Bridging Law in Action: Transforming Students' Legal Literacy through Parepare District Court Observations

Abstract

Background: Legal literacy in higher education often remains confined to statutory memorization, creating a gap between academic theory and the practical demands of the judiciary. This study addresses the disconnect by examining how direct court observation facilitates the transition from "law in books" to "law in action."

Objective: This research aims to investigate the transformation of legal literacy among eight Islamic family law students at STAI DDI Parepare through direct observation of a voluntaire civil petition at the Parepare District Court.

Methods: Using an empirical socio-legal design with a phenomenographic orientation, data were collected through pre-observation reflections, in-court observations of a 2007 delayed death certificate case, and post-observation in-depth interviews.

Results: Thematic analysis identified six dimensions of literacy transformation, including jurisdictional shifts, evidentiary formalism, and digital court adaptation. Descriptive data indicated a mean literacy gain of +1.5 points (scale 1–5), with the most pronounced improvements in Digital Court Literacy (+1.6) and Legal Certainty Value (+1.7).

Conclusion: The findings suggest that field-based clinical legal education serves as a powerful catalyst for epistemological development. This study concludes that integrating structured court observation into the curriculum is essential for preparing students to navigate the hybrid reality of modern judiciary, where digital administration meets rigorous evidentiary formalism.