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Etika Demokrasi
Published by Universitas Muhammadiyah Makassar
ISSN : 25408763     EISSN : 26154374     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences
JED (Jurnal Etika Demokrasi) bertujuan untuk menyebarkan pemikiran konseptual atau ide, ulasan dan temuan penelitian yang diperoleh di bidang Ilmu Pendidikan Pancasila dan Kewarganegaraan (PPKn). JED (Jurnal Etika Demokrasi) berfokus pada Pendidikan & Pembelajaran; Pendidikan Pancasila; Isu-isu Pembelajaran PPKn; Pendidikan Karakter; Hukum dan Kewarganegaraan; Sosial Politik.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 317 Documents
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Local Democracy in the Kingdom of Balanipa and the Genealogy of Civic Culture Randiawan, Randiawan; Supratman , Andi; Khaedir , Muh.
JED (Jurnal Etika Demokrasi) Vol 11 No 1 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/v3zf5425

Abstract

Studies on local democracy in Indonesia are still dominated by modern institutional perspectives that tend to ignore local wisdom-based political practices, including the experiences of traditional kingdoms in the archipelago. The Balanipa Kingdom in Mandar is one of the local political entities that demonstrates practices of power based on deliberation, customary legitimacy, and collective participation, but it has not been widely studied in the context of political culture and the formation of civic culture. This study aims to analyze the transformation of the political culture of the Balanipa Kingdom from a traditional power structure to the formation of a civic culture among the Mandar people. The research uses a historical-interpretative approach and library research combined with a socio-political genealogy perspective using historical documents and academic studies on political culture and local democracy. The analysis is conducted through historical interpretation and conceptual synthesis to identify the relationship between customary values, government structures, and the civic orientation of the community. The results of the study show that the Balanipa system of government is not an absolute monarchy, but contains deliberative mechanisms through customary institutions such as Appeq Banua Kayyang, which functions as a check on Mara'dia's power. The values of deliberation (sirumung karaya), consensus (assamaturuang), and solidarity (sikalulu) form the participatory and collective political orientation of the community, transforming into a civic culture that shapes social participation and political legitimacy. This study concludes that local democracy has developed historically in the Mandar tradition through customary institutions. The novelty of this research lies in the integration of local political history analysis with political culture and civic culture theory. This study contributes an alternative perspective that Indonesian democracy can be strengthened through the revitalization of local political values as the foundation of substantive democracy based on cultural wisdom
Geopolitics Beyond Recognition: Somaliland, Israel, and the Changing Meaning of Statehood Rizama , Zhizhi Meshach
JED (Jurnal Etika Demokrasi) Vol 11 No 1 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/s5tbax91

Abstract

The evolving relationship between Somaliland and Israel raises urgent questions about how diplomacy beyond formal recognition is reshaping the politics of sovereignty and legitimacy in Africa, particularly in a region governed by strong territorial norms. This study aims to examine the political implications of emerging ties between a non-recognized polity and an established state, and to analyze how recognition operates as a strategic and political instrument rather than a purely legal act. Employing a qualitative case study design, the research relies on official statements, diplomatic communiqués, policy documents, and responses from regional organizations, which are analyzed using thematic analysis and qualitative discourse analysis to trace competing narratives of legitimacy and strategic framing. The findings show that three distinct legitimacy logics structure the interaction: performance-based legitimacy articulated by Somaliland through references to governance, stability, and elections; strategic-security legitimacy advanced by Israel through concerns over maritime security, counterterrorism, and regional influence; and normative-legal legitimacy emphasized by Somalia and regional organizations through the defense of territorial integrity and inherited borders. The study concludes that diplomacy without formal recognition is becoming an increasingly viable modality of geopolitical engagement in the Horn of Africa. The novelty of this research lies in conceptualizing recognition as a layered and contested process that links de facto statehood to regional security logics and norm entrepreneurship. The article contributes to scholarship on unrecognized states and African sovereignty norms while offering policy-relevant insights for regional organizations and external partners engaged in the evolving politics of statehood in the Horn of Africa.
PENDIDIKAN SEKSUAL SUKU TOLOTANG DI KABUPATEN SIDRAP Ruzadi , Andi Syahreza Nugrawan; Awaru , A. Octamaya Tenri; Ahmad, M. Ridwan Said
JED (Jurnal Etika Demokrasi) Vol 11 No 1 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/q89z4p53

Abstract

Pendidikan seksual dalam komunitas Suku Tolotang menghadapi berbagai persoalan mendasar yang menjadikannya isu penting dan mendesak untuk diteliti. Pembicaraan mengenai pendidikan seksual sebagai sesuatu yang membuat banyak orang tua merasa malu, canggung, atau tidak percaya diri untuk menjelaskan isu-isu penting seperti pubertas, menstruasi, batasan tubuh, dan risiko kekerasan seksual. Penelitian ini bertujuan untuk mengetahui; 1) Orang tua memaknai pendidikan seksual di Suku Tolotang Kabupaten Sidrap, 2) Bentuk pendidikan seksual yang diterapkan dalam komunitas Suku Tolotang di Kabupaten Sidrap, 3) Hambatan yang dihadapi dalam pelaksanaan pendidikan seksual di Kalangan Suku Tolotang. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Informan terdiri atas 10 orang yang dipilih secara purposive sampling dengan kriteria tertentu, Orang tua dari suku tolotang yang telah memiliki anak berusia 5-22 tahun dan Anak dari suku tolotang yang berumur 17-22 tahun. Analisis data dilakukan melalui tiga tahap: kondensasi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa: 1) Makna pendidikan seksual di Suku Tolotang adalah; a) pembinaan moral, etika, dan sopan santun dalam pergaulan, b) pendidikan seksual dikaitkan dengan penanaman rasa malu (siri), kehormatan keluarga, serta kepatuhan terhadap norma dan adat yang berlaku, c) seksualitas dipandang sebagai hal yang sensitif dan tabu untuk dibicarakan secara terbuka kepada anak. 2) Bentuk pendidikan seksual yang diterapkan adalah; a) penyampaian nasihat dan larangan terkait pergaulan anak dengan lawan jenis, b) pengawasan dan pengendalian perilaku anak dalam kehidupan sehari-hari oleh orang tua dan keluarga, c) keteladanan orang tua. 3) Hambatan yang dihadapi dalam pelaksanaan pendidikan seksual; a) keterbatasan pengetahuan dan pemahaman orang tua mengenai pendidikan seksual, b) tidak tersedianya pedoman, program dari lembaga pendidikan yang berbasis pada nilai budaya, c) adanya anggapan bahwa pembahasan merupakan hal tabu dan tidak untuk dibicarakan secara terbuka.
Assessing Local Government Policy Implementation for Improving Educational Quality in Coastal Communities Sari, Eka Nofia; Apriani, Fajar; Indarto, Kus; Fagbamila, Akinwumi Samuel
JED (Jurnal Etika Demokrasi) Vol 11 No 1 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7vccfa89

Abstract

This study addresses the persistent inequality in educational quality between coastal and non-coastal regions, where geographic isolation, fragile local economies, and limited public services systematically undermine access to and outcomes of schooling. It specifically analyzes how local government policy is implemented to improve education quality in coastal areas, with particular attention to institutional capacity, governance dynamics, and multi-stakeholder engagement. A qualitative, exploratory research design was employed, combining in-depth interviews with local officials, school leaders, teachers, community figures, and parents, along with field observations and analysis of policy documents and program reports. Data were analyzed through thematic coding and constant comparison, and their credibility was reinforced using source and method triangulation. The findings show that successful policy implementation is strongly shaped by the capacity of local governments to translate national regulations into context-sensitive programs, coordinate relevant actors, and institutionalize collaborative mechanisms with communities, educational institutions, and non-governmental organizations. However, weak inter-agency synergy, inadequate infrastructure, teacher shortages, and low community participation remain critical barriers to improving educational quality in coastal settings. The study concludes that an adaptive, participatory, and locally grounded policy approach is essential to ensure the sustainability and equity of education quality in coastal areas. The novelty of this research lies in its integrated focus on institutional capacity, governance practices, and multi-actor collaboration within the specific socio-geographic context of coastal communities. The results contribute empirically and conceptually to the literature on decentralized education governance and provide practical guidance for local policymakers seeking to reduce territorial disparities in education.
Constructing Social Sanctions as a Preventive Strategy Against Sexual Violence in Indonesian Higher Education: A Mixed-Methods Study Suardi, Suardi; Ramlan, Herdianty; Hashim , Shahrin Bin; Nursalam, Nursalam; Nur , Rahmat; Nur , Hasruddin
JED (Jurnal Etika Demokrasi) Vol 11 No 1 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/drsav665

Abstract

Sexual violence in higher education remains a persistent structural problem that cannot be effectively mitigated through legal and bureaucratic mechanisms alone, especially in contexts where cultural and institutional norms inhibit reporting and accountability. This study aims to examine how members of an academic community construct and negotiate the meaning of social sanctions as preventive instruments against sexual violence on campus. Employing a sequential explanatory mixed-method design at Universitas Muhammadiyah Makassar, the research first conducted semi-structured qualitative interviews with students, faculty, and university leaders to explore shared understandings, moral reasoning, and perceived barriers surrounding social sanctions. These themes then informed the development of a quantitative survey, which was administered to a broader sample and analyzed using non-parametric statistical techniques. The findings reveal a strong consensus that social sanctions function as effective normative controls when they are applied consistently, transparently, and in ways perceived as procedurally just and morally legitimate by the campus community. Quantitative results further demonstrate significant positive associations between perceptions of consistent sanctioning by faculty and institutional leaders and the overall acceptance of social sanctions as a legitimate preventive mechanism. These results suggest that institutional integrity, value-based education, and participatory community engagement are critical for sustaining effective prevention of sexual violence. The novelty of this research lies in foregrounding socially constructed sanctions—rather than legalistic responses—as the central analytic lens in a Global South university context using a mixed-method approach. The study contributes conceptually and practically by offering an empirically grounded framework to guide universities and policymakers in designing community-based, value-driven strategies to prevent sexual violence on campus.
Isu Global Hak Asasi Manusia Negara Afrika Selatan: Sumbangsih Bagi Pendidikan Kewarganegaraan (PKn) di Indonesia Salsa Shabrina Putri; Fathurrohman Fathurrohman; Wuri Wuryandani
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/nmbnzn31

Abstract

Penelitian ini bertujuan untuk menganalisis pelanggaran Hak Asasi Manusia (HAM) pada masa rezim apartheid di Afrika Selatan serta merefleksikan relevansinya terhadap penguatan Pendidikan Kewarganegaraan (PKn) di Indonesia. Penelitian menggunakan metode kajian pustaka dengan pendekatan struktural, yang menelaah secara sistematis literatur terkait konteks historis apartheid, mekanisme rekonsiliasi, dan implikasi pedagogisnya. Hasil menunjukkan bahwa apartheid menginstitusionalisasi diskriminasi rasial melalui kebijakan hukum dan politik yang menimbulkan pelanggaran HAM secara sistemik. Sebagai respons, Afrika Selatan membentuk Truth and Reconciliation Commission serta mengintegrasikan nilai-nilai Ubuntu dalam pendidikan untuk membangun kewarganegaraan demokratis dan pemulihan sosial. Temuan ini memberikan refleksi penting bagi PKn di Indonesia sebagai sarana membangun kesadaran hukum, sikap demokratis, dan nilai kemanusiaan peserta didik. Simpulan dari penelitian ini menekankan bahwa PKn tidak hanya berfungsi sebagai media penyampaian pengetahuan, tetapi juga sebagai ruang pembentukan warga negara yang kritis, partisipatif, dan beretika dalam menegakkan HAM.
The Pan-African Parliament’s Unfinished Legislative Mandate and the Sovereignty Challenge of Its Continental Legislative Diplomacy Zhizhi Meshach Rizama; Abah Innocent; Zhizhi Emmanuel Jiruma
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/syydkp48

Abstract

This study examines how the Pan-African Parliament (PAP) exercises legislative diplomacy without formal legislative authority, why African Union member states withhold ratification of the 2014 Malabo Protocol, and what this reveals about sovereignty and regional integration. Employing a qualitative case study design, the research analyzes 67 documents including official AU and PAP records, member state communications, and academic literature spanning 2004 to 2025. Through thematic analysis and qualitative content analysis using deductive and inductive coding, the study identifies three key findings. First, the PAP has developed a modality of "functional supranationalism," exercising practical influence via election observation, model law production, oversight hearings, and inter-parliamentary advocacy despite lacking binding legislative powers. Second, member states deploy "ratification sovereignty" strategically withholding ratification while sustaining budgetary and electoral engagement to preserve national leverage and avoid binding authority transfer. Third, the PAP's trajectory reveals that African integration proceeds through hybrid functional arrangements rather than constitutional supranationalism. The study contributes to theories of legislative diplomacy and treaty politics by demonstrating that parliamentary influence can accumulate through functional authority and norm entrepreneurship without formal competence, and by conceptualizing non-ratification as an active diplomatic resource rather than a passive procedural delay.
THE ROLE OF SCHOOL PRINCIPALS’ LEADERSHIP IN IMPROVING EARLY CHILDHOOD EDUCATION (ECE) TEACHER COMPETENCE Sinta; Asma Kurniati; Siti Misra Susanti; Ratna Said
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/zbmjpp49

Abstract

The urgency of this study arises from the suboptimal competence of early childhood education (ECE) teachers, which is influenced by variations in school principals’ leadership quality, and from the lack of a comprehensive synthesis of previous research findings on the relationship between these two variables. This study aims to analyze the role of school principals’ leadership in improving ECE teachers' competence and to identify effective leadership strategies informed by prior research. The method employed is a Systematic Literature Review (SLR) with a descriptive approach, utilizing data sources in the form of scientific articles indexed in SINTA 1,  2 and 3 obtained through Google Scholar, and analyzed using content analysis techniques guided by the PRISMA framework. The results indicate that school principals’ leadership plays a significant role as an academic supervisor, motivator, and facilitator in enhancing teacher competence and implementing strategies such as academic supervision, teacher empowerment, and the creation of a collaborative work environment. These findings suggest that the effectiveness of school leadership directly contributes to improving the quality of early childhood education learning. The novelty of this study lies in the systematic integration of empirical findings through an SLR, providing a comprehensive overview of the roles and strategies of school leadership. This study contributes theoretically to the development of educational leadership studies and, in practice, as a basis for formulating policies and strategies to improve ECE teacher competence.
Early Childhood Education Teacher Creativity Development Strategies as 21st Century Skills Musnia Musnia; Asma Kurniati; Hartati Hartati
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/a9js6q56

Abstract

The development of early childhood education teachers’ creativity is a critical issue in preparing young learners to acquire 21st-century competencies, particularly creative thinking, communication, collaboration, and critical thinking. However, previous studies on strategies for enhancing teacher creativity remain fragmented, creating a need for a systematic synthesis that can guide professional development in early childhood education contexts. This study aims to identify, analyze, and synthesize strategies for developing early childhood education teachers’ creativity as a 21st-century skill. This research employed a Systematic Literature Review approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework. The review process consisted of identification, screening, eligibility assessment, and inclusion stages. A total of 72 articles were initially identified from relevant early childhood education journals, and nine articles that met the inclusion criteria were selected for further analysis. The selected articles were examined using content analysis by identifying key findings, classifying recurring themes, and synthesizing strategy patterns related to teacher creativity development. The findings reveal that early childhood education teachers’ creativity can be strengthened through continuous professional training, mentoring, creative and contextual learning media, loose parts-based activities, arts integration, STEAM-based learning, project-based play, and empowering leadership. These strategies support teachers in designing innovative, adaptive, meaningful, and child-centered learning experiences. The study concludes that teacher creativity is not merely an individual attribute, but a professional competency that can be systematically developed through pedagogical innovation and institutional support. The novelty of this study lies in its synthesis of scattered empirical findings into an integrated framework aligned with 21st-century competencies. This study contributes to the development of evidence-based references for teacher professional development and creative learning practices in early childhood education.
Improving Inclusive Services in Educational Units Focusing on Children with Special Needs in Bontang City Okto Arbianta Hutahaean; Aji Ratna Kusuma; Santi Rande; Estefanie R. Cortez
JED (Jurnal Etika Demokrasi) Vol 11 No 2 (2026): JED (Jurnal Etika Demokrasi)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/brja0f09

Abstract

This study investigates the improvement of inclusive education services for children with special needs in Bontang City, Indonesia, with emphasis on teacher capacity, adaptive curriculum implementation, disability-friendly infrastructure, and stakeholder collaboration. A descriptive qualitative design was applied to examine how inclusive education policies are translated into service practices at the local level. Data were collected through observation, semi-structured interviews from the Education and Culture Office, inclusive schools, parents, and supporting institutions, and documentation of relevant policy and school records. The data were analyzed using qualitative procedures involving data reduction, data display, thematic coding, and conclusion drawing. The findings indicate that technical guidance and teacher training were perceived to improve teachers’ readiness to identify student needs and apply differentiated instruction. Curriculum adaptation was reflected in modified learning indicators, lesson plans, assessment criteria, and individualized support based on psychological assessment. Infrastructure development was demonstrated through the Autism Service Center, school accessibility facilities, and assistive learning resources, although distribution across schools remained uneven. Stakeholder collaboration involved local government, schools, parents, psychologists, and community organizations. The study contributes a locally grounded framework for strengthening inclusive education services through integrated pedagogical, institutional, infrastructural, and collaborative strategies.

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