COUNTER-RADICALIZATION IN EARLY CHILDHOOD THROUGH EFFECTIVE COMMUNICATION BETWEEN EDUCATION STAKEHOLDERS IN BIMA

This research reveals the reality of early childhood education in Bima, West Nusa Tenggara as an area prone to radicalism, especially to see the policies and implementation of the counter-radicalization agenda in early childhood, including portraits of communication between stakeholders in tackling the spread of radicalism in Bima. This qualitative research took place from August 2018 to July 2019. The results showed that early childhood education institutions in Bima had not maximally used counter-radicalization content as teaching material even though they lived in the areas prone to radicalism. Communication between education stakeholders such as parents, educators, and the government has also not been effective. This is reflected in the lack of collective counter-radicalization action, so that preventive steps to counter radicalism seem minimal. The lack of coordination and communication for education against radicalization counter-narratives at the early childhood level has made hopes for an inclusive generation in Bima to be born.


INTRODUCTION
Children are now at the forefront of war, conflict and terrorism as a consequence of a paradigm shift in the growing nature of terrorism cases. environment because it is a vulnerable place for the cultivation of radical values if parents as the main educators in the family have a strong will to instill radical values in their children.
The incident in Surabaya in 2018 is an important lesson for us that radical values education has entered the family room. Dita Supriyanto's family has shocked the whole world when a family carried out a bombing at three churches in Surabaya, May 13, 2018. Dita Supriyanto who lives in Wonorejo Asri, Rungkut District, Surabaya City invited his wife, Puji Kuswati, and four children, two boys respectively Yusuf Fadil (18) and Firman Halim (16), and two other daughters Fadhila Sari (12) and Pamela Riskita who are 9 years old (kompas.com, 13/5 / 2018).
The involvement of children in the violent and radical acts as described above requires efforts from an early age to instill the values of religious inclusiveness and moderation in early childhood, as suggested by Hilmi (2015) regarding the importance of a de-radicalization policy and program specifically placing children and young people as the main target. In this context, the importance of communication collaboration between all parties (especially parents and teachers in educational institutions) in carrying out inclusive and counter-radicalization education in children from an early age, especially in areas that have levels of activity and violent actions from radical groups that are more intense in compare it with other regions, or areas that are prone to radicalism. The data and facts above show that the Bima area needs serious treatment in tackling the widespread violence and radicalism so that these actions do not affect the mental and character of the children in Bima. It is in this context that it is important to carry out counter-radicalization efforts or programs on a massive and planned basis from an early age by involving parents and teacher in educational institutions. Children in general and early  The Early childhood is the right time to install inclusive values so that children will grow and develop as a generation who are happy with being together, maintaining or caring for good values and peace. One aspect that can be addressed at the early childhood education level is to strengthen collaboration between parents and teacher in educational institutions by giving priority to the counter-radicalization content in the educational process. This effort is at the same time used as a counter movement against efforts to instill radical values at an early age by radicalism groups and communities.
When an Early childhood are considered vulnerable to radicalism and Bima is an area prone to radicalism, then what is the condition of the content taught in early childhood education institutions in that area, and how do parents instill the value of inclusiveness and counter-radicalization content in their children. Another question, how is the portrait of communication between education stakeholders -such as the parents, teacher, community, and local government -in anticipating the spread of radicalism in Bima.
These are the questions that are answered through this research.

THEORETICAL FRAMEWORK
It can be understood that terrorism committed by jihadist groups in Indonesia, such as Jamaah Islamiyah (JI) and the Islamic State of Indonesia (NII), are a form of religious activity (amaliyah) because, unlike ordinary crimes, they are based on religious values. Thus charismatic leaders such as Oman Abdurrahman never admit the actions carried out by activists are considered as acts of terrorism or crimes (Sukabdi, 2015: 6).

5
The radicalism that has developed in Indonesia (including in Bima) should not only be resisted repressively when they commit acts of violence, but must also exist or spread it by engaging in counter movements or commonly known as de-radicalization movements. De-radicalization is a necessity (see Zuhdi, 2015: 28) and an enlightening solution to tackling the terrorist threat. Using a religious approach is a dangerous form of deradicalization that uses guns and bullets which will create revenge and wider acts of terror.
De-radicalization and counter-radicalization efforts as a way to fight radical ideologies and groups are termed by Milla et al (2020)  Besides the de-radicalization program in Indonesia, there is also an emphasis on providing counseling programs for detained terrorists. This interactive media plays a role as a process to change their perceptions of terrorism and claim that these actions could have a negative impact on national security and threaten the lives of innocent people, especially children, women and the elderly (Rosili, 2016: 156).
In a more concrete form, de-radicalization and counter-radicalization efforts can use several options. Rokhmad (2012) offers three types of deradicalization that can be implemented in overcoming radicalism are preventive de-radicalization, preservative de-radicalization of moderate Islam, and curative de-radicalization. Collaborative de-radicalization education between parents and educators in early childhood as found in this research is a form of preventive de-radicalization against radicalism.  6 Education is a solution as well as a tool for building a nonviolent generation. The nonviolent education ideally starts at an early childhood and continues through secondary education. A tiered nonviolent education scheme like this requires multi-stakeholder involvement in it. Parents as supervisor in the household environment, the community as creators and carers of the social environment, and teachers who care for them while the child are in the school environment, and the legislature as regulators and the executive (government) as program implementers.
Nonviolence education at an early childhood is an urgent thing in the midst of the many temptations that teaches violence on children. Television, for example, has become a social educator that has the potential to brainwash the toddlers' characters and through the programs they serve. Shows in the child segment, such as cartoons or children's cinemas, are not yet completely sterile from slices of violence (verbal or non-verbal). In the midst of the happiness of our children while watching a funny scene from a cardboard film, without realizing it, at the same time there is an inculcation of violent values in them.
The cultivation theory (Susanto and Setiansah, 2010: 95) has taught us how television becomes a "poison" for children when it slowly but surely instills value to consumers (especially children). This means that if children watch programs containing violence, at that time the value of violence is internalized by them and will be practiced when they interact with their social environment. Or at least children become permissive with the violence.
It is in this context that the importance of counter-radicalization values is instilled in children at an early childhood by involving parents and teachers together. The counter-radicalization agenda that has been carried out by the government may need to be added by efforts to approach early childhood education institutions. Where the role of related agencies is to formulate a policy and curriculum that can be applied to minimize, even eliminate the potential for radical exposure in early childhood education. When an early

METHOD
This research uses a qualitative approach with a case study tradition. A research that uses a qualitative approach, according to Bodgan and Taylor (Moleong, 2020: 3), is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior.

Early Childhood Education with Lack of Counter-Radicalization Content
Many countries rely heavily on de-radicalization efforts to tackle terrorism. However, they mostly focus on the terrorists and lack attention to those around them, especially children. Meanwhile, in several cases of international terrorism, children have been actively involved in the acts (Gayatri, et al, 2019: 80 Moreover, Bima is already well-known for several radical and terrorist acts from several groups. The incidence occurred in Surabaya and several cases of violence and terrorism that occurred in Bima so far have been well aware of by the government and Bima society so that they are aware of the danger to their generation. According to the Bima religious leader, HMS (interview, December 2018), because radicalization has involved children, de-radicalism efforts must target early childhood. Therefore, this is the role of families and schools to instill universal truth values from an early childhood without having to mortgage basic religious beliefs. By getting used to mingling each other between religions, forging cooperation in social and humanitarian affairs, and avoiding exclusive forms in society need to be instilled from an early childhood so that the positive exposure will enter their brains.
The HMS, as a community leader in Bima, hopes that have not been fully The condition of early childhood education in Bima regency area is also similar to that in Bima city area. In early childhood and kindergarten located around Ambalawi district, for example, character education is not found in materials related to counter-radicalization, even though these areas are often used by radical and terrorist groups to carry out physical training and educate new members. In 2017, two terrorist carriages from the city of Bima were shot dead at this place.
The expectation of the Bima people for the government is very high to encourage the application of the counter-radicalization curriculum.
According to the Bima community leader, HAA (interview, January 2019), the deradicalization that has been carried out by the government may need to be supplemented with approaches to early childhood education institutions.
Therefore, he hopes that there will be a role for related agencies to formulate a policy and curriculum that can be applied to minimize, even to eliminate the potential for radical exposure at the early education level. According to him, if a child is exposed like this from an early age, it will become a permanent memory in his brain, so that later when the child grows up, he will have a strong understanding of the truth, and it is not easy to mislead other people who have different views on several matters.
One of the strategies that can be taken to prevent acts of terrorism in Bima is through reforming the curriculum, especially in early childhood education institutions. In terms of "material", what can be done is to present material on anti-terrorism or counter-radicalization education according to the level of the study unit. The material must be conveyed properly based on reliable sources and based on facts that are currently occurring in the community. The delivery of material must be easily understood by students.
The strategy above can be a good solution amid the lack of government concepts in dealing with this. It must be admitted that from a "concept" perspective, the government has not thought maximally about solving the problem of terrorism from its roots and has not taken any preventive action as a solution to eradication acts of terrorism that have defamed the region and the nation. Therefore, one of the recommendations of this study is to provide ideas by conducting a research to provide anti-terrorism or counterradicalization education from an early age, which has not been done so far.
This step can be a solution to save the nation's generation from acts of terrorism.
Educational institutions at the early age level must be encouraged to teach the values of counter-radicalization comprehensively as an effort to tackle the growth and development of radicalism among children. This is what according to this research is known as a cultural way to fight acts of terror and violence committed by radical groups. Deradicalisation and counter-radicalization as a way to fight radical ideologies and groups are termed by Kadri (2016) as an effort to fight terrorists and radicals without weapons, especially by promoting softer approaches such as building good social communication and making family communication effective in each household.
The counter-radicalization agenda is an early way to fight radicalism.
Therefore, the radicalism that has developed in Bima must not only be resisted repressively when they commit acts of violence but must also be confronted or stopped by its spread by counter-movement or what is commonly known as the counter-radicalization and deradicalisation movement, which is a necessity (Zuhdi, 2015: 28) and enlightening solutions to tackle the terrorist threat. Using religious approach is a form of deradicalisation which is considered effective rather than using weapons and bullets which will actually create revenge and wider acts of terror.
This study found that there is a lack of counter-radicalization agenda efforts undertaken by educational institutions at the early childhood level.
They do not show concern for the future of their children who live and interact with a radical environment. On the other hand, educational institutions are important institutions that can be maximally utilized to build a line of resistance against radicalism. Utilizing educational institutions can be done through changing the curriculum as proposed by Saifuddin (2016) with the Problem Based Learning approach.
As a base for the development of radical groups, Bima ideally should provide protection for children from the influence of radical schools that have recently started to be develop in Bima region. The government and the  13 society in Bima may choose the type of preventive deradicalization (Rokhmad, 2012) to be applied in early childhood. This type of deradicalization is considered appropriate because children are a vulnerable group to various ideologies. Therefore, the act of deradicalization to them (early childhood) is an effort to develop their immunity and to protect them from radical ideologies that potentially destroy their future.
According to Munir (in Detiknews, 15 May 2018), early childhood is very vulnerable to any influences because neurons are formed from in the womb to a maximum of 2 years of age. The formation of the human brain in humans develops rapidly from birth to adolescence. This is because there is a process of forming a relationship between one neuron cells and thousands of other neuron cells which is called synaptogenesis. Thus, whatever inputs coming to their brains will form the nature and style of the synapse (junction cells), which ultimately shape the function and anatomy of the synapse (plasticity).

Radicalization
Radicalism and acts of terrorism in Bima should not be taken for granted.
Several acts of violence and terrorism in Bima are related to the spread of radicalism in the area. Therefore, concrete and systematic steps are needed to counter radicalization through children's education, especially through cultural and structural approach.
Structurally or politically, affirmative policies have not been found in preventing the dangers of terrorism and radicalism in Bima. In terms of regulations, take for example in Bima district, rules or regulations dealing with counter agenda of terrorism and radicalism are not found, specifically regulation on the prevention of terrorism and radicalism from an early age.
Therefore, it is not surprising if people expect counter-radicalization efforts from the government and house representative (DPRD) to provide a strong legal umbrella dealing with terrorists by making related regional regulations.
The initiatives should be taken as soon as possible, otherwise it might provide time and opportunity for terrorists to consolidate and to prepare, even it is possible for them to influence the children and other young generations whose minds are innocent with the teachings of violence and radicalism.
In the context of the budget, it must be admitted that Bima district government and Bima city government have not maximally allocated funds for countering radicalism and terrorism. One of the reasons for local governments is that they do not have too much authority to handle this matter. The head of the Kesbangpoldagri Bima district, H. Ishaka (interview, August 2018) admitted that the regional government has not maximally allocated the regional budget for this because the authority on radicalism and terrorism is mostly at the central government.
The partial support for counter-radicalization program budgets as an effort to combat radicalism and acts of violence and extremism by local governments shows that government has low political will in planning a budget for counter-radicalization education. It might result in a lack of solutions to problems of violence and extremism in the regions. The correlation between budgeting commitment and the form of a program like this is quite valid because according to Mardiasmo (2009) a budget is a managerial plan for action to facilitate the achievement of organizational goals. Therefore, it is deemed important for local governments to prepare an appropriate and maximum budget for tackling the dangers of terrorism, through anti-terrorism education from an early age. This is one of the effective steps that can succeed the idea toward free-terrorism zone in the province of West Nusa Tenggara.
Similar to the structural efforts through the government, counterradicalization efforts through cultural approach also did not work well. The

Stakeholders
Although parents and educators as well as the government are both aware that acts of violence and radicalism by youths from radical groups are not good for the region and Bima generation, this research did not find any serious efforts among these parties to take communicative and collaborative steps in overcoming this through preventive action. Each party carries out its duties according to the habit as it is without considering or including specially-prepared counter-radicalization content. Parents who live not far from Penatoi village also said that they did not have excessive concern that the existence of radical groups would affect the growth of their young children ( If this still continues, it is feared that early childhood will be led to center of massive radical group activities through da'wah activities and exclusive educational institutions that they organize. It is in this context that the counter-radicalization agenda becomes bleak, and the future of the generation in Bima is predicted to be influenced by radical ideas that are contrary to the values of inclusiveness that should characterize every generation of Islam. Ideally, Bima, which has a high level of violence and radicalism from other regions in NTB, requires intense coordination and communication between stakeholders, which can be realized in the form of a joint program for counter-radicalization education in early childhood. Every stakeholder actually makes the counter-radicalization agenda as a common concern that shows commitment to realize an inclusive and peace-loving generation of  Early childhood teacher stakeholders (parents, community, PAUD educators, and government) form the same commitment to make counter-radicalization as a common agenda.
The similarity in orientation and commitment to counter-radicalization in the model is indicated by the symmetrical angle of the triangle from each stakeholder leading to the vertex of the corner, which is the angle of deradicalization.
Collaborating in instilling counter-radicalization values in early childhood is the right choice because it can guarantee the continuity of educational content that must be received by children. For example, if the counter-radicalization education is given at home, the content will be more steadily accepted by the children if the same content (counter-radicalization) is also implanted when the child is in an early childhood education institution. Therefore, collaboration between parents and educators is a good choice in building children's character towards a better direction (such as counter-radicalization). Relevant to this assumption, Supriyanto's study (2016) shows that collaboration between parents as primary education with teachers and counselors as second parents is considered effective in developing competency in early childhood comprehensively through consulting services.
If parents, communities, educators, and local governments in Bima do not carry out early counter-radicalization efforts on children, then they can be considered to provide space for radical groups to influence children.
Moreover, the phenomenon of exploiting children into radical group networks recently has become a national and international concern. Advianti (detik.com, 3 June 2016) said that children who have been victims of radicalism indoctrination need rehabilitation to correct the ideological values of terrorism that they have absorbed during the incubation period.

CONCLUSION
Early childhood education in Bima has not made the issue of radicalism and terrorism as a threat to future generations. Hence, they do not explicitly make counter-radicalization content included in the early childhood education curriculum. The educational materials and teaching media used are still exclusive and do not reflect inclusive knowledge regarding the diversity that exists in Indonesia, even though early childhood is the right time to instill the values of inclusiveness towards tolerant and non-violent generation.
The counter-radicalization agenda has not become a routine and massive agenda in the context of structural or government policies or in the cultural paths carried out by the community and educators in educational institutions. There are no regulations explicitly related to the counterradicalization agenda and there is still minimal alignment with the related budget. The society also does not seem worried about the growth of radical groups in their region and acts of violence by terrorist groups. Therefore, the community does not have a special counter-radicalization program as a preventive step in preventing their children from being influenced by radicalism.
Communication between education stakeholders in Bima in initiating and implementing the counter-radicalization agenda has not been effective, even though they are aware that Bima known as area prone to radicalism.
Education stakeholders in Bima have not made the counter-radicalization agenda as common concern and attention, while effective communication related to overcoming the dangers of radicalism occur when all education stakeholders such as parents, educators, the community, and the government have the same attention to counter radicalization as their communication content. . Therefore, effective communication from education stakeholders in counter-radicalization programs in early childhood must be realized to ensure the presence of an inclusive and non-violent Bima generation.