The Peace Education Model in Developing a Peaceful Classroom Climate: Lesson-learned from Indonesia

The Peace Education Model in Developing a Peaceful Classroom Climate: Lesson-learned from Indonesia

Citation: Ilfiandra, Nadhirah NA, Adiputra S (2023). The Peace Education Model in Developing a Peaceful Classroom Climate: Lesson-learned from Indonesia. Pegem Journal of Education and Instruction, Vol. 13, No. 4, 2023, 25-35, DOI: 10.47750/pegegog.13.04.04

ABSTRACT

The current school climate is no longer peaceful because the prevalence of conflict and violence tends to increase from time to time. In general, students have not been able to resolve conflicts constructively, and the majority of student conflicts are helped to develop by teachers and administrators. Indonesia’s education vision is towards global education and peace education, but peace education in Indonesia does not yet have a clear platform. The purpose of this study was to evaluate the effectiveness of peace education in developing a peaceful classroom climate based on school type and gender. The research approach used is quantitative with quasi-experimental methods and non-equivalent pre-post group design. The research participants were 15 teachers and 72 students who were selected by purposive sampling form vocational high school and senior high school in West Java Province. The instrument used is Peace Class Scale based on Peace Class theory, which is listening when someone is speaking, not excluding anyone, just saying kind of words, speaking softly, showing respect for each other. Data analysis was carried out by testing the difference in the average scores of the two groups using the Independent Sample t test technique. The results is that peace education in total has not been effective in building peaceful classroom. Partially, peace education is more effective in developing respect for female students in vocational secondary schools than male and female students in senior high schools. In the future, recommendations are needed to improve the focus of intervention, strengthen the competence of peace education for teachers, and target interventions that are carried out in stages so that a peaceful climate can be formed in school.

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