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Pendidikan Hukum bagi Calon Hakim dalam Tradisi Common Law dan Civil Law: Pelajaran dari Harvard dan Utrecht Siti Rohmah; Nur Chanifah; Muhammad Sulthon Zulkarnain; Moh. Anas Kholish; Ahmad Qirom As-Suvi
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.824

This article examines the formulation of legal education for prospective judges through a comparative analysis of the Common Law and Civil Law traditions. The study draws institutional insights from Harvard Law School and Utrecht University School of Law as representative models of two major paradigms of global legal education. Using a library research approach with a juridical-comparative orientation, the research analyzes contemporary academic literature and studies on judicial education to explore epistemological and methodological differences in the formation of judges. The findings indicate that the Common Law tradition emphasizes case-based learning, Socratic dialogue, and experiential approaches that develop argumentative and pragmatic reasoning skills. In contrast, the Civil Law tradition prioritizes doctrinal analysis grounded in legal codification and the integration of academic education with professional judicial training to ensure interpretative consistency and legal certainty. Rather than demonstrating the superiority of one system, these differences highlight the importance of an integrative model of judicial education. The study argues that combining case-based reasoning with doctrinal coherence can provide the foundation for a hybrid judicial education model that supports both justice and legal certainty in contemporary judicial systems. Artikel ini menganalisis formulasi pendidikan hukum bagi calon hakim melalui kajian komparatif antara tradisi Common Law dan Civil Law. Kajian ini mengambil pelajaran institusional dari Harvard Law School dan Utrecht University School of Law sebagai representasi dua paradigma utama pendidikan hukum global. Penelitian menggunakan pendekatan library research dengan karakter yuridis-komparatif melalui analisis literatur akademik mutakhir dan studi tentang pendidikan yudisial untuk menelaah perbedaan epistemologis dan metodologis dalam pembentukan hakim. Hasil penelitian menunjukkan bahwa tradisi Common Law menekankan pembelajaran berbasis kasus melalui case method, Socratic dialogue, dan pendekatan berbasis pengalaman yang membentuk kemampuan argumentatif dan penalaran pragmatis. Sebaliknya, tradisi Civil Law lebih menekankan pendekatan doktrinal berbasis kodifikasi hukum serta integrasi pendidikan akademik dengan pelatihan profesi yudisial guna menjaga konsistensi interpretasi dan kepastian hukum. Perbedaan tersebut menunjukkan pentingnya model pendidikan hakim yang bersifat integratif. Penelitian ini menegaskan bahwa sintesis antara case-based reasoning dan doctrinal coherence dapat menjadi dasar bagi model pendidikan hakim hibrid yang mampu mendukung keadilan sekaligus kepastian hukum dalam sistem peradilan modern.

Rekonstruksi Pendidikan Karakter Anak Usia Dini melalui Filosofi Jouer dalam Model Pembelajaran Atelier Latifatul Khasanah
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.829

Early Childhood Education (ECE) practices in Indonesia face challenges due to the dominance of an academic paradigm that emphasizes premature literacy and numeracy skills, potentially overlooking the essence of play as a medium for character formation. This article aims to offer a perspective on reconstructing character education through the integration of the jouer philosophy within the Atelier learning model. The study employs a literature review combined with critical reflection on early childhood education practices in Belgium. The analysis shows that within Atelier pedagogy, character formation develops through trajectories of play—jouer pour jouer, jouer pour imiter et s’exprimer, jouer pour construire, and jouer avec des règles—which nurture values such as independence, empathy, creativity, responsibility, and intrinsic discipline. This model also transforms the role of educators into facilitators who design the learning environment as a “third teacher.” In the Indonesian context, opportunities for adaptation are open through the use of loose parts from local materials and the development of project-based learning that utilizes the surrounding environment. This approach suggests that character education in early childhood becomes more effective when play is positioned as a meaningful and contextual learning experience. Praktik Pendidikan Anak Usia Dini (PAUD) di Indonesia menghadapi tantangan berupa dominasi paradigma akademik yang menekankan kemampuan membaca, menulis, dan berhitung secara prematur sehingga berpotensi mengabaikan hakikat bermain sebagai medium pembentukan karakter anak. Artikel ini bertujuan untuk menawarkan perspektif mengenai rekonstruksi pendidikan karakter melalui integrasi filosofi jouer dalam model pembelajaran Atelier. Penelitian ini menggunakan metode studi pustaka disertai refleksi kritis terhadap praktik pendidikan anak usia dini di Belgia. Hasil analisis menunjukkan bahwa dalam pedagogi Atelier, pembentukan karakter berkembang melalui trajektori bermain—jouer pour jouer, jouer pour imiter et s’exprimer, jouer pour construire, dan jouer avec des règles—yang menumbuhkan nilai kemandirian, empati, kreativitas, tanggung jawab, dan disiplin intrinsik. Model ini juga mentransformasi peran pendidik menjadi fasilitator yang merancang lingkungan belajar sebagai “guru ketiga”. Dalam konteks Indonesia, peluang adaptasi terbuka melalui pemanfaatan loose parts dari bahan lokal serta pengembangan pembelajaran berbasis proyek yang memanfaatkan lingkungan sekitar. Pendekatan ini menunjukkan bahwa pendidikan karakter pada anak usia dini lebih efektif ketika bermain ditempatkan sebagai pengalaman belajar yang bermakna dan kontekstual.

Internalisasi Nilai-Nilai Pendidikan Islam melalui Pepali Ki Ageng Selo dalam Penguatan Kohesi Sosial Masyarakat Nur Subhan; Ghufron Hamzah; Fitria Martanti; Jaiz Jamalullael
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1301

The dynamics of the globalized era have the potential to trigger identity crises and weaken social cohesion in society. This condition demands an ethical foundation based on local wisdom capable of maintaining social harmony. This study aims to analyze the educational values of Islam contained in Pepali Ki Ageng Selo, their internalization process, and their contribution to strengthening social cohesion among the community in Selo Village, Tawangharjo District, Grobogan Regency. This study employed a qualitative approach with an ethnographic design. Research subjects were selected through purposive sampling, consisting of the Village Head, Traditional Leaders (juru kunci), Religious Leaders, and local community members. Data were collected through participatory observation, in-depth interviews, and documentation. Data validity was tested using source and method triangulation, while data analysis applied the interactive model of Miles, Huberman, and Saldaña (data reduction, data display, and conclusion drawing/verification). The results indicate that Pepali Ki Ageng Selo contains core Islamic educational values, such as taqwa (godliness), tasamuh (tolerance), ihsan (goodness), and qanaah (contentment). The internalization of these values occurs through exemplary methods (uswatun hasanah), unification of family education, and habituation of customary rituals that do not contradict Islamic law. This internalization serves as a social glue that effectively prevents horizontal conflicts, maximizes solidarity, and strengthens inter-citizen tolerance. These findings confirm that local wisdom based on Islam Nusantara is relevant as a sustainable cultural instrument for building community social cohesion. Dinamika era globalisasi berpotensi memicu krisis identitas dan pelemahan kohesi sosial di tengah masyarakat. Kondisi ini menuntut adanya fondasi etis berbasis kearifan lokal yang mampu menjaga keharmonisan sosial. Penelitian ini bertujuan untuk menganalisis kandungan nilai-nilai pendidikan Islam dalam Pepali Ki Ageng Selo, proses internalisasinya, serta kontribusinya terhadap penguatan kohesi sosial masyarakat di Desa Selo, Kecamatan Tawangharjo, Kabupaten Grobogan. Penelitian ini menggunakan pendekatan kualitatif dengan desain etnografi. Subjek penelitian ditentukan secara purposive sampling, meliputi Kepala Desa, Tokoh Adat (juru kunci), Tokoh Agama, dan masyarakat setempat. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Keabsahan data diuji menggunakan triangulasi sumber dan metode, sedangkan analisis data menerapkan model interaktif Miles, Huberman, dan Saldaña (reduksi data, penyajian data, dan penarikan kesimpulan). Hasil penelitian menunjukkan bahwa Pepali Ki Ageng Selo memuat nilai-nilai pendidikan Islam utama seperti taqwa, tasamuh (toleransi), ihsan, dan qanaah. Internalisasi nilai-nilai tersebut berlangsung melalui metode keteladanan (uswatun hasanah), unifikasi pendidikan keluarga, serta pembiasaan ritual adat yang tidak bertentangan dengan syariat Islam. Internalisasi ini berfungsi sebagai perekat sosial (social glue) yang efektif mencegah konflik horizontal, memaksimalkan solidaritas, dan memperkuat toleransi antarwarga. Temuan ini menegaskan bahwa kearifan lokal berbasis Islam Nusantara relevan dijadikan instrumen kultural yang berkelanjutan dalam membangun kohesi sosial masyarakat.

Rekonstruksi Konsep Mutu Murid dalam Perspektif Pendidikan Islam Nurwahida Nurwahida; Nursalam Siradjuddin; Andi Aisa; Nurul Hidayati Murtafiah; Samsuddin Samsuddin
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1303

The paradigm of student quality in educational practice still tends to focus on academic achievement, cognitive competence, and technical skills, thereby not yet fully accommodating spiritual, moral, and character dimensions as the essential goals of education. This article aims to reconstruct the concept of student quality from an Islamic educational perspective by formulating a conceptual model that integrates faith (iman), knowledge ('ilm), Islamic character (akhlaq), and good deeds ('amal) as indicators of student quality. This study employs a qualitative approach through library research. Data were gathered from the Qur'an, Hadith, classical Islamic educational literature, as well as relevant scientific articles and books published within the last ten years. Data analysis was conducted using content analysis and conceptual synthesis to construct an integrative theoretical framework. The results indicate that student quality in Islamic education is a multidimensional construct built upon four primary dimensions: faith as the spiritual foundation, knowledge as intellectual competence, Islamic character as the manifestation of internalized values, and good deeds as behavioral actualization. Based on this reconstruction, the article proposes a conceptual implementation model through teacher role modeling, religious habits, the integration of character values in learning, an Islamic school culture, school–family–community collaboration, and character evaluation as a quality assurance system. This model enriches the theoretical landscape of Islamic education while providing a conceptual framework for developing a more holistic, integrative student quality assurance system that is relevant to contemporary educational challenges. Paradigma mutu murid dalam praktik pendidikan masih cenderung berorientasi pada capaian akademik, kompetensi kognitif, dan keterampilan teknis, sehingga belum sepenuhnya mengakomodasi dimensi spiritual, moral, dan karakter sebagai tujuan hakiki pendidikan. Artikel ini bertujuan merekonstruksi konsep mutu murid dalam perspektif pendidikan Islam dengan merumuskan model konseptual yang mengintegrasikan iman, ilmu, karakter Islami, dan amal sebagai indikator mutu peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Data diperoleh dari Al-Qur'an, Hadis, literatur klasik pendidikan Islam, serta artikel ilmiah dan buku relevan yang diterbitkan dalam sepuluh tahun terakhir. Analisis data dilakukan melalui analisis isi (content analysis) dan sintesis konseptual untuk membangun kerangka teori yang integratif. Hasil penelitian menunjukkan bahwa mutu murid dalam perspektif pendidikan Islam merupakan konstruksi multidimensional yang dibangun atas empat dimensi utama, yaitu iman sebagai fondasi spiritual, ilmu sebagai kompetensi intelektual, karakter Islami sebagai manifestasi internalisasi nilai, dan amal sebagai aktualisasi perilaku. Berdasarkan rekonstruksi tersebut, artikel ini menawarkan model konseptual implementasi mutu murid melalui keteladanan guru, pembiasaan keagamaan, integrasi nilai karakter dalam pembelajaran, budaya sekolah Islami, kolaborasi sekolah–keluarga–masyarakat, serta evaluasi karakter sebagai sistem penjaminan mutu. Model ini memperkaya khazanah teori pendidikan Islam sekaligus memberikan kerangka konseptual bagi pengembangan sistem penjaminan mutu murid yang lebih holistik, integratif, dan relevan dengan tantangan pendidikan kontemporer.

Community-Based Tolerance Education: The Role of Village Government and Community Leaders in a Multi-Religious Community Lita Suryaningsih; Mufida Aulia Asrofi; Agus Nur Ismail; Dinda Astiya Ningsih; Ali Sholihin; Siti Faiq Qotul Nurla Hidariyanti
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.1324

This study aims to analyze community-based tolerance education in Patoman Village, Banyuwangi, focusing on the forms and practices of tolerance education, the roles of the Village Government and Community Leaders as educational actors or facilitators, and the process of transmitting and shaping tolerance values through social interactions and interfaith activities. Using a descriptive qualitative approach, data were gathered through direct observation, in-depth interviews, and documentation. The findings indicate that tolerance education takes place dynamically within the community's social space through socialization, interactive dialogues, mutual assistance (gotong royong), and interfaith youth activities. The Village Government functions as a learning environment facilitator providing regulations and mediation spaces, whereas Community and Religious Leaders act as informal educational agents and role models through exemplary conduct and guidance. Tolerance values are transmitted through respect for religious boundaries and active collaboration in public affairs. Although facing challenges such as differing doctrinal interpretations and potential external political provocations, the synergy of local leadership and strong social capital proves effective in maintaining interfaith harmony amidst diversity. Penelitian ini bertujuan untuk menganalisis pendidikan toleransi berbasis masyarakat di Desa Patoman, Banyuwangi, dengan berfokus pada bentuk dan praktik pendidikan toleransi, peran Pemerintah Desa dan Tokoh Masyarakat sebagai aktor atau fasilitator pendidikan, serta proses transmisi dan pembentukan nilai toleransi melalui interaksi sosial dan kegiatan lintas agama. Menggunakan pendekatan kualitatif dengan metode deskriptif, data penelitian dikumpulkan melalui observasi langsung, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendidikan toleransi berlangsung secara dinamis dalam ruang sosial masyarakat melalui sosialisasi, dialog interaktif, gotong royong, dan kegiatan pemuda lintas iman. Pemerintah Desa berperan sebagai fasilitator lingkungan pembelajaran yang menyediakan regulasi dan ruang mediasi, sementara Tokoh Masyarakat bertindak sebagai agen pendidikan informal sekaligus role model melalui keteladanan dan nasihat. Nilai toleransi ditransmisikan melalui penghormatan batas-batas ajaran keagamaan serta kerja sama aktif dalam kegiatan sosial. Kendati dihadapkan pada tantangan seperti perbedaan penafsiran ajaran dan potensi provokasi dari luar desa, sinergi kepemimpinan lokal dan modal sosial yang kuat terbukti efektif dalam merawat kerukunan di tengah kemajemukan.

Association between the Two Stay Two Stray Cooperative Learning Model, Learning Preferences, and Cognitive Outcomes in Pancasila Education Ning Azizah Nursyah; Vieza Syirina Salwa; Hellina Cindy Yolalita; Abida Ardelia; Nita Humaidah; Evie Desy Safitri
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.1325

This study aims to analyze the association between the implementation of the Two Stay Two Stray (TSTS) cooperative learning model, along with students' learning preferences, and cognitive learning outcomes in Pancasila Education among Grade XI students at SMAN 1 Banyuwangi. This intervention addressed low academic achievement caused by teacher-centered learning dominance. Employing a non-experimental associative quantitative design, the study involved a sample of 72 students selected via purposive sampling. Data were collected through learning preference questionnaires, structured observation sheets, and cognitive test scores. Inferential data analysis was conducted using non-parametric statistics, specifically the Pearson Chi-Square test and Contingency Coefficient. The results revealed a marked improvement in students' average scores, increasing from 76 to 90, with the minimum score baseline rising from 62 to 85. The Chi-Square test confirmed a statistically significant association between the studied variables (Chi-Square = 4.192, p = 0.041 < 0.05). A Contingency Coefficient value of 0.235 indicated a moderate strength of association. This association aligns with the preferences of the majority of students who favor group learning modes (61.1%) and practical-kinesthetic understanding (36.1%). Consequently, the TSTS syntax is shown to align well with diverse learning modalities in facilitating the mastery of cognitive learning outcomes in Pancasila Education. Penelitian ini bertujuan untuk menganalisis keterkaitan antara penerapan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) serta preferensi belajar peserta didik terhadap ketuntasan hasil belajar kognitif Pendidikan Pancasila kelas XI SMAN 1 Banyuwangi. Intervensi ini dilakukan untuk mengatasi rendahnya ketuntasan belajar akibat dominasi metode pembelajaran searah (teacher-centered). Penelitian ini menggunakan desain kuantitatif asosiatif non-eksperimental dengan sampel sebanyak 72 peserta didik yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan angket preferensi belajar, lembar observasi terstruktur, dan dokumentasi tes hasil belajar kognitif. Data dianalisis secara inferensial menggunakan statistik non-parametrik Pearson Chi-Square dan uji Koefisien Kontingensi (Contingency Coefficient). Hasil penelitian menunjukkan peningkatan nilai rata-rata peserta didik dari 76 menjadi 90, dengan batas nilai minimum melompat dari 62 menjadi 85. Pengujian Chi-Square mengonfirmasi keberadaan hubungan yang signifikan secara statistik antara variabel yang diteliti (Chi-Square = 4.192, p = 0.041 < 0.05). Nilai Koefisien Kontingensi sebesar 0,235 mengindikasikan tingkat kekuatan asosiasi berada pada kategori moderat. Keberadaan asosiasi ini sejajar dengan karakteristik mayoritas peserta didik yang menyukai moda belajar kelompok (61,1%) serta gaya pemahaman kinestetik-praktis (36,1%). Oleh karena itu, sintaks TSTS terbukti berkesesuaian dalam memfasilitasi keberagaman modalitas belajar peserta didik guna meningkatkan ketuntasan hasil belajar Pendidikan Pancasila.

Multicultural Value Transmission via the Saulak Tradition: A Community-Based Education Practice in Kampung Mandar Badrud Tamam Ulumudin; Virda Hana Maulidya; Maryam Hanna; Qurrota Ayunina; Moh Dadan Wijaya; Cardina Apriliani
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1326

This study aims to analyze the process of transmitting multicultural knowledge and values, the forms of community participation, and the sustainability challenges of the Saulak Tradition in Kampung Mandar, Banyuwangi Regency. Utilizing a descriptive qualitative approach, data were gathered through participatory observation, in-depth interviews with key informants (Pasilli, youth, and community leaders), and documentation, analyzed while considering validity through triangulation. The research findings demonstrate that the Saulak Tradition functions as a community-based intergenerational pedagogical space (community-based education). Multicultural knowledge and values are taught through active participation (situated learning) across the ritual proceedings. This study identifies the internalization of democratic values (through deliberative practices), humanism (through mutual cooperation and respect for human dignity), as well as tolerance and pluralism (manifested through the participation of non-Mandarese ethnicities, such as the Javanese and Madurese). Although the sustainability of this value transmission faces challenges from modernization, technological disruption, youth mobility, and religious misunderstandings, it persists due to collective cultural-spiritual bonds. The theoretical implications of this study emphasize that multicultural competence is a community-based capability learned contextually through engagement in meaningful social practices. Penelitian ini bertujuan untuk menganalisis proses pewarisan pengetahuan dan nilai-nilai multikultural, bentuk partisipasi masyarakat, serta tantangan keberlanjutan Tradisi Saulak di Kampung Mandar, Kabupaten Banyuwangi. Menggunakan pendekatan kualitatif deskriptif, data diperoleh melalui observasi partisipatif, wawancara mendalam dengan informan kunci (Pasilli, pemuda, dan tokoh masyarakat), serta dokumentasi, yang dianalisis dengan mempertimbangkan keabsahan triangulasi. Temuan penelitian menunjukkan bahwa Tradisi Saulak berfungsi sebagai ruang pedagogis intergenerasional berbasis masyarakat (community-based education). Pengetahuan dan nilai multikultural diajarkan melalui partisipasi aktif (situated learning) dalam rangkaian ritual. Studi ini mengidentifikasi terinternalisasinya nilai demokrasi (melalui musyawarah), humanisme (melalui gotong royong dan pemuliaan harkat manusia), serta toleransi dan pluralisme (yang terwujud dari partisipasi etnis non-Mandar seperti Jawa dan Madura). Keberlanjutan transmisi nilai ini dihadapkan pada tantangan modernisasi, disrupsi teknologi, mobilitas pemuda, dan benturan pemahaman keagamaan, tetapi tetap bertahan berkat ikatan kultural-spiritual kolektif. Implikasi teoretis penelitian ini menegaskan bahwa kompetensi multikultural merupakan kapabilitas berbasis komunitas yang dipelajari secara kontekstual melalui keterlibatan dalam praktik sosial bermakna.

Formulating the Fiqh of Diversity as a Basis for Peace Education: A Case Study of Islamic Religious Education at Universitas Brawijaya Moh. Anas Kholish; Siti Rohmah; Nur Chanifah; Aditya Putra Harwanto; Anisa Al-Azizi
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1310

This study aims to investigate and identify the construction of the fiqh of diversity (fikih kebhinnekaan) in Islamic Religious Education (PAI) learning at Universitas Brawijaya. Furthermore, it seeks to examine and analyze the formulation of fiqh of diversity within PAI learning in fostering attitude of harmony amidst the diverse school of jurisprudence (madhhab) backgrounds among students. Using a case study approach, data were collected through participant observation, in-depth interviews, and documentation. The findings indicate two key points: First, in the construction of PAI lecturers, fiqh diversity is viewed as a universal necessity that must be met with tolerance, thereby enabling the effective implementation of peace education through PAI courses. Second, the formulation of fiqh of diversity education through PAI learning at Universitas Brawijaya is reflected in a curriculum design that avoids any discriminatory elements (SARA). This curriculum design is grounded in the universal values of Islamic teachings, including the spirits of justice, freedom, humanity, egalitarianism, peace, brotherhood, and compassion. Through the formulation of these values, peace education is successfully cultivated at Universitas Brawijaya. Beyond curriculum design, this formulation is also expressed through the learning materials in the PAI textbook (Buku Daras PAI) and the learning evaluation framework, which avoids sectarian bias. The PAI learning evaluation is oriented toward transcending the primordial boundaries of Islamic mass organizations and extra-campus student organizations. Penelitian ini bertujuan untuk mengetahui dan mengidentifikasi konstruksi fikih kebhinnekaan pada pembelajaran PAI di Universitas Brawijaya. Selain itu, penelitian ini juga bertujuan untuk mengidentifikasi dan menganalisis formulasi fikih kebhinnekaan pada pembelajaran PAI dalam menumbuhkan sikap harmoni di tengah varian madzhab fikih mahasiswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan studi kasus dengan menjadikan observasi partisipan, wawancara mendalam, dan dokumentasi sebagai basis teknik pengumpulan datanya. Temuan penelitian ini adalah: Pertama, Dalam konstruksi Dosen PAI, kebhinnekaan fikih merupakan keniscayaan universal yang harus disikapi secara toleran, sehingga pendidikan damai melalui mata kuliah PAI dapat terimplementasi dengan baik. Kedua, formulasi pendidikan fikih kebhinnekaan melalui pembelajaran PAI di Universitas Brawijaya terlihat pada desain kurikulum yang tidak memuat unsur SARA di dalamnya. Desain kurikulum fikih kebhinnekaan didasarkan pada nilai-nilai universalitas ajaran Islam seperti spririt keadilan, kebebasan, kemanusiaan, egalitarianisme, perdamaian, persaudaraan, dan kasih-sayang. Melalui formulasi nilai-nilai tersebut, pendidikan damai di Universitas Brawijaya dapat tersemai dengan baik. Selain desain kurikulum, formulasi pendidikan fikih kebhinnekaan juga diekspresikan dalam bentuk materi-materi yang ada dalam buku Daras PAI. Formulasi fiqih kebhinnekaan juga terekspresi dalam bentuk evaluasi pembelajaran PAI di Universitas Brawijaya yang tidak mengedepankan ego sektarian. Evaluasi pembelajaran PAI tersebut diorientasikan untuk melampaui sekat-sekat primordialitas ormas dan organisasi ekstra kampus.

Women's Higher Education in Rural Areas: Family Perceptions, Socio-Cultural and Economic Barriers, and Access Support Sandra Ginawangi Nasution; Moch. Fasihuddin Al Hafidi; Aris Risnandar; Wahyui Yuha; Intan Amelia Putri; Siti Sivaul Jannah
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 2 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i2.1332

Higher education is a vital instrument for women’s empowerment and independence; however, access for rural women remains constrained by complex structural and cultural barriers. This study aims to analyze how the community of Tamansari Village, Banyuwangi, perceives the importance of higher education for women; examine the interplay among social norms, economic limitations, and family backgrounds in shaping educational aspirations and access opportunities; and evaluate the role of scholarship support as an enabling factor. Employing a descriptive qualitative approach, data were gathered through in-depth interviews, observations, and documentation involving parents, rural women, and community figures. The findings reveal an ambivalent community perception. On the one hand, a positive perspective views educated women as the primary educators (madrasah utama) within the family and agents of economic self-reliance. On the other hand, skepticism persists due to patriarchal norms, gender-biased family resource allocation, and the perceived high cost of higher education. Nevertheless, low parental educational attainment does not dampen aspirations but rather acts as a catalyst for intergenerational mobility. The availability of scholarships serves as a critical game-changer that not only alleviates financial burdens but also actively reconstructs collective social norms. This study concludes that targeted financial interventions combined with familial support can effectively bridge the gap between educational aspirations and actual access for women in rural communities. Pendidikan tinggi merupakan instrumen penting bagi pembebasan dan kemandirian perempuan, namun akses perempuan di pedesaan masih menghadapi hambatan struktural dan kultural yang kompleks. Penelitian ini bertujuan untuk menganalisis bagaimana masyarakat Desa Tamansari, Banyuwangi, memaknai pentingnya pendidikan tinggi bagi perempuan; mengurai interaksi antara norma sosial, keterbatasan ekonomi, dan latar belakang keluarga dalam membentuk aspirasi serta peluang akses; serta mengevaluasi peran dukungan beasiswa sebagai faktor pemungkin (enabler). Menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi terhadap orang tua, perempuan desa, dan tokoh masyarakat. Hasil penelitian menunjukkan bahwa pemaknaan masyarakat bersifat ambivalen. Di satu sisi, timbul persepsi positif yang memandang perempuan terdidik sebagai madrasah utama dan agen kemandirian ekonomi; di sisi lain, muncul keraguan akibat norma patriarki, bias gender alokasi keluarga, dan anggapan biaya perkuliahan yang mahal. Meskipun demikian, latar belakang pendidikan orang tua yang rendah tidak memadamkan aspirasi, melainkan menjadi pemicu dorongan antargenerasi. Hadirnya program beasiswa terbukti menjadi pengubah pandangan (game changer) yang tidak hanya mereduksi beban finansial keluarga, tetapi juga merekonstruksi norma sosial kolektif. Penelitian ini menyimpulkan bahwa intervensi finansial yang terarah dan dukungan moral keluarga mampu menjembatani celah antara aspirasi pendidikan dan realisasi akses nyata bagi perempuan di pedesaan.

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Contact Name
Nur Chanifah

Contact Email
pustakaperadaban.mlg@gmail.com

Phone
+6285979555105

Journal Mail Official
pjier@peradabanpublishing.com

Editorial Address
Vila Bukit Tidar Blok E2 No 163-164 Karang Besuki Sukun, Kota Malang Postal Code 65149

Location
Kota malang,

Jawa timur

INDONESIA

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nur Chanifah

Contact Email pustakaperadaban.mlg@gmail.com

Phone +6285979555105

Journal Mail Official pjier@peradabanpublishing.com

Editorial Address Vila Bukit Tidar Blok E2 No 163-164 Karang Besuki Sukun, Kota Malang Postal Code 65149

Location Kota malang, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Nur Chanifah

Contact Email
pustakaperadaban.mlg@gmail.com

Phone
+6285979555105

Journal Mail Official
pjier@peradabanpublishing.com

Editorial Address
Vila Bukit Tidar Blok E2 No 163-164 Karang Besuki Sukun, Kota Malang Postal Code 65149

Location
Kota malang,

Jawa timur

INDONESIA