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All Journal EDUCATUM: Scientific Journal of Education International Journal of Sustainable Law International Journal of Sustainable English Language, Education, and Science
Alfi Mufida Rahmawati
Universitas Kristen Cipta Wacana
Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Use Of Legal Morals To Prevent Women's Violence In The Educatory Environment Arif, Alvia Zuman Zauza; Rafid, Rahmad; Ali, Moh; Rahmawati, Alfi Mufida; Rizki, Muhammad; Kumala, Milka
International Journal of Sustainable Law Vol. 1 No. 2 (2024)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/e3p7yk58

Abstract

Violence against women in the educational environment is a worrying issue because it has a direct impact on human rights, psychological development, and the sustainability of victims ' education. This study aims to analyze the application of moral law as a strategic approach in tackling violence against women in educational institutions. Using the juridical-sociological method, this study examines the relevance of applicable legal norms, such as Law Number 12 of 2022 on sexual violence crimes, with the application of legal moral values in the field. The results show that legal morality plays an important role in encouraging stakeholders to not only abide by the rules, but also internalize the values of justice, respect for human dignity, and protection of victims. The findings also revealed the existence of obstacles in the implementation of moral law, such as lack of legal awareness, lack of supervision, as well as structural barriers in the handling of cases of violence. Therefore, collaboration between educational institutions, governments, and communities is necessary to create a safe and inclusive educational environment. This study recommends the establishment of a special team in the educational environment that serves as a supervisor and facilitator of the application of legal morals, morality training for educators, as well as the provision of assistance services for victims. With effective implementation, moral law can be a strategic foundation to reduce the number of violence against women and realize equality in the educational environment
Building Law-Knowledgeable Citizens through Civic Education in the Era of Globalisation Anshori, Ibnu; Rahmawati, Alfi Mufida; Putra, Rizky Perdana Bayu
International Journal of Sustainable Law Vol. 2 No. 1 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/m1771q55

Abstract

This research aims to explore the role of civic education in building law-aware citizens in the era of globalisation. Using a qualitative approach with a literature review, this research examines relevant literature related to civic education, law, and globalisation. The findings show that civic education plays an important role in shaping students' legal character through teaching that integrates national and international legal knowledge. Globalisation brings challenges in ensuring the accuracy of legal information received by students, so legal literacy and critical thinking skills become important aspects in civic education. Problem-based learning (PBL) and case study methods have proven effective in improving students' understanding of the application of law. In addition, the integration of global legal literacy in civic education is very relevant to prepare students for international legal issues. This research recommends strengthening the civic education curriculum by introducing international law, using technology to support learning, and implementing interactive teaching methods to improve students' 21st century skills. Thus, civic education is expected to form law-savvy citizens, both at the national and international levels.
Development of Multimedia Teaching Materials for PPKn Learning through a Design-Based Research Approach Gunadi, Lie, Epifani R.; Supriadi, Supriadi; Rahmawati, Alfi Mufida; Dhayinta, Shellya Tanaya
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/g31e0y67

Abstract

The development of educational technology has driven the need for multimedia teaching materials that are more interactive, adaptive, and relevant to the characteristics of 21st-century students, especially in the subject of Pancasila and Citizenship Education ( PPKn ). In the field, teaching materials are still found to be static and have not been fully able to increase student learning engagement and critical thinking skills. This study aims to develop multimedia teaching materials for PPKn learning through a Design-Based Research (DBR) approach that focuses on the development, validation, and refinement of products iteratively based on user feedback. The research was conducted in four DBR stages needs analysis, design, development, and evaluation involving PPKn teachers , media experts, material experts, and high school students. The results of the study show that the developed multimedia teaching materials meet the feasibility indicators with very valid and very practical categories based on expert validation and limited field trials. In addition , the use of this teaching material has been proven to significantly increase learning motivation, student interaction, and understanding of citizenship concepts. The implications of the research emphasize the importance of integrating interactive technology in PPKn learning and the need for teacher training to optimize its implementation
THE MEANING OF LEARNING FOR STUDENTS IN RURAL AREAS: A QUALITATIVE NARRATIVE APPROACH Rahmawati, Alfi Mufida; Nisa', Liza Choirun; Ananto, Gigih Dwi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.188

Abstract

This study aims to explore the meaning of learning as experienced and constructed by students living in rural areas through a qualitative narrative approach. Learning is not merely an academic process, but a lived experience shaped by social, cultural, and economic contexts. Despite the growing attention to educational issues in rural settings, limited research has focused on how students themselves interpret the meaning of learning from their own perspectives. This study addresses this gap by foregrounding students’ narratives as the primary source of understanding. A qualitative narrative inquiry design was employed to capture students’ lived experiences through in-depth narrative interviews and contextual observations. The research was conducted in schools located in rural areas characterized by limited educational resources, restricted access to technology, and constrained economic opportunities. Participants were selected purposively to represent diverse rural backgrounds. Data were analyzed using narrative-thematic analysis to identify recurring meanings embedded in students’ stories. The findings reveal that learning is constructed as a multidimensional experience. For rural students, learning is perceived as a pathway to socio-economic mobility, a moral responsibility toward family and community, a site of tension between aspiration and structural limitation, and a process of identity formation. Students associate learning with hopes of improving their families’ economic conditions, fulfilling parental expectations, and building a better future. At the same time, they face significant challenges, such as limited facilities and competing domestic responsibilities, which shape their learning experiences and require resilience and adaptation. This study contributes to educational research by providing a contextual and humanistic understanding of learning in rural settings. Practically, the findings suggest that educational practices and policies should be more sensitive to students’ lived realities and local contexts, positioning learning not only as curriculum delivery but as a meaningful process of social transformation.
PANCASILA EDUCATION AS AN INSTRUMENT FOR SHAPING STUDENTS’ LEGAL CONSCIOUSNESS IN THE ERA OF CONSTITUTIONAL DEMOCRACY Anshori, Ibnu; Rahmawati, Alfi Mufida
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.189

Abstract

This study examines Pancasila Education as an instrument for fostering students’ legal consciousness within the context of constitutional democracy. Employing a qualitative approach with a descriptive–analytical design, the research aims to explore how Pancasila values are internalized in educational practices and how they contribute to the formation of students’ legal awareness. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using a juridical–educational perspective. The findings reveal that students’ understanding of law acquired through Pancasila Education predominantly remains at a formal–normative level. Law is commonly perceived as a set of binding rules enforced by sanctions, resulting in instrumental compliance rather than value-based legal consciousness. This condition reflects the early stages of legal awareness as conceptualized by Soerjono Soekanto, in which legal knowledge and understanding have not yet developed into consistent legal attitudes and behavior. Furthermore, the study identifies a gap between the normative objectives of Pancasila Education and its pedagogical implementation. Teaching practices that rely heavily on textual and teacher-centered approaches tend to hinder the development of reflective legal awareness, echoing the critique of banking-style education proposed by Paulo Freire. The analysis also highlights the role of Pancasila Education in cultivating constitutional awareness by linking democratic values, legal responsibility, and students’ social and digital experiences. Drawing on legal culture theory by Lawrence M. Friedman and deliberative democracy theory by Jürgen Habermas, the study demonstrates that dialogical and experiential learning approaches are more effective in internalizing legal values. Overall, the findings suggest that Pancasila Education must be reoriented toward reflective, participatory, and contextual pedagogy to function as a preventive mechanism for building sustainable legal culture in a constitutional democracy.
Co-Authors Ananto, Gigih Dwi Arif, Alvia Zuman Zauza Dhayinta, Shellya Tanaya Gunadi, Lie, Epifani R. Ibnu Anshori Kumala, Milka Moh. Ali Muhammad Rizki Nisa', Liza Choirun Rahmad Rafid Rizky Perdana Bayu Putra Supriadi Supriadi