Abstract--The

Technology has entered the human physical and spiritual existence. Technology is the reflection of the human soul in nature, it is the materialization of ideas in the human brain itself. Humans are increasingly fragmented and machines are increasingly dominant in human life, which causes problems in various fields, one of the fields is a law on the formulation of criminal acts in various legislation. To clarify this problem, normative research methods are used with a focus on comparative legislation. Laws of increasingly technological and technological nature adopt legal features in the work of science and technology. Lawmakers make rules that reflect technological determinism as well as against it. They glorify technology as well as make technology as one of the factors of criminal liability. This seems in the comparison between general criminal law legislation that originates from the Criminal Code with other laws and regulations that contain technological elements. Technology-based criminal penalties in general criminal law are unknown, and this only arises after the technology is used to commit criminal acts, such as in criminal acts of decency, humiliation, defamation, and crime dimension technology. This rationale needs to be deciphered considering the lawmakers is poor to give an explanation.

The change of era and labor markets creates demand for graduates college of law must have the necessary competency, whereas the high law education system does not prepare graduates to have competencies that are expected. Therefore, a change from the old curriculum to the Competency Based Curriculum (CBC) needs to be done to address these problems. In CBC, competency mapping, teaching paradigm is also shifting from Teacher-Centered Learning (TCL) to the Student-Learning Center (SCL). Loads lecture materials are also change from the original emphasis on technical expertise (academic/hardskills) to the non-technical skills (softskills) are balanced. Expectation with the implementation of CBC on the law of science study program, graduates who can compete and have generated competitiveness in the job market.Keyword: Competency Based Curriculum, Student-Learning Center, Teacher-Centered Learning, hardskills, softskills.

Rini FidiyaniFakultas Hukum Universitas Negeri SemarangEmail fidiyani.rini@gmail.comErni Wulandari, S.H., M.HumMahasiswa Program Doktor Ilmu HukumUniversitas Sebelas Maret – SoloEmail erniwulandari.006@gmail.com Abstrak Pendidikan tinggi hukum memiliki sejarah panjang di Indonesia dari masa colonial Hindia Belanda sampai masa sekarang. Peletakan dasar pendidikan tinggi hukum berawal  dari pendidikan menengah hukum – Rechtscholl -  bagi tenaga kerja Bumi Putera yang dijadikan pegawai ambtenaar yang dibayar murah. Tugas lulusan  Rechtscholl membantu pekerjaan aparat hukum dari golongan penduduk Eropa, khususnya Belanda. Atas tuntutan politik etis dan menggema konsep negara nasionalis merdeka dari segala bentuk kolonialisme, pemerintah Kolonial Hindia Belanda membuka pendidikan tinggi hukum yang berlanjut hingga sekarang. Sekarang kita telah memasuki pendidikan tinggi hukum yang bersinggungan dengan kompleksitas globalisasi menyangkut beraneka kebutuhan dan masyarakat serta area. Tuntutan pendidikan tinggi hukum masa sekarang bukan sekedar mencetak sarjana hukum yang mahir menyusun berdokumen hukum sebagai kemahiran hardskill bahkan meluas sampai pada softskill dalam mengelola penyelesaian konflik menyangkut  kepekaan social, rasa empati, sikap disiplin dan kesetaraan berkomunikasi dengan pihak yang berkonflik. Konflik Kebebasan Beragama dan Berkeyakinan di negara Indonesia rentan terjadi sehubungan masyarakat kita merupakan heterogen dan kasus konflik sudah terbukti menyebar di Indonesia. Seperti konflik Gerakan Aceh Merdeka, Papua, Poso. Profil memiliki kemahiran berdialog merupakan kemahiran softskill yang wajib dikuasi bagi lulusan pendidikan tinggi hukum dalam mengelola penyeleaian sengketa hukum dan atau konflik yang sekarang mudah muncul dalam berbagai sector kehidupan salah satunya kebebasan beragama dan berkeyakinan. Kemahiran personal dialogonal membutuhkan modal dan latihan khusus yang terarah dan berkesinambungan dalam membangun kemahiran tersebut. Salah satunya dalam pengelolaan penyelesaian konflik kebebasan beragama berkeyakinan di Indonesia sekaligus peluang baru dalam profesi bagi lulusan pendidikan tinggi hukum.Kata Kunci: konflik, kebebasan beragama berkeyakinan, personal dialogonal

Pornographical in the way of lex spesialis was regulated in The Law No. 44/2008 and lex generalis loaded on The Criminal Code. The Judge interpreting pornography refer to textual definition of pornography according to the Law No. 44/2008 according the data founded that dominantly on juridical positivist paradigm. Juridical positivist paradigm is not the only one paradigm that used by the judge, moreover related about pornographical, need the change of appropriate paradigm concerning the judge mindset in interpreting pornography recorded to the judge considerations. The aim of this writing is to criticize the judge mindset and social sensitivity in interpreting and handling pornography. This study used qualitative and socio legal research to reveal the judicial considerations textual-contextually. With exposing the textual-contextual meaning of judge’s considerations, it can be traced to the legal paradigm used by judges and need to use appropriate legal paradigm related to the use of social theories that support it. The judge needs to have a non-doctrinal legal science perspective on the correct legal paradigm reform in giving judges consideration to pornographic cases. Judges are more likely shackled to the institutional structure and establishment of the juridical positivism paradigm.