Preventing Racism in Schools: Group Guidance with Mau’izatul Hasanah at MAN 2 Labuhanbatu Utara
DOI:
https://doi.org/10.52690/jswse.v6i3.1283Keywords:
Character Education, Group Guidance, Racism in SchoolAbstract
Schools play a strategic role in shaping character and instilling values of tolerance in the younger generation. However, practices of racism are still found in educational environments, both in the form of hate speech, stereotypical jokes, and the exclusion of certain groups. This study aims to prevent racist behavior at MAN 2 Labuhanbatu Utara through group guidance services using the Mau’izatul Hasanah approach, a method of gentle, persuasive advice based on Islamic values, particularly brotherhood, tolerance, and justice. The research employs a descriptive qualitative approach with purposive sampling techniques targeting guidance counselors and students who exhibit tendencies of racist behavior. Data were collected through observations, in-depth interviews, and documentation, and analyzed using Miles and Huberman’s model. The research results show a significant reduction in discriminatory behavior post-intervention, reflected in the increase of students’ tolerance scores from an average of 55% to 85%. This change includes the avoidance of racist jokes, increased inter-ethnic interactions, and students’ initiatives to reprimand discriminatory behavior. These findings fill a research gap that previously rarely integrated group guidance with an explicit Islamic religious approach. Mau’izatul Hasanah proves to be effective not only in enhancing cognitive awareness but also in forming sustainable inclusive behavior, thus it can serve as a model for character building in multi-ethnic schools.
References
Abreu, R. L., Audette, L., Mitchell, Y., Simpson, I., Ward, J., Ackerman, L., Washington, K. (2022). LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals. Psychology in the Schools, 59(1), 115-151. https://doi.org/10.1002/pits.22508
Beasley, C. C., & Singh, M. I. (2022). Anti-racism and equity-mindedness in social work field education: a systematic review. Journal of Ethnic & Cultural Diversity in Social Work, 31(3), 173-185. https://doi.org/10.1080/15313204.2021.1991868
Chairunnisa, D., & Fitniwilis. (2025). Identification of the Forms and Factors Causing Sexual Harassment in Generation Alpha: Literature Review. Jambura Guidance and Counseling Journal, 6(1), 1-18. https://doi.org/10.37411/jgcj.v6i1.3551
Creswell, J. (2020). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th edition). Thousand Oaks: Publikasi Sage.
Durey, A., Naylor, N., & Slack-Smith, L. (2023). Inequalities between Aboriginal and non-Aboriginal Australians seen through the lens of oral health: time to change focus. Philosophical Transactions, 378, 1883. https://doi.org/10.1098/rstb.2022.0294
Francis, D. A. (2025). “Nae problem here”: Troubling race and racism in Scottish education. Teaching and Teacher Education, 164(1), 105092. https://doi.org/10.1016/j.tate.2025.105092
Fu, R., & Leff, S. S. (2024). Racial Microaggressions and Anti-Racism: A Review of the Literature With Implications for School-Based Interventions and School Psychologists. School Psychology Review , 53(1), 1-16. https://doi.org/10.1080/2372966X.2022.2128601
Garcia, A. N., Empey, A., & Bell, S. (2024). Addressing the Impacts of Racism on American Indian and Alaska Native Child Health. Academic Pediatrics, 24(7), 126-131. https://doi.org/10.1016/j.acap.2023.11.016
Goldie, P. D., Grapin, S. L., & Placide, B. (2025). Systematic Review of U.S.-Based Research on Racism Experienced by School Psychology Graduate Students. School Psychology Review, 54(3), 398-414. https://doi.org/10.1080/2372966X.2024.2377951
Jones, M., Mikander, P., Helakorpi, J., & Löfström, E. (2025). Challenges and prospects for antiracism pedagogy in Finnish upper secondary schools: an examination of teacher guides. Human Rights Education Review, 8(1), 107-120. https://doi.org/10.1080/25355406.2025.2464137
Karimullah, S. S., Faizin, M., & Islami, A. (2024). Internalization of Islamic Moderation Values in Building a Civilization of Love and Tolerance. Al-Insyiroh: Jurnal Studi Keislaman, 9(1), 94–125. https://doi.org/10.35309/alinsyiroh.v9i1.227
Keles, S., & Munthe, E. (2025). A systematic review of research on how initial teacher education prepares teachers for work on discrimination, racism and prejudices in schools. Review of Education, 13(1), e70030. https://doi.org/10.1002/rev3.70030
Lind, A., Mason, S. M., & Brady, S. S. (2024). Investing in family-centered early childhood education: A conceptual model for preventing firearm homicide among Black male youth in the United States. Preventive Medicine, 181(1), 107917. https://doi.org/10.1016/j.ypmed.2024.107917
Liu, X.-Q., & Wang, X. (2024). Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs. World J Psychiatry, 14(4), 494–506. https://doi.org/10.5498/wjp.v14.i4.494
Mayer, M. J., Horgan, J., Herrenkohl, T. I., & Osher, D. (2024). Violent extremism in the U.S.: Causes and consequences for youth, families, schools, and communities. Journal of School Psychology, 106(1), 101345. https://doi.org/10.1016/j.jsp.2024.101345
Miles, H., & Saldaña. (2024). Qualitative Data Analysis: A Methods Sourcebook. New York: SAGE Publications.
Moleong, L. J. (2000). Qualitative Research Methodology. Remaja Rosdakarya.
Ningsih, A. F., & Sulistiono, B. (2025). The Influence of Technological Innovation on the Dynamics of Social Life: Literature Review. Indonesian Research Journal on Education, 5(1), 134-150. https://doi.org/10.31004/irje.v5i1.1827
Rudes, G., & Fantuzzi, C. (2021). The Association Between Racism and Suicidality Among Young Minority Groups: A Systematic Review. Journal of Transcultural Nursing, 33(2), 34-50. https://doi.org/10.1177/10436596211046983
Sanders, J. E. (2024). “I Think the Teachers Should Really Connect More With the Students”: The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled. Sage Journals, 56(7), 25-38. https://doi.org/10.1177/0044118X231226396
Siadeka, G., Yasin, T. M., & Shadiqin, S. I. (2020). The Spirituality of Urban Society. Journal of Society Innovation and Development, 2(1), 50–70. https://doi.org/10.63924/jsid.v2i1.23
Stewart-Hall, C., Langham, L., & Miller, P. (2023). Preventing school exclusions of Black children in England – a critical review of prevention strategies and interventions. Equity in Education & Society, 2(3), 1-17. https://doi.org/10.1177/27526461221149034
Uink, B., Bennett, R., Bullen, J., Lin, A., Martin, G., Woods, J., & Paradies, Y. (2022). Racism and Indigenous Adolescent Development: A Scoping Review. Journal of Research on Adolescence, 32(2), 487-500. https://doi.org/10.1111/jora.12754
Wilton, L. S., Sullivan, J., Albuja, A. F., & Perry, S. P. (2024). Understanding the challenges and opportunities of talking to children about race and racism in child-facing institutions. Social Issues and Policy Review, 18(1), 89-124. https://doi.org/10.1111/sipr.12098
Wu, Q., & Jia, F. (2023). Empowering Students against Ethnic Bullying: Review and Recommendations of Innovative School Programs. Children, 10(10), 16-32. https://doi.org/10.3390/children10101632
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sheila Natasya Murni, Ira Suryani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
