This study aims to critically examine the potential violations of the constitutional right to a good and healthy environment arising from the government’s policy of granting Special Mining Business Permit Areas (WIUPK) to religious community organizations. The urgency of this research is based on concerns that these organizations, lacking adequate technical competence, may exacerbate environmental degradation, perpetuate violations left by previous permit holders, hinder the transition to renewable energy, and obstruct access to justice for victims of environmental harm. Using a normative juridical method with legislative and conceptual approaches, this study analyzes the policy from the perspective of environmental human rights, a focus absent in prior research. The findings reveal that the policy has a strong potential to violate the right to a good and healthy environment and contradicts the state’s obligation to protect human rights as guaranteed by the 1945 Constitution. The novelty of this research lies in its emphasis on the conflict of interest between the traditional role of religious organizations as community advocates and their new role as mining operators. Therefore, it is recommended that the government review and revoke the priority granting scheme for WIUPK and consider alternative participation models for religious organizations through non-operational mechanisms such as community development funds or minority non-controlling share ownership.

Limitated of infrastructure is one of the issues affecting the continuity of education in Indonesia. The unequal distribution of facilities in schools undoubtedly makes the learning process less effective and impacts students' learning outcomes. This is particularly evident in physical education, sports, and health lessons, which require equipment for the learning process. The lack of equipment prevents the expansion of sports education and the introduction of other sports as part of the curriculum. One example is handball, which is rarely taught in schools due to the lack of balls. As a result, some schools resort to using other balls, such as volleyballs, to teach handball. Using a volleyball in handball lessons is ineffective, especially when it comes to shooting. This issue led the researcher to consider modifying the handball with a rubber ball, which is easy to find and resembles the size of a real handball. The researcher then implemented this modification in a two-cycle action research study. The results from the pre-cycle assessment showed that only 2 out of 35 students passed the shooting test. In terms of percentage, this means only about 6% of the students were able to shoot well. Following this, the researcher took action in the first cycle, and 19 students passed, about 54% of the sample. Since the results were still considered suboptimal, the researcher proceeded with the second cycle, where 32 students passed, around 91% of the sample.