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All Journal Journal of Community Development Journal Transformation of Mandalika
Roy Candra
Universitas Islam Negeri Sultan Syarif Kasim Riau
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Hak atas pendidikan sebagai hak konstitusional dalam sistem pendidikan indonesia dan finlandia Roihan Luthfi Daulay; Ahmad Fauzi Harahap; Surya Hakiki; Roy Candra; Lysa Angrayni
Journal Transformation of Mandalika, e-ISSN: 2745-5882, p-ISSN: 2962-2956 Vol. 7 No. 4 (2026): April
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jtm.v7i4.6394

Abstract

Abstract The right to education is a fundamental human right guaranteed by international legal instruments and the constitution of every state. This article discusses the right to education as a constitutional right within the educational systems of Indonesia and Finland through a normative legal approach using comparative study methods. The purpose of this research is to analyze the regulation of the right to education in the constitution, educational policies, and their implementation in both countries. Indonesia places the right to education within the 1945 Constitution of the Republic of Indonesia, particularly Article 31, which emphasizes the state’s obligation to provide education for all citizens. Meanwhile, Finland is recognized as one of the countries with the best education systems in the world, ensuring free education, equal access, and high-quality education as a manifestation of human rights fulfillment. The results of this study indicate that although Indonesia has constitutionally guaranteed the right to education, its implementation still faces various challenges, such as inequality in educational access, disparities in teacher quality, and uneven educational facilities. In contrast, Finland has successfully implemented the right to education effectively through educational policies that prioritize equality, student welfare, and teacher professionalism. This comparison demonstrates that the fulfillment of the right to education depends not only on constitutional regulation but also on the state’s commitment to implementing fair and inclusive educational policies.
Optimizing Local Potential Through Community Empowerment in the KKN Program of UIN Suska Riau in Sungai Sembilan, Dumai Dika Ardian; Royhan Daniel; M. Nasih Mu’awan; Roy Candra; Sheva Sheva; Yoga Tama; Rahman Rahman
Journal of Community Development Vol. 7 No. 1 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/comdev.v7i1.1961

Abstract

Community Service Program (Kuliah Kerja Nyata/KKN) is a form of higher education community engagement that strengthens students’ involvement with local communities in identifying, developing, and utilizing local potential. This activity aimed to optimize local potential while strengthening community self-reliance through the Regular KKN program of UIN Sultan Syarif Kasim Riau in Sungai Sembilan District, Dumai City. The program involved 55 students deployed across five villages/urban villages and employed a participatory approach consisting of observation, identification of community potential and needs, program planning, implementation, and joint evaluation. Empowerment activities focused on social, educational, religious, economic, environmental, and institutional aspects according to the characteristics and needs of each locality. The results demonstrated increased community participation in empowerment activities, strengthened utilization of local resources, greater awareness of education and digital literacy, and enhanced collaboration among students, community members, and local governments. The program also produced community empowerment initiatives that can be utilized and continued after the completion of the KKN period. The novelty of this program lies in implementing an integrated empowerment model based on local potential and community needs, connecting multiple development sectors within a single KKN framework rather than focusing on sectoral or ceremonial activities. Program sustainability is supported through strengthened community groups, continued utilization of facilities and media developed during the program, and coordination with village/urban-village governments and community leaders. Thus, the Regular KKN program contributes to strengthening university–community synergy and supporting sustainable local development through participatory, needs-based, and potential-oriented community empowerment.
Co-Authors Ahmad Fauzi Harahap Dika Ardian Lysa Angrayni M. Nasih Mu’awan Rahman Rahman Roihan Luthfi Daulay Royhan Daniel Sheva Sheva Surya Hakiki Yoga Tama