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PERTANGGUNGJAWABAN PIDANA TERHADAP ADVOKAT GADUNGAN BERDASARKAN KITAB UNDANG-UNDANG HUKUM PIDANA Resi Sindi Yani; Febiola; Aries Hidayat; Muhammad Wahyu Firmansyah; Muhammad Faris Sopani
Consensus : Jurnal Ilmu Hukum Vol. 1 No. 4 (2023): Mei
Publisher : Sekolah Tinggi Ilmu Hukum Sumpah Pemuda Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.577 KB)

Abstract

AbstrakUntuk menjadi seorang Advokat harus berdasarkan syarat di atas namun dalam kenyataan tersebut di atas walaupun sudah ada syarat mengenai Advokat namun masih ada orang yang menyatakan advokat tapi tidak memenuhi syarat. Penelitian ini menggunakan penelitian hukum normatif, penelitian yang mengacu pada norma-norma hukum yang terdapat dalam peraturan perundang-undangan. Faktor-faktor adanya Advokat gadungan dan bagaimana pertanggungjawaban pidana terhadap advokat gadungan berdasarkan Kitab Undang-Undang Hukum Pidana. Adapun bentuk pertanggungjawaban pidana terdapat dalam Kitab Undang-Undang Hukum Pidana (KUHP) terdapat dalam Pasal 378 KUHP, Kemudian selain pasal 378 KUHP tentang Penipuan tersebut tidak menutup kemungkinan seorang advokat gadungan juga dikenakan Pasal 263 KUHP tentang Surat Palsu apabila ada surat-surat atau dokumen yang dipalsukan yang digunakan contoh Kartu Advokat Palsu, Serifikat Pendidikan Advokat Palsu, Ijazah Palsu atau Berita Acara Sumpah Palsu. Diharapkan kepada seluruh advokat yang ada diorganisasi Advokat, supaya dengan sungguh-sungguh dalam melakukan pendampingan terhadap kasus yang disengketakan oleh para klien. Kata Kunci :Pertanggungjawaban, Pidana, Advokat Gadungan. AbstractTo become an Advocate must be based on the conditions above, but in reality, even though there are conditions regarding Advocates, there are still people who claim to be advocates but do not meet the requirements. This study uses normative legal research, research that refers to legal norms contained in laws and regulations. The factors of the existence of fake advocates and how the criminal responsibility for fake advocates is based on the Criminal Code. The form of criminal responsibility is contained in the Criminal Code (KUHP) contained in Article 378 of the Criminal Code. Then in addition to Article 378 of the Criminal Code concerning Fraud, it does not rule out the possibility that a fake advocate is also subject to Article 263 of the Criminal Code concerning Fake Letters if there are letters or documents falsified documents used for example Fake Advocate Cards, Fake Advocate Education Certificates, Fake Diplomas or Minutes of Fake Oaths. It is hoped that all advocates in the Advocate organization will seriously assist clients in disputed cases.
PENGGUNAAN CHATGPT DALAM PEMBELAJARAN PAI (PELUANG, TANTANGAN ETIKA, DAN DAMPAKNYA TERHADAP KRITISITAS BERPIKIR SISWA) Febiola; Unzilawati; Dedy Novriadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63618

Abstract

Advances in Artificial Intelligence (AI) technology, such as ChatGPT, have caused significant disruption in the education sector, including Islamic Religious Education (PAI). This study was conducted to examine the integration of ChatGPT as a learning medium in PAI, map the accompanying ethical challenges, and evaluate its impact on students' critical thinking skills. Employing a Systematic Literature Review (SLR) method with a qualitative approach, this study demonstrates that ChatGPT offers substantial opportunities as an educational virtual assistant that supports personalized learning processes and enriches the exploration of Islamic literature. Conversely, ethical obstacles arise concerning potential plagiarism, information bias, degradation of moral values, and the loss of authenticity in religious reasoning. Unsupervised and unwise utilization also risks diminishing students' critical thinking abilities due to instant dependency syndrome (cognitive offloading). Therefore, a framework for AI literacy based on Islamic values is highly required, alongside transforming the educator's role into a facilitator and moral guide, and cultivating reflective prompt engineering skills.