conflict resolution education
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Author(s):  
Susi Fitria Dewi ◽  
Junaidi Indrawadi ◽  
Febri Yulika ◽  
Saifullah Saifullah

2021 ◽  
Vol 10 (3) ◽  
pp. 295
Author(s):  
Iniobong Ekong Nkang ◽  
Christopher S. Uwah

Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totalling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, "Managing Tertiary Education for Peace and Conflict Resolution" (MTEPCR) Questionnaire. The Instrument was duly validated and tested for reliability using the Cronbach Alpha reliability formula. This gave a reliability coefficient of 0.81. Descriptive statistics such as mean, standard deviation, and simple percentage were used to answer the research question. The null hypothesis was tested at 0.05 alpha level, the one-way ANOVA. The result of the study indicated a low extent in the implementation of peace and conflict resolution education in tertiary institutions. There was no substantial difference in the implementation of peace and conflict resolution education among four federal universities. Based on these findings, key policy, practice and research implications are discussed.


2021 ◽  
Vol 7 (2) ◽  
pp. 133-148
Author(s):  
Wasis Suprapto ◽  
Bunyamin Maftuh ◽  
Helius Sjamsuddin ◽  
Elly Malihah

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


Author(s):  
Daniel Roth

Third-Party Peacemakers in Judaism presents thirty-six case studies featuring third-party peacemakers found within Jewish rabbinic literature. Each case study is explored through three layers of analysis: text, theory, and practice. The textual analysis consists of close literary and historical readings of legends and historical accounts as found within classical, medieval, and early-modern rabbinic literature, many of which are critically analyzed here for the first time. The theoretical analysis consists of analyzing the models of third-party peacemaking embedded within the various cases studies by comparing them with other cultural and religious models of third-party peacemaking and conflict resolution, in particular the Arab-Islamic sulha and contemporary Interactive Problem-Solving Workshops. The final layer of analysis, based upon the author’s personal experiences in years of doing conflict resolution education, trainings, and actual third-party religious peacemaking in the context of the Middle East, relates to the potential practical implications of these case studies to serve as indigenous models and sources of inspiration for third-party mediation and peacemaking in both interpersonal and intergroup conflicts today.


2020 ◽  
Vol 6 (2) ◽  
pp. 83-95
Author(s):  
Samuel Patra Ritiauw

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    


2019 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Irfan Setia Permana Wiantamiharja

The symptoms of religious intolerance in Indonesia began to undermine diversity in Indonesia. The most influential factor in encouraging the occurrence of these symptoms is education. In this case, education that is Islamic in mind is a pesantren. Pesantren is an educational institution that has its own perspective and style of thinking about tolerance. This study aims to determine the constructs of thought and the implementation of religious tolerance implemented in education and activities carried out at Universal Islamic Boarding Schools. This study uses descriptive qualitative research methods using observation, interview, and documentation techniques. The results of the study show that: The construction of thoughts built on religious tolerance is categorized as inclusive thoughts and attitudes in religion, namely thoughts that believe in the existence of truth in other religious beliefs. The foundation of the thought construction is tasamuh, which is a moderate style of Islamic understanding. The concept of religious tolerance is implemented in the policies of Universal Islamic boarding schools through a curriculum of educational activities that reflects education with a multiculturalism-pluralism pattern. This education includes conflict resolution education, Human Rights (HAM), pesantren education for peace. Regarding activities that reflect multiculturalism-pluralism education, namely muhadlarah, pesantren for peace seminars, and cross-cultural discussions with various universities without favoritism.


2019 ◽  
Vol 18 (2) ◽  
pp. 347
Author(s):  
Mawi Khusni Albar

Abstract: Conflict is an integral part and has a wide variety of types in all aspects of people's lives. This is the responsibility of education because of the potential it possesses to prevent conflicts. Therefore the education of conflict resolution is a suitable idea to resolve conflict issues. The Medina constitution is a monumental work in the history of human life that becomes the spirit of how to create a harmonious life amid diversity. The interpretational method of Medina Constitution is legal hermeneutics which has three meaning areas such as text, context, and contextualization of text meaning to the context. The underlying theory in this research is the theory of conflict resolution education which has three areas to handle conflicts, such as social contradiction changes with structural approaches, improvement of relationship behavior and social interaction, and encouragement of attitude change. The Medina Constitution has fundamental values in social life, namely: togetherness, unity, freedom, religious tolerance, mutual help, justice, equality of rights and obligations, social honor, national defense and peace, piety, amar ma'ruf nahi munkar, and leadership. The contextualization of principles in the Medina charter on conflict resolution education can be discovered relevantly in the following three aspects; structural, behavioral improvement, and attitudinal changes in social relations.الملخص: الصراع هو جزء لا يتجزأ من حياة الإنسان ويتخذ أشكالا مختلفة وهو يحدث في جميع جوانب حياة الناس. هذه هي مسؤولية للتربية ، لأن للتربية القدرة على منع النزاعات ، لذا فإن التثقيف في مجال حل النزاعات هو الفكرة الصحيحة لمعالجة مشكلة الصراع هذه. أما بالنسبة للروح المأخوذة من ميثاق المدينة التي  هي عملاً ضاخما في تاريخ الحياة البشرية حول كيفية خلق حياة متناغمة في تنوع الاجتماعية . إن طريقة تفسير ميثاق المدينة هي التأويل القانوني الذي له ثلاثة جوانب من المعنى ، أي النص ، السياق ، و سياق معنى النص. النظرية الأساس لتطوير هذا البحث هي نظرية تربية حل النزاعات التي لها ثلاثة مجالات للتعامل مع الصراع ، وهي: التغيرات في التناقضات الاجتماعية مع المقاربات الهيكلية ، تحسين سلوك العلاقة والتفاعل الاجتماعي ، وتشجيع التغييرات في المواقف. يمتلك ميثاق المدينة مبادئ في الحياة الاجتماعية ، وهي: التعاون والوحدة والحرية والتسامح الديني ومساعدة الضعفاء والعدالة والمساواة في الحقوق والواجبات والاحترام الاجتماعي والدفاع عن الدولة والسلام والتقوى والامر بالمأروف ونهي عن المنكر  والقيادة. أما فيما يتعلق بوضع المبادئ في ميثاق المدينة في مجال حل النزاعات ، فيمكن إيجازها في ثلاثة جوانب ، هي: المنهج الهيكلي ، السلوكي ، والتغيرات في المواقف في العلاقات الاجتماعية.Abstrak: Konflik merupakan bagian yang tidak terpisahkan dalam kehidupan manusia dan mengambil bentuk yang beraneka rupa dan hampir menyeluruh di segala aspek kehidupan masyarakat. Hal ini merupakan tanggung jawab pendidikan, karena pendidikan memiliki potensi untuk mencegah terjadinya konflik, maka pendidikan resolusi konflik merupakan gagasan yang tepat untuk menyikapi persoalan konflik ini. Adapun ruhnya diambil dari Kosntitusi Madinah yang merupakan karya monumental dalam sejarah kehidupan manusia tentang bagaimana menciptakan kehidupan yang harmonis di tengah keberagaman. Metode penafsiran Konstitusi Madinah adalah legal hermeneutika yang memiliki tiga wilayah pemaknaan, yaitu teks, konteks, dan kontekstualisasi dari makna teks terhadap konteks. Teori yang menjadi dasar pengembangan penelitian ini adalah teori pendidikan resolusi konflik yang mempunyai tiga wilayah penanganan konflik, yaitu perubahan kontradiksi sosial dengan pendekatan struktur, memperbaiki perilaku hubungan dan interaksi sosial, dan mendorong perubahan sikap. Konstitusi Madinah memiliki nilai-nilai mendasar dalam kehidupan sosial, yaitu kebersamaan, persatuan, kebebasan, toleransi beragama, tolong menolong dan membantu yang lemah, keadilan, persamaan hak dan kewajiban, hormoni sosial, bela negara dan perdamaian, kesalehan, amar ma’ruf nahi munkar, dan kepemimpinan. Adapun kontekstualisasi prinsip-prinsip dalam piagam Madinah dalam pendidikan resolusi konflik dapat ditemukan relevansinya dalam tiga aspek, yaitu struktural, perbaikan perilaku, dan perubahan sikap dalam hubungan sosial.


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