The Indonesian Journal of International Clinical Legal Education
The Indonesian Journal of International Clinical Legal Education is double blind peer-reviewed journal published by Faculty of Law Universitas Negeri Semarang. The Journal publishes articles (Original Research Article, Review Article, Book Review, Notes) every three month each year (Quarterly) on March, June, September, and December. The Journal published articles exclusively in English and Bahasa Indonesia. The Journal is expected to be a forum for the development of clinical legal education for academics, practitioners, researchers, policy makers and the public. This journal has established a number of expertise collaborations, both with a number of legal aid institutions, law offices and clinical legal education associations in Indonesia. The journal also supported and supervised by Law Clinics at Faculty of Law Universitas Negeri Semarang, such as Anti-Corruption Law Clinic, Women and Gender Law Clinic, Human Rights Clinic, Employment Law Clinic, Land Law Clinic, Statutory Law Clinic, Environmental Law Clinic, and some Research Centers.
Articles
237 Documents
<![CDATA[INTRODUCTION: Clinical Legal Education in the Theory and Practice in the Indonesian Law School ]]>
<![CDATA[Arifin, Saru]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 1 (2019): Indonesian J. Int'l Clinical Leg. Educ. (March, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20626
<![CDATA[Developing CLE in Myanmar-Lessons Learned and Global Guidance ]]>
<![CDATA[Lasky, Bruce A]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20627
<![CDATA[This paper, Developing CLE in Myanmar: Lessons Learned and GlobalGuidance, is an adaption of an Advocacy Paper entitled The Global Pathand Future of CLE in Myanmar, which merged from findings from morethan three years of BABSEACLE’s work, often in collaboration with NewPerimeter (DLA Piper’s global pro bono non-profit affiliate) and HerbertSmith Freehills (HSF) (collectively referred to as the “Consortiumâ€Â). TheConsortium worked with eighteen Myanmar university law departmentsto implement Clinical Legal Education (CLE) programmes in partnershipwith diverse stakeholders in Myanmar (2013-Present). The Paperpresents key strategies which the author believes will contribute to thesustainable future of a nationwide CLE programme in Myanmar withinsights and lessons learned that are applicable both regionally andglobally. This timely initiative was undertaken with broad, wide-rangingsupport from the United Nations Development Programme (UNDP), theUnited States Agency for International Development Promoting Ruleof-law Project (USAID PRLP) and other related organisations. This Paperhighlights how drawing on and applying findings from regional andglobal experiences, CLE in Myanmar has grown from its nascent stageinto a young but ever increasing vibrant movement of educational andjustice change and impact. In doing so, this movement is helping tocreate the noteworthy educational justice change and impact, includingits interaction with others in the legal sector, that we are currentlywitnessing. This Paper evaluates the impact of implementing anationwide CLE programme in Myanmar from early 2013 to the present.Simultaneously, the Paper is also a timely resource for planning; todevelop, implement or strengthen CLE programmes in Myanmar andworldwide. It also offers pragmatic recommendations to facilitate theexpansion, institutionalization, and sustainability of CLE in Myanmarand elsewhere.]]>
<![CDATA[Developing CLE in Myanmar-Lessons Learned and Global Guidance ]]>
<![CDATA[Lasky, Bruce A]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20627
<![CDATA[This paper, Developing CLE in Myanmar: Lessons Learned and GlobalGuidance, is an adaption of an Advocacy Paper entitled The Global Pathand Future of CLE in Myanmar, which merged from findings from morethan three years of BABSEACLE’s work, often in collaboration with NewPerimeter (DLA Piper’s global pro bono non-profit affiliate) and HerbertSmith Freehills (HSF) (collectively referred to as the “Consortiumâ€). TheConsortium worked with eighteen Myanmar university law departmentsto implement Clinical Legal Education (CLE) programmes in partnershipwith diverse stakeholders in Myanmar (2013-Present). The Paperpresents key strategies which the author believes will contribute to thesustainable future of a nationwide CLE programme in Myanmar withinsights and lessons learned that are applicable both regionally andglobally. This timely initiative was undertaken with broad, wide-rangingsupport from the United Nations Development Programme (UNDP), theUnited States Agency for International Development Promoting Ruleof-law Project (USAID PRLP) and other related organisations. This Paperhighlights how drawing on and applying findings from regional andglobal experiences, CLE in Myanmar has grown from its nascent stageinto a young but ever increasing vibrant movement of educational andjustice change and impact. In doing so, this movement is helping tocreate the noteworthy educational justice change and impact, includingits interaction with others in the legal sector, that we are currentlywitnessing. This Paper evaluates the impact of implementing anationwide CLE programme in Myanmar from early 2013 to the present.Simultaneously, the Paper is also a timely resource for planning; todevelop, implement or strengthen CLE programmes in Myanmar andworldwide. It also offers pragmatic recommendations to facilitate theexpansion, institutionalization, and sustainability of CLE in Myanmarand elsewhere.]]>
<![CDATA[Clinical Legal Education at the Faculty of Syariah and Law, Universiti Sains Islam Malaysia ]]>
<![CDATA[Supaat, Dina I]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20653
<![CDATA[Clinical Legal Education (CLE) is based on the idea that lawpractice requires thinking and doing. It is founded on thenotion of learning by doing in which law students gainlawyering skills by performing lawyering tasks andresponsibilities. This method gives students the opportunity towork on actual and simulated cases and solve legal problemssystematically. This paper discusses the implementation andapplication of CLE at the Faculty of Syariah And Law, UniversitiSains Islam Malaysia with emphasis on Problem-basedlearning, specifically relating to its process, model of PBLactivities, targeted skills, student assessment and studentfeedback. Discussion also covers benefit and challenges ofapplying CLE and PBL at the faculty. It discusses the experienceof the instructor in applying PBL in two courses. This papercomes up with suggestion on the application andimplementation of the method in a law school so that lawstudents can master practical legal skills in order to be moreemployable.]]>
<![CDATA[Clinical Legal Education at the Faculty of Syariah and Law, Universiti Sains Islam Malaysia ]]>
<![CDATA[Supaat, Dina I]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
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DOI: 10.15294/iccle.v1i01.20653
<![CDATA[Clinical Legal Education (CLE) is based on the idea that lawpractice requires thinking and doing. It is founded on thenotion of learning by doing in which law students gainlawyering skills by performing lawyering tasks andresponsibilities. This method gives students the opportunity towork on actual and simulated cases and solve legal problemssystematically. This paper discusses the implementation andapplication of CLE at the Faculty of Syariah And Law, UniversitiSains Islam Malaysia with emphasis on Problem-basedlearning, specifically relating to its process, model of PBLactivities, targeted skills, student assessment and studentfeedback. Discussion also covers benefit and challenges ofapplying CLE and PBL at the faculty. It discusses the experienceof the instructor in applying PBL in two courses. This papercomes up with suggestion on the application andimplementation of the method in a law school so that lawstudents can master practical legal skills in order to be moreemployable.]]>
<![CDATA[Curriculum Design: Difficulties and Realities in Introducing Innovative Teaching and Learning Experience ]]>
<![CDATA[Noordin Ayus, Abdul Mohaimin]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20655
<![CDATA[The 20th century legal education system is said to have failedto teach students practical legal skills, critical analysis anddecision-making methods, as it did not give studentssystematic training in effective techniques for learning the lawfrom the experience of the legal practice. At the end of thecentury, a pedagogic method known as the clinical legaleducation was developed which broadens legal education inall of these dimensions. It is important for a member of a lawschool academic to examine this pedagogical approachtowards enhancing students’ knowledge and skills in meetingthe needs of the changing time. Law schools in Malaysia andto some extent in Brunei Darussalam have some or limitedautonomy in introducing Innovative Teaching and Learningmethods into the curriculum design, but no true success couldbe lauded either as difficulties and realities in the study of lawwithin the common law jurisdictional context requires strongcognitive elements before a student could really delve inpractical legal skill exercises. The realities cover two main areasof development: (1) the components of legal studies, and (2)the outcomes of the studies. The difficulties may be associatedwith (1) the governing educational policies; (2) qualificationand quality of students admitted to law school, (3) theexperience of the law teachers; and (4) the learningenvironment. The traditional method could not simply beblamed or ignored, if there ever be a failure in the system, onthe one hand, and the much ushered innovative learningmethods may not necessarily be the success factor, on theother.]]>
<![CDATA[Curriculum Design: Difficulties and Realities in Introducing Innovative Teaching and Learning Experience ]]>
<![CDATA[Noordin Ayus, Abdul Mohaimin]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
Show Abstract
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Download Original
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Check in Google Scholar
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DOI: 10.15294/iccle.v1i01.20655
<![CDATA[The 20th century legal education system is said to have failedto teach students practical legal skills, critical analysis anddecision-making methods, as it did not give studentssystematic training in effective techniques for learning the lawfrom the experience of the legal practice. At the end of thecentury, a pedagogic method known as the clinical legaleducation was developed which broadens legal education inall of these dimensions. It is important for a member of a lawschool academic to examine this pedagogical approachtowards enhancing students’ knowledge and skills in meetingthe needs of the changing time. Law schools in Malaysia andto some extent in Brunei Darussalam have some or limitedautonomy in introducing Innovative Teaching and Learningmethods into the curriculum design, but no true success couldbe lauded either as difficulties and realities in the study of lawwithin the common law jurisdictional context requires strongcognitive elements before a student could really delve inpractical legal skill exercises. The realities cover two main areasof development: (1) the components of legal studies, and (2)the outcomes of the studies. The difficulties may be associatedwith (1) the governing educational policies; (2) qualificationand quality of students admitted to law school, (3) theexperience of the law teachers; and (4) the learningenvironment. The traditional method could not simply beblamed or ignored, if there ever be a failure in the system, onthe one hand, and the much ushered innovative learningmethods may not necessarily be the success factor, on theother.]]>
<![CDATA[Effect of Positivism in Clinical Legal Education ]]>
<![CDATA[Samekto, Adji]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
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DOI: 10.15294/iccle.v1i01.20660
<![CDATA[Clinical Legal Education (CLE) is an education in legal study that aims toprovide knowledge on practical expertise that aims to make lawgraduates capable of providing legal services (legal advocacy).CLEbecome important in recent days because of the tendency to resolvethe matter through legal channels is increasing. But in fact, it showsthat law enforcement is almost interpreted only as rule enforcement.The trend that happens, aspects of compliance procedures takeprecedence over justice. The modern law scientification is stronglyinfluenced by the emergence of positivism paradigm in modernscience. At present, along with the complexity of the problems ofpeople and society, the main character of modern law is a rationalnature. Rationality is characterized by the nature of a procedural rule oflaw. Procedure, thereby becoming an important legal basis to establishwhat is called justice, even the procedure becomes more importantthan talking about justice itself. Legal education, thus more likely toproduce professional practitioners. The resulting legal practitioners arelegal actors who are expected to make a decision which side is wrongand what is right under the provisions of the law. Through this paper isexpected to obtain the understanding that CLE should not result theLaw degree who only give priority to the compliance procedure aspositive law, but also still guided ethics and efforts to achieve justice.The method used for writing this paper is the socio legal research withinductive analysis. Thus, the fact that occurred in the law enforcementpractices will be a major premise and provide input and analysis in thispaper.]]>
<![CDATA[Effect of Positivism in Clinical Legal Education ]]>
<![CDATA[Samekto, Adji]]>
<![CDATA[ The Indonesian Journal of International Clinical Legal Education Vol 1 No 4 (2019): Indonesian J. Int'l Clinical Leg. Educ. (December, 2019) ]]>
Publisher : <![CDATA[Faculty of Law Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
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Original Source
|
Check in Google Scholar
|
DOI: 10.15294/iccle.v1i01.20660
<![CDATA[Clinical Legal Education (CLE) is an education in legal study that aims toprovide knowledge on practical expertise that aims to make lawgraduates capable of providing legal services (legal advocacy).CLEbecome important in recent days because of the tendency to resolvethe matter through legal channels is increasing. But in fact, it showsthat law enforcement is almost interpreted only as rule enforcement.The trend that happens, aspects of compliance procedures takeprecedence over justice. The modern law scientification is stronglyinfluenced by the emergence of positivism paradigm in modernscience. At present, along with the complexity of the problems ofpeople and society, the main character of modern law is a rationalnature. Rationality is characterized by the nature of a procedural rule oflaw. Procedure, thereby becoming an important legal basis to establishwhat is called justice, even the procedure becomes more importantthan talking about justice itself. Legal education, thus more likely toproduce professional practitioners. The resulting legal practitioners arelegal actors who are expected to make a decision which side is wrongand what is right under the provisions of the law. Through this paper isexpected to obtain the understanding that CLE should not result theLaw degree who only give priority to the compliance procedure aspositive law, but also still guided ethics and efforts to achieve justice.The method used for writing this paper is the socio legal research withinductive analysis. Thus, the fact that occurred in the law enforcementpractices will be a major premise and provide input and analysis in thispaper.]]>
