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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.
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