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"Disertasi ini mendiskusikan tentang budaya bersekolah dalam perspektif resistensi kultural. Kurikulum sebagai desain akan jalan yang dilalui setiap penuntut ilmu dalam prosesnya mengalami berbagai perubahan pun mengalami perubahan. Kehadiran Sekolah Islam Terpadu (SIT) yang digagas kelompok Tarbiyah sejak awal 1990 membawa nuansa kurikulum tersendiri bagi Pendidikan di Indonesia khususnya di wilayah perkotaan. Kurikulum dalam sistem Pendidikan Nasional dianggap tidak mencukupi bagi terbentuknya generasi Muslim yang akan datang. SIT dalam pelaksanaannya menginfusi kurikulum ketarbiyahan dalam kurikulum terselubung yang akhirnya mempengaruhi kehidupan murid, guru, dan orang tua murid. Penelitian ini dilakukan di Sekolah Islam Terpadu Nurul Fikri Depok. Data dari penelitian ini dikumpulkan dengan observasi partisipasi, wawancara mendalam, dan kajian pustaka. Penelitian ini menunjukkan bahwa kurikulum pendidikan pada SIT NF Depok adalah bentuk resistensi kultural aktif dari Muslim perkotaan. Kurikulum sekolah tidak hanya ditempatkan sebagai sarana belajar, tetapi menjadi nilai-nilai yang ingin diterapkan dalam kehidupan sehari-hari.

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This dissertation is aimed to discuss schooling culture in the light of cultural resistance perspective. Curriculum as a design of path that every student through in the process experiencing changes thru times and places for the relations that includes School, parents, and state. The emergence of Integrated Islamic School (IIS) since early 1990s brought a specific curriculum ambience as an alternative for Indonesian Muslims to select for their children, especially those who live in urban area. Tarbiyah community that started in campuses at 1980s and initiated IIS recognized that the curriculum of national education was insufficient for developing the next Muslim generation. They managed to instill the tarbiyah curriculum through ways that are hidden, implisit and demonstrate how their hidden curriculum effecting students’, teachers’, and parents’ lives. This research conducted in Nurul FIkri Integrated Islamic School Depok. The data for this research was collected by participant observation, indepth interview, and literature studies. This study reveals that IIS curriculum is form of active cultural resistance for the urban Muslim that embodied Islamic values that desired to be integrated in Urban Muslim everyday life."

"ABSTRAKPenelitian ini membahas mengenai fenomena putus sekolah pada pemuda di Johar Baru, serta bagaimana pendidikan yang sesuai untuk mengakomodasi kebutuhan hidup mereka. Studi-studi sebelumnya membahas mengenai putus sekolah pada komunitas marjinal, pendidikan alternatif dan komunitas marjinal, dan sekolah komunitas sebagai upaya pengembangan komunitas. Problematika pendidikan yang dihadapi oleh pemuda marjinal dalam konteks komunitas masyarakat marjinal kota seringkali dikaitkan dengan keadaan ekonomi yang kurang, namun lebih dari itu, mereka dihadapkan dengan kompleksitas opresi dari struktur dominan hingga komunitas sejawatnya sendiri.Opresi-opresi tersebut merupakan salah satu pemicu terjadinya deprivasi budaya, sebuah aspek kulturaldari sisi pemuda marjinal kota yang belum dilihat secara komprehensif dalam penelitian-penelitian sebelumnya.Tujuan penelitian ini adalah untuk menganalisis aspek kultural penyebab putus sekolah pada pemuda marjinal kota serta mencari tahu pendidikan seperti apa yang sesuai dengan budaya dan kebutuhan mereka. Peneliti berargumen bahwa deprivasi budaya pada pemuda putus sekolah marjinal kota merupakan penyebab utama putus sekolah, sehingga pendidikan alternatif yang berakar dari komunitas dan mendukung kebutuhan masyarakat marjinal kota merupakan pendidikan yang cocok untuk mengakomodasi kehidupan mereka. Peneliti melihat salah satu bentuk pendidikan alternatif di Johar Baru yaitu Sekolah Komunitas Johar Baru memiliki potensi tersebut. Penelitian ini menggunakan metode penelitian kualitatif, teknik pengambilan data melalui observasi, studi kasus dan pustaka, wawancara mendalam dengan pemuda putus sekolah, serta informan kunci di Kecamatan Johar Baru, Jakarta Pusat. 

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ABSTRACTThis study discusses the phenomenon of dropping out form school of young people in Johar Baru, as well as what is the most suitable education to accommodate their life needs. Previous studies discussed casses of dropping out in marginalized communities, alternative education and marginal communities, also community schools as an effort to develop the community. The educational problems faced by marginalized youth in the context of urban marginal communities are very complex because not only their lack in economy, but they are also faced with oppression from the dominant structure, even their own peer communities. These oppressions are one of the triggers of the culture of silence, a cultural aspect of the urban marginal youth that has not been seen comprehensively in previous studies. The aim of this study is to analyze the cultural aspect of the cause of dropping out of school in the urban marginalized youth in Johar Baru, and to find out what kind of education which would suit their culture and needs. The researcher argues that cultural deprivation is the major cause of dropoutsinurban marginalized youth. Therefore, an alternative education which rooted in the community and supporting their needs isone of the waysthat can accommodates their life needs as an urban marginal community. The researcher sees one form of alternative education in Johar Baru named the Johar Baru Community School which has that potential. This study uses qualitative research methods, whereas data collection techniques through observation, case studies and literature, in-depth interviews with school dropouts, and key informants in Johar Baru Subdistrict, Central Jakarta. "

"This article discusses the implementation of the right to education in Indonesia. It uses human rights and historical approaches. Human rights approach is used to describe international human rights instruments on the guarantee of the right to education that is applied universally. This approach is also dealing with international human rights instrument on the right to education that has been ratified by Indonesia as well as national regulation instruments on the right toeducation applied in Indonesia. Historical approach highlights the role of Indonesian governments in education sector after the Independence Day, especially regarding the implementation of the right to education. The discussion focuses on the development that has been achieved and the difficulty that has been faced in the implementation of the right to education. Despite there have been significant progresses achieved in implementing the right to education, the Indonesian governments remain facing the difficulty to fulfil the right to education for the entire of Indonesian citizens. However, in the middle of such a difficulty, it raises a creative idea and concrete action from civil society in terms of providing education service for marginalized and indigenous peoples.

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Artikel ini membahas implementasi hak pendidikan (the right to education) di Indonesia.Pembahasan menggunakan pendekatan hak asasi manusia dan historis. Pendekatan hak asasi manusia memaparkan instrumen-instrumen hak asasi manusia internasional tentang jaminan hak pendidikan yang telah berlaku secara universal. Pemaparan juga dikaitkan dengan instrumen hak asasi manusia internasional tentang hak pendidikan yang telah diratifikasi oleh Indonesia serta instrumen regulasi nasional terkait dengan jaminan hak pendidikan yang berlaku di Indonesia. Pendekatan historis menyoroti peran pemerintahan-pemerintahan Indonesia dalam sektor pendidikan setelah Proklamasi Kemerdekaan, khususnya terkait dengan implementasi jaminan hak pendidikan. Pembahasan difokuskan pada perkembangan yang telah dicapai dan kesulitan yang dihadapi dalam implementasi hak pendidikan. Di samping ada kemajuan signifikan yang telah dicapai dalam impelementasi jaminan hak pendidikan, Indonesia masih menghadapi kesulitan memenuhi jaminan hak pendidikan untuk seluruh warga negara Indonesia. Namun, di tengah kesulitan yang dihadapi oleh pemerintah, muncul ide kreatif dan aksi konkret dari masyarakat sipil dalam bentuk memberikan pelayanan pendidikan bagi warga negara Indonesia yang hidup terpencil dan terpinggirkan."

"The conception of Intellectual Property Right (IPR) is generally misunderstood by among common people. In order to obtain a more comprehensive understanding of IPR, we may as well start with the most dominant point of view, namely that from the perspective of the State and Government.This point of view is dominant because the State and Government are the institutions which havethe authority to make law, to implement law and to interpret the law in the various forms of itsimplementation. A study of IPR can be taken from wider view, as cultural perspectivetake the approach of looking at various events related to the implementation of the laws concerned. It also provide various situations to analyze related to the implementation of Copyright Law in various regions all over Indonesia.Within current situation, after Indonesia has ratified the WTO/TRIPs, the consequence now is binding, politically, legally and economically, although we may freely provide the needs of our people, in this case : IPR protection system. There are of course many other things in the spirit of the Constitution and the Indonesian nation that can be explored further and applied in the IPR protection system. In the end, IPR as the part of the culture can be developed further by taking into consideration and looking into possibility that much suitable to the needs of Indonesian respective communities."