Electronic Theses and Dissertation

Melalui pendidikan damai, pada lembaga pendidikan dapat diarahkan untuk mempromosikan pengetahuan, sikap dan keterampilan yang membantu mencegah konflik, menyelesaikan konflik secara damai atau menciptakan kondisi sosial yang kondusif. Pendidikan damai sangat penting karena lembaga pendidikan di kabupaten Pidie belum memiliki muatan materi nilai pendidikan damai. Penelitian ini bertujuan untuk memetakan materi ajar ilmu pengetahuan sosial yang dapat dikembangkan menjadi desain modul pendidikan damai terintegrasi yang dapat diimplementasikan pada Sekolah Menengah Pertama di kabupaten Pidie. Pendekatan Research and Development sebagai alur dan mixed metod sebagai metode penelitian ini, tehnik pengumpulan data; observasi, wawancara, partisipasi melalui focus group discussion, menghadirkan guru IPS, pengawas, dan stakeholder Pendidikan. Hasil pemetaan materi ajar dalam buku mata pelajaran ilmu pengetahuan sosial pada kelas 7, 8, dan 9 pada SMPN 4, SMPN 2, dan SMPS YPPU tidak ditemukan materi ajar berdimensi materi damai yang didasarkan pada aspek nilai-nilai damai dari makna solidaritas, toleransi dan harmoni. Guru, pengawas dan stakeholder pendidikan merespon baik realisasi desain modul ajar. Hasil evaluasi menunjukkan respons positif terhadap efektivitas implementasi materi modul dalam konteks pendidikan damai pada sekolah menengah pertama di kabupaten pidie.
Kata Kunci: Pendidikan Damai, Materi Ajar, Ilmu Pengetahuan Sosial

The relationship between conflict and education in social life does not always have a positive dimension. On the other hand, education can have a negative impact and create detrimental conditions, even encouraging the birth of new conflicts in society. Education can also be a force for maintaining peace through a peace education approach. Through peace education, educational activities can be directed at promoting knowledge, skills, and attitudes that help prevent conflict, resolve conflict peacefully, or create conducive social conditions. Peace education is very important, especially in Aceh which is an area of former conflict and violence. Educational institutions in Aceh have not paid special attention to peace education. There is no specific curriculum that talks about peace education, the learning content taught to students still does not relate to the context of the Aceh conflict in the past. This research aims to map teaching materials that can be developed into peace education module designs that can be implemented in junior secondary education institutions in Aceh. Research and Development Approach, data collection techniques; observation, interviews, participation through focus group discussions, presenting social studies teachers, supervisors and education stakeholders. The results of the mapping of teaching materials in social science subject books for grades 7, 8, and 9 at SMPN 4, SMPN 2, and SMPS YPPU did not find any teaching material with a peace dimension based on the aspects of Solidarity, Respect and Harmony. Teachers, supervisors and educational stakeholders responded well to the realization of the teaching module design. The results of the implementation evaluation show a positive response to the sustainability and effectiveness of the module material in the context of peace education in Aceh. Keywords: Peace Education, Teaching Materials, Social Sciences