The social environment post-conflict in Aceh has caused trauma. They reflect the condition of the past with their behavior in the present either. On the other hand, post-conflict regional education policy has not yet realized its strategic position. This research intends to answer the questions: 1). How is the social environment in Aceh post-conflict society that forms the behavior of child victims of conflict?, 2. What are the efforts that schools can do to encourage social behavior that promotes social integration? Qualitative research used in naturalistic settings. Data collection techniques supported by observation, deep interview and literature study. The results show that social enviroment create social pathology that causes social integration to be hampered. This is one of the reasons for the weak common ground in developing peace in Aceh. Educational environment can function as a social institution to understand and influence the social environment of students. Social Studies can make this happen through the internalization of 'Aceh Caroeng' and 'Aceh Meuadab' programs. These programs in line with the mission of social studies fostering students with knowledge, attitudes and skills to be able to play a real role as members of the community and good citizens.
Social studies learning in junior high schools are still predominantly carried out in conventional ways. Discussion of knowledge that leads to the development of students' critical knowledge is difficult. This research aims to analyze the process of strengthening students' critical knowledge of controversial issues in the social studies classroom. This research was conducted using qualitative methods with a descriptive design. This study involved nine social studies teachers at junior high schools in Semarang, Central Java, Indonesia. Data were collected using interviews and observation techniques. Then, the data were checked by the source triangulation technique. The data analysis is a qualitative data analysis model with the Creswell framework. The results of this research are: (i) students' critical knowledge of controversial issues is strengthened through interactive discussions; (ii) problem-based learning model is very relevant for strengthening students' critical knowledge about controversial issues; (iii) teacher instructions that encourage students to work independently, extracting comprehensive information, and the content of the material in debatable discussions make controversy issues very attractive to students. This research concludes that the learning of controversial issues is highly contextual by strengthening students' critical knowledge.
The controversy matters in teaching learning process is menacing, because it could be breaking down the unity and social-bounding within community. There is consequence if the controversy subject is given in the classroom. The teacher has to be ready to handle the social-stability that could happen. This research was aimed to describe teachers effort to prepare and carry out social studies learning on controversial material. The research approach is qualitative. The study was conducted on social studies teachers in Pekalongan City, Central Java. The focus of the study is the learning of social studies teachers in controversy material. Data collection is observation, interviews and documents. Data analysis using interactive analysis. The results of the study were the learning of material controversy in social studies has not been well constructed by the teacher. The teacher has not carried out material analysis by separating material that can be developed to grow the critical power of students because it contains controversial material. Thus, the learning that he does also uses a learning model that is not based on material. It happens because the teacher's educational background is monodisciplinary, material analysis does not involve teacher professional groups, and lack of understanding of the material controversy in social studies learning.
Arendt (1994) stated that teachers are exposed to heterogeneous student conditions, such as gender, ethnicity, religion, race. Therefore, it is necessary for teachers' ability to design learning on heterogeneous students. In Social Studies, we offer a variety subject that contained in particularly thing, which might be multiinterpretation if it thought to the multiple diverse students. These subject such as Social Deviation, Social Pathology, Interstate Border's Conflict, Free-Trade, indonesian contemporary history, and Cultural Hegemony. Philpott, Calbough, McConkey And Thomas Turner (2011) stated that the controversy is menacing, because it could be breaking down the unity and social-bounding within community. McCully (2012), Buchanan (2011), Misco (2011), James (2009) asserted that there is a consequence if the multiinterpretation subject given in the classroom. The teacher has to be ready to handle the social-stability that could be happen. The study was conducted at the junior high school in Pekalongan City, which has homogeneity in religion. The results showed that teachers did not distinguish the multiinterpretation materials in the social studies subjects, so that they did not design the material specifically.
The area around the slopes of Mount Merapi Merbabu where there are still dense forests, deep ravines, steep slopes, quiet and far from the reach of the authorities was used as a hiding place and a place for the center of the movement of security hordes and rebels. The population around the forest was mostly made up of peoples who are not educated and economically, or religiously weak, so it was easy to be persuaded to help the troublemakers and rebels. Therefore, in this area there are a lot of complex and prolonged conflicts happened, ranging from Suradi Bledeg's benggol actions in 1950 to social conflicts and political conflicts before G30 S. Incident and after the G30 S. Incident. Many residents in this area had lost property and lost family members, and loss of security and peace. They experienced acute social trauma. Departing from such realities, an appropriate trauma healing pattern is needed, so that their lives will return to normal so that they can carry out their roles as citizens and good citizens. The purpose of this research is oriented to the development of theories in social and political studies with historical settings and conflict resolution. With a specific target, a description of the social trauma caused by the conflict is obtained and taken with the healing patterns found or the appropriate trauma healing model for victims of social and political conflict. The research method used is based on interpretative / qualitative paradigms that are studied based on phenomenography studies. This study emphasizes variations in empirical experience from informants involved directly or indirectly in conflict events. Data was collected through in-depth interviews, focus group discussions and literature review. The data analysis used is thematic data analysis. The results of this study include two findings: the first form in the first year the level of knowledge of social trauma informants (figures and community members) and the second form in the second year in the form of a trauma healing model for conflict victims. Further development of this model can be adopted by interested parties (government and community empowerment NGOs) to deal with similar problems in other areas or that occur in the future. The findings of this study will be proposed to obtain a simple patent and be published at national seminars, national journals and international journals.
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