Developing A Framework Peace Education for Primary School Teachers in Indonesia

Sahril Buchori, Sunaryo Kartadinata, Syamsu Yusuf, Ilfiandra Ilfiandra, Nurfitriany Fakhri, Sofwan Adiputra

Abstract


Teachers as educators should have a sense of peace within themselves so that a conducive classroom climate can be created. The purpose of this study is to build a framework for peace education in elementary schools. To develop this capacity for peace, the researcher conducted three stages of study: the first, an empirical study; the second, developing a framework; and the third, measuring its effectiveness. This research was conducted in three schools with 12 teachers as participants. The data collection technique used an instrument of teacher peace capacity in the form of a semantic differential scale to determine the level of knowledge, skills and attitudes of teachers' peace capacity. The results show that teachers do not yet have a qualified peace capacity. This framework can be applied to teachers in the form of training. The framework for developing teacher peace capacity has proven to be effective. 

https://doi.org/10.26803/ijlter.20.8.14

 


Keywords


framework; teacher peace capacity; peace education

Full Text:

PDF

References


Adiputra, S., Mujiyati, & Hendrowati, T. Y. (2019). Perceptions of inclusion education by parents of elementary school-aged children in Lampung, Indonesia. International Journal of Instruction, 12(1), 199-212. https://doi.org/10.29333/iji.2019.12113a

Akhmad, S. N., Kartadinata, S., & Ilfiandra. (2016). Perspektif Peserta Didik tentang Kedamaian dan Resolusi Konflik di Sekolah[Learners Perspectives on Peace and Conflict Resolution in Schools]. Pedagogia: Jurnal Ilmu Pendidikan, 14(2), 343–355. https://doi.org/10.17509/pedagogia.v14i2.3884

Akhyak, M. A., Idrus, M., & Bakar, A. Y. (2013). Implementation of teachers’ pedagogy competence to optimizing learners’ development in public primary schools in Indonesia. Journal of Education and Research, 1(9), 113-122.

Arifudin, I. (2007). Urgensi Implementasi Pendidikan Multikultural di Sekolah [The Urgency of Implementation of Multicultural Education in Schools]. Jurnal Pemikiran Alternatif Pendidikan Insania, 12(2), 220-233. https://doi.org/10.24090/insania.v12i2.252

Bajaj, M. (2015). Pedagogies of resistance and critical peace education praxis. Journal of Peace Education, 12(2), 154-166. https://doi.org/10.1080/17400201.2014.991914

Barber, N. (2005). Practitioner adaptations of strengths-based practice in statutory child protection work. The Australian Institute of Family Studies Newsletter, 13, 10–15.

Baron, J. (1992). The effect of normative belief on anticipated emotions. Journal of Personality and Social Psychology, 63(2), 320-330. https://psycnet.apa.org/doi/10.1037/0022-3514.63.2.320

Benbenishty, R., & Astor. S. (2005). School violence in context. Oxford University Press.

Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. McGraw-Hill.

Biggs, B. K., Vernberg, E. M., Twemlow, S. W., Fonagy, P., & Dill, E. J. (2008) Teacher adherence and its relation to teacher attitudes and student outcomes in an elementary school-based violence prevention program. School Psychology Review, 37(4), 533-549. https://doi.org/10.1080/02796015.2008.12087866

Borg, W. R., & Gall, M. D. (2007). Educational research: An introduction (8th ed.). Pearson-Allyn & Bacon.

Buchori, S. (2018). Profil Budaya Damai Siswa Sekolah Dasar di Cilandak Jakarta Selatan [Profile of the Peaceful Culture of Elementary School Students in Cilandak, South Jakarta]. Supriatna, M., & dan Wahidin (Eds.). Orientasi Pribadi Optimal Perspektif Bimbingan dan Konseling. UPI Press.

Buchori, S., & Fakhri, N. (2018). Terapi Film dalam Mengembangkan Budaya Damai Siswa [Movie Therapy in Building a Culture of Peace in Students]. Prosiding. Kongres dan Konvensi Nasional Bimbingan dan Konseling ke XX. ABKIN bekerja sama dengan Universitas Riau. Pekanbaru [Proceedings. XXth National Congress and Convention on Guidance and Counseling. ABKIN cooperates with the University of Riau. Pekanbaru].

Cacioppo, J. T., Reis, H. T., & Zautra, A. K. (2011). Social Resilience: The Value of Social Fitness with an Application to the Military. American Psychologist, 66, 43–51. https://psycnet.apa.org/doi /10.1037/a0021419

Cairns, E., & Lewis, C. A. (2003). Empowering peace. The Psychologist, 16, 142–143.

Castro, L. N., & Galace, J. N. (2010). Peace education: A pathway to a culture of peace. Center for Peace Education, Miriam College.

Cavanagh, T., Macfarlane, A., Glynn, T., & Macfarlane, S. (2012). Creating peaceful and effective schools through a culture of care. Discourse: Studies in the Cultural Politics of Education, 33(3), 443–455. https://doi.org/10.1080/01596306.2012.681902

Chan, J. Y., Fung, A. L., & Gerstein, L. H. (2013). Correlates of pure and co-occurring proactive and reactive aggressors in Hong Kong. Psychology in the Schools, 50 (2), 181-192. https://doi.org/10.1002/ pits.21665

Cohrs, J. C., Christie, D. J., White, M. P., & Das, C. (2013). Contributions of positive psychology to peace: Toward global well-being and resilience. American Psychologist, 68(7), 590–600. https://psycnet.apa.org/doi/10.1037/a0032089

Deutsch, M. (1993). Educating for a peaceful world. American Psycholo¬gist, 48(2), 510-517.

Deutsch, M. (2015). Educating for a peaceful world. Springer briefs on pioneers in science and practice, 89–103. https://doi.org/10.1007/978-3-319-15443-5_7

Dulmus, C., & K. Sowers. (Eds). (2004). Kids and violence: The invisible school experience. Haworth Press.

Eliasa, E. I. (2017). Budaya Damai Mahasiswa di Yogyakarta. Journal of Multicultural Studies in Guidance and Counseling, 1(2), 175-19. https://doi.org/10.17509/jomsign.v1i2.8286

Freire, P. (1998). Pedagogy of freedom. Ethics, democracy and civic courage. Rowman & Littlefield Publishers.

Fung, A. L., Gerstein, L. H., Chan, Y., & Engebretson, J. (2015). Relationship of aggression to anxiety, depression, anger, and empathy in Hong Kong. Journal of Child and Family Studies, 24(3), 821-831. http://dx.doi.org/10.1007/s10826-013-9892-1

Furlong, M., & Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders, 8(2), 71–81. https://doi.org/10.1177%2F106342660000800203

Galtung, J. (1996). Peace by peaceful means peace and conflict, development and civilization. Sage.

Goldman, J. D. G., & Grimbeek, P. (2008). Student-teachers’ understanding of policy behavioural directives concerning the reporting of child sexual abuse: Findings from one Australian state. Educational Research, 50(3), 291–305. https://doi.org/10.1080/ 00131880802309457

Harber, C. (2004). Schooling as violence. Routledge Falmer.

Harber, C. (2009). Forthcoming. Long time coming: Children as only occasional decision-makers in schools. In S. Cox, S., A. Robinson-Pant, C. Dyer, & M. Schweisfurth (Eds). Children as decision makers in education. Continuum.

Harber, C., & Sakade, N. (2009). Schooling for violence and peace: How does peace education differ from ‘normal’ schooling? Journal of Peace Education, 6(2), 171–187. https://doi.org/10.1080/ 17400200903086599

Helu Thaman, K. (2010). Teacher capacities for working towards peace and sustainable development. International Journal of Sustainability in Higher Education, 11(4), 353–364. https://doi.org/ 10.1108/14676371011077577

Henry, D., Guerra, N., Huesmann, L. R., Tolan, P., Van Acker, R., & Eron, L. (2000). Normative influences on aggression in urban elementary school classroom. American Journal of Community Psychology, 28(1), 59-81.

Hetherington, E. M. (2003). Social support and the adjustment of children in divorced and remarried families. Childhood: A Global Journal of Child Research, 10, 217–236. https://doi.org/10.1177/ 0907568203010002007

Hilarski, C. (2004). Corporal punishment: Another form of school violence. In C. Dulmus and K. Sowers (Eds). Kids and violence: The invisible school experience. Haworth Press.

Huesmann, L. R., Rowell, L., & Guerra, N. G. (1997). Children’s normative belief about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72(2), 408-419. https://psycnet.apa.org/doi/ 10.1037/0022-3514.72.2.408

Hunter, T. J. (2008). Creating a culture of peace in the elementary classroom. The Education Digest, 74(1), 54-58.

Invernizzi, M. A., Landrum, T. J., Howell, J. L., & Warley, H. P. (2005). Toward the peaceful coexistence of test developers, policymakers, and teachers in an era of accountability. The Reading Teacher, 58(7), 610–618. https://doi.org/10.1598/RT.58.7.2

Janoff-Bulman, R. (1992). Shattered assumptions: Towards a new psychology of trauma. The Free Press.

Kartadinata, S., Affandi, I., Wahyudin, D., & Ruyadi, Y. (2015). Pendidikan kedamaian. Remaja Rosdakarya.

Kirkwood-Tucker, T. F. (2004). Empowering teachers to create a more peaceful world through global education: Simulating the United Nations. Theory & Research in Social Education, 32(1), 56–74. https://doi.org/10.1080/00933104.2004.10473243

Kyte, D. (2016). Toward a sustainable sense of self in teaching and teacher education: Sustainable happiness and well-being through mindfulness. McGill Journal of Education / Revue des Sciences de l'Education de McGill, 51(3), 1143–1162 https://doi.org/10.7202/ 1039632ar

Meyer, E. (2006). Gendered harassment in North America: Recognising homophobia and heterosexism among students. In F. Leach & C. Mitchell (Eds.) Combating gender violence in and around schools. Trentham Books.

Montgomery, A., & McGlynn, C. (2009). New peace, new teachers: Student teachers’ perspectives of diversity and community relations in Northern Ireland. Teaching and Teacher Education, 25(3), 391–399. https://doi.org/10.1016/j.tate.2008.11.002

Naway, F. A. (2019). Sang Guru: Panduan Guru Profesional Menuju Indonesia 4.0. PGRI Gorontalo-Press.

Nelson, L. L. (2014). Peacefulness as a personality trait. In G. K. Sims, L. L. Nelson, & M.R. Puopolo (Eds.). Personal peacefulness: Psychological perspectives. Springer.

Nurhadi, A. M., & Muchtarom, M. (2020). Developing civic responsibility in the community through the social community “Masyarakat Anti Fitnah Indonesia (Mafindo)”. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 1087-1094). Atlantis Press.

O’Connor, P. (2013). Pedagogy of love and care: Shaken schools respond. Disaster Prevention and Management, 22(5), 425-433. https://doi.org/10.1016/j.tate.2008.11.002

Pinheiro, P. (2006). World report on violence against children. United Nations.

Sakade, N. (2008). Peace education in practice? A case study of peace education in England. (Doctoral thesis in preparation). University of Birmingham.

Saputra, W. N. A. (2016). Pendidikan kedamaian: Peluang penerapan pada pendidikan tingkat dasar di Indonesia [Peace education: Opportunities for application to primary education in Indonesia]. Jurnal CARE Edisi Khusus Temu Ilmiah, 03(3), hlm. 88–94.

Setiadi, R., Kartadinata, S., Ilfiandra & Nakaya, A. (2017). A peace pedagogy model for the development of peace culture in an education setting. The Open Psychology Journal, 10(1), 182-189. http://dx.doi.org/10.2174/1874350101710010182

Sinkinson, M. (2009). “Sexuality isn’t just about sex”: Pre-service teachers’ shifting constructs of sexuality education. Sex Education: Sexuality, Society and Learning, 9(4), 421–436. https://doi.org/ 10.1080/14681810903265352

Swee, E., Zhan, H., & Powdthavee, N. (2019). Do perceptions of economic well-being predict the onset of war and peace? (No. 12650). IZA Discussion Papers.

Taylor, S. E., Peplau, L. A., & Sears, D. O. (2009). Psikologi social: edisi dua belas [Social psychology: twelfth edition]. Kencana Prenada Media Grup.

Tentama, F. (2013). Perilaku anak agresif: Asesmen dan intervensinya [Aggressive child behavior: Assessment and intervention]. Jurnal Kesehatan Masyarakat (Journal of Public Health), 6(2), 162-232.

Tilaar, H. A. R. (1999). Beberapa Agenda Reformasi Pendidikan Nasional Dalam

Perspektif Abad 21 [Several Agendas for National Education Reform in 21st Century Perspective]. Indonesia Tera.

Twemlow, S. W., Fonagy, P., & Sacco, F. C. (2005). A developmental approach to mentalizing communities: II. The Peaceful Schools experiment. Bulletin of the Menninger Clinic, 69(4), 282–304. https://doi.org/10.1521/bumc.2005.69.4.282

UNESCO. (1996). Learning: Treasure within. UNESCO Publishing.

UNESCO. (2017). Transformative pedagogy for peace-building: A guide for teachers. UNESCO-International Institute for Capacity Building in Africa (IICBA).

UNESCO-APNIEVE. (2000). Belajar untuk Hidup Bersama dalam Damai dan Harmoni: Pendidikan Nilai untuk Perdamaian, Hak-hak Asasi Manusia, Demokrasi dan Pembangunan Berkelanjutan untuk Kawasan Asia-Pasifik [Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy and Sustainable Development for the Asia-Pacific Region]. Buku Sumber UNESCO-APNIEVE untuk Pendidikan Guru dan Jenjang Pendidikan Tinggi. Penerjemah W.P. Napitupulu. Bandung: Komisi Nasional Indonesia untuk UNESCO dan UPI.

Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Althouse Press.

Werner, N. E., & Hill, L. G. (2010). Individual and peer group normative beliefs about relational aggression. Child Development, 81(3), 826-836. https://doi.org/10.1111/j.1467-8624.2010.01436.x

Widayati, S. (2002). Reformasi pendidikan dasar [Primary school education reform]. Grasindo.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493