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All Journal International Journal of Sustainable Law ⁠International Journal of Asian Pacific Community Service
Eka Sudibya
Universitas Kristen Cipta Wacana
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice

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HEBAT: A Reality-Based Group Guidance Program to Build Students’ Disciplined Character Shelly Tanaya Dhayinta; Muliono; Eka Sudibya; Bambang Widjanarko
⁠International Journal of Asia Pacific Community Service Vol. 3 No. 1 (2026)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/9fx47x41

Abstract

Low disciplinary character is still one of the problems frequently encountered in Junior High School (SMP) students, which is indicated by the behavior of arriving late, not complying with school rules, not completing assignments on time, and low responsibility in participating in the learning process. This condition shows that the formation of disciplinary character requires an approach that is not only oriented towards giving sanctions, but also able to foster students' awareness and responsibility for each chosen behavior. This community service activity aims to shape the disciplined character of students through the HEBAT Program (Effective Life with Character, Responsibility, and Obedience) which uses Realita Counseling-based group guidance services. The program was implemented for 10 students of SMP Negeri 1 Kauman, Tulungagung Regency, who were selected based on the results of a needs assessment by the Guidance and Counseling teacher. The implementation method uses the Participatory Action Service (PAS) approach which includes the preparation stage, the implementation of five group guidance sessions with the Wants, Doing, Evaluation, Planning (WDEP) approach, evaluation through pretests and posttests, behavioral observations, and follow-up with the BK teacher. The results of the activity showed an increase in students' understanding of the character of discipline, marked by an increase in the category of good understanding from 20% to 80%. Observations also showed an increase in disciplined behavior, such as punctuality in school attendance, compliance with rules, responsibility in completing assignments, and the ability to control behavior during learning. All participants responded positively to the program implementation and stated that they were motivated to maintain disciplined behavior in their daily lives. Thus, the HEBAT Program has proven to be an alternative group guidance service that is effective, applicable, and has the potential to be replicated as a model for strengthening disciplinary character education in schools.
Law Students’ Perceptions of Victims’ Rights Protection in the Implementation of Restorative Justice under Law Number 20 of 2025 on the Indonesian Criminal Procedure Code Tries Edy Wahyono; Eka Sudibya; Hendrawan Nurcahyo
International Journal of Sustainable Law Vol. 3 No. 1 (2026)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/hp3d0e49

Abstract

Restorative justice has become part of Indonesia’s criminal procedure reform through Law Number 20 of 2025 concerning the Indonesian Criminal Procedure Code. This study examined law students’ understanding of victims’ rights protection and their perceptions of the distinction between voluntary reconciliation and pressured settlement in restorative justice proceedings. Using a descriptive qualitative approach, the study involved two law students from universities in Malang selected through purposive sampling. Data were collected through interviews and analysed through data reduction, data display, thematic categorisation, and conclusion drawing. The findings showed that both participants viewed restorative justice as a process that should prioritise victim recovery, offender accountability, and the restoration of social relationships. Victims were regarded as active rights-holders entitled to information, meaningful participation, legal assistance, protection from intimidation, and material and non-material recovery. Both participants rejected the view that a signed peace agreement automatically proves voluntary consent. Voluntary reconciliation was associated with informed and freely given consent, whereas pressured settlement involved direct threats and indirect influences, including family persuasion, community expectations, economic vulnerability, institutional pressure, emotional exhaustion, and unequal social status. The study concludes that restorative justice should be assessed by whether victims are genuinely heard, protected, restored, and able to decide independently.
Co-Authors Bambang Widjanarko Hendrawan Nurcahyo Muliono Shelly Tanaya Dhayinta Tries Edy Wahyono