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Resolving Human Rights Violation Cases in Aceh, Indonesia Matondang, Ikhwan; Afrinal, Afrinal; Khalida, Azhariah; Fatia, Azhariah; Amin, Saifuddin
Al-Risalah Vol 24 No 1 (2024): June 2024
Publisher : Fakultas Syariah UIN Sulthan Thaha Saifuddin Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/alrisalah.v24i1.1539

Abstract

This study aimed to examine the position and role of Ulama in resolving human rights violation cases by the Aceh Truth and Reconciliation Commission (TRC). It analyzed the ulama representations within the Aceh TRC commissioners, their role in reconciliation, and factors that influence the role of the ulama. Data were obtained through interviews and documentation and analyzed using the Miles and Huberman model. The results showed that the ulama’s role was dismissed in cases of human rights violations. TRC's commissioners did not represent Ulama or play a significant role in the reconciliation process. Their diminished role in conflict resolution relates to delegitimization in Aceh. It occurred due to the scarcity of qualified ulama to solve the conflict and friction or polarization among them. Other causes were the ulama’s lack of attention to human rights issues and the emergence of new actors that took over their conflict resolution roles. Ulama in Aceh could reaffirm its role in conflict resolution by restoring its legitimacy. They must improve their quality and formation based on day ah, strengthen their unity, avoid friction and polarization, and maintain neutrality. Ulama should also increase their involvement in conflict resolution and human rights issues.
The Synthesis of Self-Efficacy of Academic Resilience Capacity (SEARC) as the Implication of Self-Efficacy Contribution to Student Academic Fatia, Azhariah; Alfaiz, Alfaiz; Yuzarion, Yuzarion; Julius, Andre; Hidayat Rafiola, Ryan; Singgih Sendayu, Fendahapsari; Valdez, Anabelie V.; Juliawati, Dosi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 18 No. 1 (2022): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v18i1.1522

Abstract

Many students in the educational process need more resilience. This research aims to determine the academic resilience of students' self-efficacy aspects, such as mastery experience, vicarious experience, social persuasion, and emotional state. It also aims to synthesize a framework for modifying students’ academic behavior, namely Self-Efficacy of Academic Resilience Capacity (SEARC). A quantitative approach with regression and literature analyses was used to develop a synthesis framework based on the field findings. The random sampling method was used to collect data on students' self-efficacy. The instrument used in this research was the Academic Self-Efficacy Scale (ASES) developed by Alfaiz with a 0.898 reliability. The collected data were analyzed descriptively and regression analysis was used to test the hypothesis. The results showed that mastery experience, vicarious experience, and emotional state significantly increase students’ resilience but social persuasion is insignificant when viewed partially. It implies that self-efficacy ability contributes to academic resilience.