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Legal Education and Restorative Justice in Addressing School Bullying: A Conceptual Framework for Child Protection

The Indonesian Journal of International Clinical Legal Education · Vol. 8 No. 2 (2026) · hlm. 197–228

DOI
10.15294/ijicle.v8i2.47517
ISSN
2721-8368
Terbit
2026-07-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Bullying in educational settings remains a persistent challenge to child protection, while institutional responses continue to rely predominantly on punitive approaches that often overlook victim recovery, offender rehabilitation, and social reintegration. Although previous studies have examined bullying prevention, diversion, restorative justice, and child protection, limited attention has been devoted to the role of legal education as a mechanism for strengthening restorative responses to bullying involving children. This study aims to analyze how legal education can support the implementation of diversion and restorative justice in addressing school bullying involving child victims. The research employs a normative legal method using statutory, conceptual, and literature-based approaches. The analysis demonstrates that legal education strengthens legal awareness by enhancing children's understanding of their rights and responsibilities, promoting respect for the rights of others, and encouraging meaningful participation in restorative conflict-resolution processes. Building on these findings, the study develops a conceptual framework that positions legal education as a bridging mechanism linking child protection objectives with the effective implementation of diversion and restorative justice in educational settings. This research contributes to the socio-legal literature by integrating legal education, restorative justice, and child protection into a coherent analytical framework, thereby extending existing discussions beyond conventional punitive approaches to bullying. As the proposed framework is derived from normative legal analysis, further empirical research is recommended to evaluate its implementation and effectiveness across diverse educational contexts.

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  • State University of Semarang
  • Diponegoro University
  • University of Bengkulu
  • Tarumanagara University
  • Université Bourgogne Franche-Comté
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Rekan penulisOrganisasiArtikel bersama
Ridwan ArifinState University of Semarang8
Dian LatifianiState University of Semarang7
Heru SetyantoState University of Semarang7
Rohadhatul AisyState University of Semarang5
Shofriya Qonitatin AbidahState University of Semarang5
Rasdi RasdiState University of Semarang5
Ali MasyharState University of Semarang4
Lyna LatifahState University of Semarang3
Choirul FuadState University of Semarang3
Muhammad Azil MaskurState University of Semarang3
Zico Junius FernandoUniversity of Bengkulu3
Ade AdhariTarumanagara University3
Adilia Putri KusumaState University of Semarang2
Siti Amatil UlfiyahState University of Semarang2
Amel Ellsamia IndiyaniState University of Semarang2
Duhita Driyah SupraptiState University of Semarang2
Septhian Eka AdiyatmaState University of Semarang2
Didik PurnomoState University of Semarang2
Ali Masyhar MursyidState University of Semarang2
Bagus Hendradi KusumaState University of Semarang2
Daud Renata Candra RamadanState University of Semarang2
Zulfa Rena WijayantiState University of Semarang2
Adiba Ro'uf Danur IslamState University of Semarang2
Pujiyono PujiyonoDiponegoro University2
Nur RochaetiDiponegoro University2
Seni Ira Maya RasidahState University of Semarang2
R. M. SaniState University of Semarang2
Salman AlfarisiState University of Semarang1
Panggih Kusuma NingrumUniversité Bourgogne Franche-Comté1
Rahmawati Melati SaniState University of Semarang1
Sulthan Faiz AkbarAfiliasi tidak diketahui1
Kareem MubarakAfiliasi tidak diketahui1
Nike Natasya Dewi SumartonoState University of Semarang1
Justika HairaniState University of Semarang1
Lulus Rahma PutraState University of Semarang1
Raden Muhammad Arvy IlyasaState University of Semarang1
Arini SalsabilaState University of Semarang1
Bhanu Prakash NunnaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/iccle/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Legal Education and Restorative Justice in Addressing School Bullying: A Conceptual Framework for Child Protection</dc:title>
	<dc:creator xml:lang="en">Diyah Satya Retnani</dc:creator>
	<dc:creator xml:lang="en">Anis Widyawati</dc:creator>
	<dc:subject xml:lang="en">Legal Education</dc:subject>
	<dc:subject xml:lang="en">Restorative Justice</dc:subject>
	<dc:subject xml:lang="en">Bullying</dc:subject>
	<dc:subject xml:lang="en">Schools</dc:subject>
	<dc:subject xml:lang="en">Child Protection</dc:subject>
	<dc:description xml:lang="en">Bullying in educational settings remains a persistent challenge to child protection, while institutional responses continue to rely predominantly on punitive approaches that often overlook victim recovery, offender rehabilitation, and social reintegration. Although previous studies have examined bullying prevention, diversion, restorative justice, and child protection, limited attention has been devoted to the role of legal education as a mechanism for strengthening restorative responses to bullying involving children. This study aims to analyze how legal education can support the implementation of diversion and restorative justice in addressing school bullying involving child victims. The research employs a normative legal method using statutory, conceptual, and literature-based approaches. The analysis demonstrates that legal education strengthens legal awareness by enhancing children's understanding of their rights and responsibilities, promoting respect for the rights of others, and encouraging meaningful participation in restorative conflict-resolution processes. Building on these findings, the study develops a conceptual framework that positions legal education as a bridging mechanism linking child protection objectives with the effective implementation of diversion and restorative justice in educational settings. This research contributes to the socio-legal literature by integrating legal education, restorative justice, and child protection into a coherent analytical framework, thereby extending existing discussions beyond conventional punitive approaches to bullying. As the proposed framework is derived from normative legal analysis, further empirical research is recommended to evaluate its implementation and effectiveness across diverse educational contexts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-07-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/iccle/article/view/47517</dc:identifier>
	<dc:identifier>10.15294/ijicle.v8i2.47517</dc:identifier>
	<dc:source xml:lang="en">The Indonesian Journal of International Clinical Legal Education; Vol. 8 No. 2 (2026): Legal Education, Social Empowerment, and Legal Policy; 197-228</dc:source>
	<dc:source>2721-8368</dc:source>
	<dc:source>10.15294/ijicle.v8i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/iccle/article/view/47517/10751</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Diyah Satya Retnani, Anis Widyawati (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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