Transforming
Education for Juvenile Offenders in Child Special Guidance Institutions�
Risky Waldo1 , Herman Bakir 2
Universitas Brobudur, Indonesia
[email protected]1, [email protected]2
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Abstract |
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Problems faced by juvenile offenders
in the Special Child Guidance Institution (LPKA) include limited educational
facilities, lack of qualified educators, and lack of external support. These
problems are exacerbated by the psychological challenges experienced by these
children, which have a negative impact on their learning process. Therefore,
the transformation of education in LPKA is an urgent need to support their
rehabilitation and social reintegration. This study aims to analyze the
implementation of education for juvenile offenders in LPKA by mapping the
challenges faced and evaluating the efforts that have been made to overcome
them. The main focus includes the development of an adaptive, inclusive, and
technology-based education model to create a learning environment that
supports children's holistic development. The method used is a normative legal
approach with policy analysis. Data were collected through literature
studies, analysis of related regulations, and studies of educational
practices in LPKA that have been implemented. The results of the study
indicate that the implementation of education in LPKA still faces significant
obstacles, especially related to facilities, human resources, and less than
optimal policy support. However, there is potential for improvement through
strengthening collaboration between institutions, providing training for
educators, and developing relevant life skills-based programs. The
implications of this study emphasize the importance of education policy
reform that is more responsive to the needs of adolescents in LPKA. Regulations
are needed that strengthen the guarantee of equal and quality education,
intensive training for educators, and curriculum development that emphasizes
character education and life skills. Thus, it is hoped that adolescents in
LPKA can obtain decent education and have the opportunity for better social
reintegration. Keywords: Education, Adolescents, Special
Guidance Institutions for Children (LPKA), Transformation, Education Policy. |
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*Corresponding
Author: Risky Waldo
Email:
[email protected]
INTRODUCTION
Education plays a vital role in the context of
juvenile offender rehabilitation. One of the primary objectives of the juvenile
justice system is to facilitate their reintegration into society. Education
serves not only as a means of transferring knowledge but also as a tool for
character building, improving social skills, and enhancing the self-confidence
of children who have come into contact with the law. In many cases, juvenile
offenders come from disadvantaged backgrounds where access to formal education
is often limited. Therefore, the education provided in correctional
institutions must be designed with their needs and potential in mind, and aimed
at holistic development. A comprehensive curriculum that includes life skills
education, moral education, and reinforcement of positive values is expected to
help these children understand their mistakes, learn from their experiences ,
and prepare reintegration to in Society
Article 28C paragraph (1) of the 1945
Constitution states that "Everyone has the right to develop themselves
through the fulfillment of their basic needs, the right to education, and to
benefit from science and technology, art and culture, in order to improve their
quality of life and for the welfare of humanity." Thus, education is not
only an individual right but also the responsibility of the state to provide
it. Amidst the challenges faced by children in conflict with the law, the state
needs to take concrete steps to protect and facilitate development they through
quality education
Educational transformation is one of the most
important global issues in the effort to shape the character and future of the
young generation, especially for teenagers in the Special Child Development
Institution (LPKA). Education is not just a process of transferring knowledge,
but also an effort to form an independent, responsible, and capable
personality. contribute positive for public
At a young age, children can engage in criminal
activities like adults. There are various factors that can cause deviant
behavior, ranging from the social environment, peer pressure, to lack of
attention from the family. If a child commits a violation, he/she will undergo
a legal process regulated in Law of the Republic of Indonesia Number 11 of 2012
concerning the Juvenile Criminal Justice System. This law, which was enacted on
July 30, 2012, replaces Law Number 3 of 1997 concerning Juvenile Courts, which is
considered no longer relevant to existing legal developments. Law No. 11 of
2012 regulates the entire juvenile criminal justice process, starting from
investigation, prosecution, to placement of children in Guidance Institutions
Special Children (LPKA)
In Indonesia, juvenile offenders who are in
LPKA often experience complex emotional and social problems. They need a
comprehensive educational approach, which includes aspect cognitive , affective
, and psychomotor
Children who are sentenced and ordered by the
court to be placed in the Special Guidance Institution for Children (LPKA) are
known as Child Correctional Students (Andikpa). According to Article 1 number 8
of the Republic of Indonesia Law Number 12 of 1995 in conjunction with Article
13 of Government Regulation Number 31 of 1999 concerning the Development of
Correctional Citizens, there are three categories of children in this system.
First, Convicted Children, who serve their sentences in LPKA until they reach
the age of 18. Those between the ages of 18 and 21 must be separated from adult
prisoners. Second, State Children, who are entrusted to the state for education
and are placed in LPKA until the age of 18, but cannot be transferred to adult
prison facilities after reaching that age. Third, Civil Children, who can, at
the request of their parents or guardians, obtain a court order to be educated
in LPKA, with an education limit of up to the age of 18 , which can extended in
accordance regulation
Participants in the Child Correctional
Institution (Andikpa) at the Special Guidance Institution for Children (LPKA)
have the right to receive education and training according to their talents and
abilities. Even though they have served a court sentence, education remains an
important aspect that they must receive. The right to education is capital for
them after completing their rehabilitation period at LPKA, because they still
have a long future. This institution aims to improve the behavior of children who
are entangled in legal problems and provide adequate education so that they can
reintegrate into society and contribute positively to the nation. In accordance
with Law Number 12 of 1995 concerning Corrections, Article 14 paragraph (1)
letter c emphasizes that prisoners, including Participants in the Child
Correctional Institution, have the right to education and teaching. This is
further strengthened in Government Regulation Number 32 of 1999 concerning the
Requirements and Procedures for the Implementation of the Rights of
Correctional Citizens, which specifically regulates education that is
equivalent to curriculum in the institution education general
The education provided at the Child Special
Guidance Institution (LPKA) follows the same curriculum as other educational
institutions, ensuring that children receive an equal learning experience. LPKA
also collaborates with government institutions that focus on education to
ensure that children's rights to education are met. The rehabilitation process
at LPKA is carried out in three stages: the initial stage includes observation
and planning, the advanced stage focuses on development programs, and the final
stage prepares for reintegration into society. Each stage of rehabilitation is
designed to help students adapt positively to the social environment.
Education for juvenile offenders in Indonesia
is governed by policies and regulations designed to ensure that children in
conflict with the law continue to have access to adequate education. Law of the
Republic of Indonesia Number 12 of 1995 concerning Correctional Services
emphasizes that correctional participants have the right to receive education
and instruction as part of their rehabilitation. Education for juveniles in
LPKA has a high urgency because it concerns their future and its potential impact
on the wider community. Ineffective guidance can lead to high rates of
recidivism and disturbances social in society
Several previous studies have highlighted the
importance of holistic coaching in LPKA. Self-planning training can help
improve future orientation . teenagers in LPKA
Education system updates in LPKA should include
technology-based approaches, counseling services, and life skills development.
Inclusive educational guidance and counseling services designed for students
with special needs can also be provided. customized with LPKA
This study aims to identify an effective
educational transformation model for adolescents in LPKA with a focus on
emotional, social, and life skills aspects. This study also aims to explore the
role of technology in supporting the learning and counseling process in LPKA
and to examine the effectiveness of various guidance approaches that have been
applied in context similar
RESEARCH METHOD
The normative legal research method is an
approach that focuses on the analysis of legal norms contained in law,
jurisprudence, and legal doctrine. This method seeks to explore, understand,
and explain the legal principles contained in applicable legal provisions. In
this research, researchers not only identify and explain legal rules but also
examine the relevance and implementation of these norms in practice. The main
purpose of the normative legal method is to produce a comprehensive
understanding of the legal framework governing a particular issue and to
provide recommendations regarding policies or legal reforms needed to improve
or perfect the existing legal system.
In conducting normative legal research,
legislative and conceptual approaches are often used as analytical tools. The
legislative approach involves studying applicable regulations and analyzing the
alignment between existing legal norms and practical implementation. This
approach aims to identify deficiencies or gaps in current laws and regulations
and potential improvements that can be made. On the other hand, the conceptual
approach examines the underlying ideas and legal theories that inform these norms,
offering a broader perspective on how legal norms can be applied or
interpreted. The combination of these two approaches provides a holistic
analytical framework, allowing researchers to formulate conclusions that are
not only theoretical but also practical in the context of legal application.
RESULTS
AND DISCUSSION
Implementation of Educational Policy for Juvenile
Offenders in Special Guidance Institutions for Children in Indonesia
Law of the Republic of Indonesia
Number 12 of 1995 concerning Corrections has stipulated the rights of
correctional students to receive education, specifically detailed in Article 14
letter c. Further regulations regarding the implementation of this right are
outlined in Government Regulation Number 32 of 1999 concerning the Conditions
and Procedures for the Implementation of the Rights of Correctional Residents,
specifically in Articles 9 to 13. In Article 10 paragraph (2) of this
Government Regulation, it is stated that correctional institutions, which are
now called Special Guidance Institutions for Children (LPKA), can cooperate
with government agencies to provide education. However, there is no alternative
explanation if the government agency does not can provide facility required
education .
According to research conducted at
LPKA, the rights of predicted participants to receive education have been
implemented with the assistance of the local Education Office. In this case,
the Education Office plays a role in organizing formal education, including
assigning teachers to teach at LPKA. They also facilitate correctional students
to take the Package A, B, and C Exams, which ultimately allow them to obtain a
diploma. The teaching and learning process at LPKA is carried out in the
classroom with a duration of two hours every day, except on holidays . Sunday
and day holiday national .
On the other hand , for Informal
education , such as moral education and skills training, is carried out by LPKA
officials themselves. They provide informal guidance and mentoring, and invite
community leaders, including police officers, and schools to participate in
scouting activities. These activities aim to provide seminars, recreational
events, and socialization for correctional students, allowing them to gain
experience and knowledge. additional outside formal curriculum .
Based on findings study Regarding
the education of juvenile offenders, several procedures have been implemented
by the Special Guidance Institution for Children (LPKA). First, LPKA has a
clear rehabilitation procedure for juvenile offenders, starting with
identifying the last school they attended before entering LPKA Class II
Yogyakarta. This is in line with the Regulation of the Minister of Law and
Human Rights No. 18 of 2015, which explains the functions and operations of
LPKA, including registration and classification steps that include reception ,
recording , assessment , and program planning .
In fulfillment education perpetrator
juvenile crime , LPKA collaborates with the Gunungkidul Education Office
through a Joint Decree (SKB) for non-formal general education. For religious
education, LPKA also collaborates with the Ministry of Religion and volunteers
from Islamic boarding schools. Children at LPKA have a regular daily activity
schedule, although its implementation can be adjusted to the existing
situation. The activities offered include personality development,
independence, and social activities. Personality development includes scouting
activities, formal education, and sports, while independence activities involve
skills training such as catfish farming and handicrafts. On weekends, children
can enjoy recreational activities such as watching TV, playing video games, and
cleaning activities. LPKA also provides adequate educational facilities, such
as blackboards, notebooks, stationery, and musical instruments to support
teaching and learning activities and skills training. In terms of religious
education, the Qur'an is also provided for children. The policies implemented
at LPKA include rules that must be followed by juvenile offenders, and if they
have difficulty in complying with these rules , the institution will adapt
policy For support it .
At the Guidance Institution Special
for Children (LPKA), the educational curriculum implemented is designed
according to national education curriculum standards, with adjustments to the
special needs of juvenile offenders. The curriculum includes formal education,
such as Package A, B, and C programs, which are equivalent to elementary and
secondary education. LPKA works with the local Education Office to ensure that
the material taught is in accordance with the curriculum set by the Ministry of
Education and Culture. In addition, the educational program also includes
aspects of moral and religious education, which aims to help children in
character formation and understanding good social values. This alignment is
very important, because it aims to help juvenile offenders reintegrate to
public after finish punishment they .
Teaching methods at LPKA are diverse
, combining theoretical and practical approaches. Teaching and learning
activities are carried out in the classroom with scheduled sessions, usually
lasting two hours each day. Implementation emphasizes interactive teaching
methods, encouraging students to actively participate in discussions and group
activities. In addition to formal learning, guidance is also provided by LPKA
educators and staff to help children with their psychological and social
aspects. Extracurricular activities, such as scouting, arts, and sports, also
play an important role in the curriculum, providing opportunities for children
to develop their interpersonal skills and personalities outside the classroom.
These activities aim to enrich the learning experience and create supportive
environment development holistic children .
Infrastructure Education in LPKA is
very important in supporting the learning process. LPKA is equipped with
adequate classrooms to accommodate students in small groups, although sometimes
one classroom is used for several different levels of education. In addition to
classrooms, LPKA also provides facilities such as a library, although the
collection of books and other learning resources is still limited. Learning
aids, such as whiteboards, textbooks, and musical instruments, are available to
support more interactive teaching and learning. However, in some cases, limited
facilities can hinder the effectiveness of learning, so that improvements and
enhancements facilities are very much needed .
Source Power Human resources in LPKA
also play an important role in the education of juvenile offenders. The
availability of teaching staff poses a challenge, where sometimes the number of
teachers is insufficient to meet the educational needs of children. Existing
educators are expected to have a good educational background, but the training
and professional development they receive is sometimes inadequate. However,
LPKA continues to strive to improve the quality of teaching through
collaboration with various institutions, including the Department of Education
and non-governmental organizations. Training for educators on teaching
techniques that are suitable for children with criminal backgrounds is also
important to provide effective and fulfilling learning . need student .
The process of implementing the
education program at LPKA is carried out in a structured manner, starting from
planning to implementing teaching and learning activities. Every day, children
follow a set schedule, where they receive formal education and also participate
in non-formal activities that support character building and life skills. The
education program not only focuses on mastering academic material, but also
provides practical skills training, such as fish farming and handicrafts, which
can help children gain useful skills after leaving LPKA. With a comprehensive
approach, LPKA aims to ensure that every child gets quality education
although There is limitations .
Monitoring and evaluation of the
education program at LPKA is carried out periodically to assess the
effectiveness and progress achieved by the children. Monitoring mechanisms
include direct observation of the learning process, periodic assessment of student
progress, and feedback from educators regarding the activities carried out.
Evaluation also involves analyzing exam results and children's participation in
extracurricular activities. In this way, LPKA can identify areas that need
improvement and make necessary adjustments to improve the quality of education
provided. Through systematic monitoring and evaluation, LPKA strives to achieve
better educational outcomes for juvenile offenders and support them in
preparing self For integrate return to public .
Obstacles Faced in the Implementation of Juvenile
Offender Education in Special Guidance Institutions for Children and Efforts to
Overcome Obstacles to Ensure that Female Correctional Institution Participants
Receive Equal and Quality Education
Education for juvenile offenders in
the Special Guidance Institution for Children (LPKA) is an important aspect of
their rehabilitation and reintegration into society. Although it is recognized
that every child has the right to education, the implementation of education in
LPKA faces various obstacles that can disrupt their learning process and
development. Some challenges, such as limited facilities, lack of teaching
staff, and psychological problems faced by the perpetrators crime teenagers ,
presenting complex obstacles .
One of the main obstacles is the
limited educational facilities. Many LPKA do not have adequate infrastructure,
such as adequate classrooms, necessary learning aids, and access to libraries.
Limited classroom space often results in children having to study in
uncomfortable conditions, which can hinder their concentration and motivation
to learn. In addition, the scarcity of learning aids such as books and
information technology devices reduces the opportunity for children to receive
an education that is equivalent to what they might receive outside the
institution. Limited access to libraries also makes it difficult for students
to deepen their knowledge and skills independently.
The availability of teaching staff
is a second significant constraint. In many correctional institutions, the
number of educators is insufficient to meet the educational needs of juvenile
offenders. In addition to inadequate numbers, educators are often lacking in
qualifications, both in terms of formal education and training received. This
can lead to ineffective teaching methods and a lack of attention to children�s
individual learning needs. The presence of qualified and experienced teachers
is essential to creating a positive learning environment; however, many
correctional institutions struggle to recruit and retain educator with required
qualifications .
Lack of support from party external
also inhibits provision of educational resources. Limited collaboration with
educational institutions and other organizations often makes it difficult for
LPKA to obtain support in terms of curriculum materials, training programs, or
financial assistance. Involvement from external entities, such as
non-governmental organizations (NGOs) or educational institutions, can help
significantly improve the quality of education in LPKA. However, many LPKA do
not have the extensive networks needed to establish sustainable partnerships.
Without adequate support, juvenile offenders will continue to face challenge in
access quality education .
Challenge The emotional and
psychological challenges faced by juvenile offenders are also significant
obstacles that cannot be ignored. Children involved in the criminal justice
system often experience trauma due to difficult life circumstances, which can
affect their mental health. Unstable psychological conditions, such as anxiety,
depression, or behavioral disorders, can interfere with the learning process
and reduce their motivation to participate in educational activities.
Therefore, it is important to provide adequate psychological support for these
children to help them adjust and adapt. with environment learn something new.
regulations and policies related to
education for juvenile offenders are often less than optimal. Although there
are regulations that underlie children's rights to education, their
implementation still faces various challenges. Ambiguous policies and inadequate
socialization regarding the rights of juvenile offenders to education can
result in many children not receiving adequate education. Comprehensive efforts
are needed to reform existing policies and regulations to better support the
provision of education for juvenile offenders, including budget allocation,
teacher training, and improvements to educational facilities in LPKA. Through
these comprehensive improvements, it is hoped that correctional students will
receive equal and quality education, and own chance For improve his future .
In facing the various challenge In
organizing education for juvenile offenders, the Special Guidance Institution
for Children (LPKA) needs to make strategic efforts to improve the quality of
education. One of the initial steps that can be taken is to improve educational
facilities and infrastructure. This includes the provision of more varied and
relevant learning aids, as well as providing more comfortable and adequate
classrooms. With better facilities, juvenile offenders can learn in a
supportive environment, which in turn can increase their motivation and
interest in learning. LPKA must also collaborate with various stakeholders,
both from the public and private sectors, to fund and realize the acquisition
of these facilities, ensuring that the education received more in harmony with
standard education national .
In addition , training and
development of teaching staff is an important aspect in improving the quality
of education in LPKA. Special training programs should be designed to improve
teachers' skills and knowledge to overcome the challenges of teaching in the
LPKA environment. This training should include effective teaching techniques,
classroom management, and an understanding of child psychology so that
educators are better prepared and competent to provide education tailored to
the needs of juvenile offenders. Thus, teachers will be able to create
innovative and interesting learning methods, encouraging children For
participate active in the learning process .
Collaboration with the Education
Office and related agencies is also important to improve the quality of
education in LPKA. Through partnerships with the Education Office, the Ministry
of Religious Affairs, and non-governmental organizations, LPKA can access wider
educational resources and programs. This collaboration can include sending
additional teaching staff, providing relevant teaching materials, and
supporting extracurricular activities that can improve children's knowledge and
skills. By building a strong network, LPKA can ensure that students have better
access to quality education, even moment they is at in system correctional .
Apart from the aspects academic ,
approach Psychological and counseling services are also important in supporting
the education of juvenile offenders. Many of them experience trauma and
emotional problems due to their experiences outside the institution, making
psychological support very important for their adjustment. Counseling programs
involving experienced psychologists or counselors can help children overcome
their emotional and psychological problems, allowing them to focus more
effectively on their studies. In addition, activities that improve mental
well-being, such as art or sports, can also help children relieve stress and
increase trust self they .
Formulate return policy education
for juvenile offenders is very urgent in order to improve the effectiveness of
education in LPKA. Existing policies need to be evaluated and updated to be
more responsive to the needs of juvenile offenders. This includes strengthening
regulations related to the right to education, ensuring adequate budgeting for
education programs, and involving various stakeholders in policy formulation.
With better and more comprehensive policies, it is hoped that education for
juvenile offenders can be implemented more optimally, providing opportunities
to improve the future and reintegrate into society in a way more effective
after undergo punishment .
CONCLUSION
Education for juvenile offenders in
the Special Guidance Institution for Children (LPKA) is an important aspect of
their rehabilitation and reintegration into society. However, various
obstacles, such as limited educational facilities, lack of qualified educators,
and lack of external support, continue to pose significant challenges. In
addition, the emotional and psychological conditions of juvenile delinquents
also affect their learning process. Therefore, strategic steps are needed to
improve the quality of education, including improving infrastructure, providing
training for educators, and strengthening collaboration with various related
agencies. As a step forward, collaboration between the government, the
community, and non-governmental organizations is essential to create a better
educational environment for juvenile offenders. By involving many parties, it
will not only increase the educational resources available, but will also
increase public awareness of the importance of education for juvenile offenders.
This effort will not only provide them with the knowledge and skills they need,
but will also facilitate better reintegration into society, reduce stigma, and
increase their opportunities for a brighter future. Quality and equitable
education for juvenile delinquents is a long-term investment that is beneficial
not only for the individuals themselves but also society in a way overall .
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