SULTAN ADAM: Jurnal Hukum dan Sosial

PERLINDUNGAN HUKUM BAGI NASABAH SEBAGAI KORBAN TINDAK PIDANA PERBANKAN DI INDONESIA

Safitri Wikan Nawang Sari — Fri, 02 Jan 2026 00:00:00 +0700

Penelitian ini bertujuan untuk menganalisis pengaturan perlindungan hukum bagi nasabah sebagai korban tindak pidana perbankan di Indonesia serta upaya hukum yang dapat ditempuh untuk memperoleh keadilan dan kepastian hukum. Metode Penelitian yang digunakan adalah yuridis normatif, dengan pendekatan perundang-undangan dan pendekatan konseptual. Data yang digunakan berupa bahan hukum primer, sekunder, dan tersier yang dianalisis secara kualitatif melalui penafsiran hukum. Hasil penelitian menunjukkan bahwa perlindungan hukum bagi nasabah telah diatur dalam Undang-Undang No. 10 Tahun 1998 tentang perubahan atas Undang-Undang No. 7 Tahun 1992 tentang Perbankan, Undang-Undang No. 8 Tahun 1999 tentang Perlindungan Konsumen, Undang-Undang No. 21 Tahun 2011 tentang Otoritas Jasa Keuangan dan Peraturan Otoritas Jasa Keuangan (POJK No. 6/POJK.07/2022 yang menggantikan POJK No. 1/POJK.07/2013 tentang perlindungan konsumen dan masyarakat di sektor jasa keuangan). Perlindungan tersebut mencakup aspek preventif dan represif, termasuk pertanggungjawaban pidana pelaku dan tanggung jawab Bank atas kerugian nasabah. Namun, dalam praktiknya perlindungan hukum belum berjalan optimal karena lemahnya posisi nasabah, keterbatasan akses terhadap mekanisme penyelesaian sengketa, serta belum maksimalnya penegakan hukum terhadap pelaku tindak pidana perbankan. Penelitian ini merekomendasikan perlunya penguatan regulasi perlindungan nasabah, peningkatan peran otoritas jasa keuangan dalam pengawasan dan penegakan hukum serta penyederhanaan mekanisme penyelesaian sengketa agar nasabah sebagai korban tindak pidana perbankan memperoleh perlindungan hukum yang efektif, adil, dan berkelanjutan.

IDENTIFIYING AND ANALYZING MISCONCEPTION OF XI GRADE STUDENTS ABOUT BASIC KINEMATICS MATERIAL BY USING TWO TIER-TEST METHOD IN SMA NEGERI 1 PERCUT SEI TUAN

Fri, 02 Jan 2026 00:00:00 +0700

Conceptual difficulties in fundamental physics, particularly basic kinematics, represent a persistent challenge in secondary education that significantly hinders students' subsequent learning. Misconceptions are alternative frameworks students hold that deviate from scientifically accepted concepts, often leading to systematic errors when solving problems or interpreting phenomena. Addressing this issue is critical, as a weak foundation in kinematics the description of motion can severely impact the comprehension of dynamics and energy. This study was specifically aimed at identifying and quantitatively analyzing the prevalence and patterns of student understanding and misconceptions regarding basic kinematics among 11th-grade science students at SMA Negeri 1 Percut Sei Tuan.The research employed a descriptive quantitative methodology, utilizing the robust Two-Tier Diagnostic Test method to collect and categorize student data. The study sample consisted of 30 students from the Grade XI Matlangraf class who participated in a 10-item questionnaire covering core kinematics concepts. Analysis of the diagnostic test results revealed a critical issue in conceptual mastery. The findings indicated that only 6 students (20%) demonstrated a solid conceptual understanding. Conversely, a significant majority 17 students (57%) were classified as experiencing specific misconceptions, while the remaining 7 students (23%) showed no understanding of the concepts. This substantial finding confirms that a majority of the 11th-grade cohort harbors underlying misconceptions related to basic kinematics material, underscoring the urgent necessity for the implementation of effective intervention strategies to address these cognitive obstacles directly.

AN ANALYSIS OF STUDENTS’ MISCONCEPTIONS ON NEWTON’S LAWS USING THE CERTAINTY OF RESPONSE INDEX (CRI) METHOD IN CLASS IX-B OF SMAN 2 PERCUT SEI TUAN

Sat, 03 Jan 2026 00:00:00 +0700

Misunderstanding of Newton’s Laws is one of the main factors contributing to low physics achievement at the senior high school level. These misconceptions are often stable and strongly believed by students, which can hinder further learning, making early identification an important step for improving instruction. This study aims to describe students’ levels of conceptual understanding and misconceptions regarding Newton’s Laws using a diagnostic test based on the Certainty of Response Index (CRI). The research was conducted with 33 tenth-grade students from class X-B at SMA Negeri 2 Percut Sei Tuan using a descriptive quantitative non-experimental design. The instrument consisted of 10 multiple-choice questions accompanied by a CRI scale ranging from 1 to 5, which was used to classify students into categories of understanding the concept, not understanding the concept, lucky guess, and misconception. Data were analyzed based on the combination of correct/incorrect answers and high/low CRI scores. The results indicate that students still experience significant misconceptions in several sub-concepts, particularly concerning action–reaction forces, the identification of forces acting on an object, and the relationship between net force and motion. These misconceptions primarily appear among students who are highly confident in their incorrect answers , with the highest percentage of misconceptions found on Question No. 5 at 72.8%, followed by Questions No. 3 and No. 7, each reaching 57.6%. These findings confirm that the CRI method is effective in diagnosing the quality of student understanding and highlights the need for instructional interventions that focus on correcting faulty conceptual beliefs rather than merely procedural memorization.