Conflict Resolution Education in Social Studies : Focused on Peer Mediation

The conflict in West Kalimantan is one of the negative impacts of ethnic diversity in Indonesia. To prevent the recurrence of similar conflicts, the participation of various parties, including the education sector, is required by developing conflict resolution education. This article aims to examine three things, namely (1) the theoretical design supporting the model from the educational aspect, (2) examining the initial design of the model, and (3) examining the design implementation of the model. The research was studied using the Sukmadinata approach which simplifies the development research stages of Borg Gall. The results show that (1) there are three educational theories used to develop conflict resolution models in social studies learning, namely progressivism theory, reconstructionism theory, and humanist theory. (2) The development of the initial design of the conflict resolution model in social studies learning includes five aspects, namely syntax, social systems, management systems, support systems, and instructional and accompaniment impacts. (3) The design of the implementation of the conflict resolution model in social studies learning includes planning, targets, and actions.Keywords: Design, Conflict Resolution Model, Social Studies

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PERAN GURU IPS DALAM PEMBELAJARAN RESOLUSI KONFLIK BERBASIS NILAI BUDAYA PELA DI KOTA AMBON

SOSIO DIDAKTIKA Social Science Education Journal ◽

10.15408/sd.v6i2.13141 ◽

2020 ◽

Vol 6 (2) ◽

pp. 83-95

Author(s):

Samuel Patra Ritiauw

Keyword(s):

Conflict Resolution ◽

Social Studies ◽

Research And Development ◽

Learning Community ◽

Junior High ◽

Social Studies Teachers ◽

Important Thing ◽

Junior High Students ◽

Conflict Resolution Education

AbstractConstructing learning of conflict resolution based on Pela culture in social studies learning of Junior High students in Ambon city becomes an important thing, which is convincedto produce students who are able to manage conflict constructively based on Pela culture value. To develop the roles of teachers in conflict resolution learning, theresearcher implemented Research and Development developed by Borg and Gall. The result of study showed that teachers played important roles that media could not replace them. This could be seen form the six roles that should owned by teachers such as teacher as an education, expert, guide, manager, mediator, and evaluator. These six roles can produce a class as a peaceful learning community if social studies teachers own them. Keywords: Conflict Resolution Education, Social Studies Learning, Pela Culture Value AbstrakMengkonstruksi pembelajaran resolusi konflik berbasis nilai budaya Pela dalam pembelajaran IPS pada siswa SMP di Kota Ambon merupakan bagian terpenting dalam pembelajaran IPS kelak dan mampu menghasilkan siswa yang dapat mengelola konflik secara konstruktif berbasis nilai budaya “Pela”. Untuk mengembangkan peran guru dalam pembelajaran resolusi konflik, maka penulis menggunakan tipe Research and Development yang dikembangkan oleh Borg & Gall. Hasil dari pengembangan memperlihatkan bahwa guru memiliki peran yang tidak bias digantikan oleh media apapun. Hal ini dapat terlihat dari keenam peran yang harus dimiliki oleh guru yakni guru sebagai pendidikan, expert, pembimbing, manager, mediator dan evaluator. Keenam peran tersebut, jika dimiliki oleh guru IPS dalam pembelajaran resolusi konflik berbasis nilai budaya pela, maka dapat menghasilkan kelas sebagai suatu komunitas belajar yang damai. Kata Kunci: Pendidikan Resolus iKonflik, Pembelajaran IPS, Nilai Budaya Pela

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