Studi Naratif Perspektif Siswa Tentang Budaya Damai

Suciani Latif(1*), Sahril buchori(2), M Amirullah(3),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(*) Corresponding Author



Abstract


Abstrak. Studi ini bertujuan untuk mengkaji pandangan siswa tentang konsep damai di kelas, perilaku yang membangun budaya damai, serta pandangan siswa tentang karakteristik guru damai. Partisipan merupakan siswa SMK Negeri 7 Makassar Kelas X Jurusan Perawatan Sosial. Jumlah Partisipan sebanyak 16 orang yang terdiri dari 11 perempuan dan 5 laki-laki. Metode yang digunakan dalam penelitian ini adalah penelitian naratif (narrative research). Penelitian ini menggunakan analisis data metode polkinghorne’s analysis yang terdiri dari dua kategori analisis yaitu analysis of narrative dan narratives analysis. Hasil temuan dari studi ini diklasifikasikan ke dalam tiga kategori yaitu (a) Solidaritas dan kerjasama: menumbuhkan budaya damai di sekolah, (b) Menjaga kedamaian dimulai dari pribadi yang damai dan (c) Guru sebagai aktivis perdamaian (peacebuilders). Studi ini menekankan pada menjelaskan dan menafsirkan pengalaman hidup siswa terutama pandangan mereka tentang kedamaian di sekolah.  

 

Kata Kunci: Sekolah damai, budaya damai, pribadi damai, peacebuilding

Full Text:

PDF

References


Bar-Tal, D. (2002). The elusive nature of peace education. In G. Salomon & B. Nevo (Eds.). In Peace education: The concept, principles and practice in the world. Mahwah, NJ: Lawrence Erlbaum.

Biag, M. (2014). Perceived School Safety: Visual Narratives from the Middle Grades. Journal of School Violence, 2, 165–187.

Bjerstedt, A. (1993). Peace education in schools around the world at the beginning of the 1990s. In A. Bjerstedt (Ed.) Peace education: Global perspectives. Malmo: Almqvist & Wiksell.

Bowen, G. L., Richman, J. M., Brewster, A., & Bowen, N. (1998). Sense of school coherence, perceptions of danger at school, and teacher support among youth at risk of school failure. Child and Adolescent Social Work Journal, 15, 273–286.

Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14, 319–342.

Burns, R.J., Aspeslagh, R. (Eds. . (1996). Three decades of peace education around the world. Garland.

Burns, R. (1985). Teachers and peace education in Australia: Whose task? In C. Alger & J.

Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonging in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81.

Garcia, C. (1984). Latin America traditions and perspectives. International Review of Education, 3, 369–390.

Glew, G. M., Ming-Yu, F., Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159, 1026–1031.

Hadjam, MNR & Widhiarso, W. (2003). Budaya Damai Anti Kekerasan (peace and Anti Violence. Direktorat Jendral Pendidikan Menengah Umum.

Harris, I. (1996). From world peace to peace in the ’hood. Journal for a Just and Caring Education, 2, 378–398.

J., C. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research 4th edition. Pearson.

Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 2, 76–88.

Lawson, M., & Hutchinson, F. (1992). Peace education in Australia: The legacy of the 1980s. Peace, Environment and Education, 1, 22–32.

Lederach, J. and Maiese, M. (2009). Conflict Transformation: A Circular Journey with a Purpose. New Routes, 16, 7–10.

Mijanovich, T., & Weitzman, B. C. (2003). Which “broken windows” matter? School, neighborhood, and family characteristics associated with youths’ feelings of unsafety. Journal of Urban Health, 80, 400–415.

Murakami, T. (1992). Peace education in Britain and Japan. Kyoto: Office of Sociology of Education. University of Education.

Navarro-Castro, L., & Nario-Galace, J. (2008). Peace Education: A Pathway to a Culture of Peace. Quezon City. The centre for Peace Education Miriam College.

Papalia, D.E., Olds, S.W., Feldman, R. D. (2008). Human Development, 10th edition. McGraw-Hill.

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 1, 5–23.

Qodar, N. (2015). Survei ICRW: 84% Anak Indonesia Alami Kekerasan di Sekolah. www.liputan6.com

Schwab-Stone, M., Chen, C., Greenberger, E., Silver, D., Lichtman, J., & Voyce, C. (1999). No safe haven: II. The effects of violence exposure on urban youth. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 359–367.

Stomfay-Stitz, A. (1993). Peace education in America, 1828-1990. The Scarecrew Press.

U., G. S. and N. (2014). Education as humanisation: a theoretical review on the role of dialogic pedagogy in peacebuilding education. Compare, 1, 10–31.

UNESCO. (2005). Peace Education Framework for Teacher Education. In Safdarjung Enclave.

UNICEF. (1999). Peace Education in UNICEF. 3 UN Plaza.


Article Metrics

Abstract view : 36 times | PDF view : 8 times

Refbacks

  • There are currently no refbacks.