The Concept of Peace Education with Dialogic Teaching Approach in History Learning

Abdilla, Ardeti; Sariyatun, Sariyatun; Joebagio, Hermanu; Warto, Warto

doi:10.4108/eai.27-4-2019.2286805

Cited by 3 publications

(5 citation statements)

References 13 publications

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“…A problem with teacher supervision has been identified as the head teachers' incapacity or unwillingness to hand off the responsibility for overseeing teachers to subject panels, department heads, and senior instructors (Ndung'u, 2015). Even when staffing levels are adequate, classroom observation is neglected (Abdilla et al, 2019). The reality of assigning head teachers the duty of teacher supervision is negated by this circumstance.…”

Section: Collaborative Approaches To Teacher Supervisionmentioning

confidence: 99%

Role of School Administrators in the Implementation of Early Years Education Program in Khwisero Sub-County, Kenya

Ameli,

Ouda,

Ayaga

2023

AJERNET

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With the promulgation of the Kenya Constitution in 2010, the responsibility of Early Year’s Education (EYE) was delegated to county governments. This study, therefore, sought to find out the role of school administrators in the implementation of early childhood education programs in Khwisero sub-county, Kenya. The study used contextual interaction and supervision theories. The study employed a cross-sectional survey research design. The population of this study consisted of 61 schools from the sub-county, 61 EYE teachers in charge, 61 head teachers, 67 assistant teachers, 61 parent representatives, 1 program officer, and 4 ward representatives from Khwisero Sub-County. From the results of the piloting, Cronbach reliability revealed that all constructs had a coefficient above 0.7, indicating that the instrument was reliable. Stratified random sampling was used in the selection of 10 schools, from which purposive sampling was used to select 10 head teachers, 10 teachers in charge, 1 program officer, and 4 ward representatives, while random sampling was used to select 50 assistant teachers. Instruments that were used to collect data were questionnaires and interview guides. The data was analyzed using descriptive statistics with the aid of Statistical Package for Social Science (SPSS) version 20, and the findings were presented in the form of frequency tables, bar graphs, and pie charts. From the findings, there was a moderately positive and significant correlation between the role of administrators in teacher supervision and program implementation (r =0.542, p<.05). This implies that the role of administrators enhanced program implementation among ECDE schools in schools in Khwisero Sub County in Kakamega. Therefore, it can be concluded that school administrators' role has a positive effect on the implementation of programs in these schools. Under program and instruction, the respondents noted that they concentrated on ensuring that teachers were following the laid-out program. Under schemes of work, the respondents noted that they observed the time the schemes were prepared. On the issue of records of work covered, the respondents noted that they look at how teachers keep and update their records. On teaching and learning facilities, the respondents noted that they check how teachers handle teaching aids. Teacher supervision practices were effective. In addition, school administrators had many roles in teacher supervision. The study concluded that school administrators have a big role to play in schools and therefore recommended that they should be supported to accomplish their role. Future research is to be done in other sub-counties to compare the findings.

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Section: Collaborative Approaches To Teacher Supervisionmentioning

confidence: 99%

Role of School Administrators in the Implementation of Early Years Education Program in Khwisero Sub-County, Kenya

Ameli,

Ouda,

Ayaga

2023

AJERNET

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“…This is followed by a sincere attitude and responsibilities from both sides No Forgiveness Without intrapersonal commitment and interpersonal action Victims and violators are equally not committed to forgiveness and relations improvement Source: Baumeister, Exline, & Sommer, 1998 UNNES JOURNALS solving towards conflict resolution based on win-win solution; mediating when the dialogue heats up and having the ability to deliver the controversial issues related to SARA conflicts in Indonesia. The third-party must have a neutral ground on conflict discussion and must be able to act based on facts rather than personal opinion (Abdilla et al, 2019).…”

Section: Intrapersonal Commitment With Interpersonal Actionmentioning

confidence: 99%

“…After that, students are invited to express their forgiveness to establish the act of welas asih through total forgiveness. This process is important as an attempt in creating intercultural competence for students, as well as eliminating prejudices, stereotypes, and ethnocentrism among diverse communities, which will minimize the occurrence of cultural conflicts (Abdilla et al, 2019).…”

Section: Intercultural Competence and Building Friendship In Practicementioning

confidence: 99%

“…Occasionally the conflict fosters a sense of hatred, revenge that is deeper between cultures, ethnicities or certain religions. The rise of SARA-based conflicts shows that the peaceful atmosphere in Indonesia is still far from being realized (Abdilla et al, 2019). For this reason, efforts are needed to form an understanding of conflict reconciliation based on Bhinneka Tunggal Ika and intercultural competence through intercultural dialogue.…”

Section: Introductionmentioning

confidence: 99%

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The Concept of Welas Asih Through Face Negotiation as Intercultural Competence

2020

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The act ofÂ welas asihÂ or mercy is a necessity to create peace and harmony within Indonesia's multiculturalism. This article attempts to develop the concept ofÂ welas asihÂ aiming to forgive the unforgivable which often occurred during the multicultural conflict as well as enhancing intercultural competence. The article overviews the face negotiation approaches in intercultural dialogue as a non-formal learning environment. The dialogue covers cultural conflict resolution in Indonesia, with a goal of intercultural competencies and building a better intercultural friendship. The research uses qualitative method and literature review analysis of related articles such as ethnicity conflict, face negotiation and forgiving. The result of this study shows that communicationâ€™s facework strategies in face negotiation are the best predictors in developing the act ofÂ welas asih. Total forgiveness after transgression is well accepted for establishing a better friendship-relationship. This discourse shows that the usage of face negotiation is essential in creating harmony, understanding cultural difference and eliminating prejudice within college studentsâ€™ friendships

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“…The participatory form is through the creation of a democratic dialogue between students, teachers, and students so that students can build critical thinking skills, as well as responsibility and tolerance so that students can eliminate prejudice and build trust in the social community they live in (Abdilla et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Making Peace With History: Post-Conflict Teachers’ Experiences In Aceh

Munadi¹,

Sari²

2022

AIJP

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This research aimed to determine the implementation of peace education through history subjects and the development of historical materials for the development of national unity and peace. The research used the descriptive qualitative research method. The research subjects were teachers of history and students of class XII IPA 2 MAN 1 Banda Aceh. The research informants were teachers of non-history subjects and the principal of MAN 1 Banda Aceh. The validity of this research data used triangulation. The data analysis used the Miles and Huberman model: data reduction, data display, and conclusion verification data. The results showed that peace education through history learning was not carried out in classrooms but made use of the Aceh Peace Memorial Room. This room made it easier for students to directly access the events of the Aceh conflict and the peace process. This condition made it easier for students to directly understand the material on Overcoming the Threat of National Disintegration and its relation to peace in Aceh. In the early stages, the students toured the Aceh peace memorial room. They saw photos of Aceh's conflict and peace journey. After the tour, they continued to see two movies about ‘Weaving Peace in Aceh’ and ‘Sustainability and Example of Aceh Peace’. Students reflected on these three activities by writing articles themed Aceh Peace Strengthens National Integration. The results of this paper were recorded as student work entitled ‘Aceh Peace Strengthens National Integration’ in which there were subtitles from student groups.

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The Concept of Peace Education with Dialogic Teaching Approach in History Learning

Cited by 3 publications

References 13 publications

Role of School Administrators in the Implementation of Early Years Education Program in Khwisero Sub-County, Kenya

Role of School Administrators in the Implementation of Early Years Education Program in Khwisero Sub-County, Kenya

The Concept of Welas Asih Through Face Negotiation as Intercultural Competence

Making Peace With History: Post-Conflict Teachers’ Experiences In Aceh

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