Pengenalan Restitusi Diri (Episode 1 dari LU 2 Restitusi)

Main Ideas, Concepts, and Lessons

• Purpose of the session: Introduce Restitusi Diri / Restitution of Self-Discipline (RDD) for teachers to better understand students’ diverse behaviors and to handle discipline without punishment, unilateral judgment, or teacher criticism.

• Problem with common discipline approaches: Teachers may repeatedly apply the same disciplinary model, hoping students won’t repeat mistakes. However, some students repeat the behavior, which can frustrate teachers and lead to labeling students as “naughty,” “difficult,” or “cannot change.” The video frames this as exhausting and demoralizing.

• What restitution is:

  • A method for rearranging school discipline practices.
  • Focuses on solutions and problem-solving, not on dwelling on wrongdoing.
  • Helps students re-identify their actions, analyze what happened, and decide the right next steps to resolve the problem.

• Why restitution is considered good/important: Grounded in six philosophical foundations (mentioned in the video, but not detailed in the subtitles).

• Outcome of restitution: Students gain freedom to solve problems, supported by:

  • Respect for self and others
  • Students feeling more valuable and confident
  • Better teacher–student relationships through improved understanding of student behavior

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Methodology / Instructions: Restitution “Triangle”

The video presents a strategy for conducting restitution using a triangle with three parts:

1. Stabilize identity

   • Help the student feel their identity isn’t being attacked or judged.
   • Aim to reduce the feeling of being cornered.

2. Validate the mistake

   • Acknowledge that the student’s action was a mistake/problem.
   • Do so without humiliation.

3. Ask about student beliefs (belief/plan about next steps)

   • Prompt the student to reflect on their reasons, assumptions, and what they should do to fix the issue.
   • Guide them toward a solution and responsible repair.

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Example Applications (Two Illustrations)

Illustration 1 (less restorative approach)

• Scenario: A student (Aldi) kicks a ball in class despite being told not to.
• Teacher response style described:
  • Uses a directive/judging tone (“You are always like this…”).
  • Does not invite the student to explain or co-think solutions.
  • The student mainly apologizes (“Don’t repeat it again, sir.”)
• Implied lesson: This approach can burden students with judgment and does not fully develop solution-based responsibility.

Illustration 2 (restitution triangle approach)

• Scenario: Aldi kicks a ball in class; the ceiling becomes full of holes and damaged.
• Teacher (Mr. Anwar) response using restitution-oriented communication:
  • Uses positive sentences and open questions.
  • Asks why the behavior happened and helps the student reflect.
  • Provides time/space for the student to think.
  • Guides the student toward practical repair options.
• Outcome in the example: The student becomes more open and solution-focused (not trapped in the problem), and the teacher helps the student talk to parents to seek support to repair the roof.

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Implementation Guidance (As Stated)

• Restitution should be practiced through these steps:
  1. Create a positive atmosphere
  2. Invite students to think and analyze their mistakes
  3. Give students space to consider and choose the best solution
• Important reminder: Restitution requires process and time—teachers should not give up.
• Teachers are encouraged to reflect on their current discipline methods and check whether they align with restitution, then improve them.

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Speakers / Sources Featured (As Named in Subtitles)

• Teachers (general group addressed by the speaker)
• Daeng Gossen I Sri (referenced as someone who experienced motivating, tiring discipline feelings)
• Mr. Anwar (main example teacher)
• Aldi (student in the examples)
• Aldi’s parents (referenced as part of the student’s solution process)
• Class 12 students / Derawan High School (context source, not a person)
• CIMB (mentioned as a place to seek help/funding, not a person)