ABSTRACT
Severe radicalism infiltration has spread in senior high schools, which should be a society educating agent. Students are now be exposed to incessant radicalism in schools. This study was conducted to analyze the school resilience system and the radicalism infiltration process among public senior high school students. Using qualitative research and AGIL (adaptation, goal attainment, integration, latency) theory, this study mapped the elements, systems, vulnerability, and immunity of senior high school resilience in dealing with radicalism. The result of research showed that the schools are vulnerable to radical thinking because of the schools’ poor resilience. The school elements’ (particularly teachers’) awareness of the radicalism threat is still very poor. The school bureaucracy has not been well-coordinated thereby becoming the entry point for radical groups. Teachers have different religious perspectives and expressions and they have very limited control over the students’ activity out of school.
