28 research outputs found
Kontekstualisasi Sufisme Ibnu Atha’illah dalam Kitab Al-hikam: Relevansinya terhadap Pendidikan Andragogi perspektif Hermeneutika
No full textمستخلص البحث
جاسمنتو. ٢٠١٩. سياقات التصوف لابن عطاء الله في كتاب الحكم وأهميتها في التربية الأندراغوجيا من منظور هرمنوتيك. رسالة الدكتوراه، قسم التربية الإسلامية بالتخصصات المتعددة، كلية الدراسات العليا بجامعة مولانا مالك إبراهيم الإسلامية الححومية مالانج. المشرف الأول: أ. د. الحاج مودجيا راهاردجو، الماجستير. المشرف الثاني: د. الحاج بدر الدين، الماجستير.
يدرس هذا البحث نصوص التصوف في كتاب الحكم لابن عطاء الله التي تنطبق على مجال أندراغوجيا للإجابة عن المشكلة بالتركيز. المشكلة التي هي البؤرة الرئيسية لهذا البحث هي كيفية دراسة وفهم مفهوم الروحانية التي وضعها التصوف في كتاب الحكم لابن عطاء الله الحكمة من منظور هرمنوتيك وأهميتها في التربية الأندراغوجيا.
ومن بؤرة تلك المشكلة، يسعى هذا البحث إلى الإجابة عن الأسئلة التالية؛ أولا، فيما يتعلق بمفهوم التصوف في كتاب الحكم لابن عطاء الله، حيث تستند هذه المناقشة إلى تحليل النصوص فلسفيا للبحث عن مفهوم التصوف وتوضحه المؤلفات المتنوعة التي تتحدث عن التصوف. ثانيا، فيما يتعلق بتنفيذ مفهوم التصوف عند ابن عطاء الله في كتابه الحكم وأهميته في التربية الأندراغوجيا من منظور هرمنوتيك، حيث تستند مناقشة هذا الموضوع إلى دراسة كتاب الحكم لابن عطاء الله التي تم القيام بها مع بعض المفاهيم والنظريات التي لها صلة بالتربية الأندراغوجيا باستخدام مدخل الفلسفي، النفسي، الهرمنوتيكي و الظاهري كأدواتها الرئيسية. ثالثا، فيما يتعلق بقيم التصوف عند ابن عطاء الله في كتابه الحكم وتحليلها على منظور التربية الأندراغوجيا للعثور على مفهوم تعليم الكبار على أساس التصوف كاملا.
وهناك ثلاث نقاط للنتائج في هذا البحث. أولا ، سياق مفهوم التصوف عند ابن عطاء الله في كتابه الحكم هو وجهة نظره عن التصوف بوصفه حياة روحية وتوجيه لمسيرة الإنسان عند تحقيق السعادة في الدنيا والأخرة. ويشمل هذا المفهوم القيم الشخصية التي تكون شرطا أساسيا للإنسان لتحقيق السعادة، بما في ذلك: التوبة، والورع، الزهد، الفقر، الصبر، التوكل والرضا. وقد استجاب المجتمع العالمي لهذا المفهوم بعدد من الشروحات والدراسات المتعلقة بمحتوى كتاب الحكم نفسه. وأصبح هذا المفهوم ملحا لأنه ضروري لحل المشاكل الإنسانية الشخصية المعاصرة التي تصبح جذور المشكلة العالمية. ويتضمن هذا المفهوم القيم اللازمة لتحقيق السعادة البشرية كفرد أو مجتمع، وهي الحب والتسامح والاحترام بين البشر. ثانيا، سياق تنفيذ مفهوم التصوف عند ابن عطاء الله في كتابه الحكم في التربية الأندراغوجيا من منظور هرمينوتيك يحتوي على مميزات التصوف التي تنظر من جانب نظريات التربية الأندراغوجيا التي تؤكد على احتياجات الكبار إلى تطبيق التصوف في حياتهم. تطبيق التصوف فيها يشمل: الحاجة إلى المعرفة، مفهوم نفس المتعلم، دور خبرة المتعلم، الاستعداد للدراسة، التوجيه الدراسي والدوافع. ومن هذه التطبيقات أصبح التصوف ملحا تفعيل عملية تعليم الكبار وممارسة الروحانية البديلة كمحاولة لحل المشاكل الفردية والإجتماعية. وبالتالي إنشاء صورة إيجابية عن العالم بشأن دور الإسلام في إسهام السلام وتكوين أخلاق المجتمع العالمي. ثالثا، سياق قيم التصوف في تنفيذ التربية الأندراغوجيا يمكن بناءها كبناء مثالي على التصوف القائم على الأندراغوجيا. يكون هذا المفهوم على مادة تعليمية للكبار تشمل على مادة التصوف كأساس مثالي تم سردها من كتاب الحكم لابن عطاء الله مع التركيز على ممارسة الأندراغوجيا. والهدف منه هو إيصال الكبار في تحقيق سعادة الدنيا والأخرة.
ABSTRACT
This study examines the text of Sufism in the book of al-Hikam Ibn Athaillah which is applied to the context of andragogy to answer the problem in a focused way. The problem that is the main focus of this study is how the study and understanding of the concept of spirituality framed by Sufism in al-Hikam's work by Ibn Atha'illah, the perspective of hermeneutics and its relevance to andragogy education.
From the substance of the problem, this study tries to answer the question; Firstly, regarding the contextualization of the concept of Sufism in Ibn Atha'illah's al-Hikam. This discussion is based on philosophical text analysis to explore the concept of Sufism and be clarified with various works that talk about Sufism. Secondly, regarding the implementative contextualization of the concept of Sufism Ibn Atha'illah in the book Al-Hikam and its relevance to the education of hermeneutics andragogy perspective. The discussion of this topic is based on the study of al-Hikam Ibn Athaillah carried out by several concepts and theories that are of relevance to andragogy and uses philosophical, psychological, hermeneutic and phenomenological approaches as its main tools. Thirdly, the contextualization of Sufism values on Ibn Atha'illah in al-Hikam's relevance to the education of hermeneutic perspective andragogy, in this case, study the concept of Sufism values and analyzed by the perspective of andragogy to find the concept of value of adult education based on Sufism as a whole.
There are three points of findings in this study. Firstly, the contextualization of the Sufism concept of Ibn Atha'illah in the book of al-Hikam is Ibn Athaillah's perpective of Sufism as a spiritual life and a guide to human travel in achieving world and hereafter happiness. This concept encompasses the character values that are the prerequisites of humans in achieving happiness, including: repentance, wira’i, zuhud, fakir, patience, tawakkal and acceptance. The concept has been responded by the global community with many sharah and studies regarding to the contents of the al-Hikam book itself. This concept is urgent because it is needed to solve the contemporary problems of the human as the root of global problems. This concept contains the values needed for the realization of human happiness both as individuals and social creatures, they are love, tolerance and respect for fellow human beings. Secondly, the implementative contextualization of the concept of Sufism Ibn Atha'illah in the book Al-Hikam in hermeneutics perspective andragogy includes the character of Sufism as seen from aspects of andragogical theory which emphasizes the needs of adults in applying sufism in their lives. The application of sufism in the horizon of andragogy includes: a need to know, the student's self-concept, the role of the student's experience, readiness for learning, learning orientation, motivation. From this implication sufism becomes urgent as an actualization in adult education and an alternative praxis of spirituality in an effort to solve individual and social problems. Thus building a positive world image of the role of Islam in contributing to peace and moral development of the global community.
Thirdly, contextualization of Sufism values in andragogy practices can be formed in the ideal construction of andragogy-based Sufism. The concept is in the form of adult learning that includes Sufism material as the basis of ideals packaged from the book of al-Hikam Ibn Athaillah with an emphasis on praxis andragogy. The goal is to lead adults to achieve world and hereafter happiness.
ABSTRAK
Jasminto. 2019. Kontekstualisasi Sufisme Ibnu Atha’illah dalam Kitab Al-Hikam Relevansinya Terhadap Pendidikan Andragogi Perspektif Hermeneutika. Disertasi, Program Studi Pendidikan Agama Islam Berbasis Interdisipliner, Program Pascasarjana, Universitas Islam Negeri Maulana Malik Ibrahim Malang. Pembimbing: (I) Prof. Dr. H. Mudjia Rahardjo, M.Si, (II) Dr. H. Badruddin, M.Hi.
Penelitian ini mengkaji teks sufisme dalam kitab al-Hikam Ibn Athaillah yang diaplikasikan pada konteks andragogi untuk menjawab permasalahan secara fokus. Permasalahan yang menjadi fokus utama kajian ini adalah bagaimana pengkajian dan pemahaman terhadap konsep spiritualitas yang dibingkai sufisme dalam al-Hikam karya Ibnu Atha’illah perspektif hermeneutika serta relevansinya pada pendidikan andragogi.
Dari substansi persoalan tersebut penelitian ini berusaha menjawab pertanyaan; Pertama, mengenai kontekstualisasi konsep sufisme dalam al-Hikam karya Ibnu Atha’illah. Pembahasan ini didasarkan pada analisis teks secara filosofis untuk menggali konsep sufisme dan diperjelas dengan berbagai karya yang berbicara mengenai sufisme. Kedua, mengenai kontekstualisasi implementatif konsep sufisme Ibn Atha’illah dalam kitab al-Hikam relevansinya terhadap pendidikan andragogi perspektif hermeneutika. Pembahasan topik ini mendasarkan pada telaah al-Hikam Ibn Athaillah yang dilakukan dengan beberapa konsep dan teori yang ada relevansinya dengan andragogi serta menggunakan pendekatan filosofis, psikologis, hermeneutika dan fenomenologis sebagai alat utamanya. Ketiga, kontekstualisasi nilai-nilai sufisme Ibn Atha’illah dalam kitab al-Hikam relevansinya terhadap pendidikan andragogi perspektif hermeneutika. Dalam hal ini mengkaji konsep nilai sufisme serta menganalisa dengan perspektif andragogi untuk menemukan konsep nilai pendidikan dewasa berbasis sufisme secara utuh.
Terdapat tiga poin temuan dalam penelitian ini. Pertama, kontekstualisasi konsep sufisme Ibn Atha’illah dalam kitab al-Hikam merupakan pandangan Ibn Athaillah tentang sufisme sebagai kehidupan spiritual dan panduan perjalanan manusia dalam meraih kebahagiaan dunia dan akhirat. Konsep ini meliputi nilai-nilai karakter yang menjadi prasyarat manusia dalam meraih kebahagiaannya, meliputi: taubat, wira’i, zuhud, faqr, sabar, tawakal dan ridha. Konsep tersebut telah direspon oleh masyarakat global dengan banyaknya syarah dan kajian mengenai kandungan kitab al-Hikam itu sendiri. Konsep ini menjadi urgen karena dibutuhkan untuk memecahkan permasalahan kontemporer pribadi manusia yang menjadi akar permasalahan global. Konsep ini mengandung nilai-nilai yang dibutuhkan untuk terwujudnya kebahagiaan manusia baik sebagai individu maupun sosial yakni cinta, toleransi dan menghargai sesama manusia. Kedua, kontekstualisasi implementatif konsep sufisme Ibn Atha’illah dalam kitab al-Hikam dalam andragogi perspektif hermeneutika meliputi karakter sufisme yang dilihat dari aspek teori andragogi yang menekankan pada kebutuhan orang dewasa dalam mengaplikasikan sufisme di kehidupannya. Pengaplikasian sufisme dalam cakrawala andragogi meliputi: sebuah kebutuhan untuk mengetahui, konsep diri pelajar, peran pengalaman pelajar, kesiapan untuk belajar, orientasi belajar, motivasi. Dari implikasi ini sufisme menjadi urgen sebagai aktualisasi dalam pendidikan orang dewasa dan alternatif praksis spiritualitas dalam upaya memecahkan permasalahan individu maupun sosial. Sehingga membangun citra positif dunia atas peran Islam dalam menyumbang perdamaian dan pembangunan moral masyarakat global. Ketiga, Kontekstualisasi nilai-nilai sufisme dalam praktik andragogi dapat dibentuk dalam konstruksi ideal sufisme berbasis andragogi. Konsep tersebut berbentuk pembelajaran orang dewasa yang memuat materi sufisme sebagai basis idealitas yang dikemas dari kitab al-Hikam Ibn Athaillah dengan penekanan pada praksis andragogi. Adapun tujuannya adalah mengantarkan orang dewasa dalam meraih kebahagiaan dunia dan akhirat
ETIKA SUFISME RANGGAWARSITA DALAM WIRID HIDAYAT JATI: RELEVANSINYA DENGAN PENDIDIKAN MORAL
Get PDFABSTRACT
Jasminto. 2022. Sufism Ethics of Ranggawarsita in Wirid Hidayat Jati: Its Relevance to Moral
Education. Thesis, Islamic Philosophy and Theology Program, Graduate Program,
State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisors: (1) Prof.
Dr. H. Ngainun Naim, M.HI, (II) Dr. H. A. Rizgon Hamami, Lc, MA.
This research analyzes the sufism texts found in the Serat Wirid Hidayat Jati by Ranggawarsita
using a philosophical moral theory approach, with the aim to address the research problems with
a focused perspective. The primary focus of this research is to understand how the study and
understanding of spirituality ethics accommodated within the framework of sufism in the Serat
Wirid Hidayat Jati is perceived from the perspective of moral philosophy, and its relevance in the
context of moral education. In this context, this research raises three main questions. First, how is
sufism ethics reflected in the text of Wirid Hidayat Jati by Ranggawarsita? This analysis is based
on a philosophical approach to the text to uncover the aspects of sufism ethics, and is supplemented
by references from various works discussing sufism. Second, what are the implications of the
sufism ethics found in Wirid Hidayat Jati for moral philosophy? To answer this, the research
involves an in-depth study of Wirid Hidayat Jati, connecting it with relevant concepts and theories
in moral philosophy, and utilizing the deontological principles of Immanuel Kant as its main
foundation. Third, how does the sufism ethics within Wirid Hidayat Jati relate to moral education?
In this context, the research explores the sufism ethics within Wirid Hidayat Jati from the
perspective of moral education, utilizing the implicit paradigm of moral education. The research
methodology employed is a qualitative approach with a text analysis method adopting a
hermeneutical perspective to extract data. There are three main findings in this research. Firstly,
the sufism ethics within Wirid Hidayat Jati by Ranggawarsita represent Ranggawarsita's
perspective on sufism as a spiritual dimension and a guide for individuals to achieve happiness in
both the worldly and the afterlife. This ethics encompasses character values required by humans
in their journey towards happiness, elaborated through the ethics of asmaranala, asmaratura,
asmaraturida, asmaradana, and asmaragama. This ethics has been accepted by society, proven by
the multitude of commentaries and studies regarding the content of Serat Wirid Hidayat Jati, due
to its containing values relevant to attaining happiness in life. Secondly, the implications of
Ranggawarsita's sufism ethics within Wirid Hidayat Jati within moral philosophy emphasize
sufism's character aspects that underscore human needs in applying sufism principles in their lives.
These implications highlight the urgency of Ranggawarsita's sufism as a tool for realization in
moral education and an alternative practice of spirituality to address individual and societal
challenges. Thirdly, contextualizing the values of Ranggawarsita's sufism within daily life can be
achieved through an ideal construction of sufism based on moral education. This sufism ethics can
be formulated as a behavioral guideline encompassing the principles of sufism derived from the
Serat Wirid Hidayat Jati
Peran Perempuan Berpendidikan Dalam Kesejahteraan Keluarga: Studi Kasus di Desa Cukir Gg 1 Kecamatan Diwek Kabupaten Jombang
Get PDFPerempuan adalah manusia yang mempunyai puki, dapat menstruasi, hamil, melahirkan anak, dan menyusui. Perempuan dalam agama mempunyai kedudukan yang sama.Perempuan juga mempunyai peran penting baik dalam keluarganya, masyarakat, dan agaman. Peran perempuan tidak bisa terlepas dari latar belakang pendidikan yang didapat oleh perempuan itu sendiri. Di mana pendidikan perempuan sangat berhubungan dengan hasil di mana peremuan tersebut berperan, baik di dalam keluarganya, masyarakatnya dan di lingkungan lainnya. Peran perempuan berpendidikan juga bisa membawa dampak positif dalam kesejahteraan keluarganya, baik dari segi ekonomi maupun non ekonomi. Fokus dalam penelitian ini adalah: 1) Peran perempuan berpendidikan di Desa Cukir Gg. 1, 2) Kesejahteraan keluarga di Desa Cukir Gg. 1, 3) Peran perempuan berpendidikan dalam kesejahteraan keluarga di Desa Cukir Gg.1. Penelitian ini adalah jenis pendekatan kualitatif dengan studi kasus yang dilakukan di Desa Cukir Gg 1, di mana studi kasus penelitiannnya meneliti kehidupan nyata, melalui pengumpulan data yang detail dan mendalam yang melibatkan beragam sumber informasi yaitu: pengamatan, wawancara, dan dokumentasi. Berdasarkan penelitian tersebut bisa diketahui bahwa peran perempuan berpendidikan dalam kesejahteraan keluarga di Desa Cukir Gg 1 yaitu:1) peran perempuan mencari nafkah , di mana perempuan bekerja untuk memenuhi atau membantu perekonomian keluarganya, dan peran perempuan yang aktif dalam organisasi yaitu perempuan yang melakukan aktifitas di rumah juga mengikuti organisasi-organisasi yang ada di sekitarnya seperti Fatayat, PKK, dll. 2). Kesejahteraan keluarga di Desa Cukir yaitu banyaknya perempuan berpendidikan yang membantu ksejahteraan keluarganya dengan bekerja dan profesi yang beragam, berikut profesi perempuan berpendidikan di Desa Cukir Gg 1, diantaranya: Bekerja di Pabrik, pedagang, guru, dan bekerja di bidang kesehatan. 3) perempuan yang bekerja di luar rumah dan tetap menjalankan kewajiban di rumah yaitu perempuan yang bekerja atau aktif dalam organisasi, dan anak perempuan yang berpendidikan tinggi bekerja untuk membantu perekonomian keluarganya
Pendidikan Islam Perspektif Pesantren: Diferensiasi, Aplikasi dan Motivasi
No full textThis article discusses several definitions of Islamic education and gives guidelines to clarify the use of the definition. The article describes that the definition depicts the typology of Islamic education and institutions related to it. This will explain the different concepts that depend on the context of Islamic education, especially with regard to pondok pesantren. Later, the article elucidates the theoretical conception of Islamic education based on the Qur'an and hadith. This article argues that the primary motivation of the holistic approach of ‘Islamic education' of pesantren can be used as the representative of Islamic education in the world that teaches religious moderation
Critical Pedagogy In Religious Education: Shaping Perspectives On Peace, Justice, And Human Rights
Get PDFThis article discusses the integration of Critical Pedagogy and Religious Education to shape students' perspectives on peace, justice, and human rights. By delving into the literature, this research explores the potential impact of Critical Pedagogy on Religious Education. This approach involves students in critical thinking, reflection, and open dialogue regarding religious values to address contemporary social issues. The article examines the key concepts of Critical Pedagogy and its integration into the Religious Education curriculum, aiming to enhance the relevance of religious education. The combination of these two approaches is expected to create students who not only understand religious values but can also apply them to promote peace, justice, and human rights. The conclusion highlights the potential contribution of Critical Pedagogy in shaping a new, responsive paradigm for Religious Education, creating a dynamic learning environment in the face of the complexities of contemporary social challenges. Further research is expected to serve as a solid foundation for positive transformation in religious education and the development of students' perspectives on peace, justice, and human right
Desain Pembelajaran PAI Realistik di Sekolah Dasar Inklusi Berbasis ICT (Suatu Design Research dalam Pembelajaran Pendidikan Agama Islam SD Inklusi di Kabupaten Jombang)
No full textInnovation of Learning PAI in SD Inclusion is indispensable in the midst of learning patterns PAI, it is still centered on the non-inclusion SD. People are still paying less attention to the existence of SD Inclusion as one entrusted primary school children with special needs, particularly in the districts of Jombang. It underlies researchers design learning model PAI Realistic ICT-based learning (PPR). The specific objective of this study was to produce a prototype design of PPR, and see the effectiveness of their application in teaching in elementary PAI Inclusion Jombang. While the long-term goal of this research is the result of the design of PPR model design can be used as an enrichment of teaching materials and can be used as a foundation for enhancing the quality of learning PAI SD Inclusion. The method used is Design Research which each cycle consisting of the stages of preparation for the experiment (preparatory studies), design experiment (the implementation of the design of experiments) and retrospective analysis (analysis of data obtained from the previous stage). The study was conducted in three elementary Inclusion Jombang. Steps taken at the stage of preparation for the experiment (preparatory studies) is the study of literature, discussions with teachers, designing learning model Realistic SD PAI Inclusion ICT and initial design study. While at the design stage of the experiment (the implementation of the experimental design) data collection and testing in 3 SD Inclusion Jombang. The results of this study indicate that the model PPR can stimulate and improve students' understanding of concepts as well as to foster a love of students towards subjects PAI. Learning implementation went smoothly, the response of students and teachers is very good.Keywords: Design Research, PAI Realistic, PAI IC
Moderation, Character, and Pesantren Traditions: Actualization of KH. Hasyim Asy’ari’s Ideas in Islamic Religious Education
Get PDFThis study aims to explore the integration of the thoughts of Hadratussyaikh KH. Muhammad Hasyim Asy’ari into the curriculum of the Islamic Religious Education (PAI) Study Program at Hasyim Asy’ari University, Tebuireng. Using a qualitative approach through in-depth interviews, observation, and document analysis, the research highlights the actualisation of pesantren values inherited from KH. Hasyim Asy’ari within the context of contemporary Islamic higher education. The main focus is on three core pillars: religious moderation, character development, and the preservation of pesantren traditions, which form the foundation of a sustainable Islamic education vision. The findings indicate that Hadratussyaikh’s ideas—such as the importance of manners (adab), sincerity, accessible scholarship, and a moderate religious spirit—have been integrated into both the curriculum and learning practices. These values not only shape a religious and inclusive academic atmosphere but also strengthen students' identities as agents of change rooted in traditional Islamic scholarship. This integration is reflected in course content and teaching methods, as well as students' religious and social activities, all directed toward forming academically excellent individuals with strong morals and adaptability to contemporary challenges. Thus, this study affirms that KH. Hasyim Asy’ari’s ideas are both relevant and strategic in formulating a model of Islamic religious education that bridges tradition and modernity. The results are expected to serve as a reference for the development of contextual and transformative pesantren-based curricul
Moderation, Character, and Pesantren Traditions: Actualization of KH. Hasyim Asy’ari’s Ideas in Islamic Religious Education
Get PDFThis study aims to explore the integration of the thoughts of Hadratussyaikh KH. Muhammad Hasyim Asy’ari into the curriculum of the Islamic Religious Education (PAI) Study Program at Hasyim Asy’ari University, Tebuireng. Using a qualitative approach through in-depth interviews, observation, and document analysis, the research highlights the actualisation of pesantren values inherited from KH. Hasyim Asy’ari within the context of contemporary Islamic higher education. The main focus is on three core pillars: religious moderation, character development, and the preservation of pesantren traditions, which form the foundation of a sustainable Islamic education vision. The findings indicate that Hadratussyaikh’s ideas—such as the importance of manners (adab), sincerity, accessible scholarship, and a moderate religious spirit—have been integrated into both the curriculum and learning practices. These values not only shape a religious and inclusive academic atmosphere but also strengthen students' identities as agents of change rooted in traditional Islamic scholarship. This integration is reflected in course content and teaching methods, as well as students' religious and social activities, all directed toward forming academically excellent individuals with strong morals and adaptability to contemporary challenges. Thus, this study affirms that KH. Hasyim Asy’ari’s ideas are both relevant and strategic in formulating a model of Islamic religious education that bridges tradition and modernity. The results are expected to serve as a reference for the development of contextual and transformative pesantren-based curricul
Pemberdayaan Anak Korban Kekerasan Seksual Berbasis Gender melalui Self Efikasi di Jombang
Get PDFThis research aimed to find and stimulate self-efficacy of children victims of gender-based sexual violence using the Asset Based Community Development (ABCD) method with the Apreciative Inquiry technique, individual assets and social assets owned by victims of sexual violence. Research findings show that children who are victims of sexual violence are able to accept their condition today, realize their condition and have confidence that they still have success in the future, they will be successful in proving themselves that despite being victims of sexual violence they are able to achieve success in life by continuing school both formal and chase packages, working according to the field of expertise (working in a pharmacy, online business, training in cooking, continuing the business of parents
Pemberdayaan Anak Korban Kekerasan Seksual Berbasis Gender Melalui Penguatan Self-Efficacy di Jombang
No full textThis research aimed to find and stimulate self-efficacy of children victims of gender-based sexual violence using the Asset Based Community Development (ABCD) method with the Appreciative Inquiry technique, individual assets and social assets owned by victims of sexual violence. Research findings show that children who are victims of sexual violence are able to accept their condition today, realize their condition and have confidence that they still have success in the future, they will be successful in proving themselves that despite being victims of sexual violence they are able to achieve success in life by continuing school both formal and chase packages, working according to the field of expertise (working in a pharmacy, online business, training in cooking, continuing the business of parents)
