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Law Enforcement Professional Ethics: An Analysis of Legal Philosophy on Morality and Integrity in Law Enforcement Practice Hamdi, Fakhri; Hertanto, Yudhi; Karunia, Cindy Armelia; Daniyati, Nuryahyania; Sapsudin, Asep
Jurnal Ilmiah Multidisiplin Indonesia (JIM-ID) Vol. 4 No. 11 (2025): Jurnal Ilmiah Multidisplin Indonesia (JIM-ID) , 2025
Publisher : Sean Institute

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Professional ethics are a fundamental pillar in maintaining the integrity and public trust in law enforcement agencies. This article aims to analyze the morality and ethical obligations of law enforcement through a legal philosophy approach, particularly through Immanuel Kant's theory of morality, John Rawls's concept of justice, and Lon Fuller's principle of legal internal morality. Using normative-philosophical research methods, this study examines the relationship between moral values, legal norms, and the practice of the law enforcement profession in Indonesia. The results of the analysis show that integrity, honesty, and impartiality are not only demands of the code of ethics, but also a manifestation of the legal morality that underlies the legitimacy of law enforcement actions. This article asserts that without a strong moral foundation, the law loses its value of justice and is incapable of carrying out its social functions. Thus, professional ethics are a primary requirement for creating a fair and humane legal system.

DIALEKTIKA CYBERGOGY PENDIDIKAN INDONESIA: KRITIK DETERMINISME TEKNOLOGI DAN KESENJANGAN DIGITAL DALAM IMPLEMENTASI KURIKULUM MERDEKA Hertanto, Yudhi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i4.8293

This study aims to deconstruct the implementation of cybergogy within the framework of Indonesia’s Merdeka Curriculum by analyzing the gap between the ideals of digital pedagogy and the infrastructural realities in 3T regions (frontier, outermost, and underdeveloped areas). Employing a qualitative approach through a Systematic Literature Review (SLR) of selected documents (2006–2025), the study examines data using Siemens’ Connectivism theory, Wang and Kang’s Engaged Learning model, and Jan van Dijk’s Digital Divide theory as analytical lenses. The findings indicate that national education policies tend to be trapped in technological determinism bias. The implementation of educational technology often overlooks the physical access stage in Van Dijk’s framework, triggering the phenomenon of “tree people”—students who risk their safety in search of internet signals merely to fulfill digital learning requirements. The absence of emotive and social domains in field practices has led to the dehumanization of education and digital burnout. Consequently, the concept of cybergogy in Indonesia requires a reorientation from a technocratic approach toward a techno-humanistic perspective that prioritizes equitable access and psychological well-being as fundamental prerequisites before technological adoption. ABSTRAK Penelitian ini bertujuan untuk mendekonstruksi implementasi cybergogy dalam kerangka Kurikulum Merdeka di Indonesia, dengan menganalisis kesenjangan antara idealisme pedagogi digital dan realitas infrastruktur di daerah 3T (Terdepan, Terluar, Tertinggal). Menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR) terhadap dokumen terpilih (2006–2025), penelitian ini membedah data menggunakan pisau analisis teori Konektivisme Siemens, model Engaged Learning Wang & Kang, serta teori Kesenjangan Digital Jan van Dijk. Temuan pada penelitian ini menunjukkan bahwa kebijakan pendidikan nasional cenderung terjebak dalam bias determinisme teknologi. Implementasi teknologi pendidikan sering kali mengabaikan tahapan physical access dalam teori Van Dijk, yang memicu fenomena manusia pohon, siswa yang bertaruh nyawa mencari sinyal demi pemenuhan tugas digital. Absennya domain emotif dan sosial dalam praktik di lapangan telah memicu dehumanisasi pendidikan dan digital burnout. Konsep Cybergogy di Indonesia memerlukan reorientasi dari pendekatan teknokratis menuju pendekatan techno-humanistic yang menempatkan keadilan akses dan kesejahteraan psikologis sebagai prasyarat utama sebelum adopsi teknologi.

TRANSFORMASI DAN DINAMIKA IMPLEMENTASI KEBIJAKAN PENDIDIKAN NASIONAL: EKSPLORASI TEORETIS DAN EMPIRIS MENUJU EKOSISTEM PEMBELAJARAN BERKEADILAN Hertanto, Yudhi; Suryatna, Yayat; Irlan, Lanti Mustika Irtianti
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v5i4.8251

This study aims to analyze the transformation of education policy implementation models in Indonesia in response to global disruption and the domestic learning crisis. The main focus of the study includes the dynamics of the implementation of the Independent Curriculum, the Zoning System for New Student Admissions (PPDB), and the digitalization of education. This study uses a qualitative method with a library research approach, analyzing policy documents, international agency reports, and related scientific literature for the 2019-2024 period. The results show a paradigm shift from a top-down model to a hybrid model that combines national standards with the autonomy of educational units. The research findings indicate that the implementation of the Independent Curriculum has begun to encourage the implementation of the Deep Learning approach, but is still hampered by teacher capacity constraints and permit inertia. Meanwhile, the Zoning policy, although effective in increasing student heterogeneity, still faces challenges of cultural resistance and infrastructure disparities. This study concludes that the success of educational transformation is highly dependent on strategies to close the implementation gap through the development of diverse capacities and adaptive instructional leadership. ABSTRAK Penelitian ini bertujuan untuk menganalisis transformasi model implementasi kebijakan pendidikan di Indonesia dalam merespons disrupsi global dan krisis pembelajaran domestik. Fokus utama kajian meliputi dinamika implementasi Kurikulum Merdeka, Sistem Zonasi Penerimaan Peserta Didik Baru (PPDB), dan digitalisasi pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research), menganalisis dokumen kebijakan, laporan lembaga internasional, dan literatur ilmiah terkait periode 2019-2024. Hasil penelitian menunjukkan pergeseran paradigma dari model Top-Down menuju model Hybrid yang mengombinasikan standar nasional dengan otonomi satuan pendidikan. Temuan studi mengindikasikan bahwa implementasi Kurikulum Merdeka mulai mendorong adopsi pendekatan Deep Learning, namun masih terkendala oleh kesenjangan kapasitas guru dan inersia birokrasi. Sementara itu, kebijakan Zonasi, meskipun efektif meningkatkan heterogenitas siswa, masih menghadapi tantangan resistensi kultural dan disparitas infrastruktur. Studi ini menyimpulkan bahwa keberhasilan transformasi pendidikan sangat bergantung pada strategi penutupan jurang implementasi (policy implementation gap) melalui differentiated capacity building dan kepemimpinan instruksional yang adaptif.

Paradoks Yudisial Omnibus Law: Analisis Komparatif Putusan Uji Formil Dan Uji Materiil Undang-Undang Kesehatan No. 17 Tahun 2023 Hertanto, Yudhi; Chaeru, Yana
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 1 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i1.2905

Pengesahan Undang-Undang Nomor 17 Tahun 2023 tentang Kesehatan (UU Kesehatan) melalui metode omnibus law memicu kontroversi dan penolakan dari lima organisasi profesi kesehatan utama, yang berujung pada pengujian yudisial di Mahkamah Konstitusi (MK). Penelitian ini menganalisis sebuah paradoks yudisial yang muncul dari hasil pengujian tersebut. Di satu sisi, MK menolak seluruh permohonan uji formil (Putusan 29 Februari 2024), menyatakan proses legislasi yang dikritik minim partisipasi tersebut sah secara konstitusional. Di sisi lain, MK justru mengabulkan sebagian uji materiil (Putusan Perkara 49/PUU-XXII/2024) terhadap Pasal 212 ayat (2) UU Kesehatan, dengan alasan ketiadaan aturan peralihan telah menciptakan ketidakpastian hukum dan merugikan hak konstitusional warga negara. Penelitian ini menggunakan metode yuridis-normatif dengan pendekatan konseptual dan studi kasus. Analisis teoretis menggunakan teori sistem autopoietik Gunther Teubner dan standar meaningful participation dari Putusan MK sebelumnya (No. 91/PUU-XVIII/2020). Hasil penelitian menunjukkan bahwa putusan uji formil merefleksikan operasionalisasi sistem hukum yang tertutup (autopoietik), yang memvalidasi kepatuhan formal-prosedural. Sebaliknya, putusan uji materiil secara implisit memvalidasi kegagalan partisipasi substantif, karena MK terpaksa melakukan koreksi bedah terhadap substansi UU yang cacat. Paradoks ini mengekspos tegangan fundamental antara legitimasi prosedural yang formalistik dan keadilan substantif dalam praktik legislasi omnibus law di Indonesia, yang berimplikasi pada "perampasan legal" kewenangan organisasi profesi dan terjadinya "kekosongan norma" di level praktik

Paradoks Standardisasi Akademik dalam Pendidikan Vokasi: Analisis Kritis Kebijakan TKA Melalui Studi Dokumen Permendikdasmen No. 9/2025 Hertanto, Yudhi; Prasetyono, Hendro
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 5, No 6 (2025): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v5i6.2320

This article examines the paradox of academic standardization in vocational education through a critical analysis of Permendikdasmen No. 9/2025 on the Academic Ability Test (TKA) for vocational high school (SMK) students. The policy positions cognitive ability as the primary instrument for selection and evaluation, whereas vocational education philosophically emphasizes practical competence, technical skills, and industry-based work experience. This study employs a qualitative approach using document analysis, regulatory review, and comparative literature on vocational education, authentic assessment, and washback effect theory. The findings indicate a misalignment between the characteristics of the TKA and the needs of the SMK ecosystem. Emphasis on cognitive testing may shift learning orientation, marginalize vocational competencies, and generate negative washback on teaching strategies and learning processes. The uniform application of TKA also risks narrowing the goals of vocational education, which should ideally respond to labor market demands. The study concludes that academic standardization must be formulated more contextually by positioning competency-based assessment as the primary instrument and the TKA as a proportional complement. A policy reorientation is required to ensure that vocational education remains relevant, adaptive, and capable of producing graduates who meet industry needs.ABSTRAKArtikel ini mengkaji paradoks standardisasi akademik dalam pendidikan vokasi melalui analisis kritis terhadap Permendikdasmen No. 9/2025 tentang Tes Kemampuan Akademik (TKA) bagi siswa SMK. Kebijakan tersebut menempatkan kemampuan kognitif sebagai instrumen seleksi dan evaluasi utama, sementara pendidikan vokasi secara filosofis menekankan kompetensi praktik, keterampilan teknis, dan pengalaman kerja berbasis industri. Penelitian ini menggunakan pendekatan kualitatif melalui analisis dokumen, kajian regulasi, dan komparasi literatur terkait pendidikan vokasi, asesmen autentik, dan teori washback effect. Temuan menunjukkan adanya ketidaksesuaian antara karakteristik TKA dan kebutuhan ekosistem SMK, di mana penekanan pada tes kognitif berpotensi menggeser orientasi pembelajaran, meminggirkan kompetensi vokasional, serta memunculkan dampak balik negatif terhadap strategi pengajaran dan proses belajar. Penerapan TKA secara seragam juga menimbulkan risiko penyempitan tujuan pendidikan vokasi yang idealnya responsif terhadap kebutuhan dunia kerja. Penelitian ini menyimpulkan bahwa standardisasi akademik harus dirumuskan secara lebih kontekstual, dengan menempatkan asesmen berbasis kompetensi sebagai instrumen utama dan TKA sebagai pelengkap yang proporsional. Reorientasi kebijakan diperlukan agar pendidikan vokasi tetap relevan, adaptif, dan mampu menghasilkan lulusan yang sesuai dengan tuntutan industri. Penelitian ini perspektif baru dalam merumuskan asesmen vokasional berbasis kompetensi.

RELASI ONTOLOGIS BAHASA DAN SAINS: QUO VADIS FILSAFAT ILMU DI ERA DISRUPSI ARTIFICIAL INTELLIGENCE Hertanto, Yudhi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8416

This study aims to reconstruct the dialectical relationship between language and science in the midst of digital technological disruption, particularly the rapid development of Generative Artificial Intelligence (AI). In science, language functions not only as a means of communication but also as an ontological foundation that shapes the reality and validity of scientific knowledge. This research employs a qualitative approach through library research and philosophical hermeneutic analysis of literature in the philosophy of science, philosophy of language, and contemporary studies on AI. The analysis focuses on the role of terminology in the construction of knowledge, the demarcation between natural sciences (Naturwissenschaften) and social sciences and humanities (Geisteswissenschaften), and the future direction of the philosophy of science in responding to epistemic challenges in the AI era. The findings indicate that the stability of scientific terminology is experiencing a crisis due to AI hallucinations and paper mill practices that produce fake scientific works. At the same time, there is a shift in language games from descriptive to performative functions, as reflected in the use of the term “Global Boiling.” This study concludes that an adaptive epistemology is necessary to safeguard the integrity and validity of scientific knowledge in the algorithmic era. ABSTRAK Kajian ini bertujuan merekonstruksi relasi dialektis antara bahasa dan ilmu pengetahuan di tengah disrupsi teknologi digital, khususnya perkembangan Generative Artificial Intelligence (AI). Bahasa dalam sains tidak hanya berfungsi sebagai alat komunikasi, tetapi juga sebagai fondasi ontologis yang membentuk realitas dan validitas pengetahuan ilmiah. Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dan analisis hermeneutika filosofis terhadap literatur filsafat ilmu, filsafat bahasa, serta kajian mutakhir tentang AI. Fokus kajian meliputi peran terminologi dalam konstruksi pengetahuan, demarkasi antara ilmu alam (Naturwissenschaften) dan ilmu sosial-humaniora (Geisteswissenschaften), serta arah masa depan filsafat ilmu dalam merespons tantangan epistemik era AI. Hasil penelitian menunjukkan bahwa stabilitas terminologi ilmiah mengalami krisis akibat fenomena halusinasi AI dan praktik paper mills yang memproduksi karya ilmiah palsu. Di sisi lain, terjadi pergeseran permainan bahasa dari fungsi deskriptif ke performatif, sebagaimana tercermin dalam istilah “Global Boiling”. Penelitian ini menyimpulkan perlunya epistemologi adaptif guna menjaga integritas dan validitas ilmu pengetahuan di era algoritmik.

Critical Analysis of the Implementation of Academic Ability Tests (TKA) in Vocational Secondary Schools: A Descriptive-Analytical Literature Review of the Impact of Permendikdasmen No. 9 of 2025 Hertanto, Yudhi; Miranti, Ira
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 4 (2025): AUGUST
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i4.2041

Ministry of Primary and Secondary Education Regulation No. 9 of 2025 introduces the Academic Ability Test (TKA) as a standard evaluation instrument. Its implementation in Vocational High Schools (SMK), which focus on practical competencies and work readiness, raises the potential for conflict. This study aims to analyse the potential impact and challenges of implementing the TKA in SMKs and its implications for vocational pedagogy. The research method used a descriptive-analytical qualitative approach with a literature review. A policy implementation diagnostic framework and a conflict-ambiguity typology model were used to assess the compatibility between the TKA and the objectives of vocational education. The results of the analysis shed light that there is a dissonance between the academic focus of TKA and the competency-based philosophy of SMK. Implementation challenges are predicted to be systemic, including obstacles related to policy standards, resource availability, and implementer disposition. In addition, at the school level, covert resistance and strategic adaptation to protect the identity of vocational pedagogy are likely to emerge. This policy is categorised as ‘Political Implementation,’ where formal compliance may occur, but actual practice in the field adapts to the needs and characteristics of vocational schools. It can therefore be concluded that the application of standard academic evaluation in vocational schools risks weakening vocational pedagogy and may compromise the core mission of vocational education.

Critical Pedagogical Analysis of Permendikdasmen No. 9 of 2025: The Contradiction of Academic Ability Tests (TKA) in the Context of Revitalising Vocational High Schools (SMK) Hertanto, Yudhi; Hasbullah, Hasbullah
JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 2 (2025): JULY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jrpp.v4i2.1084

Permendikdasmen No. 9 of 2025 introduces the Academic Ability Test (TKA) as a new standardization and selection instrument in Indonesia's education landscape. This policy aims to provide standardized academic achievement data for selection purposes (Ministry of Education and Education, 2025). This paper presents a critical pedagogical analysis that argues that, in the context of Vocational High Schools (SMK), TKA policies show significant pedagogical dissonance. Using the theoretical lens of constructivism, differential pedagogy, and authentic evaluation, this analysis shows that TKA is philosophically contrary to the basic principles of vocational education. Instead of answering chronic competency gaps, especially soft skills deficits which is consistently identified by the industrial world, foreign workers are at risk of exacerbating the phenomenon of academic drift (shift of focus to academics). Furthermore, TKA creates assessment redundancy (overlapping with ANBK) and paradoxically devalues the significance of performance-based assessments of the Expertise Competency Test/UKK which should be the heart of vocational education. This paper recommends radical differentiation or exclusion of foreign workers for vocational schools, as well as the strengthening of UKK as a 'golden standard' for national vocational assessments that are in line with international best practices.

BETWEEN LEGALITY AND LEGITIMACY IN THE PROCEDURAL JUSTICE OF THE ENACTMENT OF LAW NO. 17 OF 2023 ON HEALTH Hertanto, Yudhi; Sapsudin, Asep
PRANATA HUKUM Vol. 21 No. 1 (2026): Januari
Publisher : Law Faculty of Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36448/pranatahukum.v21i1.426

This article examines the tension between legality and legitimacy within the procedural justice framework of Indonesia’s Law No. 17 of 2023 on Health. While the law formally satisfies the positivistic criteria of legality as outlined in statutory drafting guidelines, its legislative process raised substantial concerns regarding transparency, participation, and deliberative inclusiveness. These issues highlight the broader philosophical problem of whether legal validity based solely on procedural formality is sufficient to constitute legitimate lawmaking in a democratic state governed by the rule of law. Using theoretical perspectives from Habermas, Fuller, and Rawls, this study analyzes the degree to which the formation of the Health Law reflects or departs from the ideals of procedural justice. Habermasian discourse theory underscores the importance of communicative participation and rational–public deliberation, both of which appear limited in the law’s formation. Fuller’s principles of internal morality reveal inconsistencies related to clarity, openness, and procedural integrity. Meanwhile, Rawls’s notion of fairness emphasizes the need for equitable inclusion of affected stakeholders, particularly healthcare professionals and the wider public. The findings show that although the law may be legally valid, its legitimacy remains contested due to insufficient adherence to philosophical standards of just procedure. This paper concludes that bridging legality and legitimacy requires strengthening deliberative mechanisms, enhancing participatory routes, and reaffirming moral–procedural principles in legislative processes.

Reconstructing the Vocational Education Ecosystem within the Framework of the Golden Indonesia Vision 2045: Human Capital Gap Analysis and Acceleration Strategy Hertanto, Yudhi
International Journal of Asian Education Vol. 6 No. 4 (2025): IJAE Vol. 06, No. 3, December 2025 All articles in this issue include authors f
Publisher : Research and Education Development (READ) Institute collaborate with Faculty of Education and Teacher Training of IAIN Palopo (Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palopo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46966/ijae.v6i4.507

This study evaluates the readiness of the vocational education (SMK) ecosystem in Indonesia towards the Human Capital Index and labor productivity targets in the 2025-2045 National Long-Term Development Plan (RPJPN) towards the Golden Indonesia Vision 2045. The study aims to analyze performance gaps, identify structural barriers, and formulate acceleration strategies. Using a descriptive qualitative approach with a systematic literature review (SLR) and secondary data analysis (2023-2025), the population includes policy documents, BPS statistics, and SINTA/Scopus indexed articles (n>500), purposively sampled into 45 articles and 12 primary documents. The PRISMA-based SLR protocol and Miles-Huberman-Saldana interactive analysis ensure validity through macro-micro triangulation. The results show crucial gaps: TPT of SMK graduates is 8.62% versus the target of 3-4%, low HCI (0.54), persistent skills mismatch, teacher competency deficits violating Prosser's postulate, and Teaching Factory is not market-oriented. In conclusion, ecosystem reconstruction requires revitalization of BLUD, teacher returnship, and integration of green-digital curriculum to realize the demographic dividend..

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