Lately, democratic practices in public spaces have been unhealthy.\nDisagreements easily turn into arguments, consultation is increasingly\nrare, and decisions are often made without involving many voices.\nDemocracy still exists, but its core values\u2014such as listening to each\nother, respecting differences, and taking responsibility for\ndecisions\u2014are fading.<\/p>\n
Indicators such as Setara Institute\u2019s 2023 data on student\nintolerance suggest a weakening of youth democratic literacy. Many\nstudents understand democracy theoretically but are unaccustomed to\npractising it daily. As John Dewey stated, \u2018Democracy has to be born\nanew every generation, and education is its midwife.\u2019 Democracy does not\nemerge spontaneously; it must be cultivated through education.<\/p>\n
As educators, this concern cannot be separated from the education\nsector. If societal democracy declines\u2014marked by rising polarisation,\nrampant hate speech on social media, and eroding tolerance\u2014how can\ndemocratic values be instilled from an early age? Schools must move\nbeyond teaching democracy as a concept; they must become spaces for\npractice. This is where OSIS becomes vital.<\/p>\n
Through OSIS, students learn to elect leaders, voice opinions,\ndiscuss, and accept collective decisions. They understand that leading\ndoes not mean commanding and differences are not reasons for hostility.\nUnfortunately, OSIS is often viewed merely as an event committee or\nadministrative formality. Yet, when managed well, it can serve as a\ncrucial democratic leadership laboratory for shaping student\ncharacter.<\/p>\n
A simple democratic practice in schools is electing OSIS chair and\nvice-chair. The process mirrors general elections: candidate\nregistration, campaigning, vision-mission debates, and transparent vote\ncounting. Beyond candidates, student participation as voters is vital to\ndemocratic learning.<\/p>\n
Students learn much from this process. Candidates prepare themselves,\narticulate ideas, and accept outcomes gracefully. They grasp that\nleadership involves not just guiding others but self-management. For\nthose not elected, the experience teaches valuable lessons in accepting\ndefeat and bouncing back. An 11th-grade student noted that while defeat\nis painful initially, it fuels future success. To them, defeat is not an\nend but the start of the next victory, as they believe lost battles are\nmerely postponed wins.<\/p>\n
However, the practice is not always ideal. Low participation, hasty\nvoting, and unhealthy campaign dynamics still occur. Such phenomena\nremind us that democracy is more than procedures\u2014it is a long learning\nprocess. As Barack Obama said, \u2018The most important office in a democracy\nis the office of citizen.\u2019 In schools, every student is a citizen\nlearning to exercise their rights and responsibilities.<\/p>\n
OSIS is more than an event organiser; it is a real space for\nleadership learning. Here, students learn responsibility, time\nmanagement, consultation, communication, and problem-solving. A leader\ndoes not merely issue orders but also learns to rally others in\nupholding the school\u2019s reputation\u2014a reflection from a 12th-grade\nstudent\u2019s experience.<\/p>\n
In practice, leadership is not always smooth. Conflicts arise from\nuneven task distribution, unclear communication, or personal egos. Yet,\nit is through these dynamics that students learn the meaning of\ncooperation and responsibility. As John Dewey said, \u2018Failure is\ninstructive.\u2019 Failure is not an end but part of the learning\nprocess.<\/p>\n
For OSIS to truly be a democratic learning space, its programmes must\ninclude dialogue opportunities. Student aspiration forums, open\ndiscussions, or joint evaluations can be vital for honing democratic\nskills. Thus, students do more than carry out activities\u2014they learn to\nlisten, deliberate, and make collective decisions.<\/p>\n
This is where OSIS\u2019s role as a \u2018democracy laboratory\u2019 becomes\nrelevant. In a lab, not all experiments succeed. Mistakes, failures, and\nimprovement processes occur. Similarly, in OSIS, failure is not the end\nbut part of learning.<\/p>\n
The role of supervising teachers is crucial. Teachers must shift from\ncontrollers to facilitators. When teachers dominate, students only learn\nobedience, not leadership.<\/p>\n
As facilitators, teachers guide students in decision-making, help\nassess risks, and direct without taking over. They also listen and\nbridge students with the school. This approach teaches students to take\nresponsibility for their decisions. However, this role shift is not\neasy. It requires trust in students and readiness to accept that\nleadership learning is rarely perfect. Mistakes are integral to\nlearning.<\/p>\n
OSIS, with all its limitations, is a small space where democratic\nvalues can<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/osis-learning-democracy-1780335292", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }