Understanding the Transformation of Self-Identity in LPKA Class 1 Tangerang Juvenile Inmates
DOI:
https://doi.org/10.26740/jptt.v16n03.p248-261Keywords:
Education, juvenile offenders, LPKA, rehabilitation, self-meaningAbstract
Background: The process of self-meaning development among juvenile offenders in correctional facilities is crucial to their rehabilitation and reintegration into society. LPKA (Lembaga Pembinaan Khusus Anak) serves as a rehabilitative environment for these individuals, providing educational and psychological programs. Objective: This study aims to explore how juvenile offenders in LPKA Tangerang perceive and interpret their own self-identity after participating in educational programs, and to understand the impacts of these programs on their self-perception. Method: A qualitative phenomenological approach was employed, utilizing in-depth interviews with 5 juvenile offenders who have participated in various educational programs. Data were analyzed using NVivo 12 software to identify key themes regarding self-perception changes, identity formation, and their future outlook. Results: The research found that education in LPKA plays a significant role in altering the self-meaning of juvenile offenders, fostering a more positive self-image and hope for the future. Conclusion: The findings suggest that educational programs in LPKA are effective in reshaping the self-perception of juvenile offenders, contributing to their psychological growth and readiness for reintegration into society.
Abstrak
Latar Belakang: Pemaknaan diri pada anak binaan di LPKA (Lembaga Pembinaan Khusus Anak) memiliki peranan penting dalam proses rehabilitasi dan reintegrasi sosial mereka. Anak binaan yang mengalami konflik hukum seringkali memiliki pandangan negatif terhadap diri mereka sendiri yang mempengaruhi perilaku mereka. Tujuan: Penelitian ini bertujuan untuk menggali bagaimana anak binaan di LPKA Kelas 1 Tangerang memaknai perubahan diri mereka setelah mengikuti program pendidikan yang ada di sana. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Data diperoleh melalui wawancara mendalam dengan 5 anak binaan yang telah mengikuti program pendidikan di LPKA. Data dianalisis menggunakan aplikasi NVivo 12 untuk mengidentifikasi tema-tema utama terkait perubahan pemaknaan diri. Hasil: Penelitian ini menemukan bahwa program pendidikan di LPKA berperan signifikan dalam mengubah pemaknaan diri anak binaan, memperbaiki rasa percaya diri, dan membangkitkan harapan untuk masa depan. Simpulan: Temuan ini menunjukkan bahwa pendidikan di LPKA efektif dalam membentuk pandangan positif anak binaan terhadap diri mereka, yang dapat mendukung proses rehabilitasi dan reintegrasi mereka ke masyarakat.
References
Antonopoulou, H., Giannoulis, A., Theodorakopoulos, L., & Halkiopoulos, C. (2022). Socio-cognitive awareness of inmates through an encrypted innovative educational platform. International Journal of Learning Teaching and Educational Research, 21(9), 52-75. https://doi.org/10.26803/ijlter.21.9.4
Bakar, N., Zalli, M., Suppian, Z., Bakar, A., & Yahya, F. (2024). How can we resocialize adolescents in rehabilitation schools in malaysia? islamic education and programs as an alternative approach. International Journal of Education and Practice, 12(2), 207-216. https://doi.org/10.18488/61.v12i2.3673
Bayraktar, S. and Jiménez, A. (2020). Self-efficacy as a resource: a moderated mediation model of transformational leadership, extent of change and reactions to change. Journal of Organizational Change Management, 33(2), 301-317. https://doi.org/10.1108/jocm-12-2018-0368
Berry, C., Fountain, J., Forbes, L., Bogen-Johnston, L., Thomson, A., & Zylko, Y. (2023). Developing a hope-focused intervention to prevent mental health problems and improve social outcomes for young women who are not in education, employment or training (neet): a qualitative co-design study in deprived coastal communities in south-east engla. Preprint Policies. https://doi.org/https://doi.org/10.31234/osf.io/zxd46
Clingan, P. (2021). Juveniles justice. International Journal of Scientific Advances, 2(6). https://doi.org/10.51542/ijscia.v2i6.18
Deng, Z. (2021). Powerful knowledge, transformations anddidaktik/curriculum thinking. British Educational Research Journal, 47(6), 1652-1674. https://doi.org/10.1002/berj.3748
Dubouloz, C. (2014). Transformative occupational therapy. Canadian Journal of Occupational Therapy, 81(4), 204-212. https://doi.org/10.1177/0008417414554913
Duque Solórzano, M. C., & Chancay Cedeño, C. (2024). Developing Students’ Self-Confidence, Thought Processes, and Oratory Skills at Unidad Educativa Charter Salesiana San José. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 6466–6477. https://doi.org/10.37811/cl_rcm.v8i2.11064
Faqih, A. (2016). Lebih Dekat dengan LPKA Tangerang. Direktorat Jenderal Pemasyarakatan Kementerian Hukum Dan HAM Republik Indonesia. https://www.ditjenpas.go.id/lebih-dekat-dengan-lpka-tangerang
Germossa, G., Sjetne, I., & Hellesø, R. (2018). The impact of an in-service educational program on nurses' knowledge and attitudes regarding pain management in an ethiopian university hospital. Frontiers in Public Health, 6. https://doi.org/10.3389/fpubh.2018.00229
Goodman, L., Wilson, J., Helms, J., Greenstein, N., & Medzhitova, J. (2018). Becoming an advocate: processes and outcomes of a relationship-centered advocacy training model. The Counseling Psychologist, 46(2), 122-153. https://doi.org/10.1177/0011000018757168
Gun, L., Imamoğlu, S., Türkcan, H., & İnce, H. (2024). Effect of digital transformation on firm performance in the uncertain environment: transformational leadership and employee self-efficacy as antecedents of digital transformation. Sustainability, 16(3), 1200. https://doi.org/10.3390/su16031200
Han, F., & Yuen, C. Y.-M. (2024). Roles of parents in life satisfaction and educational hope among Chinese high school students. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1334397
Ho, T. and Rocheleau, G. (2020). A follow-up study on recidivism among adjudicated juveniles with special education in the juvenile correctional facility. Youth Justice, 20(3), 328-343. https://doi.org/10.1177/1473225420923764
Horns, J., Nadkarni, N., & Anholt, A. (2020). How repeated exposure to informal science education affects content knowledge of and perspectives on science among incarcerated adults. Plos One, 15(5), e0233083. https://doi.org/10.1371/journal.pone.0233083
Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L., Mattelmäki, T., & Friman, M. (2022). Becoming self-aware—how do self-awareness and transformative learning fit in the sustainability competency discourse?. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.855583
Jonata, M., & Butar Butar, H. F. (2022). Impelementasi Pendidikan Kepada Anak (Studi Kasus Pada Lembaga Pembinaan Khusus Anak Kelas II Bengkulu). Jurnal Aplikasi Dan Inovasi Ipteks “Soliditas” (J-Solid), 5(1), 22. https://doi.org/10.31328/js.v5i1.2908
Juliana, J., Hutagalung, F., & Nor, A. (2024). Psychological experience of juvenile offenders in correctional institutions: a systematic review of qualitative studies. Journal of Population and Social Studies, 32, 609-630. https://doi.org/10.25133/jpssv322024.036
Kaiser, K., Piquero, A., Keena, L., & Howley, C. (2022). Assessing the institutional barriers and individual motivational factors to participation in prison-based programs. Crime & Delinquency, 70(3), 870-893. https://doi.org/10.1177/00111287221114804
Mahlangu, V. (2024). Exploring the perceptions of student prisoners on challenges with supervisors in prison education. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan E-Saintika, 8(3), 410-434. https://doi.org/10.36312/e-saintika.v8i3.1886
Masood, M. and Afsar, B. (2017). Transformational leadership and innovative work behavior among nursing staff. Nursing Inquiry, 24(4). https://doi.org/10.1111/nin.12188
Monica, M. and Geeta, G. (2024). The future of rehabilitation: ai and the transformation of education in prisons. eatp. https://doi.org/10.53555/kuey.v30i2.2996
Muzakki, A. R., & Subroto, M. (2023). Pembinaan dan Tantangan Anak Binaan selama Menjalani Masa Pidana di LPKA. Jurnal Ilmiah Muqoddimah : Jurnal Ilmu Sosial, Politik, Dan Humaniora, 7(3), 765. https://doi.org/10.31604/jim.v7i3.2023.765-768
Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Teachers' trust in ai‐powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232
Parker, K., Binns, A., Dupre, C., Friesen, F., Lising, D., Sinclair, L., … & Ng, S. (2024). “what got you here, won’t get you there”: students as leaders of the change we need. Healthcare Management Forum, 37(1_suppl), 38S-42S. https://doi.org/10.1177/08404704241259917
Putri, A., & Ambarini, T. K. (2021). Gambaran Proses Penerimaan Diri pada Pria Usia Dewasa Awal dengan HIV/AIDS. Buletin Riset Psikologi Dan Kesehatan Mental (BRPKM), 1(1), 715–722. https://doi.org/10.20473/brpkm.v1i1.26858
Rankin, L. and English, L. (2021). Social transformative learning in human rights delegations: critical research on the maritimes-guatemala breaking the silence network. Journal of Transformative Education, 20(4), 361-378. https://doi.org/10.1177/15413446211050365
Riansyah, M. R., & Subroto, M. (2023). Peran Pendidikan Di Balik Jeruji: Meningkatkan Peluang Dan Kualitas Hidup Anak Binaan PEMASYARAKATAN. Jurnal Ilmiah Muqoddimah : Jurnal Ilmu Sosial, Politik, Dan Humaniora, 7(3), 709. https://doi.org/10.31604/jim.v7i3.2023.709-716
Ríos-Castillo, I., Escala, L., Urriola, L., McKinnon, M., & Rojas‐Roque, C. (2022). A pre- and post-intervention study measuring the effect of an interactive educational program to tackle the school-age children overweight and obesity. https://doi.org/10.20944/preprints202209.0148.v1
Romero, A., Black, C., & Jackson, C. (2021). Overcoming educational challenges and impact of covid-19 in a pathology residency program. Academic Pathology, 8, 2374289521994235. https://doi.org/10.1177/2374289521994235
Sari, D. S. P. (2022). Pengalaman orang tua anak berkebutuhan khusus dalam mendampingi pembelajaran jarak jauh selama pandemi Covid–19. Psychological Journal: Science and Practice, 1(2), 56–60. https://doi.org/10.22219/pjsp.v1i2.19031
Sofyan, I., & Gunardi, K. (2020). Implementasi Pendidikan Formal bagi Anak yang Berkonflik dengan Hukum di Lembaga Pembinaan Khusus Anak Kelas II Bandung. Jurnal Socius: Journal of Sociology Research and Education, 7(1), 23. https://doi.org/10.24036/scs.v7i1.173
Son, T. (2024). Intelligent tutoring systems in mathematics education: a systematic literature review using the substitution, augmentation, modification, redefinition model. Computers, 13(10), 270. https://doi.org/10.3390/computers13100270
Soto, G. and Martínez, P. (2022). Cognitive intervention to the women who attend the "breastfeeding support group". Enfermería Investiga, 7(1), 42-47. https://doi.org/10.31243/ei.uta.v7i1.1477.2022
Tarozzi, M. (2023). Futures and hope of global citizenship education. International Journal of Development Education and Global Learning, 15(1). https://doi.org/10.14324/ijdegl.15.1.05
Tennant, M. (2005). Transforming selves. Journal of Transformative Education, 3(2), 102-115. https://doi.org/10.1177/1541344604273421
Tobing, S. (2024). Diversion program implementation under the juvenile justice system act in indonesia: what works, what does not?. Restorative, 2(1), 46-60. https://doi.org/10.61682/restorative.v2i1.12
Tuan, H., Chau, H., Ngoc, H., & Nguyen, T. (2024). Juvenile and effective solutions to prevent juvenile recidivism – perspectives of judicial officers of vietnam. Journal of Ecohumanism, 3(7), 4562-4573. https://doi.org/10.62754/joe.v3i7.4568
Wahyuni, F., Rahmah, S., & Syarifuddin, S. (2024). Enhancing legal awareness in women inmates for effective resocialization. Indonesian Journal of Cultural and Community Development, 15(1). https://doi.org/10.21070/ijccd.v15i1.998
Weerasinghe, W. (2022). Effect of an e-educational poster on improving knowledge, attitude, and practice on proper use of hand hygiene among school students. https://doi.org/10.21203/rs.3.rs-1822452/v1
Weerdt, S., Bouwen, R., Corthouts, F., & Martens, H. (2006). Identity transformation as an intercontextual process. Industry and Higher Education, 20(5), 317-326. https://doi.org/10.5367/000000006778702373
Zhang, D., Zhang, N., Chang, H., Shi, Y., Tao, Z., Zhang, X., Miao, Q., & Li, X. (2023). Mediating Role of Hope Between Social Support and Self-Management Among Chinese Liver Transplant Recipients: A Multi-Center Cross-Sectional Study. Clinical Nursing Research, 32(4), 776–784. https://doi.org/10.1177/10547738221078897
Caillier, J. (2016). Linking transformational leadership to self-efficacy, extra-role behaviors, and turnover intentions in public agencies: the mediating role of goal clarity. Administration & Society, 48(7), 883-906. https://doi.org/10.1177/0095399713519093
Jing, J., Niyomsilp, E., Xie, L., Jiang, H., & Li, R. (2021). Effect of transformational leadership on nursing informatics competency of chinese nurses: the intermediary function of innovation self-efficacy.. https://doi.org/10.3233/shti210722
Kovjanic, S., Schuh, S., Jonas, K., Quaquebeke, N., & Dick, R. (2012). How do transformational leaders foster positive employee outcomes? a self‐determination‐based analysis of employees' needs as mediating links. Journal of Organizational Behavior, 33(8), 1031-1052. https://doi.org/10.1002/job.1771
Shah, T., Parray, Z., & Islam, S. (2023). The empirical relationship between transformational leadership and job attitudes: mediating role of psychological capital – a study of healthcare in india. International Journal of Public Leadership, 19(1), 45-63. https://doi.org/10.1108/ijpl-07-2022-0042
Crowne, K., Young, T., Goldman, B., Patterson, B., Krouse, A., & Proença, J. (2017). Leading nurses: emotional intelligence and leadership development effectiveness. Leadership in Health Services, 30(3), 217-232. https://doi.org/10.1108/lhs-12-2015-0055
Gong, T., Zimmerli, L., & Hoffer, H. (2013). The effects of transformational leadership and the sense of calling on job burnout among special education teachers. Journal of School Leadership, 23(6), 969-993. https://doi.org/10.1177/105268461302300603
Habeeb, Y. and Eyüpoğlu, Ş. (2024). Strategic planning, transformational leadership and organization performance: driving forces for sustainability in higher education in nigeria. Sustainability, 16(11), 4348. https://doi.org/10.3390/su16114348
Kang, L., Aziz, N., & Hassan, N. (2023). Improving work performance among academic staff through transformational leadership: a conceptual analysis. Journal of Public Administration and Governance, 13(4), 49. https://doi.org/10.5296/jpag.v13i4.21588
Keen, C. and Woods, R. (2015). Creating activating events for transformative learning in a prison classroom. Journal of Transformative Education, 14(1), 15-33. https://doi.org/10.1177/1541344615602342
Kirkbride, P. (2006). Developing transformational leaders: the full range leadership model in action. Industrial and Commercial Training, 38(1), 23-32. https://doi.org/10.1108/00197850610646016
Leithwood, K. and Sun, J. (2012). The nature and effects of transformational school leadership. Educational Administration Quarterly, 48(3), 387-423. https://doi.org/10.1177/0013161x11436268
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68-86. https://doi.org/10.1108/14676370810842193
Blanchard, C., Arthur, H., & Gunn, E. (2015). Self-efficacy and outcome expectations in cardiac rehabilitation: associations with women’s physical activity. Rehabilitation Psychology, 60(1), 59-66. https://doi.org/10.1037/rep0000024
Fan, X., Xia, Y., Wu, J., Jia, S., & Hu, J. (2025). Influencing factors related to stroke patients’ rehabilitation motivation: a scoping review. Frontiers in Neurology, 16. https://doi.org/10.3389/fneur.2025.1615905
Ji, Y. and Zhang, L. (2023). Intervention effect of solution-focused brief therapy based on empowerment theory on loneliness in obese children. Iranian Journal of Public Health. https://doi.org/10.18502/ijph.v52i8.13407
Qutoshi, S. (2018). Critical reflective practice as an approach to developing transformative living-theory. Dhaulagiri Journal of Sociology and Anthropology, 12, 107-111. https://doi.org/10.3126/dsaj.v12i0.22186
Reynolds, K., Bazemore, C., Hanebuth, C., Hendren, S., & Horn, M. (2021). The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review. Journal of Educational Evaluation for Health Professions, 18, 31. https://doi.org/10.3352/jeehp.2021.18.31
Schmitt, M., Goverover, Y., DeLuca, J., & Chiaravalloti, N. (2014). Self-efficacy as a predictor of self-reported physical, cognitive, and social functioning in multiple sclerosis. Rehabilitation Psychology, 59(1), 27-34. https://doi.org/10.1037/a0035288
Stone, R., Sabella, K., Lidz, C., McKay, C., & Smith, L. (2018). The meaning of work for young adults diagnosed with serious mental health conditions. Psychiatric Rehabilitation Journal, 41(4), 290-298. https://doi.org/10.1037/prj0000195
Thomas, M., Treichler, E., Bismark, A., Shiluk, A., Tarasenko, M., Zhang, W., … & Light, G. (2018). Computerized cognitive training is associated with improved psychosocial treatment engagement in schizophrenia. Schizophrenia Research, 202, 341-346. https://doi.org/10.1016/j.schres.2018.06.024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Achmad Robbi Fathoni
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
Copyright in any article is held by the author.
The author grants the journal, publication rights with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in an institutional repository or on their website) prior to and during the submission process, as this can lead to productive exchanges, as well as earlier and greater citation of published work.
Abstract views: 6
,
PDF Downloads: 1
