Journal of Higher Education and Academic Advancement

PERSPECTIVE HADHANAH CONCEPT ANALYSIS STUDY LAW NUMBER 23 OF 2002 ABOUT CHILD PROTECTION

2025-11-23T08:15:52+00:00

Objective: The purpose of this writing is to analyze hadhanah from the perspective of Law Number 23 of 2002 concerning child protection. Method: The writing of this research is based on library research, namely using library materials as the main data source. Results: There is no law that explicitly and clearly regulates the obligation of child custody to be given to the biological mother or biological father after a divorce. In Law Number 23 of 2002 concerning Child Protection, Article 3 states that child protection aims to ensure the fulfillment of children's rights so that they can live, grow, develop, and participate optimally in accordance with human dignity and dignity, and receive protection from violence and discrimination, in order to realize Indonesian children who are qualified, have noble morals, and are prosperous. There are various reasons that may make parents unable or unwilling to provide for their children. Some common causes or factors that cause parents not to fulfill their obligations to their children include economic factors, personal relationships, or other legal problems. Parenting has a very urgent role in shaping children's development and well-being. One of these urgencies is the formation of children's character so that they become children who are useful for their nation and state. Novelty: Every child has the right to receive health services and social security according to their physical, mental, spiritual and social needs. Fulfillment of children's basic rights is an integral part of implementing the fulfillment of human rights.

STUDY OF HUMAN BEING IN ISLAMIC PHILOSOPHY OF EDUCATION: STUDY OF THE CONCEPT OF FITRAH AND ITS COMPARISON WITH NATIVISM, EMPIRISM, CONVERGENCE AND ITS IMPLICATIONS ON THE ISLAMIC EDUCATION PROCESS

2025-11-23T08:17:26+00:00

Objective: This study aims to explore the impact of nature on Islamic education, focusing on the concept of fitrah (innate human potential) and its implications for developing a balanced education system that nurtures both cognitive and affective aspects. Method: A library research approach was used, analyzing books, scientific articles, and papers relevant to the topic. Results: The study finds that the concept of fitrah in Islamic educational philosophy emphasizes the intrinsic human potential for knowing God and doing good, which contrasts with the environmental focus of empiricism. The integration of fitrah in Islamic education promotes holistic development, covering intellectual, spiritual, and moral dimensions, advocating for an educational approach that nurtures inborn abilities while fostering morality and spirituality. Novelty: This research contributes to the understanding of how fitrah can be integrated into Islamic educational practices, offering a balanced curriculum, learning methods aligned with Islamic values, and an environment conducive to optimizing human potential. It provides a comparative analysis of fitrah and other philosophical schools, highlighting its unique role in shaping holistic education.

GENDER INCLUSION AND JUSTICE IN EDUCATION: A CRITICAL REVIEW BASED ON RESEARCH RESULTS

2025-12-01T07:05:02+00:00

Objective: This study aims to provide a comprehensive analysis of the implementation of gender inclusion and justice in education by examining policy frameworks and empirical research within Indonesian and global contexts. Method: Using a Systematic Literature Review (SLR) approach, the study integrates findings from 23 national and international indexed journal articles published between 2017–2025, complemented by relevant educational policies, to identify trends, barriers, and opportunities for gender-responsive educational practices. Results: The analysis reveals a substantial gap between established policies and their implementation, characterized by persistent gender stereotypes in curricula—especially in STEM fields—limited teacher competence in applying gender-responsive pedagogy, disparities in educational access between rural and urban regions, and inadequate representation of women in academic leadership. The findings emphasize the need for comprehensive pedagogical transformation supported by multi-stakeholder collaboration and strengthened GESI integration. Novelty: This study offers an intersectional synthesis of policy and empirical evidence, highlighting systemic inconsistencies and proposing an integrative framework for advancing gender-inclusive education practices across diverse learning environments.