world development and are truly up to date.
The idea of building sustainable city is well manifested in the santri and santriwati’s of the Pesantren Pabelan explanation when they are asked about their dream upon a city in the future time.
They come from different cities in Indonesia. Most of them want to go back to their respective hometown and develop their cities in a sustainable ways. They are considering all factors such as trees, animals, recycling program, education, transportation, green areas, hospital, human settlement, hospital, social cohesion, and area for religious activities.
This is beyond our expectation on “no-gadget” school but high awareness on environment and development.
In the meantime, the FGD we held inviting Islamic-based school and Islamic boarding school also reveal surprising data. When the teachers are emphasizing institutional issues such as free education for all (along with the nationalization of
private schools by the state) and reforestation when they are challenged on how to build a sustainable city, the students are showing more promising future. A female student, comes from a small city in East Java, even brilliantly explains her thorough taught on developing her hometown in the future.
Almost all aspects of life is well considered, such as public opinion gathering, developing kampong for elderly, a woman city friendly, and enhancing literacy by building library and interest-based communities. A male student adds on accommodating the people with different ability (difable) and art centers.
To summer, we need to accommodate the thinking of these young people. The world needs the input and involvement of the younger generation. First, because they have a wise perspective too, they understand how the world works in this digital age, and the future is theirs.
Meanwhile, by including current world issues in religious teachings will provide a stronger grip for the younger generation to live life in this world. In addition, also because religion is a very strategic thing with many adherents who believe in it, embracing all religious institutions will provide greater space and wider and rooted impact for sustainable cities development.
A. References
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Life Support System,
https://www.academia.edu/2052332/
30 Risk_society_sustainable_developme nt_and_religion, 2007.
[2] Bron Taylor, Gretel van Wieren and Bernard Zaleha, “The Greening of Religion Hypothesis (Part Two):
Assessing the Data from Lynn White, Jr, to Pope Francis,” Journal for Study of Religion, Nature and Culture, pp. 306-378, Equinox Publishing Ltd, 2016.
[3] Khusgeet Kaur, “Engaging Youth in Education for Sustainable Development: Strategies and Interventions,” Indian Journal of Sustainable Development, Vol. 1 Issue: 2, pp. 27-32, July 2015.
[4] Louise Chawla, “Insight, Creativity and Thoughts on the Environment:
Integrating Children and Youth into Human Settlement Development,” in Environment and Urbanization, vol.
14 No. 2, pp. 11-22, October 2002.
[5] Tatjana Borojevic, Natasa B Petrovic and Drago Vuk, “Youth and
Environmental Education for Sustainable Development,”
International Journal of Science and Research (IJSR), vol. 3 issue 9, pp.57-61, September 2014.
[6] Willis Jenkins, Evan Berry and Luke Beck Kreider, “Religion and Climate Change,” Annual Review on Environment and Resources, pp. 9.1-9.24,
https://www.annualreviews.org/doi/1 0.1146/annurev-environ-102017-025855 , June 2018.
[7] Yamini Narayan, “Religion and Sustainable Development: Analyzing the Connections”, John Wiley &
Sons, Ltd and ERP Environment, pp.
131-139, 2013.
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