Integration of Academic and Social Sanctions in Dealing with Sexual Violence on Islamic Campuses

Herdianty Ramlan; Suardi Suardi; Shahrin Bin Hashim

doi:10.51276/edu.v7i1.1425

Authors

Herdianty Ramlan Universitas Muhammadiyah Makassar
Suardi Suardi Universitas Muhammadiyah Makassar
Shahrin Bin Hashim Universiti Teknologi Malaysia

DOI:

https://doi.org/10.51276/edu.v7i1.1425

Keywords:

Academic Sanctions , Procedural Justice , Sexual Violence , Social Sanctions , Structural Accountability

Abstract

Sexual violence in higher education institutions is a structural issue that necessitates a multidimensional response. This study aims to analyze the correlation between academic community perceptions regarding the imposition of academic sanctions on students, faculty, and university leaders involved in sexual misconduct. Employing a mixed-method approach, the Research integrates Spearman correlation analysis and thematic analysis of open-ended interviews. The statistical findings reveal strong, significant correlations across the three groups, indicating a shared demand for consistent, non-discriminatory procedural justice. Thematic analysis highlights the substantial role of social sanctions as a mechanism of moral control, particularly when integrated with academic and legal sanctions. The perceived effectiveness of social sanctions is shaped by collective courage and institutional support for victims. Previous literature emphasizes that the legitimacy of sanctions depends on consistency, transparency, and structural accountability. This study contributes both empirical and theoretical insights to reinforce equitable academic sanction systems across hierarchical levels. The findings are relevant for institutional policy development aimed at fostering a safe, dignified, and just campus environment. The study recommends institutional reforms that integrate social and procedural sanctions, as well as comprehensive victim protection in academic settings.

Downloads

Download data is not yet available.

Author Biographies

Herdianty Ramlan, Universitas Muhammadiyah Makassar

She is a lecturer in the Undergraduate Program of Sociology Education at Universitas Muhammadiyah Makassar. She earned her bachelor’s degree from Universitas Muhammadiyah Makassar and her master’s degree in Sociology Education from Universitas Negeri Makassar. She later obtained her doctoral degree in Sociology from Universitas Negeri Makassar. Her areas of expertise include sociology, education, and the study of exploitation. She has published several scientific articles and is actively involved in research and community service activities.

Suardi Suardi, Universitas Muhammadiyah Makassar

He is a lecturer in the Master’s Program at the Graduate School of Universitas Muhammadiyah Makassar. He earned his bachelor’s degree from Universitas Muhammadiyah Makassar and his master’s degree in Sociology Education from Universitas Negeri Makassar. He completed his doctoral degree in Sociology at Universitas Negeri Makassar. His areas of expertise include Sociology Education, Character Education, and studies on symbolic and sexual violence. Suardi has published numerous scientific articles and dozens of books in the fields of education and the social sciences, and he is actively involved in research and community service.

Shahrin Bin Hashim, Universiti Teknologi Malaysia

He is a senior lecturer at Universiti Teknologi Malaysia. He completed his undergraduate studies at Universiti Utara Malaysia and pursued postgraduate studies in Education and Development at Universiti Teknologi Malaysia. His areas of expertise include Education and Development, Community Development, Sociology of Education, Teacher Development, and Human Development. Shahrin has published numerous scientific articles and books in the fields of education and the social sciences, and he is actively involved in research and community development programs.

References

Abdallah, S. (2020). Social Interactions in Electronic Networks of Practice: A Model for Effective Knowledge Construction, Problem Solving, and Learning. International Journal of e-Collaboration, 16(2), 27–44. https://doi.org/10.4018/IJeC.2020040103

Chen, W., Ng, E. E., Guo, S., Junzhu, S., Li, X., Chai, S. C. A., & Lyu, Q. (2023). Argumentative Knowledge Construction and Certainty Navigation: A Comparison Between Individual and Group Work. In Proceedings of the 31st International Conference on Computers in Education (Vol. 1, pp. 301–306).

Chen, W., Su, J., Lyu, Q., Chai, S. C. A., Li, X., Su, G., & Ng, E. E. (2023). The Role of Individual Preparation for Knowledge Construction in Collaborative Argumentation: An Epistemic Network Analysis. In Proceedings of the 31st International Conference on Computers in Education (Vol. 1, pp. 238–243).

Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2024). Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built-Up Concept Maps Alongside a Scientific Text. International Journal of Human-Computer Interaction, 40(24), 8764–8780. https://doi.org/10.1080/10447318.2023.2289296

Dubovi, I., & Tabak, I. (2020). An Empirical Analysis of Knowledge Co-Construction in YouTube Comments. Computers & Education, 156, 103939. https://doi.org/10.1016/j.compedu.2020.103939

Edwards, K. M., Camp, E. A., Wheeler, L., Chen, D., Waterman, E. A., & Banyard, V. L. (2023). A Latent Transition Model of the Effects of a Youth-Led Sexual Violence Prevention Initiative on Victimization and Perpetration Trajectories Over Time. Journal of Adolescent Health, 72(6), 977–984. https://doi.org/10.1016/j.jadohealth.2023.01.009

Floren, L. C., ten Cate, O., Irby, D. M., & O’Brien, B. C. (2021). An Interaction Analysis Model to Study Knowledge Construction in Interprofessional Education: Proof of Concept. Journal of Interprofessional Care, 35(5), 736–743. https://doi.org/10.1080/13561820.2020.1797653

Goli, M., & Dastmalchi, P. (2024). Enhancing Tacit Knowledge Construction in Architectural Engineering Education Through 4E Cognition and Virtual Reality. In Proceedings of the 2024 IEEE Frontiers in Education Conference (FIE) (pp. 1–8). https://doi.org/10.1109/FIE61694.2024.10893406

Gong, R., Jiang, R., Guo, C., Hu, W., & Li, Y. (2025). Roles Emerging During the Knowledge Construction Process in Collaborative Learning: Does a Generative AI-Supported Chatbot Matter? In Proceedings of the 16th International Conference on Education Technology and Computers (ICETC 2024) (pp. 8–16). https://doi.org/10.1145/3702163.3702165

Hao, H., Geng, X., Chen, L., Shimada, A., & Yamada, M. (2021). Learning Analytics of the Relationships Among Knowledge Constructions, Self-Regulated Learning, and Learning Performance. In Proceedings of the 2021 IEEE International Conference on Engineering, Technology and Education (TALE) (pp. 1–8). https://doi.org/10.1109/TALE52509.2021.9678920

He, Y., & Lu, W. (2024). The Effectiveness of Gen AI in Assisting Students’ Knowledge Construction in Humanities and Social Sciences Courses: Learning Behaviour Analysis. Interactive Learning Environments, 32(10), 7041–7062. https://doi.org/10.1080/10494820.2024.2415444

Imania, A., & Santoso, H. (2023). Institutional Isomorphism in Policies on Sexual Violence Prevention and Management in Indonesian Universities. Issues in Educational Research, 33(2), 673–692.

Liu, Y., Ni, Z., Zha, S., & Zhang, Z. (2022). Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography. Sustainability, 14(23), 15787. https://doi.org/10.3390/su142315787

Nguyen, D., & Diederich, S. (2023). Facilitating Knowledge Construction in Informal Learning: A Study of TikTok Scientific, Educational Videos. Computers & Education, 205, 104896. https://doi.org/10.1016/j.compedu.2023.104896

Senivongse, K., & Bennet, L. (2022). Semiotic Inception, Attitude Altering, and Behavioral Expression: Understanding the Foundation of Organizational Knowledge Construction. In Proceedings of the 23rd European Conference on Knowledge Management (ECKM) (Vol. 2, pp. 1060–1070). https://doi.org/10.34190/eckm.23.2.465

Tyler, T. R., & Mentovich, A. (2023). Mechanisms of legal effect: Procedural justice theory. Center for Public Health Law Research, Temple University Beasley School of Law.

Wang, X., & Zhang, Y. (2024). Effects of Teaching Strategies on Students’ Learning Engagement and Knowledge Construction in Asynchronous Online Learning. Distance Education, 45(2), 281–296. https://doi.org/10.1080/01587919.2024.2338705

Wu, T. T., Lee, H. Y., Li, P.-H., Huang, C.-N., & Huang, Y.-M. (2023). Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning Via ChatGPT-Based Learning Aid. Journal of Educational Computing Research, 61(8), 3–31. https://doi.org/10.1177/07356331231191125

Wu, X. E., & Ko, K. (2024). Peer Interactions During Storybook Reading on Children’s Knowledge Construction: An Experimental Study on K2 and K3 Children. Frontiers in Education, 9, 1253782. https://doi.org/10.3389/feduc.2024.1253782

Xu, F., & Dai, Y. (2024). “You Are Good Annotators”: Investigating How Social Reading Based on Social Annotations and Role Assignment Strategies Facilitates Learners’ Social Interaction and Knowledge Construction. Education and Information Technologies, 29, 13268–9. https://doi.org/10.1007/s10639-024-13268-9

Yusran, S., Setiawati, T., Nursiti, Mokodompit, E., Laxmi, & Akifah. (2023). The Existing Curriculum and Teaching Learning Challenges for Prevention and Handling Sexual Violence in Higher Education. Unnes Journal of Public Health, 12(2), 82–93. https://doi.org/10.15294/ujph.v12i2.65709