Making Peace with the Past: Peace Education in Post-Conflict Aceh Societies through the Application of Cognitive Behavioral Therapy

Autor/inn/en	Riyani, Mufti; Wasino; Suyahmo; Brata, Nugroho Trisnu; Shintasiwi, Fitri Amalia
Titel	Making Peace with the Past: Peace Education in Post-Conflict Aceh Societies through the Application of Cognitive Behavioral Therapy
Quelle	In: Journal of Social Studies Education Research, 12 (2021) 2, S.330-376 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Peace; Teaching Methods; Conflict Resolution; Learning Processes; Phenomenology; Group Discussion; Teacher Attitudes; Student Attitudes; Classroom Environment; Comparative Analysis; Curriculum Development; Epistemology; Bias; Psychological Patterns; Cognitive Restructuring; Behavior Modification; Case Studies; Junior High School Students; Junior High School Teachers; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Conflict solving; Konfliktlösung; Konfliktregelung; Learning process; Lernprozess; Phenomenological psychology; Phänomenologie; Psychologie; Gruppendiskussion; Lehrerverhalten; Schülerverhalten; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Behaviour modification; Verhaltensänderung; Case study; Fallstudie; Case Study; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Indonesien
Abstract	This paper has two objectives, namely, to map the problems of history learning to promote peace in post-conflict societies and offer applicable solutions. The research questions are (1) How do schools in post-conflict areas experience pedagogical conflict, especially when confronting "difficult history" events that arise in classroom discussions? (2) How does the impacts caused? and (3) What solutions can be offered? This research paper is a qualitative research design with a phenomenological approach. The primary informants in this post-conflict generational research are teachers and students in East Aceh. Involved 55 participants from schools scattered in locations with predefined characteristics. The gender ratio was 69.6% females and 30.4% males. The youngest volunteer was 12 and the oldest was 52 of age. The main techniques used in the data collection was observation, which aims to observe the learning process in the classroom and various other potentials outside the classroom that contribute to conflict. Interviews were carried out to deepen the results of observations as data comparisons. The documentation study was conducted to analyze curriculum documents and the used teaching materials. The results of the research show that schools in post-conflict areas, especially in the research setting of "difficult history" learning, experience pedagogical conflict by placing teachers, students, and schools in a latent conflict structure. The behavior of teachers and students in a learning atmosphere is the culmination of contradictions in the knowledge and epistemology that students have before they enter the classroom. The most visible impact is the emergence of cognitive biases and unconscious history due to the tug of war between the psychological and social modalities of the post-conflict generation. Cognitive Behavioral Therapy application is in accordance with the peace education postulate started by deconstructing the image of the enemy and ended with conflict management skills. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01