Developing Peace Culture Based on Al-Quran Values in Indonesian

Uman Suherman and

Nurhudaya Nurhudaya

Universitas Pendidikan Indonesia, Bandung, Indonesia

umans@upi.edu

Keywords: Peace Education, Peace Culture, Peace Based On Al-Quran Values.

Abstract: Lately, there are schools that are successfully establish a climate of peace, respect, compassion, fair, ethical

and mutual respect. Violence varieties which are done by teachers and students have been already very

alarming even in the category of emergency. Peace education is an effort to develop a culture of peace schools

reinforced with religious values, that education has the capacity and the responsibility to lift humanitarian

issues, about how people live side by side with others, and have concern for other human beings. This is

indeed the true crisis in education. The main purpose of this research is to produce a model of school peace

culture based on Al Qur'an values . Specific research target are (1) determine the structural components and

manual models of the school peace culture based on Al Qur'an values, (2) implement activities to develop

teachers' capacity to implement a culture the school peace culture based on Al Qur'an values, (3) implement

test limited try school peace culture models, and (4) obtain final model school peace culture based on Al

Qur'an values. The study was conducted within two years of the first year, the formulation of a model of

school peace culture based on Al Qur'an values, rational validation of the model by experts. In the second

year of implementation of the model is limited to one high school in Bandung, evaluating weakness and

strength, testing the model at some intermediate schools in West Java and socializing, disseminating model

to stakeholders through scientific publications and seminars or workshops.

1 INTRODUCTION

This study is part of a series and follow-up research

of research on service models pedagogical as well as

counseling and guidance for the development of the

mindset of the culture of peace in 2013, and

international studies conducted by TEAM UPI and

University Tampere Finland in 2014 concerning

Meta-Analysis of Content of Local Rating In

Pedagogic development Peace: Assessing Top

Etnopedagogic Study in Perspective Indonesia-

Finland "and" Exploration Values Mindset

development of Peace in Education and Counseling:

Lesson Learned Indonesia-Finland. The study's

findings indicate that local values in Indonesia,

particularly the Sundanese culture potential as a basis

for the development of pedagogy of peace whereas

teachers do not have a unified framework in the

development of a peace mindset.

The importance of the culture of peace in schools

proposed by Castro and Galace (2010) describes the

"essence of a new humanity" that represent the culture

of peace will build the mindset, governance thought,

and developmental approach towards peace (Galtung,

J, 1967). In the context of the development of the

mindset of the culture of peace, the results

Kartadinata, S, et al (2013) found that the demands on

the development of the higher peace culture mindset,

even education has not responded strategically and

systematically. Even more emphatic Kartadinata, S.

et al (2014) found in Indonesia (West Java) teachers

do not have a unified framework in the development

of a mindset of peace. It must be built to change

teachers to have competence achievement as a teacher

reached identity, so it will go in the mindset of peace

and inner peace. Identity is built upon the

understanding and internalization of the value system

of the normativity of interest, the educational content

and pillars of the learning process (Kartadinata,

2017). Indonesian educational value system that must

be internalized in oneself includes understanding of

human nature, humanity, power and authority as well

as the kewiyataan (places to get knowledge’s).

Schools as an educational institution should

ideally provide a climate that is filled with nuances of

life of peace, respect, compassion, fair, ethical and

mutual respect. Admittedly not a few schools were

successful in establishing climate of life. But lately in

Suherman, U. and Nurhudaya, N.

Developing Peace Culture Based on Al-Quran Values in Indonesian.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 81-86

ISBN: 978-989-758-314-8

school contradictory phenomenon sticking to the

surface. Varieties of violence which are done by

teachers and students have been very alarming even

in the category of emergency. Based on the data

received by the violence of the National Commission

for Child Protection in 2011-2016 indicate the year

2011 as many as 1,381, in 2012 as many as 2,249, in

2013 as many as 2,284, in 2014 as many as 3225,

2015, 2511 and 2016 as many as 1452 (Venny. A,

2016), the data was obtained only from those who

reported, but because of various limitations, it is

believed that there much more violence go unreported

and therefore has not identified the type and number.

Based on statistics of Polis Diraja Malaysia

(PDRM), in 2012 there were 3,700 students

committing acts of violence, even in 2013 the

increase is recorded as many as 7816 students commit

acts of violence and acts of violence occur because of

adolescent’s weak character and morals (Ershad,

2015). UNICEP Data shows that one in three girls and

one in four boys in Indonesia, have experienced

violence (Dona, L, 2016).

The efforts to transform the culture of peace is

through peace education (Castro and Galace 2010;

Yousuf, I. M et al, 2010). Peace education is not

focused on problem solving / conflict, peace

education focus on building mindset, and governance

think teachers, students and school stakeholders to

create a culture of peace (Sharma, V, 2012). One of

the values that should be strengthened in peace

education that religious values. Their religious values

represent the picture of consistency between belief in

the religion as a cognitive element, a feeling of

religion as an element of an effective and religion as

an element of psychomotor behavior. Furthermore,

integrated complex of knowledge, feelings and

religious action in a person.

Peace education based on religious values aims to

develop learning that support social cohesion, justice,

and the preservation of the environment (Salomon

and Nevo, 2002, Wenden, 2004, in Carter and

Vandeyar, 2009: 248; Anand, S, 2014). Social

cohesion and mutual understanding between citizens

involved in a dispute can be achieved through the

provision of education that focuses a) Survival Skills

(listening, following directions, avoiding conflict,

using words that are good and interesting or talk

openly, and respect themselves); b) interpersonal

Skills (sharing, ask permission, to join in an activity,

accepting others); c) Problem-Solving Skills (asking

for help, asking for forgiveness, accept the

consequences, deciding what to do); and d) Conflict

Resolution Skills (kink in dealing with teasing,

failure, accusations, unappreciated, and pressure)

(Suherman, U, 2016; 2011).

The position of peace education in religious

teachings, including the holy book of Al Qur’an

shows that human behavior is based on the values of

religious teachings can bring peace. Besides, peace

can be viewed from two perspectives: the perspective

of humanity (hablumminannaas) and the perspective

of divinity (hablumminallah). They represent that

peace is essentially derived from Allah SWT, because

one of the names of the properties of Allah SWT is

Assalaam that means almighty give safety and well-

being (Quraish Shihab, M, 2005; Suherman, U.

2016).

Indeed, education has the capacity and the

responsibility to raise humanitarian issues, about how

people live side by side with others, and have concern

to other human beings. This is indeed the true crisis

in education.

The most significant way to develop a culture of

peace based on Qur'an values is through peace

education. Peace education is an education that is

reinforced with humanitarian values, culture and

religion. As part of religious values, Al Qur'an values

are forms of knowledge, belief, understanding,

insight and ethical demands of human behavior in

ecological communities.

The values of Al Qur'an is an entity that is not only

seen from the aspect of the life of the world with ease

and challenges, but should be thoroughly since man

was created, turned, gave birth, switched off until a

moment revived from death and happy world and the

hereafter. Peace is reflected through the surah Al-

Baqarah, verse 201:

"And among them there are those who say:" Our

Lord, grant us good in this world and good in the

Hereafter and save us from the torment of hell".

In building a culture of peace effectively,

competition and improved quality of behavior are

needed to be done when individuals perceive and

realize that the culture of peace must be done

throughout life. There are three aspects that must be

considered every individual in the life that is

knowledge-based society (knowledge base learning)

as a community of learning (learning society) that

require education and training in a lifelong learning

system. This means that the learning process will

always be attached to each individual life that takes

place in the context of an ever-changing environment.

ICES 2017 - 1st International Conference on Educational Sciences

Learning to live together is expected to combat the

prejudices that may lead to disputes. Allah was

advised by letter Ali Imran, verse 105:

"And do not be like those who split apart and fight

before they get a clear explanation (al-bayyinat)".

Based on these considerations, the research

problem is whether the culture of peace based on the

values of Al Qur'an can develop students’ mindset

and teachers’ inner peace. In general, this study aims

to develop a model of peace culture based school

values of the Qur'an.

2 MATERIALS AND METHODS

Overall, this study is designed for two years (2017-

2018) and each year has eight months minimum. First

year research begins in April and ends in November

2017. The first phase of research will be conducted at

the University of Malaysia Pendidikan Sultan Idris

(UPSI) for meta-analysis of the research culture of

peace based on Al Qur'an values , the basic

consideration to choose the location because of the

majority of the Muslim religion, so the need for a

culture of peace based on the values of Al Qur’an will

come to a comprehensive phase, in addition to the

basic philosophy of having an election is that UPSI’s

strong values of faith, science, culture, civilization,

humanity, society and state, will strengthen the

process of peace culture. High school in the city of

Bandung to explore the identity of the teacher and the

learning process. Second phase research for the

limited test will be conducted on one of the secondary

schools in the city of Bandung, while more extensive

testing done on some high schools in the District-

Cities in West Java.

2.1 Research Method

This study uses qualitative and quantitative

approaches. A quantitative approach is used to test the

effectiveness of school peace culture based on Al

Qur'an values. A qualitative approach is used in the

exploration of identity peace and rational teacher

learning and validation of models. The method used

is a model of research and development (R and D) of

Creswell, W. J. (2008; 2009; 2012) is modified into

three phases within a period of two years.

2.2 Research Subject

The subjects are UPSI peace education experts with

the object of study is the results related to the research

peace culture based on Al Qur'an values. The next

research subject are teachers of high school with a

focus on identity and peace culture based on Al

Qur'an values. Peace education experts are the subject

of a study to determine assessment of theoretical

school peace culture based on Al Qur'an values.

Recently the research subjects are high school

students to determine the impact of the

implementation of peace culture based on Al Qur'an

values.

2.3 Data Instrument Collectors

The data’s which are required in this study are

collected through interviews, discussions focused,

expert judgment, observation and documentation

study guidelines. Interview guidelines used to explore

peace teacher identity, focused discussion and expert

judgment is made to formulate a model. Observation

guide is used to capture the models intervention

process. And documentation study is used to collect

research results related to the culture of peace based

school values of the Qur'an.

2.4 Research Design

Implementation of this research is to follow Creswell,

W. J. (2009) model of research and development

which is modified into three phases within a period of

two years following.

The first phase, The Planning: the activities

undertaken is a review of theoretical literature,

programs, regulations, empirical studies teacher

learning process in the perspective of identity and the

development model of school peace culture based on

Al Qur'an values.

The second phase, Models Development:

activities include: validation of rational models by

experts and practitioners, and development for

teachers to implement peace culture based on Al

Qur'an values.

The third phase, testing the Model: the activities

include: testing the effectiveness of school peace

culture based on Al Qur'an values more widely in the

field, the preparation of the final stage models,

reporting and dissemination through journals models.

Developing Peace Culture Based on Al-Quran Values in Indonesian

3 RESULTS AND DISCUSSION

The Research outcome of this study is the formulation

of the School Peace Culture Based on Al Qur'an

Values Development Model which is rationally and

empirically validated. Intervention strategies that

resulted from this research are packed into a

Handbook containing instruments of school peace

culture based on Al Qur'an values and the guidelines

for the implementation of the school- peace culture

model based on AlQur'an values.

Peace is the basis and the teachings of every

religion. The values and teachings are included in the

scriptures show that human behavior is based on the

values of religious teachings can lead to peace

(Blumberg, Herbert H, et al, 2006; Hassan, Ul. MS,

Azhar, T., Hassan, T, 2014). Peace in the religious

teachings of Islam can be seen from two perspectives:

the humanitarian perspective (hablumminannaas) and

the perspective of divinity (hablumminallah). Source

of peace is essentially derived from Allah SWT,

because one of the names of Allah SWT is Assalaam

properties that has meaning almighty give safety and

well-being.

The needs of individual learning fulfillment

(learning needs) as personal and social beings implies

that learning is not only focus on four issues, namely

learning to know, learning to do, learning to live

together and learning to be, as a pillar of education

are packed body of education and culture of the

United Nations (UNESCO, 1996), but individuals are

also required to learn how to learn to do (learning how

to learn). In the latter context it (learning how to

learn), ethical values and morals as the foundation of

life is expected to give a positive color for studying

the behavior and life in general.

Direct form to develop a school culture of peace

based on Al Qur'an values, which is the first mutual

restraint and forgiveness as described in Surah Al-

Baqarah verse 109 "then forgive and let them so that

the gods bring in orders. Indeed Allah, over all things

all-powerful "; The second man needs to have a gentle

attitude towards each other, forgive each other and

consulted in completing an errand (Oemar Bakry,

1984: 133; in Suherman, U, 2016), as mentioned in

the Qur'an Surah Ali Imran, verse 159, namely: "it is

by the grace of God, you be gentle with them. If you

(O Muhammad) to be rude, rough hearts, they will get

away from you. So pardon them, forgiveness and

consult them in affairs (war, economic and other

affairs of the world). When've established your

determination, tawakallah to God (in running it

without hesitation). Indeed, Allah loves those who

trust; The third communicate wisely, representing

advising and argue that constructive and

argumentative, in addition to the values of the Qur'an

provides guidance that an individual should have the

principle of wisdom (Al-Hikmah), good advice (Al-

mawizah, al-hasanah), and debate the best method, as

mentioned in the Quran (Surah Al-Nahl / 16: 125);

and fourth encourage the establishment of peace

(Islah), as mentioned in Al-Quran Al-Hujarat 49: 9,

which is: "And if there are two classes of those who

believe that war be reconciled them both."

Several studies have been conducted to determine

the impact of peace education to develop peace

culture based on Al Qur’an values. Studies

Supriyanto Sand (2013) found the education-based

conflict resolution values of the Qur'an can improve

communication skills, creative thinking and

analytical, conflict prevention, conflict management

and conflict resolution. Research Thompson (1999; in

ilfiandra 2009) found that conflict resolution can

improve students' skills in problem solving, critical

thinking, decision making, and improve social skills,

such as respect for diversity, empathy, cooperation,

explore and express feelings. Other findings from the

study of Thomson is students can develop an

understanding of the concept of conflict, adjust skills

to meet personal ability, improve interpersonal and

leadership skills, and using the conflict resolution

process "win-win" in their lives.

The results of the study Afrida Aryani (2009)

regarding the Education Model of Peace and Human

Rights (PD-HAM) To Prevent Violence in Schools

shows that the model of PD-HAM developed has

accuracy (accuracy), utility (utility), and decent

(feasibility) to used. Research Ilfiandra (2009, 2010,

2011) shows that the model of conflict resolution

counseling set of comprehensive guidance is effective

for improving the competence of the students live in

peace and harmony. Recommendations from various

research results are one of them is the need for a

systematic and comprehensive effort to develop a

school culture of peace in creating peace in students’

mindset and teachers’ inner peace.

3.1 Preliminary Study

Maftuh Research (2009; in ilfiandra 2009) on conflict

resolution education showed consistent results need a

peace education in schools. One of recommendations

from various research results is the need for

systematic and comprehensive effort to develop

peace through formal education. Several other studies

related to the proposed research is Sunaryo

Kartadinata, et al (2013) about the service model

pedagogical as well as counseling and guidance for

ICES 2017 - 1st International Conference on Educational Sciences

the development of the mindset of the culture of peace

find things as follows: (1) the demand for the

development of the mindset of the culture of peace is

getting higher , But the world of education has not

responded strategically-systematic; (2) pedagogy of

peace is not only-and not only limited in conflict

resolution education, but includes the arrangement of

the mind (mindset) and literacy thought (mind sight)

about how must be resolved and disagreements

should so as not social commotion; (3) pedagogical

services as well as counseling and guidance contains

a number of competencies life placed as a destination

at the same way (means and an end) through capacity

development in dimensions: (1) to live in peace; (2)

human rights; (3) democracy; (4) science,

technology, and communications; and (5) sustainable

development.

Research Sunaryo Kartadinata, et al (2014)

entitled "Meta-Analysis in the Development of Local

Content Value Pedagogic Peace: Assessing Top

Etnopedagogic Study in Perspective Indonesia-

Finland" and "Exploration Values Mindset

Development of Peace in Education and Counseling:

Lesson Learned Indonesia- Finnish "also reinforces

previous research results will need to develop peace

pedagogy. The preliminary findings of research

showed that local values in Indonesia, particularly the

Sundanese culture potential as a basis for the

development of pedagogy of peace, as well as the

values espoused Finnish society. In the case of

Indonesia (West Java) teachers do not have a unified

framework in the development of a mindset of peace,

while the teachers in Finland showed elements of

respect and understanding became the basis for

development peaceable classroom.

4 CONCLUSIONS

Peace education refers to the religious teachings of

Islam is that peace has the capacity and the

responsibility to humanitarian issues, about how

people live side by side with others, and have concern

for other human beings. The values in the holy book

of Al Qur’an that peace is a form of learning to live

together, which has a meaning capable of combating

prejudices which may lead to disputes. For that Allah

SWT as described in the Al Maa-'Idah, verse 14:

"And among those who say:" We are the Christians ",

we have taken their covenant, but they were

(deliberately) forgotten most of the messages have

been warned to them, then we caused enmity and

hatred among them till the Judgment day".

Furthermore, Allah was advised by letter Ali

Imran, verse 105:

"And do not be like those who split apart and fight

before they get a clear explanation (al-bayyinat)".

If we look at both words of Allah SWT, He

suggests that the process of developing a culture of

peace must take two sides are complementary, on the

one hand the culture of peace in doing the learning

process that should improve understanding of the

individual against another person, on the subsequent

culture of peace carried out in the learning process

which should facilitate individual experiences in

working and relating with others toward a common

goal throughout life. This learning process is the right

way to develop a culture of peace in schools.

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ICES 2017 - 1st International Conference on Educational Sciences