Aditya Putra Harwanto
Universitas Negeri Malang, Malang, Indonesia

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When Psychology Meets Pedagogy: Interdisciplinary Perspectives on Moral Extremism and Emotional Trauma in David Fincher’s Se7en Aditya Putra Harwanto; Muhammad Fariz Fauzi; Muhammad Hafizh Thariq; Laden Alkatami
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.553

Abstract

This study addresses the representation of moral extremism and emotional trauma in David Fincher’s Se7en, situating the film not merely as a cinematic spectacle but as a discursive arena that engages forensic psychology, moral pedagogy, and ethical philosophy. The primary aim is to analyze how psychological and pedagogical dimensions frame the phenomenon of moral extremism embodied by the antagonist, while also tracing the traumatic repercussions for other characters and the wider social context. Using a literature-based methodology, this research integrates theories of emotional psychology, critical pedagogy, and moral thought with film analysis as a cultural text. The findings reveal that Se7en not only exposes the destructive face of absolute morality but also highlights the emotional scars left by radical ethical claims, thereby creating a subtle pedagogical space for audiences to reflect on the urgency of humanistic and inclusive moral education. This study recommends the integration of forensic psychology and moral pedagogy into curricular design and public discourse to strengthen awareness of the dangers of ethical absolutism and to foster emotional resilience. Its novelty lies in the interdisciplinary approach that bridges film studies, psychology, pedagogy, and philosophy, opening new horizons in understanding cinema as a medium of moral and educational reflection. Kajian ini membahas representasi ekstremisme moral dan trauma emosional dalam film Se7en karya David Fincher, dengan menempatkan film tersebut bukan sekadar sebagai tontonan sinematik, melainkan sebagai arena diskursif yang melibatkan psikologi forensik, pedagogi moral, dan filsafat etika. Tujuan utama penelitian ini adalah menganalisis bagaimana dimensi psikologis dan pedagogis membingkai fenomena ekstremisme moral yang diwujudkan oleh tokoh antagonis, sekaligus menelusuri dampak traumatis yang dialami karakter lain maupun konteks sosial yang lebih luas. Dengan menggunakan metode kajian pustaka, penelitian ini mengintegrasikan teori psikologi emosional, pedagogi kritis, dan pemikiran moral dengan analisis film sebagai teks budaya. Temuan menunjukkan bahwa Se7en tidak hanya menyingkap wajah destruktif dari moralitas absolut, tetapi juga menyoroti luka emosional yang ditinggalkan klaim etis yang radikal, sehingga membuka ruang pedagogis yang halus bagi audiens untuk merenungkan urgensi pendidikan moral yang humanis dan inklusif. Studi ini merekomendasikan integrasi psikologi forensik dan pedagogi moral ke dalam desain kurikulum maupun wacana publik guna memperkuat kesadaran terhadap bahaya absolutisme etis sekaligus menumbuhkan ketahanan emosional. Kebaruan penelitian ini terletak pada pendekatan interdisipliner yang menghubungkan kajian film, psikologi, pedagogi, dan filsafat, sehingga membuka cakrawala baru dalam memahami sinema sebagai medium refleksi moral dan pendidikan.
The Seven Sleepers (Ashabul Kahf ) in the Holy Bible and Qur'an : Lessons for Organic Youth Movements Mohamad Syukri Abdul Rahman; Zikrullah; Mohamad Muhajir; Muhammad Ghazali; Aditya Putra Harwanto
Peradaban Journal of Religion and Society Vol. 3 No. 2 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjrs.v3i2.183

Abstract

The role of youth as agents of social change is an integral part of the history of every civilization. One fascinating example of youth role models, often overlooked in historical records, is the story of the Seven Sleepers (Ashabul Kahfi). The tale of the Seven Sleepers and their faithful dog is enshrined in the sacred texts of the Abrahamic religions: Judaism, Christianity, and Islam. This article aims to examine and analyze in depth the epic exemplarity of Ashabul Kahf as presented in the Bible, revered by Christians, and the Quran, considered an authoritative source by Muslims. This study seeks to connect the various examples of exemplary behavior with contemporary youth movements, which seem to lack a guiding framework and roadmap for their actions. The methodology used in this article is a content analysis of two authoritative sources: the Bible and the Quran. The findings of this article suggest that the epic exemplarity of Ashabul Kahf in the Bible and the Quran lies in their integrity as youth who chose to defy an oppressive regime.
Reconstructing the Role of Religion in Ecological Conservation: A Comparative Analysis of Lynn White Jr. and Vandana Shiva in Indonesia Vindi Andi Kurniawan; Aditya Putra Harwanto; Idris
Peradaban Journal of Religion and Society Vol. 5 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjrs.v5i2.1292

Abstract

The ecological crisis requires approaches that address not only environmental degradation but also the religious worldviews and socio-political structures that shape human–nature relations. This study examines the role of religion in ecological conservation through a comparative analysis of Lynn White Jr. and Vandana Shiva. Using qualitative library research and comparative conceptual analysis, the study examines White’s critique of religious anthropocentrism and Shiva’s analysis of colonialism, capitalism, patriarchy, developmentalism, and Indigenous ecological knowledge. The findings indicate that White and Shiva identify complementary dimensions of ecological degradation: White highlights how religious worldviews can legitimize human domination of nature, while Shiva demonstrates how such domination is reproduced through structures of power and economic exploitation. Their synthesis suggests that religion is neither inherently a cause of ecological degradation nor automatically a solution, but can become a transformative ecological actor when theological and ethical reconstruction is connected with structural engagement and ecological justice. Based on this synthesis, the study proposes the Religious Ecological Guardianship Framework (REGF), consisting of five interconnected pillars: theological reinterpretation, interreligious ecological ethics, recognition of Indigenous knowledge, ecological justice, and institutional and civic collaboration. Applied to the Indonesian context, the framework positions religion as a potential bridge between spiritual values, Indigenous knowledge, community action, and environmental governance. As a conceptual framework, REGF requires further empirical validation across Indonesia’s diverse religious and socio-ecological contexts. Krisis ekologis memerlukan pendekatan yang tidak hanya menangani kerusakan lingkungan, tetapi juga pandangan dunia keagamaan dan struktur sosio-politik yang membentuk hubungan antara manusia dan alam. Penelitian ini menguji peran agama dalam konservasi ekologis melalui analisis komparatif atas pemikiran Lynn White Jr. dan Vandana Shiva. Menggunakan metode penelitian pustaka kualitatif dan analisis konseptual komparatif, studi ini mengkaji kritik White terhadap antroposentrisme keagamaan serta analisis Shiva mengenai kolonialisme, kapitalisme, patriarki, pembangunanisme (developmentalism), dan pengetahuan ekologis masyarakat adat. Temuan penelitian menunjukkan bahwa White dan Shiva mengidentifikasi dimensi kerusakan ekologis yang saling melengkapi: White menyoroti bagaimana pandangan dunia keagamaan dapat melegitimasi dominasi manusia atas alam, sementara Shiva menunjukkan bagaimana dominasi tersebut direproduksi melalui struktur kekuasaan dan eksploitasi ekonomi. Sintesis pemikiran keduanya menunjukkan bahwa agama pada dasarnya bukanlah penyebab kerusakan ekologis maupun solusi yang serta-merta otomatis, melainkan dapat menjadi aktor ekologis yang transformatif ketika rekonstruksi teologis dan etis dihubungkan dengan keterlibatan struktural dan keadilan ekologis. Berdasarkan sintesis ini, penelitian ini mengajukan Religious Ecological Guardianship Framework (REGF), yang terdiri dari lima pilar yang saling terhubung: reinterpretasi teologis, etika ekologis antariman, pengakuan atas pengetahuan masyarakat adat, keadilan ekologis, serta kolaborasi institusional dan kewargaan. Diterapkan dalam konteks Indonesia, kerangka kerja ini memposisikan agama sebagai jembatan potensial antara nilai-nilai spiritual, pengetahuan lokal/adat, aksi komunitas, dan tata kelola lingkungan. Sebagai sebuah kerangka konseptual, REGF memerlukan validasi empiris lebih lanjut di berbagai konteks keagamaan dan sosio-ekologis yang beragam di Indonesia.
Formulating the Fiqh of Diversity as a Basis for Peace Education: A Case Study of Islamic Religious Education at Universitas Brawijaya Moh. Anas Kholish; Siti Rohmah; Nur Chanifah; Aditya Putra Harwanto; Anisa Al-Azizi
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1310

Abstract

This study aims to investigate and identify the construction of the fiqh of diversity (fikih kebhinnekaan) in Islamic Religious Education (PAI) learning at Universitas Brawijaya. Furthermore, it seeks to examine and analyze the formulation of fiqh of diversity within PAI learning in fostering attitude of harmony amidst the diverse school of jurisprudence (madhhab) backgrounds among students. Using a case study approach, data were collected through participant observation, in-depth interviews, and documentation. The findings indicate two key points: First, in the construction of PAI lecturers, fiqh diversity is viewed as a universal necessity that must be met with tolerance, thereby enabling the effective implementation of peace education through PAI courses. Second, the formulation of fiqh of diversity education through PAI learning at Universitas Brawijaya is reflected in a curriculum design that avoids any discriminatory elements (SARA). This curriculum design is grounded in the universal values of Islamic teachings, including the spirits of justice, freedom, humanity, egalitarianism, peace, brotherhood, and compassion. Through the formulation of these values, peace education is successfully cultivated at Universitas Brawijaya. Beyond curriculum design, this formulation is also expressed through the learning materials in the PAI textbook (Buku Daras PAI) and the learning evaluation framework, which avoids sectarian bias. The PAI learning evaluation is oriented toward transcending the primordial boundaries of Islamic mass organizations and extra-campus student organizations. Penelitian ini bertujuan untuk mengetahui dan mengidentifikasi konstruksi fikih kebhinnekaan pada pembelajaran PAI di Universitas Brawijaya. Selain itu, penelitian ini juga bertujuan untuk mengidentifikasi dan menganalisis formulasi fikih kebhinnekaan pada pembelajaran PAI dalam menumbuhkan sikap harmoni di tengah varian madzhab fikih mahasiswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan studi kasus dengan menjadikan observasi partisipan, wawancara mendalam, dan dokumentasi sebagai basis teknik pengumpulan datanya. Temuan penelitian ini adalah: Pertama, Dalam konstruksi Dosen PAI, kebhinnekaan fikih merupakan keniscayaan universal yang harus disikapi secara toleran, sehingga pendidikan damai melalui mata kuliah PAI dapat terimplementasi dengan baik. Kedua, formulasi pendidikan fikih kebhinnekaan melalui pembelajaran PAI di Universitas Brawijaya terlihat pada desain kurikulum yang tidak memuat unsur SARA di dalamnya. Desain kurikulum fikih kebhinnekaan didasarkan pada nilai-nilai universalitas ajaran Islam seperti spririt keadilan, kebebasan, kemanusiaan, egalitarianisme, perdamaian, persaudaraan, dan kasih-sayang. Melalui formulasi nilai-nilai tersebut, pendidikan damai di Universitas Brawijaya dapat tersemai dengan baik. Selain desain kurikulum, formulasi pendidikan fikih kebhinnekaan juga diekspresikan dalam bentuk materi-materi yang ada dalam buku Daras PAI. Formulasi fiqih kebhinnekaan juga terekspresi dalam bentuk evaluasi pembelajaran PAI di Universitas Brawijaya yang tidak mengedepankan ego sektarian. Evaluasi pembelajaran PAI tersebut diorientasikan untuk melampaui sekat-sekat primordialitas ormas dan organisasi ekstra kampus.