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All Journal Education: Jurnal Sosial Humaniora dan Pendidikan Jaksa: Jurnal Kajian Ilmu Hukum Dan Politik
Christiana, Titi
Unknown Affiliation
Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Aspek Hukum Penanganan Kekerasan Berbasis Gender di Ruang Digital Studi Perbandingan antara Indonesia dan Negara-Negara di ASEAN Yulianingsih, Sri; Putra, Rengga Kusuma; Christiana, Titi
Jaksa : Jurnal Kajian Ilmu Hukum dan Politik Vol. 2 No. 4 (2024): Oktober: Jurnal Kajian Ilmu Hukum dan Politik
Publisher : Universitas Sains dan Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/jaksa.v2i4.2267

Abstract

Gender-based violence in digital spaces has become an escalating issue globally, impacting individuals through harassment, stalking, and unauthorized sharing of private content. This study aims to examine and compare the legal frameworks of Indonesia, India, Singapore, Malaysia, and the Philippines in addressing such violence, focusing on victim protection and enforcement effectiveness. Using a qualitative descriptive approach and comparative analysis, this research reviews primary legal documents, policies, and relevant literature to identify the strengths and limitations of each country’s approach. Findings indicate that Indonesia relies on the Domestic Violence Act (UU PKDRT) and the Women and Children Protection Unit (PPA), though limited resources and a lack of specialized training for law enforcement remain challenges. India combines strict IT regulations with public digital education campaigns, effectively raising awareness but still faces social stigma in reporting. The study highlights the importance of accessible reporting mechanisms, public awareness initiatives, and cross-country collaboration within ASEAN to enhance the effectiveness of legal protections against gender-based violence in digital spaces. This research contributes by providing insights into the contextual adaptations of legal frameworks and suggests future studies to conduct fieldwork for a deeper understanding of implementation and policy adaptation.
The Dynamics of Teacher-Student Interaction in Multicultural Classrooms: A Local Cultural Perspective in Border Schools of Kalimantan, NTT, and Papua Christiana, Titi; Arintoko, Lasarus; Elviva, Starla; Rosella, Janet
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 2 (2025): Juli : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/wgtve126

Abstract

The cultural, linguistic, and ethnic diversity that characterizes Indonesia’s border regions presents both challenges and opportunities in the context of multicultural education. Schools in frontier, outermost, and underdeveloped (3T) areas serve as complex social interaction spaces where teachers and students from diverse cultural backgrounds engage in the teaching and learning process. This study aims to explore in depth the dynamics of interaction between teachers and students in multicultural classrooms in border areas and how local contexts shape the pedagogical strategies employed by teachers. Using a qualitative approach with an intrinsic case study design, data were collected through participatory observation, in-depth interviews, and documentation in primary and secondary schools in North Kalimantan, East Nusa Tenggara, and Papua. The results of the study show that teachers’ cultural sensitivity strongly influences successful classroom interaction, their ability to adapt to linguistic diversity, and contextual communication strategies that incorporate local wisdom. Teachers who can build inclusive pedagogical relationships create learning spaces that not only support student participation but also strengthen their cultural identity. This study contributes to the development of locally grounded multicultural pedagogical approaches and provides practical implications for teacher training and educational policy in 3T areas. The conclusion of this study emphasizes the importance of contextual sensitivity and a humanistic approach in fostering equitable and inclusive educational interactions amid diversity.
Co-Authors Arintoko, Lasarus Elviva, Starla Putra, Rengga Kusuma Rosella, Janet Yulianingsih, Sri