Migran Bugis di Samarinda hidup secara komunal dan tersebar. Identitas mereka kemudian bergeser seiring dengan pertemuan identitas lain dan perkembangan teknologi. Stigma orang bugis ‘kasar’ mencerminkan pergeseran identitas tersebut. Penelitian ini bertujuan untuk menafsirkan petuah bugis asera temmalaiseng (sembilan tak terpisahkan) sebagai suatu identitas sosial orang bugis dan implikasinya terhadap konseling model KIPAS. Penelitian kualitatif gadamerian digunakan untuk menafsirkan petuah tersebut. Hasil penelitian menunjukkan bahwa petuah asera temmalaiseng menunjukkan identitas sosial orang bugis untuk : menghindari dua hal yaitu jangan mencela kesukaan orang lain dan jangan menghitung harta milik orang lain. Katakan satu hal ; katakan hal yang wajar yang bisa menyenangkan orang lain. Lakukan dua hal ; lakukan hal yang bisa memperbaiki orang lain dan lakukanlah sesuatu dengan prilaku yang baik dan tak tersanggah/terbantahkan. Ingat dua hal ; ingatlah kebaikan orang kepada kita dan ingatlah kesalahanmu kepada orang lain. Lupakan dua hal ; lupakan kebaikanmu kepada orang lain dan lupakan kesalahan orang lain kepada kita. Implikasi konseling model KIPAS sebagai salah satu pendekatan konseling yang mengutamakan sisi positif manusia, menegaskan bahwa dalam petuah tersebut, individu diajarkan untuk berfikir positif, bersikap positif, berkata positif, dan berperilaku positif. Sebagai salah satu tema bahasan dalam konseling model KIPAS, penelitian ini perlu dikembangkan dengan pendekatan yang lebih teknis melalui tahapan-tahapan konseling model KIPAS (Konseling Intensif Progresif Adaptif Struktural).
A culture of peace in education is a concept that emphasizes the importance of creating a harmonious learning environment and respecting differences to achieve an effective, conducive, and harmonious learning environment for students. Research on the culture of peace in education on the mental and social aspects of creating peace often receives less attention. The thoughts of figures such as Imam Al-Ghazali offer a holistic and comprehensive view of peace. This study aimed to explore Imam Al-Ghazali's thoughts on inner and social peace and how to build a culture of peace in education. A qualitative approach was chosen to understand Imam Al-Ghazali's thoughts on inner and social peace and how these concepts can be applied in an educational context. The methods used in this research were literature study and content analysis. The three main works of Imam Al-Ghazali studied were Ihya 'Ulum al-Din, Al-Munqidh min al-Dalal, and Bidayat al-Hidayah. The results showed three principles in building a culture of peace: inner peace, cleansing of the soul, and noble character. This study has an implication to pay attention to mental and social aspects of creating a harmonious learning environment by strengthening the values of tolerance, empathy, justice, cooperation, and peaceful conflict resolution in the curriculum and learning. In addition, the character building of students who can communicate, think critically, and solve problems peacefully should be prioritized in education.
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