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(2010), Konu and Rimpelä (2002), Landau and
Gathercoal (2000), the tendency to early peace
behavior needs to be appropriate and accurately
identified to respond to needs in order to empower
students (Tang in UNESCO, 2017) on a sustainable
development education system. This system is
expected to inspire, encourage, and become an
integral part of the effort to develop the mindset of
student peacefulness. Student peacefulness refers to a
process of developing a mindset, behavior, value
orientation, corrective action, and conflict resolution
in a student's life to create or achieve a peaceful and
harmonious state. Peacefulness as a result refers to the
process of development and not the endpoint of a
peaceful and harmonious process because
peacefulness is a condition that must be nurtured so
that it is always in a dynamic optimum condition
(Kartadinata, 2014).
So far, in Indonesia research on the peacefulness
of high school students is still limited. In fact, since
the last few years, in the United States, Mayton (2001,
2002, 2009), has developed the TNT scale of
detecting a trend toward peaceful behavior among
adolescents and his research reports on the extent to
which adolescents support peace. The TNT was
developed by Mayton based on the concept of
Pacificism (Elliot, 1980), nonviolence concepts of
Kool (1990), Kool and Sen (in Mayton II, 2009, pp.
219) and to a certain extent, Mohandas philosophy
(1957, 1951, 1921) and Gandian Personality Scale
(GPS) developed by Hasan and Khan in 1983 (in
Mayton II, 2009, pp. 219) that concentrate on the
concept of Ahimsa (nonviolence), Satyagraha
(seeking wisdom and truth), and Tapasya (willingness
to accept suffering). Gerstein, et al. (2014) affirmed
the importance of testing TNT factorial structures in
the US and in Hong Kong (Gerstein, et al, 2016). The
purpose of this study is to see whether the scale of the
peace detector is successfully translated and adapted
so that it is feasible to use to ensure the tendency of
peacefulness of high school students in Indonesia.
Eventually, this adaptation is expected to succeed so
as to enable this research to measure the peacefulness
among high school students in Indonesia and compare
it with existing peacefulness trends, for example in
America and China (Mayton, 2009; Bangchun, 2013;
Lama, 2016).
In further developments, Mayton (2001, 2002,
2009), reports that the TNT scale contains 55 items of
Likert scale. Divided into firstly a physical
nonviolence dimension (16 items) measuring
awareness to reject various forms of behavioral
violence or behavioral threats that could cause others
to injury, force, limit or eliminate their behavior and
support alternative conflict resolution
(acknowledging the existence of an ethical trust
structure and moral). Secondly, psychological
nonviolence (16 items) measuring awareness to reject
various forms of psychological violence in the form
of behavior or behavioral threats, contempt or ways
that can degrade the dignity of human beings
individually or in groups in an attempt to force, limit
or eliminate behavior them and support alternative
conflict resolution, conscious rejection of behavior
that seeks to force by humiliation, intimidation, or
other means of degrading the dignity of another
person or group. Thirdly, using Gandhi's thinking
scale, which has an orientation of active values. The
insight contains a willingness to display behaviors
designed to achieve a situation that fits the purpose,
values, and norms. Fourthly, help or empathy, have
an interest to help others in a small level of need
though. Fifthly, Satyagraha, actively seeking a policy
and willing to change the conception of the truth of
his life. Sixthly, Tapasya or Tapa, that is willing to
remain patient in the face of adversity or suffering,
instead of causing new conflicts that can harm.
Mayton (in Bangchun, 2013, pp. 61) and Lama
(2016, pp. 706) report high internal consistency for
five of the six dimensions. TNT is highly correlated
with 65 items of nonviolence test (NVT) developed
by Kool and Sen (in Mayton, 2009), the Aggression
Questionnaire (AQ) developed by Buss and Perry (in
Lama, 2016) and students' self-assessment of
aggressive tendencies (Mayton, 2009). Furthermore,
the scale of physical and psychological nonviolence
correlates -.33 and -.38 with teacher aggression
ratings as measured on the Teacher Assessment Form
(BAMED) (Baker, et al., 1991 in Lama, 2016). The
Mayton TNT scale is a good instrument, but
according to Lama (2016) and Bangchun (2013), it
fails to test the gender score on each item. In addition,
it is also explained that the Mayton scale is not one
that tries to assess the tendency of high school
students to take action in order to combat or combat
the structural violence initiated by Gandhi and Martin
Luther King. In 2001 Diamond (in Lama, 2016,
Bangchun, 2013) succeeded in developing a
nonviolence self-test (NST) and equipped TNT with
the three items that contained the will to take action
in fighting or against structural violence or fighting
for justice.
This research was conducted to obtain valid and
reliable TNT scale instrument based on Indonesian
context. Then the data obtained from 2293 sample
persons will show characteristics that may be
relatively the same or different from previous data
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