p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 01 January 2024 http://jist.publikasiindonesia.id/

Doi: 10.59141/jist.v5i01.878 92

MASK OF POWER SENIOR STUDENT POWER HMPS PIPS IN LDKM NEW

STUDENTS OF PIPS FACULTY OF SOCIAL AND LAW SCIENCES STATE

UNIVERSITY OF MAKASSAR

Dewi Reca Litha

Universitas Negeri Makassar, Indonesias

Email : [email protected]

*Correspondence

ABSTRACT

Keywords: Mask; Power;

Senior.

This study aims to analyze the construction work of senior students in

the LDKM of new PIPS students and analyze the factors of the

construction of senior students in the LDKM of new students of PIPS.

To achieve the study's objectives, Heidegger used a Phenomenology-

Hermeneutics research approach. These research data were obtained

through participatory observation, non-intervention strategies, non-

structural interviews, and documentation. The data were analyzed using

interpretation analysis methods and Nvivo data analysis program version

12. The results showed (1) The construction work of HMPS PIPS senior

students in LDKM (Basic Leadership Training) activities began with a

narrative of skills, skills, leadership, agents of change, the title of God,

and students who have. The presence of this ideal fantasy (object a)

makes them participate in LDKM (Basic Leadership Training) activities

in which they are dominated through the path of requiring an

understanding of the materials in LDKM (Basic Leadership Training),

which are covered with symbolic violence that works through

euthanizations leading to psychological and physical violence as a

closure. (2) The working factor of HMPS PIPS senior students in LDKM

(Basic Leadership Training) activities because it maintains the existence

of the HMPS PIPS internal institution to compete for the position of

President of BEM (Student Executive Board) from the Faculty to

University level, where HMPS PIPS senior students, especially alums,

get pride and recognition as senior figures who create PIPS new student

cadres (maba) who can occupy as President BEM (Student Executive

Board).

Introduction

Often, knowledge itself brings up problems that ironically display its grim face; The

more withered and stretched because he was dirty, used as an instrument of domination.

Knowledge also goes out of its epistemic path, which places knowledge incompatible

with its epistemic path (Watloly, 2016). Knowledge is then like a commodity that displays

the form of power of its producers. Thus, knowledge is not authentic but becomes the

face of that power. This happens even in all territories of human life economically, socio-

culturally, politically, legally, and educationally so that energy can be spread throughout

the arena, even if there is almost no center of power.

Universities are infiltrated by the power of senior students, who are figures sowing

seeds of knowledge. However, they use knowledge only as a mask that hides their interest.

Every time the younger siblings come from high school, they will be crammed with

various kinds of knowledge discourse as an instrument of domination behind which is

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hidden the interest of senior students. Not a few juniors must submit and obey the words

of senior students for various reasons; there is no resistance even though it requires

dominance, hegemony, and even symbolic violence in the event.

Until now, scientific investigations of the knowledge of senior students used as a

form of mask have not been so numerous. Ada tries to explore it by describing through

discourse that the knowledge used by senior students can cause junior students to fall into

the abyss of hegemony (Fitri, Syukur, & Justice, 2019). Also, through the discourse of

knowledge, senior students are trying to disseminate the body and mind of junior students

in the regeneration process (Asnur, 2020). Even more ironically, there is also the

knowledge that it is only used as violence, which then turns into hazing.

However, these scientific investigations have yet to depict the narrative of senior

students in constructing junior/senior students. In the narrative of senior students, there is

a discourse of knowledge as a form of their domination instrument and identified

junior/high school students. This identification seems to be able to patch up his anxiety

desires so that it implies that he is in terrible faith or willing to compromise on the practice

of power, domination, hegemony, and symbolic, psychological, and physical violence to

underestimate himself even though he is in a circle of self-restraint to obtain an ideal self-

image. Ideal. This is so because cultural-symbolic reality requires taming the wild desires

of its subjects. The senior student's will-to-power aspect should have been addressed. This

aspect of old student desire is a form of emptiness that requires recognition of junior /

MBA students to fill it. In other words, the dominant and subordinate actors are dialectical

relations lacking both.

This study will fill the gap in previous scientific investigations by bringing it into

the context of LDKM (Basic Leadership Training) at HMPS PIPS, which students

consider as a channel for instilling values and stamping the role of students who are

echoed as agents of change, agents of social control, and agents of iron stock.

Implementing LDKM (Basic Leadership Training) has become a tradition for generations

to be carried out intended for new students (mamba). At this LDKM (Basic Leadership

Training) moment, the identity of new students (maybe) who were initially only students

was transformed into students by HMPS PIPS senior students. This is inseparable from

the knowledge contained in LDKM (Basic Leadership Training).

Based on the formulation of the problem above, the objectives of this study are:

1. Analyze the work of constructing HMPS PIPS senior students in the PIPS freshman

LDKM (mamba)

2. Analyze the working factors of HMPS PIPS senior students in the LDKM of new

students (mamba) PIPS.

Lacanian Psychoanalysis: The Illusion of Me Up to Jouissance

Lacan's psychoanalysis critiqued Sigmund Freud's thinking about the concept of the

ego" which Lacan considered problematic. "The ego should not be considered centered

on the perceptual-conscious system nor does the principle of reality govern it." Because

the subject's Ego lapses itself into the lure of spatial identification and fantasy produced

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by the unconscious, the Ego is considered a pure mirage, as once echoed by (Masrur,

2022). In other words, the Ego is part of that prison of the unconscious.

In addition to his criticism of Freud's concept of the Ego. Lacan also addressed

Freud's concepts of consciousness and unconsciousness. However, according to

(Fachrunnisa, Armiyati, and Jayusman, 2023), "Lacan criticizing Freud does not mean

that he completely rejects Freud's entire conception, but seeks meaning behind the

arguments of Freud's writings". Suppose Freud positioned consciousness along with the

unconscious as opposition and the cold as subconscious, and if Freud understood

incomprehensible dreams and symbols as analogy in the unconscious space. Lacan, then,

has a different meaning. According to (Jung, 2018), "the unconscious is structured like a

language." Lacan's ejection is not without reason because, according to him, the

unconscious is related to the formation of the signification system (Han, Setchi, Lacan,

Gu, & Evans, 2017).

Research Methods

This research is classified as qualitative-interpretive research. Within the

framework of social science-humanities research, the qualitative study seeks to explore

and build propositions or explain the meaning behind reality. Heidegger's

Phenomenology-Hermeneutics approach is needed to explore subjective experience

ontologically to uncover the meaning behind reality. To achieve this ontology, Heidegger

entered the Hermeneutic universe based on understanding (verstehen) and interpretation

as a process. The term Interpretation is in German Auslugeng and is interpreted by

Heidegger as "letting him open" (Hardiman, 2015).

That is why phenomenology is Hermeneutics or interpretation for Heidegger

because phenomenology allows what shows itself to appear to be seen from itself in the

way it sees itself from itself. We understand things as they exist without imposing the

interpreter concept on informants. The author will undoubtedly give an example. For

example, X understands Z to be less intelligent. The author understands that "less clever"

is "stupid." The author tries to express (in this case, leaving it open) so that what the

author interprets is the same as what X understands Z. So if it is clear that Heidegger's

hermeneutics are different from the others,

Time and Location

The research time conducted by the author ranges from three months or, in other

words, when secondary data and primary data are sufficient to answer the research

problems formulated in the introductory chapter. The research location is at Makassar

State University, Faculty of Social Sciences and Law, Department of Integrated Social

Studies Education.

Data and Data Sources

The source of data is the nature of the existence of the object under study, and the

object is a material and formal object. Material objects are things that are used as objects

of thought (Gegendstand) and are something that is investigated or something that is

studied. Material objects include anything, whether concrete things, such as humans,

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plants, or stones, or something abstract, such as ideology, norms, or spirituality. In

contrast, formal objects have a way of looking at and reviewing the material object or

perspective used in seeing material objects (Faruk, 2017). Departing from that point, there

are two data universes residing in it. Data are relevant facts and correspond logically. In

other words, data as facts are selected based on the relevance of the problems to be

answered using a theoretical framework.

Data Collection Methods

For the benefit of research, that refers to the conceptual framework and research

approach that is useful to answer questions from research. With that, the data collection

method uses participatory observation using non-intervention strategies. This non-

intervention strategy fits this research approach: Heidegger's Phenomenology-

Hermeneutics lets the phenomenon manifest itself to the observer as an interpreter.

Because the strategy is non-intervention, finding the expression of the informant's

ejection uses non-structured interview techniques. Non-structured interviews do not

require interview guidelines but follow the flow or rhythm of the research subject as an

informant, and the author only seeks to modify the questions so that the understanding of

the author and informant is similar. In addition, documentation methods are also used that

aim to support research data needs, documentation in the form of official PIPS social

media accounts and historical data both videos, photos during the LDKM PIPS process,

notes on LDKM PIPS study materials, relevant theories, books, theses, previous research

and internet sources that support research.

Data Analysis Methods

The data obtained departs from the two research questions that will be classified by

category into information that will be the basis of conceptual analysis using interpretation

methods in dismantling the phenomenon of LDKM (Basic Leadership Training) as a

mask of power for HMPS PIPS senior students. In the scheme of Psychoanalysis-

Symbolic Power, the first step taken is to dismantle the narrative (in this case, it is

language) as a form of their inducement to dominate PIPS new students (maybe) to take

part in LDKM (Basic Leadership Training).

The second is to see the imaginary identification of PIPS freshmen (mamba) as

clues to enter the depths of the desire hidden by the informant through himself to the

narrative of HMPS PIPS senior students and their minions. "We must be attentive to the

unsaid that dwells in the holes in discourse, but the unsaid is not to be understood like

knocking coming from the other side of the wall." This needs to be emphasized because

the author needs not to inform the truth of the subject's identification efforts but rather

provoke the subject to find the truth himself even though the author already knows it.

Third, dismantle the form of knowledge of senior students. Of course, this is also

the knowledge capital of HMPS senior students. The aim is to show that knowledge is

used domineeringly, in which symbolic violence is unknown to PIPS first-year students

(maybe) because it is covered in a thick fog of narratives so that it falls into psychic and

physical violence.

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Fourth, dismantle the interest of HMPS PIPS senior students in dominating new

students (mamba). This is to justify that everything offered in LDKM (Basic Leadership

Training) is only a mask for senior students to master new students (maybe) to a further

level.

Results and Discussion

Gambaran Umum HMPS PIPS FIS-H UNM

HMPS Social Studies Education is an internal student institution under the umbrella

of the Department of Social Studies Education, Faculty of Social Sciences and Law,

Makassar State University. Historically, the integrated Social Studies Education HMPS

institution was established in 2009 and is the fifth-order internal institution born. Since

its establishment in 2009, the head of the Social Studies Education HMPS, first chaired

by Adil Ihsan in (2010-2011), is the result of the agreement of the History Education

HMPS, which first conducted cadres in the form of LDKM for the 2009 Social Studies

Education Department because the Department did not yet have senior students who

could support in the regeneration of new students and was agreed upon by the students of

the Social Studies Education Department class of 2009.

List of Informers

To determine the informant of this study, the author uses a purposive sampling

technique with the category of PIPS new students (MBA) in the class of 2023 and HMPS

PIPS senior students as key informants. As for additional informants, they are senior

students who are not included in the HMPS PIPS institution but are considered to have a

scope of knowledge of the research problem. In addition, the technique of determining

informants for this research also uses snowball sampling techniques based on initial

informant referrals to meet subsequent informants. At the beginning of the study, the

author first interviewed PIPS new students (MBA) in the 2023 class and then interviewed

HMPS PIPS senior students and PIPS senior students who were not part of HMPS PIPS.

List of Informant Names Position and Force

Patient

Maba/2023

Patient

Maba/2023

Patient

Maba/2023

Patient

Maba/2023

Patient

Maba/2023

Patient

Maba/2023

Patient

Maba/2023

Senior 01

Senior 1/2009

Senior 02

Senior 2/2009

Senior 03

Senior 3/2010

Senior 04

Senior 4/2012

Senior 05

Senior 5/2016

Senior 06

Senior 6/2016

Senior 07

Senior 7/2016

Senior 08

Senior 8/2016

Senior 09

Senior 9/2017

Senior

Senior 10/2018

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Senior 11

Senior 11/2019

Senior 12

Senior 12/ 2019

Senior 13

Senior 13/ 2020

Senior 14

Senior 14/2021

Dr. Ibrahim, S.Ag, M.Pd

Head of Prodi PIPS

In this section, only data exposure becomes information (connectivity between

data) about the work story of HMPS PIPS senior students constructing new students

(mamba) PIPS. The construction work of HMPS PIPS senior students begins with the

seduction and discourse of knowledge related to all kinds of violence intertwined in every

event. In the demolition of the event, the author referred to it as the "Domination of

Deception." Reason? Of course, his work was very productive but ended in a traumatic

tragedy, which will be told in the episode. After this section is said, the author certainly

dismantles and describes the factor of the complete domination of deception as a fetishism

of symbolic power that is re-interpreted through the research discussion chapter according

to the framework of his analysis.

Construction Work: Deceptive Domination

When the sun begins to set on April 21, 2023, the author again traces the historical

traces as a story of the seduction of knowledge discourse. Through video reels,

@hmps_pips_unm's Instagram account started promoting LDKM to new students

(mamba) PIPS. If possible, the author is like an advertisement promoting knowledge

products suitable for consumption by consumers of new students (mamba) PIPS. Of

course, a product advertisement uses an actor/artist, the Head of the PIPS Study Program.

As shown in the video ad screen that reverberated throughout the hearing of PIPS first-

year students,

Picture 1 Video Narration of the Head of PIPS FIS-H UNM Study Program

With the presence of all of you, I hope that there will be skills, skills related to the

implementation of this activity, which will undoubtedly be very useful in the future for

work and academic processes, and later, the follow-up is social skills that will be obtained

by participating in this activity. Therefore, the presence of my anandaku is significant.

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This is a provision to become a leader outside of campus activities and after my anandaku

is finished from campus. God willing, your seniors treat me well, guide and protect me;

all rest assured and trust.

Dismantling Interest: Seniority as a Fetish Object

As an emphasis, the author needs to say what is meant by the term interest for

Bourdieu (not that the author starts with theory). The term "interest" in Bourdieu's

framework signifies the meaning of engaging in economic games or passions. The

meaning of interest is commensurate with illusion, investment, and libido. Despite this,

Bourdieu felt that the term was too "vulgar" to be expressed directly. That is why such

interests are often repressed, especially in society, bourgeois or aristocratic groups, and

replaced by interests that have symbolic meaning.

This section is a re-interpretation of the findings of this research, which is

elaborated in the study's results. It is referred to as re-interpretation because it re-reads

the research findings. Lacan uses the term "reification" as an explanation. "Reification"

(error) is how the researcher can show through his discourses that the subject

misunderstands his relationship with his true desires and that the discourse is essentially

his creation to compensate for the unawareness of his wishes so that he is trapped in the

complete domination of the deceptions of senior students who have various interests

(interests). So the notation "subject-reality" must be corrected (reified) to "subject-

fantasy-domination-topemg power-reality." So, if it is clear, this section has nothing to

do with meaning. Instead, this section is a dismantling of the meaning of this research

phenomenon.

1. Full Domination Wisdom: Knowledge Transformation/Domination?

Figure 2 Nvivo Data Visualization Chart Full Dominance of Deception

In chart two towards complete domination, the deceptiveness of HMPS PIPS senior

students educates PIPS new students (mamba) through a narrative of skills, skills,

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leadership, agents of change, and the title of "omnipotent" only God, and students who

have the title of identity. In presenting this narrative, the head of the PIPS Study Program

assisted senior students of HMPS PIPS in generating the trust of new students (mamba)

PIPS. In this case, social capital can help individuals/groups obtain symbolic capital, such

as prestige, recognition, and trust (trust) to improve their social position. Through the

social capital owned by HMPS PIPS senior students with the head of the PIPS Study

Program, they get recognition to guide PIPS new students so that the narrative becomes

a mirror of their imaginary identification.

Through imaginary identification, PIPS first-year students yearn for critical

thinking, courage, democracy, contribution to change, good speech, wanting to be heard,

professionalism, intelligence, and avoiding ignorance. For Jacques Lacan, it was object

A. The object causes desire by moving and driving the subject's desire (Fachrunnisa et

al., 2023). It is certainly a goal or navigation for them to get the fullness of the ideal self

(object a).

The pursuit of the ideal self (object a) because the mirror (narrative) is "che voui?

(What do you want or what do you want from me?)". It is as if the narrative speaks, and

the PIPS freshman answers the call through the ideal fantasy (object a) without realizing

it. Lacan calls the voui a gaze, which is the point where the object seen itself seems to

return the gaze, and the subject images it (Jahan et al., 2021). PIPS freshmen (mamba)

are a reflection of the images offered by all narratives from HMPS senior students so that,

in the end, they merge into the call of gaze/seduction of these images.

Being trapped in the language prison is a domination that requires them to think

logically, be good at rhetoric, and become a leader through LDKM (Basic Leadership

Training) material. That is why dominance occurs: dominant actors perform through

knowledge discourse. PIPS first-year students accept that act of domination because it is

an obligation to their identity as students. Thus, they also fall into Doxa (dominant

discourse). Doxa plays a powerful role in shaping the human understanding of social

reality.

Requires PIPS new students to think logically, be good at rhetoric, and be able to

become leaders because HMPS PIPS senior students assume they are still unstable, have

disabled thinking, are not good at talking, and are not good at negotiation. This is certainly

a form of symbolic violence through language against PIPS first-year students. In other

words, domination over the doxa opens up opportunities for symbolic violence. In

Bourdieu's framework, symbolic violence through euphemism mechanisms refers to

using indirect or vague language to describe something considered taboo or unpleasant

(Maiwan, 2014). HMPS PIPS senior students, in committing symbolic violence, affirm

their narratives by using diction that is not good at accidents, thinking, and reasoning

processes. That is why, for Bourdieu, symbolic violence is invisible, works subtly, and is

unrecognizable (euphemism). That is why PIPS first-year students cannot recognize

(misrecognition) because this violence is not direct.

The domination that is tucked into symbolic violence in the event makes the forms

of psychic and physical violence justified. PIPS first-year students get developmental

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actions in the middle of the night, yelling and squatting punishments that suppress their

psychics. However, they justify this action because none other than the doxa-doxa have

been ingrained in their subconscious and covered with the fantasy of the ideal self (object

a). Thus, action is the complete domination of the deception of HMPS PIPS senior

students directing the mirror to the PIPS new students (maybe) so that it leads to a very

ironic and traumatic tragedy, namely psychic and physical violence. The knowledge

offered is just a mask that deceives PIPS first-year students. To criticize this knowledge

as a mask, the author will describe all the interests they fetishize about their identity.

2. Fetised SeniorpowerPower

Figure 2 Data Visualization ChartNvivoSeniorityEfficacy

Before justifying interest, the author first describes why acts of violence occur

historically, thus forming a culture that continues to repeat in LDKM (Basic Leadership

Training) activities. The violence occurred as a form of taking a mirror of action from the

History Education HMPS. The violent acts were also direct, such as yelling and coercion.

These acts of violence lasted until the class of 2016 ended in 2017. The end occurred due

to the closing of half of the Class of 2016 to senior students of HMPS PIPS. Scott refers

to this as covert resistance, which refers to how subordinate groups resist domination and

oppression in everyday life, often through subtle and indirect means. In other words, this

resistance is a silent resistance without protest. However, it makes HMPS senior students

change their course with deceptive dominance, presents seduction, and dominates at the

end of the cover.

Acts of psychological and physical violence are carried out aimed at making PIPS

new students submit and appreciate HMPS PIPS senior students. Every power is always

violent. In other words, the power forces it to control what it perceives as legitimacy to

conceal the relationship of interest to its symbolic power.

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The Association is a party, and the BEM (Student Executive Board), from the

Faculty to the University level, is a State where parties (in this case, the Association)

contest over the campus arena.

HMPS PIPS senior students are very ambitious to make their cadres as President of

BEM (Student Executive Board) from the Faculty to the University level, not solely the

existence of their institution because the institution is an inanimate object. However, they

feel pride and recognition as the creator of PIPS's new student products, especially HMPS

PIPS alums. That is why, for Lacan, the Big Others lack. In other words, HMPS PIPS

senior students also desire pride and recognition through PIPS new students (MBA),

which is used to obtain their ideal self-image. The knowledge in LDKM (Basic Training

is just a mask of dominating PIPS freshmen (mamba) where HMPS PIPS senior students

must be respected because they have experience and knowledge capital and serve their

interests (interests) so that they are a fetish of power because they consider themselves to

be senior figures who can control PIPS freshmen (mamba) and PIPS freshmen (mamba)

are also basically falling into the symbolic power of their seniority.

Conclusion

Based on a comprehensive explanation of the story of the power mask of HMPS

PIPS senior students in LDKM activities, PIPS new students (maybe) as material objects

based on the perspective of Lacanian Psychoanalysis and Bourdieu's Symbolic Power as

formal objects, namely, HMPS PIPS senior students build identity construction in LDKM

with an ideal narrative of skills and leadership. This ideal fantasy drives them to follow

LDKM, but the process is full of symbolic violence and euphemizations, ending in

psychic and physical violence. The motivation of senior students is motivated by efforts

to maintain the existence of HMPS PIPS and seize the position of President of BEM up

to the university level. Its alums create cadres to utilize these positions in achieving the

image of a senior figure, gaining pride, and controlling the political interests and mass

base.

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