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Sasmini Sasmini

Unknown Affiliation

Author-ID : 2957307

Education Law, Crime, Criminology & Criminal Justice

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Articles

JUSTIFIKASI DOKTRIN RESPONSIBILITY TO PROTECT (RtoP) DALAM BINGKAI ILMU HUKUM BERPARADIGMA PANCASILA Sasmini Sasmini
Masalah-Masalah Hukum Vol 44, No 1 (2015): MASALAH-MASALAH HUKUM
Publisher : Faculty of Law, Universitas Diponegoro

This article explores the nature of responsibility to protect (RtoP), whether it contends with state sovereignty and non intervention principles. This article also examines the RtoP justification based on jurisprudence with Pancasila paradigm that is Indonesia special jurisprudence grounded in Pancasilavalues. The emerging of this doctrine has re-interpreted state sovereignty and non intervention principles. The concept of state sovereignty is not absolute anymore. It further argues that the jurisprudence with Pancasila paradigm gives justification for RtoP because the purposes of this doctrine are to givevirtue and substantive justice according to Pancasila values, especially inthe second principle that is justice and civilized humanity.Artikel ini mengeksplor hakikat doktrin responsibility to protect (RtoP), apakah doktrin ini bertentangan dengan prinsip kedaulatan negara dan non intervensi tidak. Artikel ini juga mengkaji justifikasi doktrinRtoP jika dilihat berdasarkan perspektif ilmu hukum berparadigma Pancasila, yaitu ilmu hukum khas Indonesia yang mendasarkan pada nilai-nilai Pancasila untuk memperoleh keadilan substansial.Kemunculan doktrin RtoP ini telah menginterpretasi ulang makna prinsip kedaulatan negara dan non intervensi. Prinsip kedaulatan negara bukan lagi sesuatu yang absolut. Ilmu hukum berparadigma Pancasila memberikan justifikasi pelaksanaan prinsip RtoP karena tujuannya untuk memberikan kebenaran dan keadilan dalam keridhoan Illahi berdasar nilai-nilai Pancasila, yaitu khususnya sila Kemanusiaan yang adil dan beradab.

Improving student achievement with smart sheets Media in islamic cultural history lesson at the Elevent grade students of mtsn tarusan Sasmini Sasmini
Jurnal Ilmiah Pendidikan Scholastic Vol 1 No 1 (2017): Jurnal ilmiah Pendidikan Scholastic
Publisher : Fakultas Sastra Universitas Ekasakti

To be able to learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do", which describe something in their own way, showing for example, tried to practice skills and tasks that require p What Knowledge they have earned. Problems to be studied in this research are: a) How improve learning outcomes Islamic cultural history through smart method in class XI sheets MTsN Tarusan in July 2016? b) The steps made in improving the learning outcomes of students of Islamic cultural history? This research is a Class Action Research (PTK), as for the steps to be performed in this PTK model developed by Kurt Lewin as mentioned in Dikdasmen (2003: 18) that the stages or so-called cycle (round) consists of four components which cover : (A) planning, (b) action / acting, (c) observation, (d) reflection. Based on The results of learning activities that have been conducted during the study, and based on all the discussion and analysis that has been done can be summed up as follows: Learning with smart method sheets in Islamic cultural history lesson positively in improving student achievement that is marked by a mastery learning students in learning, namely (97.29%). Application of the method school library media on learning history of Islam have a positive effect, which can increase students' motivation is indicated by an average of 8 0 and from interviews stating that students are interested and interested deng a n cooperative methods Learning the history of Islamic culture so that they become motivated to learn.

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