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All Journal Journal of Civic Education Global Education Journal
Putu Ega Yudia Mastika
Cendekia Harapan School, Bali
Education Social Sciences Other

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Chaos in Freedom: Understanding Positive and Negative Freedom through Classroom Disorder and Montessori Education Kalea Humayraa Nasution; Putu Ega Yudia Mastika
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1461

Abstract

Freedom is commonly associated with choice, agency, and personal growth, yet everyday classroom experience shows that freedom without structure can quickly become disorder. This study examines how freedom can be used responsibly in educational settings by interpreting a classroom incident of disruption through Isaiah Berlin’s distinction between positive and negative liberty and Maria Montessori’s principle of freedom within order. The study asks three questions: why freedom sometimes leads to disorder in group settings, how rules and guidance make freedom meaningful, and what educational insight can be drawn from Berlin and Montessori for managing freedom productively. Using a qualitative design, the study draws on classroom observation, a focused literature review, and Socratic interviews with five classmates. The findings indicate that unstructured freedom initially produced excitement but rapidly evolved into noise, confusion, and reduced mutual consideration. Interpreted through Berlin, the classroom displayed “freedom to” act without sufficient “freedom from” disruption. Interpreted through Montessori, the episode illustrates that choice becomes educationally valuable only within a prepared environment shaped by norms, routines, and responsibility. The study contributes a child-centered and theoretically grounded account of why rules do not necessarily limit freedom, but can instead make meaningful freedom possible in classroom life.
Students’ Perceptions of Fairness, Human Rights, and Conflict in Papua: A Civic Education Study Jevan Alzayn Edwin Saaluddin; Putu Ega Yudia Mastika
Journal of Civic Education Vol 9 No 2 (2026): Journal of Civic Education
Publisher : Jurusan Ilmu Sosial Politik, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jce.v9i2.1245

Abstract

This study examines how a contested national issue can be used as a civic education context for discussing fairness, human rights, and conflict. Using an exploratory qualitative descriptive design, the study combines purposive document analysis of public texts on Papua, justice, human rights, and peace with a school-based questionnaire administered to 18 respondents, most of whom were upper primary students. Four Likert-type items were used to capture perceptions of equal rights, mutual respect, fairness, and the relationship between injustice and conflict in Papua. The document data were analyzed through thematic grouping, while the questionnaire data were summarized using descriptive tabulation. The findings show that agreement and strong agreement dominated across all four items. Respondents strongly endorsed equal human rights, associated justice with fair treatment without discrimination, viewed mutual respect as relevant to conflict prevention, and tended to relate the Papua conflict to perceived injustice, although with greater neutrality on the Papua-specific item. The study contributes to civic education by showing that difficult national issues can be translated into age-appropriate, dialogic, and evidence-informed learning about rights, dignity, recognition, and peaceful coexistence.
Co-Authors Jevan Alzayn Edwin Saaluddin Kalea Humayraa Nasution