Discipline or Pressure? Examining the Effectiveness of the KDM Military Barracks in Developing Students’ Learning Motivation

Abstract

The phenomenon of juvenile delinquency in West Java, Indonesia, has triggered a unique policy response from Governor Dedi Mulyadi, namely a rehabilitation program through military barracks for students involved in deviant behavior. This article aims to analyze the effectiveness of this approach in developing students’ learning motivation, utilizing a theoretical review based on Self-Determination Theory, Attribution Theory, and Self-Efficacy Theory. The study was conducted employing a qualitative-descriptive method with narrative and reflective analysis of secondary data, encompassing media reports, public policies, and educational psychology literature. The findings indicate that although the military barracks program may yield short-term behavioral changes, its long-term success heavily relies on the integration of reflective strategies, psychological support, and social reintegration. If managed sensitively and sustainably, military barracks have the potential to serve as an initial step in building students’ intrinsic motivation and positive character. However, without fulfilling basic psychological needs such as autonomy and relatedness, this approach risks creating counterproductive pressure on students’ learning and emotional well-being.