From Curriculum to Qanun: Translating Restorative Justice through Islamic Criminal Law Education in Aceh, Indonesia
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Restorative Justice, Islamic Criminal Law, Hidden Curriculum, Circulation of Knowledge, Aceh’s Qanun Jinayat
Abstract
This study examines how restorative justice is translated through Islamic criminal law education and circulated within the institutional context of enforcing Qanun Jinayat in Aceh, Indonesia. The study aims to explain the curricular and pedagogical mechanisms that negotiate restorative principles and how the resulting knowledge is contextualized beyond the classroom. Employing a qualitative and socio-legal approach, this research analyzes curriculum documents, Semester Learning Plans, and conducts in-depth interviews with four key informants at UIN Ar-Raniry using qualitative content analysis and thematic analysis. The results indicate that restorative justice is not institutionalized as a standalone course but is integrated through the interplay of Islamic criminal jurisprudence (fiqh al-jināyah), conflict resolution courses, Islamic criminal law, national criminal law, and experiential learning. This configuration establishes a distributed, implicit, and contextual hidden curriculum in which restorative and retributive rationalities coexist rather than replace one another. The study identified a pattern of recursive knowledge circulation: legal problems and practices enter the university through teaching and research, while academic knowledge re-engages with legal institutions through research, continuing education, and professional capacity building. This study presents negotiated epistemological translation, a distributed hidden curriculum, and the recursive circulation of knowledge as an integrated framework for understanding Islamic criminal law education as an epistemic site mediating between fiqh, state law, criminal code, and legal practice.
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