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The purpose of this study is to find out the law of buying and selling preloved skincare on the Instagram application through the @prelovedskincare.ori account and learn the application of Law Number 19 of 2016 concerning ITE to buying and selling preloved skincare online. The method used in this research is a case study method with qualitative data types. The results obtained from this research are the practice of buying and selling preloved skincare, starting with a sale transaction between the owner and the account owner @prelovedskincare.ori. The second is buying and selling between the account owner @prelovedskincare and the buyer. Based on an analysis of Sharia economic law, selling point transactions between preloved skin care owners and @prelovedskincare account owners use ijarah contracts. In contrast, transactions between @prelovedskincare account owners and buyers buy and sell contracts and wakalah bil ujrah contracts. The ijarah contract and the parties' sale and purchase follow the pillars, terms, and conditions determined. The @prelovedskincare account has the right to get ujrah for its buying and selling services. As for the object of sale and purchase, even though the skincare is a used item, the parties have ensured that the preloved product is still usable and safe for users. The parties have also implemented Article 18 of Law Number 19 of 2016 ITE regarding legal requirements for electronic transactions. Abstrak Tujuan penelitian ini untuk mengetahui hukum jual beli preloved skincare di aplikasi instagram melalui akun @prelovedskincare.ori dan mengetahui penerapan Undang-Undang Nomor 19 Tahun 2016 tentang ITE terhadap jual beli preloved skincare secara online. Metode yang digunakan dalam penelitian ini adalah metode studi kasus dengan jenis data kualitatif. Hasil yang diperoleh dari penelitian ini praktik jual beli preloved skincare, diawali oleh transaksi titip jual antara pemilik preloved skincare dan pemilik akun @prelovedskincare.ori, kemudian

This Essay discusses the gradual changes occurring within legal education, which are finding wide acceptance in law schools throughout the United States. These changes include greater attention to other disciplines, primarily economics and behavioral sciences, and the contributions they make to a fuller understanding of the legal system. In addition, law schools are increasingly exploring the ways in which the law in textbooks may differ from the law in action. Nearly every law school, therefore, is seriously investigating the social and economic background of legal rules and their consequences through clinical legal education, which attempts to provide a real or simulated laboratory experience for law students. The most pervasive change, however, may be the breaking down of traditional artificial and arbitrary classifications of subject matter, which attempt to provide the advanced student a tentative method for organizing his or her knowledge about the legal system. Therefore, comparative law courses in the law school curriculum have surfaced in an attempt to inspire students to think creatively about legal problems by providing new insights into the legal system. To illustrate their support of this approach, the authors discuss their experience with creating and teaching a comparative law course at Boston College Law School. The Essay provides support for existing literature surrounding comparative law in legal education while illustrating its importance to law school curriculums throughout the United States.