Garuda - Garba Rujukan Digital

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

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.

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..

REKONSILIASI PENDIDIKAN VOKASI DAN SINERGI LINK-AND-MATCH 2.0: STUDI SINKRONISASI KURIKULUM SMK DENGAN KEBUTUHAN INDUSTRI EKONOMI NASIONAL DI ERA DIGITAL Hertanto, Yudhi
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan 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/manajerial.v6i1.9531

This study aims to analyze the transformation of vocational education through the Link-and-Match 2.0 policy and the effectiveness of curriculum synchronization in Vocational High Schools (SMK) with the needs of the national economic industry in the digital era. This research employs a descriptive qualitative approach using literature review and document analysis of government regulations, previous studies, and labor market statistics. The analysis is conducted from philosophical, sociological, and pedagogical perspectives to identify structural problems in Indonesia’s vocational education system. The findings indicate that although regulations such as Presidential Instruction No. 9 of 2016 and Presidential Regulation No. 68 of 2022 provide a strong legal framework, the unemployment rate of SMK graduates remains the highest, reaching 8.63% in 2025. This condition is mainly caused by skills mismatch, limited educator capacity, and slow curriculum adaptation to digital technological developments. The implementation of the 8+i concept has proven to be a key strategy in strengthening substantive collaboration between schools and industry. Adaptive curriculum synchronization, enhancement of teachers’ competencies in artificial intelligence and programming, and the strengthening of ICT infrastructure are essential factors in developing relevant and competitive vocational education toward Indonesia Emas 2045. ABSTRAK Penelitian ini bertujuan untuk menganalisis transformasi pendidikan vokasi melalui kebijakan Link-and-Match 2.0 serta efektivitas sinkronisasi kurikulum Sekolah Menengah Kejuruan (SMK) dengan kebutuhan industri ekonomi nasional di era digital. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi literatur dan analisis dokumen terhadap regulasi pemerintah, hasil penelitian terdahulu, serta data statistik ketenagakerjaan. Analisis dilakukan dari perspektif filosofis, sosiologis, dan pedagogis untuk mengidentifikasi problem struktural pendidikan vokasi di Indonesia. Hasil penelitian menunjukkan bahwa meskipun regulasi seperti Inpres No. 9 Tahun 2016 dan Perpres No. 68 Tahun 2022 telah memberikan landasan hukum yang kuat, tingkat pengangguran lulusan SMK masih menjadi yang tertinggi, yaitu 8,63% pada tahun 2025. Kondisi ini disebabkan oleh skill mismatch, keterbatasan kapasitas pendidik, serta lambatnya adaptasi kurikulum terhadap perkembangan teknologi digital. Implementasi konsep 8+i terbukti menjadi strategi kunci dalam memperkuat kolaborasi substantif antara sekolah dan industri. Sinkronisasi kurikulum yang bersifat adaptif, peningkatan kompetensi guru dalam bidang kecerdasan artifisial dan pemrograman, serta penguatan infrastruktur TIK menjadi faktor utama dalam mewujudkan pendidikan vokasi yang relevan dan berdaya saing menuju Indonesia Emas 2045.

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.

Title

Found 11 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 11 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search