Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal The Indonesian Journal of International Clinical Legal Education
Diyah Satya Retnani
Faculty of Law, Universitas Negeri Semarang
Law, Crime, Criminology & Criminal Justice

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Legal Education and Restorative Justice in Addressing School Bullying: A Conceptual Framework for Child Protection Diyah Satya Retnani; Anis Widyawati
The Indonesian Journal of International Clinical Legal Education Vol. 8 No. 2 (2026): June
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijicle.v8i2.47517

Abstract

Bullying in educational settings remains a persistent challenge to child protection, while institutional responses continue to rely predominantly on punitive approaches that often overlook victim recovery, offender rehabilitation, and social reintegration. Although previous studies have examined bullying prevention, diversion, restorative justice, and child protection, limited attention has been devoted to the role of legal education as a mechanism for strengthening restorative responses to bullying involving children. This study aims to analyze how legal education can support the implementation of diversion and restorative justice in addressing school bullying involving child victims. The research employs a normative legal method using statutory, conceptual, and literature-based approaches. The analysis demonstrates that legal education strengthens legal awareness by enhancing children's understanding of their rights and responsibilities, promoting respect for the rights of others, and encouraging meaningful participation in restorative conflict-resolution processes. Building on these findings, the study develops a conceptual framework that positions legal education as a bridging mechanism linking child protection objectives with the effective implementation of diversion and restorative justice in educational settings. This research contributes to the socio-legal literature by integrating legal education, restorative justice, and child protection into a coherent analytical framework, thereby extending existing discussions beyond conventional punitive approaches to bullying. As the proposed framework is derived from normative legal analysis, further empirical research is recommended to evaluate its implementation and effectiveness across diverse educational contexts.
Legal Education and Child-Responsive Digital Reporting Systems for School Bullying Victims Anis Widyawati; Diyah Satya Retnani
The Indonesian Journal of International Clinical Legal Education Vol. 8 No. 3 (2026): September (Article in Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijicle.v8i3.55963

Abstract

School bullying remains a significant challenge in educational institutions, affecting children's psychological well-being, academic performance, and access to justice. Despite the existence of legal protection frameworks and anti-bullying policies, many cases remain unreported due to fear of retaliation, limited legal awareness, social stigma, and the absence of child-friendly reporting mechanisms. This study aims to examine the role of legal education as the foundation for developing child-responsive digital reporting systems and to analyze the implementation of SI GETAK as an innovative mechanism for protecting school bullying victims. Employing a qualitative empirical socio-legal approach, the study combines regulatory analysis, literature review, and empirical findings obtained through interviews with educational stakeholders, including school administrators, teachers, students, and local education authorities. The findings reveal that legal education enhances students' understanding of their rights, encourages reporting behavior, and strengthens access to justice for bullying victims. Furthermore, the implementation of SI GETAK demonstrates that digital reporting systems can provide accessible, confidential, and child-friendly channels for reporting bullying incidents while facilitating coordination among schools, parents, counselors, and relevant authorities. Based on these findings, this study proposes a Legal Education-Based Child-Responsive Digital Reporting Framework consisting of five interconnected dimensions: legal education and rights awareness, child-friendly digital reporting access, integrated protection and case management, restorative justice and victim recovery, and institutional accountability and monitoring. The study contributes to the existing literature by integrating legal education, child protection principles, and digital reporting technologies into a comprehensive framework that strengthens child protection and promotes safer educational environments in the digital era.
Co-Authors Anis Widyawati