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Nur Chanifah
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Peradaban Journal of Interdisciplinary Educational Research
Published by Pustaka Peradaban
ISSN : -     EISSN : 30252121     DOI : https://doi.org/10.59001/pjier
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Peradaban Journal of Interdisciplinary Educational Research extends an invitation for contributions across various educational topics through an interdisciplinary approach. The primary focus of the journal is to excavate and analyze thoughts and research that encompass diverse educational aspects. This encompasses a range of fields including formal and non-formal education, educational technology, pedagogical methodologies, curriculum development, educational psychology, and the analysis of the social and cultural impacts on education. Through an interdisciplinary approach, this journal encourages the fusion of perspectives from different disciplinary fields. This enables authors and readers to explore educational aspects from a multitude of vantage points, connecting concepts and knowledge from various domains. Consequently, this journal fosters a more enriched and comprehensive understanding of the complex contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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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

Abstract

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

Abstract

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.

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