The attributes of peace educators from Sang Pencerah, the biography of KH Ahmad Dahlan: A hermeneutic study

Abstract

Peace encourages humans to eliminate the impulse of violence within themselves. Peace in students can drive the development of peace in their social environment. Educators should be able to play the role of peace educators to take part in creating true peace. This study aims to identify the attributes of peace educators through the life experiences of KH Ahmad Dahlan, as narrated in the novel Sang Pencerah (The Enlightener). This qualitative research employs the hermeneutic approach. The research stages include overall understanding (whole), understanding of parts and obtaining an understanding of the underlying meaning. The results indicate that the attributes of peace educators, according to KH Ahmad Dahlan, include showing affection, being sincere, having a good attitude, performing practices aligning with the educators’ knowledge and teaching knowledge based on tolerance and empathy. Those attributes of peace educators can be used as a guide for developing the competencies of educators to encourage students to achieve peace-loving characters. This character supports the emergence of a culture of peace in their environment.Contribution: This research has contributed to the successful implementation of education through teachers who have the attributes of peace educators. The characteristics of peace educators based on KH Ahmad Dahlan are a reference for teachers to become educators who can create peace through school settings.

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

“…The research results show that teachers in Indonesia use more aspects of local wisdom to deliver peace education. Several local wisdoms used by teachers in Indonesia are the Markesot figures [27], figure KH Ahmad Dahlan [15], [18], [38], Manggarai culture [39], Nosarara Nosabatutu [40], and the use of Wayang Golek [41]. Local wisdom is one aspect that strengthens the implementation of peace education [42].…”

“…Teachers who cannot yet be peace educators contribute to a non-conducive school climate [14]. A peace educator must show affection, be sincere, and teach knowledge based on tolerance and empathy [15]. As part of peace educators, counselors also play a role as peace agents in schools [16]- [18].…”

An integrative literature review: design and stages of peace group counselling as peace counselor/educator strategies for fostering a peace mindset

“…Peace and PGC is rooted in the philosophy of peace education, which slowly tries to erode conflicts and create peace of mind/heart intrapersonal and interpersonally. Peace and PGC have a better impact when implemented with general values or counselling and religious knowledge [1]. They are counselling by integrating religious knowledge to achieve a state of spiritual awareness, instilling an understanding of self-awareness and self-acceptance, helping to modify behavior, and helping to have social skills and social action based on God's teachings and finding a relationship with God [41].…”

“…PC/E have peaceful concepts and thoughts by the thoughts of KH Ahmad Dahlan. PC/E learn about peace by integrating general knowledge about PGC with religious knowledge [1]. Peace is termed in Assilmi, As-salam, Al ithmi'nan, and Al-amnu, which means human faith, a sincere person, avoiding tyranny, and remembering the Creator/God.…”

“…Indonesia has a peace educator named KH Ahmad Dahlan, who has the attributes of peace from compassion, sincerity, good morals, and practices according to the field of knowledge [1]. Counsellors, as peace educators, must have peace-loving characters [2], [3], be peace leaders, and be able to build a culture of peace among group members [4].…”