ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO

The Conduct of Student Orientation

Program in Indonesia
A national policy from Ministry of Education

This paper is a review on the newest national policy from Ministry of Education in Indonesia regarding
the conduct of student orientation program at universities and high schools.

Policy Review on The Conduct of Student Orientation Program in Indonesia

Stop it! He rose up and shouted loudly with ragged breaths. It was still very
early in the morning and all the new students had just finished their morning run.
I will not tolerate my friends being treated like this by all of you. Fikri
continued. He was among the new students undergoing 3-days student orientation
program (OSPEK) held by National Technology Institute (ITN), his new
university where he is going to pursue his dream as an urban and spatial planner.
The senior students glared at him with disbelief. Fikri glared back at them,
holding his friend whose eyes had just been splashed with onion water by the
seniors.
Everything that happened in the next 15 minutes was a blur to all the new
students. Triggered by uncontrollable anger, the senior students dragged Fikri to
the other side of the tents to teach him a lesson. The other new students could
only listen to Fikris painful cry as the senior students beat him mercilessly. Some
sobbed quietly, some held back their anger, some exchanged helpless glances, but
none dared to stand up and help due to fear of not knowing what treatment they
would receive for doing the right thing. The disturbing noises continued for
around 10 minutes before they finally stopped. The senior students returned to the
big group and carried on instructions for the days activities as if nothing had
happened.
The day carried on and the new students had to do more running after only
receiving 2 hour sleep. The juniors were forced to run and march towards the hill
while the seniors rode a pick-up wagon and verbally assaulted them along the
way. Fikri strutted behind, trying to keep up with the group. His ribs were in
excruciating pain because of the beating and he was very thirsty. Not long after,
he fell to the ground.
Fikri passed away an hour later on his way to the hospital. His eyes had bled out
and his tongue had turned blue.

Policy Review on The Conduct of Student Orientation Program in Indonesia

The death of Fikri Dolasmantya Surya, a new student at National Technology Institute (ITN) in
Malang, East Java, has violated the anti-bullying and anti-violence student orientation program policy
issued by Ministry of Education in 2000. Moreover, it has reopened the long-running debate about
violence in Indonesias schools. His peers claimed he was beaten by seniors, three of whom were
subsequently charged by police, along with a lecturer who was supposed to have supervised the outing.
However, the cause of his death was not merely the beating he received on the deadly morning, but it
was an accumulation of barbaric behaviours all the new students received from their senior peers. Ever
since they started the student orientation program, the new students had received countless treatments
which violated not only their rights as students but also as humans. They were dehydrated, with only 2
bottles of water given to 114 people in total. Each of them only drank one tablespoon of water every
day. In the noon, teachers had come to supervise the program but when the night arrived and the
teachers were not there, the real treatments began. They were forced to brush their teeth using a
banana and the last person in line would have to eat the banana. They were forced blacken their hands
with dirt and soil before eating their lunch. Female students received sexual harassments by having to
imitate oral sex in front of public. When public found out about this, everyone was furious and
demanded government to ensure implementation of the policy.
Sadly, the case of Fikris death was not the first of its kind. Every year, more than a million
students enter high schools and universities across Indonesia, and every year most of them are obliged
to take part in orientations known as OSPEK (Student Orientation and Campus Introduction Program),
which in reality are little more than a front for violent hazing meted out by senior who had to endure
the same treatment when they first enrolled. The history of OSPEK traced back to the times of
Indonesian colonization by the Dutch in the 1950s. At that time, the Dutch opened a school called
STOVIA or the Indian Medical School (1898-1927). The school was originally intended for the Dutch
children who had to live in Indonesia. They started enrolling only Dutch students but soon began to
accept Chinese-Indonesian students and finally, Indonesian students. Due to feeling more superior to
their Indonesian peers, the Dutch senior students started to oppress and bully their Indonesian peers and
exerted power with violence. The tradition continued even when the school changed its name

Policy Review on The Conduct of Student Orientation Program in Indonesia

Geneeskundinge Hooge School (GHS) or the Higher Institute of Medine (1927-1942). When Indonesia
gained its independence in 1945, the Dutch left, but the anger and humiliation remained in the oncebullied Indonesian students. The school transitioned into the prestigious Department of Medicine in
University of Indonesia and the tradition soon became not only a part of the departments identity, but
also the whole universitys identity.
Over more than 30 years, various universities have adopted the same tradition. Then, it started
to permeate into the high school settings under the name MOS (Masa Orientasi Siswa) or Student
Orientation Period. Over the decades, there have been several reports of varying degrees of violence
and bullying found in student orientation program at various high schools and universities. Some
student orientation programs contained harmless programs such as mandating new students to shave
their head bald or to wear pails on their head as hats. Some others contained very violent activities such
as physical beating and sexual harassment. All the cases exhibit similar causal resonance: student
orientation programs are always carried out by senior students, had little to no supervision by faculty
members, and are not ensured to serve any academic purposes. The senior students did not view their
behaviour as violence, but rather as an attempt to strengthen the new students mental fortitude during
orientation. Susanto, a commissioner at the Indonesian Child Protection Commission (KPAI) said that
teachers and principals may well have prohibited bullying at their schools. But their negligence in
monitoring the orientation period gave an opportunity to senior students to bully their juniors.
Moreover, he said in many cases, teachers and principals knew bullying was going on during
orientation, but they ignored it. They ignored the bullying because they also believed that it could help
strengthen the mentality of new students. This societal indifference to violence in student orientation
programs had several harmful effects, including a failure to address violence in a serious and
systematic manner. Violence itself is still considered normal in many parts of Indonesian society, and
violence in student orientation program is viewed as an expected condition that has to be endured, not
fought against.
The Policy: School Orientation Code of Conduct

Policy Review on The Conduct of Student Orientation Program in Indonesia

In 2000, the Ministry of Education mandated a new policy which regulated the conduct of student
orientation programs in universities. The policy solely regulates universities and has not extended
regulations to high schools. The policy stated:
Based on the evaluation of the present conduct of Study Orientation and Campus
Introductory Program (OSPEK) or other similar events within the same nature of purposes
in most universities under Ministry of Education, it has been concluded that the present
conduct has violated human rights, societal norms, ethics and academic traditions. The
present conduct of Study Orientation and Campus Introductory Program has resulted in
waste of resources (financial, human and time), the endangering of new students welfare
and even deaths. The inability of most universities to supervise the conduct of their OSPEK
program has resulted in the violation of new students human rights. It is with this finding
that the Official Letter of Regulation from Educational General Director and Minister of
Education is issued to regulate the future conducts of OSPEK programs: OSPEK programs
and other academic similar events in universities are only allowed to be conducted when
under the direct supervision and facilitation of faculty members and the domain of
academic purposes. No other OSPEK-related programs are allowed to take place without
the fulfilment of above requirement. All faculty members and deans of higher educational
organizations and universities must fully assume the responsibility of obeying this
regulation without any exception. Violation of this policy will result in revocation of
organizational and/or personal accreditation and practice license. Any former policy which
preceded this policy is hereby deemed as void.
The purpose of this policy is to ensure the quality of student orientation programs in universities.
Although public has put certain pressure for the programs to be abolished entirely, the Ministry of
Education insists to acknowledge the benefit of student orientation programs if they are conducted
properly. It is then decided that the policy will only regulate the codes of conduct and not the
abolishment of it. Though mandated, the overall implementation of this policy meets no resistances
from public as wider communities support this step towards abolishing systemic bullying in schools.
Interestingly, demands of more severe punishment to violation of the policy were raised. The stance of
academic communities was somehow set at odds and less disunited. Some universities who have been

Policy Review on The Conduct of Student Orientation Program in Indonesia

charged with violent OSPEK programs remained silent while the others who have fought to keep
positive student orientation programs in their school found support in voicing their stances. Educational
experts welcomed the new policy as a breakthrough that was long overdue.
Provincial government have also sprung into action to support this policy. In Bali, Denpasar
administration stated that it would closely monitor school orientation programs in the city following
reports of several student deaths in Jakarta due to bullying. Denpasar Education, Youth and Sports
Agency head Edi Mulyana has announced that a special committee to conduct the monitoring has been
formed and that a notice has been issued to order all school principals from elementary (SD) to
senior high school (SMA) to hold orientations as per the permitted procedures and to abolish any
use of violence. Harsh punishment will be faced by schools proven to have overlooked violent acts
committed by their students during student orientation programs. The punishments may vary, ranging
from a verbal warning to written warning, and dismissal of the principal, since the revocation of
schools license is not a possible form of punishment for state schools. Many other provincial
governments adopted the same means of monitoring the implementation of the policy although the
quality of the monitoring process often comes into question.
Implementing the Policy: Strategies to Success
The policy was mandated in 2000 and since then, several cases reported have shown that the
implementation of the policy has not attained the desirable level of success. Fikris death became the
most exasperating case, not only by the severity of the violation but also because it had taken place
after the issuance of the mandated policy. Educational experts have attributed a certain degree of
responsibility to the government for not disseminating the information properly to all schools and
universities as well as for not monitoring closely the implementation of the policy.
Disseminating information in regards to new educational practices or innovation may hold a
key to successful policy implementation. Due to the vast and widely spread geographical layout of
Indonesia, dissemination of information became a critical key success factor which ensures that the
same information about the policy was diffused equally to all schools and universities. One method that

Policy Review on The Conduct of Student Orientation Program in Indonesia

can be done is document-based dissemination strategy which enables access to a wide range of
education documents (e.g., research publications and presentations, reports, project descriptions and
plans, and so on) through an elaborate cataloguing and document storage and retrieval system.
(Anderson, 1996) The production and distribution of print and other media materials which promotes
policy implementation are essential. State and private high schools and universities may access samples
of innovative student orientation programs and practices to implement in their schools. They may also
collaborate and seek support from national and regional monitoring committee established by Ministry
of Education and provincial governments. Schools which have experienced success in the policy
implementation may even offer advice regarding organizational steps to facilitate implementation in
other schools. The monitoring committee may set up an online portal in which all principals and school
leaders across the country are obligated to register on and interact closely with each other to offer
advice, seek assistance and brainstorm about best student orientation practices. Production and
distribution of catalogues that describe sample programs will be useful for school facilitators as well as
for parents and public to access.
Another dissemination strategy that can be used is market linkage dissemination strategy. The
idea behind this strategy is that commercial publishing houses with all their marketing savvy and
resources could be provided incentives to disseminate promising education programs and products
developed originally with support and supervision from governments. With publics support of this
policy, a strong involvement is very possible and the most immediate impact that can result from this
strategy is the heightened awareness of the public of the policy and their willingness to oversee the
implementation in schools. Parents and communities will be able to supervise the conduct of student
orientation programs and create pressure on schools to implement the policy in desired manners. They
may act as the external change agents which control the quality of policy implementation. However, in
order to avoid any misconceptions, governments must obtain total control of the dissemination process
and of the quality of disseminated information.
Revolution of Conduct: A Fight to Bully-Free Student Orientation Program

Policy Review on The Conduct of Student Orientation Program in Indonesia

School orientation programs serve at least two useful purposes: (1) to acquaint the new student
with the school, and (2) to acquaint the school with the new student. An effective orientation program
must recognize the introduction of campus roles and provide a variety of avenues for achievement as
well as reasonable standards of judging achievement so that all new students will have some
opportunities to demonstrate their competencies. This objective can be manifested in activities such as
explaining rules and regulations, membership in clubs, and co-curricular activities. Orientation
programs should also include interaction with faculty members, staff, administrators, and peers;
discussions regarding scholarships, assistantships, advising, and curriculum; and an overview of
general student resources. All these aspects are often to be missing altogether from the current practice
student orientation programs in most universities in Indonesia as the activities tend to be packed
heavily with useless and humiliating forced tasks.
On the personal/social side, student orientation programs should also be designed to provide
students social opportunities to build peer networks. (Koizumi, 2000) In Indonesia, the concept of
solidarity, cooperation and connection is mistakenly manifested in instilling a sense of co-dependence
between new students who share the same torture or misery. Although often times, new students do get
to form close bonds due to being in the same boat, long term psychological damage will result in the
sense of entitlement to do similar oppression towards incoming new students. The bond formed due to
being bullied together will turn students into future partners in crime and resulted in collective
perception of using violence in student orientation programs as something that is allowed or justified.
Revolutionizing the student orientation practice can be done by replacing current practice with positive
team building procedures which promote positive social interaction, cooperation, and connection
between students. For example, an activity that can be used is people finder. Students are sent to
various unique places in campus to look for students who fit various descriptions, such as has
experience working at international NGOs or "doing a research in pointillism painting technique."
This activity allows the students to begin connecting with others in a non-threatening manner,
experiencing teaming, or even finding mutual interest with their peers.

Policy Review on The Conduct of Student Orientation Program in Indonesia

Drawing away from the bullying model, Indonesia needs to also ensure that the student
orientation programs address students transition needs appropriately. Many student orientation
programs are unsuccessful or incomplete because they seemingly fail to recognize key success factor
which contribute to the success of orientation program. (Akos, Creamer & Masina, 2004) The most
important factors commonly recognized by the scholars are gender, prior behavioural problems, and
low academic achievement of the new students.
Gender is one of the most important factors in making a successful systemic transition.
Specifically, girls appear to be more vulnerable to the environmental transitions of adolescence.
(McGee et al., 2004). Prior problem behaviour becomes the next most influential key success factors.
Students with behavioural problems in previous schools tend to have difficulty in transitioning into new
academic environment. These problems may be manifested in frequent class disruption or
confrontation with other students and/or teachers. Low academic achievement is the third factor.
Students who have greatest difficulty making systemic transitions are those who simply are not
academically prepared for the next school level. The lack of academic preparedness may cause anxiety
in facing the new academic environment, especially in the university setting where study is more
individualized and where success might rely heavily on a sufficient sense of self-control and selfmotivation.
All these key success factors are true and applicable to the nature of student orientation
programs in Indonesia, with the addition of several other factors to consider. One of them is cultural
adaptability. New students coming from rural parts of Indonesia often times feel vulnerable in the new
big city and often times, feel helpless and clueless. Transitioning from public high schools in their own
village to a public university in Indonesia can be a very overwhelming experience and the most basic
support needed is of general administrative practices, schooling and grading practices. Further support
is also crucial such as utilizing library portal to do research or conducting a study. Another critical
factor is the competitive nature of university life. Culturally, Indonesians hold certain value system in
which the highly regarded norms are openness, transparency, trust, care, collegiality, respectfulness,
and kekeluargaan. Kekeluargaan is a value system where everyone treats each other as if they are

Policy Review on The Conduct of Student Orientation Program in Indonesia

part of family and help is always expected to be given anytime it is asked for. Specific support and
encouragement may be necessary for many new university students unaccustomed to such intensified
competition in university life. Failure to address this need may result in feeling of being in total
isolation.
Intervention from principals and school leaders is also crucial to ensuring success of the new
bully-free student orientation programs. In cases of violent conduct of student orientation programs,
principals and school leaders are often held in contempt by public for neglecting their students
security. Retno Listyarti, the principal of SMA 76 state senior high school, has always accorded a
significant level of responsibility to the school leaders and principals when running a student
orientation program. She believed that that if bullying had taken place at a school, it proved that the
principal had neglected their students security. She has actively forbidding her students from asking
their juniors to wear hats made from plaited bamboo, or to tie their hair in pigtails using red and white
ribbons. Such acts, according to her, although they merely appeared funny, could be also classified as
bullying. Many senior students believe that they are not bullying their juniors if the activities they plan
involve no inflictions of physical harm. However, bullying included not only punching and slapping,
but also asking people to embarrass themselves by wearing silly things. Bullied students often suffered
deep trauma, which could affect both their learning and later lives. Victims of bullying often become
unmotivated people who lack confidence and their psychological well-being is endangered
permanently. It is the duty of the school principals and teachers to eradicate this behaviour actively and
never turn a blind eye. Their position, decision and action determine the continuity of cyclical pattern
of abuse.
Lastly, there is also the need to change the perception about student orientation programs. The
nature of student orientation programs has long been associated to humiliating and torturous forced
activities. If changes are to be made into forming new empowering and positive student orientation
programs, efforts must be made to correct the distortions and to clarify in a positive sense the ideas that
are held concerning student orientation programs and the behaviours expected from the facilitating
body. With the changed perception, it is hoped that the new students will earn a sense of entitlement to

Policy Review on The Conduct of Student Orientation Program in Indonesia

exercise their right in receiving proper student orientation program. The fight towards a bully-free
student orientation program practice will be more yielding if the new students are to stand up for their
rights and refuse to receive any treatment below what they deserve, just like how Fikri stood up for his
friend and set an example for all of us.

Policy Review on The Conduct of Student Orientation Program in Indonesia

References
Akos, P., Creamer, V. L., & Masina, P. (2004). Connectedness and belonging through middle school
orientation . Middle School Journal, 36(1), 43-50.
Anderson, S. (1996). Dissemination Techniques in Education (T. Plomp & D. Ely, Eds.). International
Encyclopedia of Educational Technology, 282-282.
Kavinsky, G., & Kauffman, D. (2010). A Model Junior High School Orientation Program. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 53(7), 315-318.
Koizumi, R. (2000). Anchor points in transitions to a new school environment. The Journal of Primary
Prevention, 20(3), 175-187.
McGee, C., Ward, R., Gibbons, J., Harlow, A. (2004) Transition to Secondary School: A Literature
Review. Report to the Ministry of Education. University of Waikato, New Zealand.
Smith, A., & Josse, J. (1957). Guidance in Operation: The Southern Illinois University Program.
Journal of Educational Sociology, 31(2), 99-106.
Website
http://www.itb.ac.id/news/4213.xhtml
http://www.thebalidaily.com/2014-07-15/school-orientation-closely-monitored-avoid-violence.html
http://www.harianjogja.com/baca/2013/12/11/ospek-itn-malang-ini-kronologi-tewasnya-fikridolasmantya-surya-473328
http://news.liputan6.com/read/772970/geger-ospek-maut-itn-malang
http://www.tribunnews.com/regional/2013/12/10/mahasiswa-baru-itn-disuruh-berhubungan-badansaat-ospek
http://blog.kenz.or.id/2006/08/24/10-alasan-mengapa-ospek-harus-dihapuskan-dari-sistem-pendidikandi-indonesia.html
http://aceh.tribunnews.com/2013/09/07/10-alasan-mengapa-ospek-harus-dihapus

Policy Review on The Conduct of Student Orientation Program in Indonesia

Appendix 1
Official Policy Issued by Ministry of Education

Policy Review on The Conduct of Student Orientation Program in Indonesia

KEPUTUSAN
D I R E K T U R J E N D E R A L P E N D I D I K AN T I N G G I
DEPARTEMEN PENDIDIKAN NASIONAL
NOMOR 38/DIKTI/Kep/2000
TENTANG
PENGATURAN KEGIATAN PENERIMAAN MAHASISWA BARU
DI PERGURUAN TINGGI
DIREKTUR JENDERAL PENDI DIKAN TINGGI
Menimbang

: a. Bahwa hasil evaluasi terhadap kegiatan Orietitasi Studi dan

Pengenalan Kampus (OSPEK) atau sejenisnya yang
dikaitkan dengan acara/upacara penerimaan mahasiswa
baru pada sebagian besar perguruan tinggi di lingkungan
Departemen
Pendidikan
Nasional,
menunjukkan
pelaksanaannya tidak sesuai dengan ketentuan yang
berlaku dan menyimpang dari norma, etika, serta tradisi
akademik;
b. Bahwa pelaksanaan OSPEK sebagaimana yang dimaksud
pada butir I (satu) di atas, temyata telah menimbulkan
pemborosan biaya, tenaga dan waktu, membahayakan
keselamatan fisik dan psikis mahasiswa baru bahkan telah
jatuh korban meninggal dunia;
c. Bahwa ketidakmampuan sebagian besar perguruan tinggi di
lingkungan Departemen Pendidikan Nasional dalam
melaksanakan SK Mendikbud Nomot 0125/U/1979 tentang
penertiban
acara/upacara
penerimaan
siswa
dan
mahasiswa baru dalam rangka pengenalan program studi
dan program pendidikan dasar, menengah dan tinggi,
telah
menimbulkan
ekses-ekses
negatif
berupa
pelanggaran hak azasi manusia terhadap mahasiswa
baru;
d. Bahwa berkaitan dengan huruf a,b dan c di atas,
dipandang perIu mengeluarkan Surat Keputusan Direktur
Jenderal Pendidikan Tinggi Departemen Pendidikan
Nasional tentang Pengaturan Kegiatan Penerimaan
Mahasiswa Baru di Perguruan Tinggi.

Mengingat

: 1. Undang-undang Nomor 2 Tahun 1989 tentang Sistem

Pendidikan Nasional;
2. Peraturan Pemerintah Nomor 60 tahun 1999 tentang
Pendidikan Tinggi;
3. Keputusan Presiden Republik Indonesia :
a. Nomor 44 Tahun 1974;
b. Nomor 135 Tahun 1999, tentang Kedudukan, Tugas,
Susunan Organisasi dan Tata Kerja Departemen;
c. Nomor 85/M tahun 1999.
4. Keputusan Menteri Pendidikan dan Kebudayaan
a. Nomor 0125/U11979;
b. Nomor 0222c/0/1980, dengan perubahan tambahannya;

Policy Review on The Conduct of Student Orientation Program in Indonesia

Memperhatikan : 1. Keluhan, kritik dan penolakan dari masyarakat terhadap

pelaksanaan OSPEK dan sejenisnya di sebagian besar
perguruan tinggi dalam bentuk tulisan maupun lisan;
2. Hasil Rapat Kerja Nasional Purek Mawa/Puket Maha/Sespel
Kopertis PTN, Koray PTS dan IAIN, tanggal 6-8 Desember
1999 di Jakarta.
MEMUTUSKAN
Menetapkan
:
Pertama : Pengenalan terhadap program studi dan program pendidikan di
perguruan tinggi (Universitas, Institut, Sekolah Tinggi,
Politeknik, dan Akademi) di lingkungan Departemen Pendidikan
Nasional hanya boleh dilakukan dalam rangka kegiatan
akademik dan dilaksanakan oleh pimpinan perguruan tinggi.
Kedua

Ketiga

: Menghapus segala kegiatan acara penerimaan mahasiswa baru

di perguruan tinggi di luar ketetapan butir pertama.
:

Kepada pimpinan perguruan tinggi, dosen dan mahasiswa yang

berada di perguruan tinggi dalam lingkungan Departemen
Pendidikan Nasional diwajibkan mentaati dan melaksanakan
keputusan ini dengan penuh tanggungjawab.

Keempat

: Pelanggaran atas pelaksanaan Keputusan ini akan dikenakan

sanksi sesuai dengan peraturan dan hukum yang berlaku.

Kelima

: Semua ketentuan yang bertentangan dengan keputusan ini

dinyatakan tidak berlaku lagi.

Keenam

: Keputusan ini mulai berlaku pada tanggal ditetapkan..

Ditetapkan di : Jakarta
Pada tanggal : 26 Februari 2000
DIREKTUR JENDERAL PENDIDIKAN TINGGI
ttd
Satryo Soemantri Brojonegoro
NIP. 130 889 802

Salinan Keputusan ini disampaikan kepada :

1. Meteri Pendidikan Nasional;
2. Inspektur Jenderal Departemen Pendidikan Nasional;
3. Sekretaris Jenderal Departemen Pendidikan Nasional;
4. Kepala Balitbang pada Departemen Pendidikan Nasional;
5. Semua Dirjen, dalam lingkungan Departernen Pendidikan Nasional;
6. Semua Sekretaris Ditjen, Itjen dan Balitbang dalam lingkungan Depdiknas
7. Semua Direktur dalam lingkungan Ditjen Dikti;
8. Semua Koordinator Kopertis;
9. Semua Universitas, Institut, Sekolah Tinggi, Politeknik dan Akademi Negeri
dalam lingkungan Depdiknas.

Policy Review on The Conduct of Student Orientation Program in Indonesia

Appendix 2
Typical student orientation programs in Indonesian universities

Policy Review on The Conduct of Student Orientation Program in Indonesia

Appendix 3
Student orientation program which resulted in the death of Fikri Dolasmantya Surya

Policy Review on The Conduct of Student Orientation Program in Indonesia

Appendix 4
Public outcry and protest in response to Fikris case