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Cultivating Peace through Education: A Case Study of Social Studies in Aceh’s Junior High Schools

Jurnal Ilmiah Peuradeun · Vol. 13 No. 3 (2025) · hlm. 2171–2194

DOI
10.26811/peuradeun.v13i3.1494
ISSN
2443-2067, 2338-8617
Terbit
2025-09-30
Penerbit
SCAD Independent
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

Aceh, a post-conflict region in Indonesia, continues to face challenges in fostering social cohesion and reconciliation through education. Despite its crucial role in peacebuilding, peace education remains insufficiently integrated into the formal curriculum. This study investigated the systematic incorporation of peace education within the junior high school Social Studies curriculum in Aceh through a Research and Development (R&D) design. The research consisted of three phases: (1) curriculum mapping to identify opportunities for peace-related themes, (2) development of a structured peace education module, and (3) evaluation of its effectiveness through classroom observations, focus group discussions (FGDs), interviews, and pre- and post-tests involving 70 students and 9 teachers in Pidie Regency. Findings showed that values such as tolerance, mediation, and conflict resolution are implicitly present in existing materials but lack structured pedagogical integration. The developed module, validated by experts and teachers, significantly improved students’ understanding of peace concepts, empathy, and conflict resolution skills. Embedding peace education into existing curricula, rather than introducing it as a separate subject, proved more sustainable and contextually effective. The study highlighted the importance of comprehensive teacher training and supportive policy frameworks to enable large-scale implementation, this research supports Sustainable Development Goals (SDG 4 and SDG 16), advancing quality education, peace, and strong institutions. The model offers a scalable framework for integrating peace education into Social Studies curricula in other post-conflict regions.

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  • Universitas Halu Oleo
  • Universitas Ahmad Dahlan
  • Universitas Maritim Raja Ali Haji
  • Universitas Muhammadiyah Kendari
  • Hasanuddin University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
HERMAN HERMANUniversitas Ahmad Dahlan2
Sanusi SanusiAfiliasi tidak diketahui2
Syamsul RijalAfiliasi tidak diketahui2
La Ode NggawuUniversitas Halu Oleo1
Astrid IndalifianyUniversitas Halu Oleo1
Sabarudin SabarudinUniversitas Halu Oleo1
Nurull HikmahUniversitas Halu Oleo1
Fifi NirmalaUniversitas Halu Oleo1
Muhammad MuhammadAfiliasi tidak diketahui1
Zaenul MahmudiAfiliasi tidak diketahui1
Ali HamdanAfiliasi tidak diketahui1
Fahd Mohana S AlahmadiAfiliasi tidak diketahui1
Hendra KurniawanUniversitas Maritim Raja Ali Haji1
Fuad RamlyAfiliasi tidak diketahui1
Juwaini JuwainiAfiliasi tidak diketahui1
Cut Siska SafiraAfiliasi tidak diketahui1
Mawardi MawardiAfiliasi tidak diketahui1
Nofal LiataAfiliasi tidak diketahui1
Suarni SuarniUniversitas Muhammadiyah Kendari1
Nufiar NufiarAfiliasi tidak diketahui1
Miskahuddin MiskahuddinAfiliasi tidak diketahui1
Ade AuliaAfiliasi tidak diketahui1
Shabira ZakiaAfiliasi tidak diketahui1
Murniati ARAfiliasi tidak diketahui1
Teuku Hendra AguswandiAfiliasi tidak diketahui1
Mulyana IdrisAfiliasi tidak diketahui1
Juwaini SalehAfiliasi tidak diketahui1
Miftahul JannahAfiliasi tidak diketahui1
Muhammad IqbalHasanuddin University1
Azwardi AzwardiAfiliasi tidak diketahui1
Ade KurniawanAfiliasi tidak diketahui1
Husaini IbrahimAfiliasi tidak diketahui1
Syaridin SyaridinAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.scadindependent.org/index.php/jipeuradeun/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Cultivating Peace through Education: A Case Study of Social Studies in Aceh’s Junior High Schools</dc:title>
	<dc:creator xml:lang="en">Halik, Halik</dc:creator>
	<dc:creator xml:lang="en">Yusuf, Rusli</dc:creator>
	<dc:creator xml:lang="en">Idris, Jamaluddin</dc:creator>
	<dc:creator xml:lang="en">Darusman, Darusman</dc:creator>
	<dc:creator xml:lang="en">Sahlan, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Fazal, Khairil </dc:creator>
	<dc:creator xml:lang="en">Rusdi, Mikdar </dc:creator>
	<dc:subject xml:lang="en">Peace Education</dc:subject>
	<dc:subject xml:lang="en">Social Studies</dc:subject>
	<dc:subject xml:lang="en">JuJunior High Schools in Aceh</dc:subject>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:subject xml:lang="en">Social Sciences</dc:subject>
	<dc:subject xml:lang="en">Humanities and Cultural Studies</dc:subject>
	<dc:subject xml:lang="en">Art and Humanities</dc:subject>
	<dc:description xml:lang="en">Aceh, a post-conflict region in Indonesia, continues to face challenges in fostering social cohesion and reconciliation through education. Despite its crucial role in peacebuilding, peace education remains insufficiently integrated into the formal curriculum. This study investigated the systematic incorporation of peace education within the junior high school Social Studies curriculum in Aceh through a Research and Development (R&amp;amp;D) design. The research consisted of three phases: (1) curriculum mapping to identify opportunities for peace-related themes, (2) development of a structured peace education module, and (3) evaluation of its effectiveness through classroom observations, focus group discussions (FGDs), interviews, and pre- and post-tests involving 70 students and 9 teachers in Pidie Regency. Findings showed that values such as tolerance, mediation, and conflict resolution are implicitly present in existing materials but lack structured pedagogical integration. The developed module, validated by experts and teachers, significantly improved students’ understanding of peace concepts, empathy, and conflict resolution skills. Embedding peace education into existing curricula, rather than introducing it as a separate subject, proved more sustainable and contextually effective. The study highlighted the importance of comprehensive teacher training and supportive policy frameworks to enable large-scale implementation, this research supports Sustainable Development Goals (SDG 4 and SDG 16), advancing quality education, peace, and strong institutions. The model offers a scalable framework for integrating peace education into Social Studies curricula in other post-conflict regions.</dc:description>
	<dc:publisher xml:lang="en">SCAD Independent</dc:publisher>
	<dc:date>2025-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1494</dc:identifier>
	<dc:identifier>10.26811/peuradeun.v13i3.1494</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Peuradeun; Vol. 13 No. 3 (2025): Jurnal Ilmiah Peuradeun; 2171-2194</dc:source>
	<dc:source>2443-2067</dc:source>
	<dc:source>2338-8617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1494/1059</dc:relation>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1494/1109</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Halik Halik, Rusli Yusuf, Jamaluddin Idris, Darusman Darusman, Muhammad Sahlan, Khairil  Fazal, Mikdar  Rusdi (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>