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All Journal JHE (Journal of Health Education) Indigenous: Jurnal Ilmiah Psikologi
Dinna Surya Adi Lestari
Universitas Surabaya
Humanities Health Professions Social Sciences Other

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From Normative to Reflective Collectivism: Discourses on Rewang Across Generations in Javanese Society Dinna Surya Adi Lestari; Jefri Setyawan
Indigenous: Jurnal Ilmiah Psikologi Vol. 10 No. 1 (2025): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/indigenous.v10i1.11590

Abstract

Changes in values and participation patterns in the tradition of rewang have become a significant issue amidst social development in Javanese society. This study aims to explore the differences in perspectives between the Baby Boomer generation and Generation Z regarding the rewang tradition based on six collectivism aspects. The subjects consisted of three Baby Boomer women aged 61-79 and twenty Generation Z individuals aged 13-28, recruited using purposive sampling based on their involvement and knowledge of rewang. A qualitative approach was employed, with data collected through focus group discussions, open-ended questionnaires, and analysis of comments on short films and social media videos related to rewang. The data were analyzed thematically. Findings revealed that Baby Boomers view rewang as an essential part of social identity and collective obligation, while Generation Z interprets it contextually, considering efficiency and personal autonomy. These results indicate that collectivist values persist but adapt according to social dynamics and generational changes. The study’s implications are vital for developing culturally sensitive preservation strategies that respond to shifting intergenerational values in contemporary society.
Teacher Bullying and Emotional Harm: Power, Silence, and Gendered Struggles for Voice in Indonesian Schools Dinna Surya Adi Lestari; Jefri Setyawan
Journal of Health Education Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jhealthedu.v11i1.35354

Abstract

Background: Teacher-to-student bullying in Indonesian schools often operates subtly within hierarchical educational cultures. This study aimed to examine how institutional power dynamics and cultural expectations shape students’ perceptions of bullying and their emotional well-being, with the working hypothesis that hierarchical norms and respect for authority influence recognition, reporting, and coping. Methods: This qualitative study employed Focus Group Discussions (FGDs) with 12 participants (male students, female students, and teachers) from a senior high school in Indonesia. Discussions examined teacher authority, bullying behaviors, and students’ emotional responses. Recordings were transcribed verbatim and analyzed using Braun and Clarke’s thematic analysis, involving familiarization, initial coding, and iterative theme development across groups. Results: Participants described teacher behavior that was considered bullying, causing emotional distress. This study highlights how disciplinary practices, which function as symbolic violence, have become commonplace in institutional dynamics, thereby inhibiting students from complaining or reporting bullying. This research offers a new perspective by linking power structures and gendered emotional responses to the persistence of bullying in educational settings. Conclusions: Teacher-to-student bullying is intertwined with institutional and cultural hierarchies that shape students’ perceptions and coping, contributing to emotional suppression and disengagement. Addressing it requires a comprehensive, culturally attuned approach that strengthens institutional support systems and centers teacher empathy. 
Co-Authors Jefri Setyawan