Development Of Adaptive, Spritual, Academic And Social (ASAS) Programs In Revitalizing Social Interactions Of Students


  • Elvri Simbolon Sosial Humaniora
  • Roida Lumbantobing Sosial Humaniora
  • Jupalman Simbolon Sosial Humaniora
  • Harisan Boni Firmando Institut Agama Kristen Negeri Tarutung



Adaptive, Spiritual, Academic, Social, Revitalizing Interaction Patterns


If the diversity of a community is not managed properly, it will cause various problems that can lead to disharmony in the interaction patterns in that community. The diversity of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung leads to a tendency to cause grouping and even create competition, which greatly affects the patterns of interactions among students. The purpose of this research is to develop the ASAS programs in revitalizing the social interaction patterns of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung. This research method uses a quantitative description, which aims to explain events that are described in the form of Figures containing useful numbers. The four indicators for the Adaptive Program (A) show that 31.13% of respondents strongly agree to hold adaptive programs, 61.13% of respondents agree, 6.78% disagree, and 0.88% of respondents strongly disagree. The seven indicators for the Spiritual Program (S) show that 38.14% of respondents strongly agree to hold spiritual activities, 56.71% of respondents agree, 5.14% of respondents disagree, and no one strongly disagrees. The five indicators for the Academic Program (A) show that 29.4% of respondents strongly agree to hold an academic program, 61.6% of the respondents agree, 8.4% of respondents disagree, and 0.6% of the respondents strongly disagree. The four indicators for the Spiritual Program (S) show that 30.75% of respondents strongly agree to hold social activities, 60% of the respondents agree, 8.75% of respondents disagree, and less than one percent (0.5%) of respondents strongly disagree. From all the indicators in the ASAS program that have been implemented, it can be concluded that the ASAS (Adaptive, Spiritual, Academic and Social) programs can be as solutions in revitalizing interaction patterns among students and those can become references for readers or others in overcoming disharmony issues in a community.


Aurel Ion Clinciu (2012). Adaptation and Stress for First-Year University Students. Procedia -Social and Behavioral Sciences 78 (2013) 718 – 722

Collins, Randall. (, 2016). Micro-sociology of sport: interaction rituals of solidarity, emotional energy, and emotional domination, European Journal for Sport and Society, 2.

Fozdar, F. V. (2015). Cultural Self-Identification and Orientation to Cross-Cultural Mixing on an Australian University. Journal of Intercultural Studies, 51-68.

Gamliel, T., & Gabay, N. (2014). Knowledge Exchange, Social Interaction, and Empowerment in an intergeneration Technology program at school. Educational Gerontology, 597-617.

Helena J.M. Pennings, Mieke Brekelmans, Pamela Sadler, Luce C.A. Claessens, Anna C. van der Want, Jan van Tartwijk (2018). Interpersonal adaptation in teacher-student interaction. Journal homepage: Learning and Instruction (2018). 41-57

José M. Mestre, Rocío Guil, Paulo N. Lopes, Peter Salovey and Paloma Gil-Olarte (2006). Emotional intelligence and social and academic adaptation to school. Psicothema 2006. Vol. 18, supl., pp. 112-117.

Li, X. (2015). International students in China: Cross-cultural interaction, integration, and identity construction. Journal of language, identity & education, 237-254.

Lilienfeld, M., & Erna, A. (2005). The Social interaction of an Adolescent who uses AAC: The Evaluation of a Peer-Training. Augmentative and Alternative Communication, 278-294.

Nezlek, J. V. (2007). Social Identity in Daily Social Interaction. Psychology Press, 243.

Rashida, C. M., Ruth, C. M., Andrea, C., & Tahirah, M. N. (2019). Getting help: an exploration of student experiences with a campus program addressing basic need insecurity. Journal of Social Distress and The Homeless, 1-9.