The Effectiveness of Peace Education Learning Models Toward Students’ Understanding of Peace-Loving and Anti-Violence

Abstract

This research is motivated by anxiety to see the phenomenon of student conflict and violence in the form of destructive actions which still often occur in the universities. In order to prevent similar acts of violence in the future, it is necessary to develop a learning model for peace education based on jurisprudential inquiry. This study aims to apply a peace education learning model based on a jurisprudential inquiry therefore the students have an understanding of peace-loving and anti-violence. The research approach is quantitative using the quasiexperimental method. The results of the study illustrate that there is an increase in students' knowledge and understanding of the historical significance of the nation struggle; understanding the diversity of Indonesian society as a necessity; understand the concept of peace holistically; understand the meaning of human solidarity as a social person; understand the causes of conflict and understand many ways that can be taken to create a peace.These findings indicate that after students learn by using the Peace Education model, they tend to behave peacefully.

Hong Kong University Students’ Normative Beliefs about Aggression toward Police during Social Protests 2019–2020: The Role of Ecological Risks and Future Orientation

“…For instance, administers of student policies in universities need to be aware that they need to take a stance toward students’ behaviors that may lead to ethical and moral dilemmas, rather than adopting a neutral attitude (Baldizan, 1998). Moreover, the university could directly aim to counter students’ aggressive social participation, such as requiring them to attend peace education programs (Cuga et al, 2019), and provide them with support and counseling to enhance their moral development and reasoning (King, 2012). For extreme cases, university administers may also consider adopting consistent, fair punitive approaches (e.g., expulsion from residence) to manage students’ misconduct (Stimpson & Stimpson, 2008; Wilkinson & Ivsins, 2017).…”

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

“…The efforts that have been made have achieved significant results, even though many youth violence problems have emerged to date, both in Indonesia and Malaysia. [36], [37]. Although Indonesia and Malaysia agree on implementing peace education, these two countries have different orientations and strategies to achieve their goals.…”

The Role of Education on Human Dignity: Fostering Peace and Diminishing Violence

“…First, education on human dignity helps individuals develop respect for all kinds of diversity and a deep understanding and appreciation of the inherent worth and value of every human being (Ragland 2015;Mishra 2021). It promotes empathy, respect and compassion, which are essential qualities for building harmonious relationships and resolving conflicts peacefully (John 2018;Barbeito 2019;Cuga et al 2020). By instilling these values, education on human dignity cultivates a culture of tolerance, inclusivity and non-violence.…”