Positive Peace Culture in Pesantren (Islamic Boarding School) in

Bandung-Indonesia

Sahril Buchori

and Nurfitriany Fakhri

Guidance and Counseling, Universitas Pendidikan Indonesia, Bandung, Indonesia

Psychology, Universitas Negeri Makassar, Makassar, Indonesia

buchori.bk@gmail.com, nurfitriany.fakhri@unm.ac.id

Keywords: Peace culture, Pesantren.

Abstract: Pesantren is an educational institution that aims to educate and develop students' peaceful character.

Developing a peaceful character requires a positive and peaceful atmosphere in the learning process both

inside and outside the classroom. The purpose of this research is to analyze the culture of peace in pesantren

specifically: 1) a safe and peaceful pesantren atmosphere exposed by students and teachers; 2) predisposition

of students' peace culture; and 3) teacher behavior as a peace educator. The research method used is narrative

research. Data were collected from 30 students and 3 teachers. The results of the research show; 1) in general,

peaceful atmosphere of the class is in the high category except for one aspect; 2) predisposition of students'

peace culture is in high category; and 3) the teacher's behavior as a peace educator can be an example in

improving the culture of peace in pesantren. The conclusion of this research is positive culture of peace in

pesantren, generally implemented by teachers and students, both inside and outside the classroom, in the form

of: teachers or students do not exclude anyone, saying kind words, speaking with courtesy, and showing

mutual respect.

1 INTRODUCTION

The culture of peace in school is a condition that

every student and teacher expect. A peaceful culture

requires peaceful thoughts and behavior by every

student and teacher (Kartadinata, 2014). Peaceful

thoughts and behaviors of mutual respect, mutual

acceptance, compassion, and love, will create a calm

life. Unbalanced thoughts and behavior, however,

will cause unrest, tension and even conflict.

School as one of the education system in

Indonesia requires a culture of peace in supporting the

educational and learning process required by the

students. But culture in school, especially in the class

sometimes not peaceful. Non-peaceful culture in the

classroom is due to horizontal and vertical conflicts

(Sudrajat, et al., 2015). The most common conflict is

horizontal conflict. Horizontal conflict is a conflict

that occurs between students such as fights, mutual

mockery, mutual bully and so forth. Horizontal

conflict can also occur between groups of students

such as brawl (Cross, 2011).

The results of research by Sudaryat et al (2016)

and Joseph (2012), indicates that non-peaceful culture

which occurs in the classroom take form as bullying

behavior and personal conflict among students.

Unsustainable behavior is not only shown by students

but also done by teachers in the form of verbal and

physical punishment.

Saputra (2016) in his research, showed that non-

peaceful culture also occurs in schools in the form of

intolerant behavior of students such as mutual

mockery due to differences of opinion and

understanding among students. This intolerant

behavior causes conflicts to inflict fights between

students and even brawny riots which can occur

between groups of students. The non-peaceful

cultural phenomenon that occurs in the classroom

goes against the purpose of education to produce

independent learners who are responsible for

themselves, their lives, their behavior towards others

and able to cooperate with the people around them

(Kartadinata, 2015).

Education for peace by Castro and Galance (2010)

is a strategy of achieving peace or a method of

preventing violence or conflict. Peace education is a

process undertaken by teachers by providing

knowledge, attitude development, and behavior to

students in order to live fully in peace throughout

mutual respect, mutual help, and tolerance (Machali

2013).

Buchori, S. and Fakhri, N.

Positive Peace Culture in Pesantren (Islamic Boarding School) in Bandung-Indonesia.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 517-522

ISBN: 978-989-758-314-8

517

The importance of peace education has been

proclaimed at the 1994 International Conference on

Education and endorsed by the UNESCO General

Conference of 1995 (UNESCO-APNIEVE, 2000),

that it sees the phenomenon of both physical and

psychological violence occurring almost everywhere

in the world. Peace should be built on the basis of

seeing equality with others, not seeing differences

that would lead to conflict, (Kim, 2012).

Pesantren as an educational institution should

have a culture of peace to support a friendly and

conducive learning process. Friendly and peaceful

learning will shape and develop the students' peaceful

behavior. It is important to study the culture of peace

in pesantren as a model to be applied in various

educational institutions. The importance of building a

culture of peace in the classroom has been studied by

several researchers. Peace in general can be

interpreted as the absence of war or conflict or

violence. According to Mische (Reardon, 1993,

1988), a culture of peace should be built on peaceful

behavior based on a positive peace and no longer

using negative peace. Research conducted by

Department of International and Transcultural

Studies (DITS) (2006) and Anand (2014), showed

that, building a culture of peace is carried out in two

ways: 1) negative peace, using violence to make the

situation peaceful and 2) positive peace, using

freedom and justice for developing peaceful situation.

Galtung (1969, 1996) and DITS (2006), define peace

in two dimensions that is negative peace and positive

peace. Negative peace is the absence of violence or

war using force and positive peace is a peace built

from the existence of social justice where the conflict

is prevented by using non-violence.

Nowadays, the various regulations made by the

school are still in the form of negative peace which

resulted in the students being peaceful because they

were forced to do so (Honkasilta, 2016). It is time for

school to use positive peace in building the peace

culture, so that feelings of peace can arise from the

heart and mind and become the character of peace in

students (Howlett, 2008). This research is expected to

develop a scientific repertoire of guidance and

counselling and psychology, especially for guidance

and counselling teachers in implementing positive

peace and becoming peacemakers in guiding

students.

2 METHODS

The research design used is an analysis of narratives

(Creswell, 2002). Specifically to describe the

peaceful climate that occurred in the class both in the

form of interviews and observations. Interviews were

conducted to students and teachers while

observations were made during the classroom

learning process and outside of the classroom

situation. Observation is done by observing the

interaction situation between students with students

and students with teachers inside and outside the

classroom.

Participants in this study were students of class X

Pesantren Daarut Tauhiid Bandung amounted to 30

students and 3 teachers. The instruments used are

questionnaires/checklist lists, interviews and

guidelines for observation. The scale of peaceful life

competence and classroom climate is given to

students to measure the peaceful behavior that

students show in the classroom. A checklist given to

teachers regarding the teacher's efforts in developing

a peaceful class.

The research procedure is done by distributing

questionnaires, observing and doing interviews to

students and teachers. Subsequently, the data were

analysed using narrative-descriptive analysis that

described the results of questionnaire, interviews and

observations that have been done.

3 RESULTS

The analysis results of the questionnaire/checklist,

interview and observation guide classroom climate,

discovered three schemes to be analyzed, namely:

3.1 Culture or Class Atmosphere

A recent analysis of questionnaires, interviews and

observations, data showed 86.7% a culture of peace

in the classroom in the category of high, 13.3% in the

moderate category and 0% in the low category.

Table 1: Culture or atmosphere class.

Culture Class

Peace*

Not Peace*

Listen to the

current student

/ teacher that

speaks

Doesn’t

interrupt when

a friend talks

Sometimes

students do

not listen to

the

explanation

of teachers

and friends

who express

opinions

Does not

exclude anyone

a. Feel to be

part of the

class

b. Mutual

cooperation

to achieve the

goal

ICES 2017 - 1st International Conference on Educational Sciences

518

c. Doesn’t

distinguish

friends based

background

d. Easy to blend

in when there

is group

formation in

the class

Saying kind

words

Mutual

support for

gaining

achievement

Speaking

softly/ courtesy

a. Getting

attention by

the teachers

when

expressing

opinion

b. The

reassuring

words and

actions of the

teacher

Showing

respect to one

another

(student/

teacher)

a. Express

admiration

mutually

b. Teachers

presence

reassure the

classroom

atmosphere

c. Teachers

welcome the

presence of

students with

enthusiastic

d. Atmosphere

of competition

in the class

did not spoil

friendship

less

appreciative

when there is

a difference

of opinion

Description: *) The results of questionnaires,

interviews and observations on students and teachers.

Table I indicates that there is a culture of peace in

the classroom shown by students and teachers such as

respect for others, participating in classrooms,

supporting each other, showing modesty. But there is

a culture that is not peacefully shown by students that

is sometimes students do not listen to the explanation

of teachers and friends who express opinions.

3.2 Predisposition Peace Culture of

Students

Based on the analysis of the results of questionnaires,

interviews and observations, data obtained

predisposition peaceful culture of students is 100% in

the high category.

Table 2: Predisposition peace culture students.

Indicators

Predisposition Peace Culture of

Students*

Love

Students feel that as bad as any

person, the person will still have the

desire to change

Compassion

Students are willing to help friends

according to their ability

Self-Harmony

Students are not easily instigated

with bad talk about other people

Tolerance

Students entrust the message to a

friend even if ever betrayed

Wardens (Care) and

Students entertain friends when he

or she is feeling sad

Interdependence

Students understand every country

has its own culture

Introduction to Life

of Others

Students believe everyone is able to

resolve the problem

Thankful

Say thanks to a friend for his help

Description: *) The results of questionnaires,

interviews and observations on students and teachers.

Table 2 shows there is a culture of peace in the

classroom in the form of mutual love, mutual help,

tolerance, mutual comfort and as a form of gratitude,

the students would like to thank the friends for their

help.

3.3 Teacher’s Behavior as a Peace

Educator

Table 3: Behavior of teachers as a peace educator.

Context of

Events

Teachers Behavior*

Learning Process

a. Describing how to create safe

and comfortable situation in the

classroom

b. Choosing a picture, or create a

poster or banner or presentation

material that is relevant to the

importance of peace and

harmony in the classroom,

c. Providing outside world

information in line with the

theme of classroom activities

d. Giving students the opportunity

to express their opinions or

aspirations

Dealing with

students acting

up in class

a. Refrain from rebuking him or her

in haste.

b. Asking directly to the student

according to the subject matter

being discussed.

Positive Peace Culture in Pesantren (Islamic Boarding School) in Bandung-Indonesia

519

Dealing with

differences of

opinion among

students

a. Encourage students to respect

each other for differences

b. Explains the diversity in humans

c. Provide reasons based on

different experiences

In completing

the task group

of subjects who

competed in

the class

a. Explain to students about the

importance of working together

b. Regard members of his or her

group as a successful team,

c. Giving trust to a group of talented

friends in their field

d. Giving freedom to experiment

with group tasks

Dealing with

conflicts

between

students in the

classroom

a. Encouraging students to find out

the background of the conflict

b. Listening to student explanations

regarding the conflict that

occurred

c. Seek and collect accurate data /

information, conclude and

provide solutions

Avoiding

conflicts

a. Encourage students to understand

the meaning, types, and steps of

conflict resolution within the

relevant context or lesson.

b. Train students to listen and

understand the opinions of others

c. Train students to increase their

sensitivity to the situation

Description: *) The results of questionnaires,

interviews and observations on students and teachers.

Table 3 shows the behavioral tendencies of

teachers as peace educator, from provides a safe and

peaceful learning, respect for diversity, to the conflict

management.

4 DISCUSSION

The results of the research focused on three schemes

that have been analyzed, specifically: 1) the culture of

peace in the classroom; 2) predisposition student

peace culture; 3) teacher behavior as a peace

educator. The culture of peace in the class indicates

that in general, it takes a form of five indicators of

peace culture according to Castro and Galace (2010)

known as the term of This Classroom Is A Zone Of

Peace, that is: 1) Listen when someone is talking; 2)

Do not exclude anyone; 3) Say only kind words; 4)

Speak gently; 5) Show respect for each other.

Students tend to listen while the teacher is

explaining and pay attention to the other students

when expressing their opinions. Teachers do not

position themselves as a source of knowledge, they

are not impose what they are thinking, and instead,

they give students the opportunity to express their

opinions. Those behaviors demonstrating a peaceful

culture in the classroom (Munawar, 2010). But there

is a kind of behavior that is shown by the students,

which demonstrates a non-peaceful behavior, that is,

sometimes students do not listen to the explanation of

teachers and friends who express opinions by

conducting discussions with peers who are not related

to the theme of discussion in the ongoing lesson.

For indicators, does not exclude anyone, students

feel part of the class by participating in discussions on

subject matter, this is done on the subject of physics

that students can complete tasks together to make the

power grid from the battery to light the light bulb. The

results of the Gordijn study (2001), show that,

individuals or groups that do not discriminate against

other individuals tend to value diversity or uphold

tolerance will create peace.

In the indicator speaking softly/courtesy, students

and teachers have the principle of "5S" developed in

Daarut Tauhiid High School. Those are: Senyum

(Smile), Salam (Salaam), Sapa (Greeting), Sopan

(Polite) and Santun (Well mannered) is a set of

behavior that must exist in students when meeting

with other people, especially to teachers.

Showing one's respect among students and

teachers is also shown in the classroom. Research

conducted by Sagkal, et al. (2012) shows a sense of

empathy in a person will grow a sense of affection

and respect for others.

In some students, there are also behaviors that

indicate less respect to each other when there is a

difference of opinion. This behavior can be explained

by the theory of Champion (1999), Harris (1999), and

Penings (2002), that the occurrence of disagreements

that are not handled properly will result in conflicts

caused by the lack of a culture of tolerance that values

differences.

Predisposition of the culture of peace shown by

the students is the result formed by the atmosphere

applied in Pesantren Daarut Tauhiid, this is the goal

established by KH. Abdullah Gymnastiar as the head

of this school. Predisposition peaceful culture of

students in the form of good character and strong

known as the character "Baku" or “Standard” and

familiarize Senyum (Smile), Salam (Salaam), Sapa

(Greeting), Sopan (Polite) dan Santun (Well

mannered) in daily behavior both by students and

teachers (Gymnastiar, 2013).

In the indicator of compassion, shows that

students feel compassionate toward other students.

According to Djamarah (2004), compassion will

create compassion. A sense of affection is shown by

students to other students as well as teachers to

students like parents to their children.

The tendency of teacher's behavior as a peace

educator outlines the indicators developed by Castro

and Galace (2010) in the form of teachers providing

ICES 2017 - 1st International Conference on Educational Sciences

520

peaceful education in the learning process, dealing

with students who are calm and creative in the

classroom, dealing with differences of opinion among

students by giving explanations about differences

rather than ugliness but diversity of thinking and

mutual respect, in completing the task of subject

groups that competed in the classroom is not

emphasized to compete but rather to foster

cooperation among students, conflict management

among students by encouraging and training students

more sensitive to situations that may lead to more

conflict tolerant (Winzer, 1995).

5 CONCLUSIONS

Pesantren is a place to build a culture of positive

peace that starts from creating a peaceful class.

Culture of positive peace in class, in general have

been done in Pesantren Daarut Tauhiid Bandung. The

peaceful culture in the classroom is formed from the

implementation of classroom learning that has met

five indicators: listening while students / teachers are

speaking, not excluding anyone, saying kind words,

speaking gently, showing respect for each other

among students with students and teachers (Castro

and Galace, 2010).

Creating a culture of peace is also evident from

the predisposition of a student's peaceful culture of

love, novelty or sense of motherhood, harmony,

tolerance, nurturing (caring) and sharing,

interdependence, the recognition of other people's

souls, and gratitude (UNESCO-APNIEVE, 2000). A

culture of peace is also seen in the teacher's behavior

as a peace educator. Teachers provide peaceful

education on learning process, win-win solution

conflict resolution, and prevent conflict by teaching

tolerance to students. This is according to the opinion

of Machali (2013) that is creating a culture of peace

in school, teachers should be an example in providing

knowledge, develop an attitude to be able to live

peaceful by mutual respect, mutual help, and tolerant.

The creation of a culture of peace in Pesantren Daarut

Tauhiid Bandung because their teachers become a

peace educator by applying a positive culture of

peace, both applied in learning in the classroom or

outside the classroom. Teachers as a peace educator,

accustom Senyum (Smile), Salam (Salaam), Sapa

(Greeting), Sopan (Polite) dan Santun (Well

mannered) in their daily behaviors.

ACKNOWLEDGEMENTS

We would like to thank the Universitas Pendidikan

Indonesia for the opportunity to conduct this

study/research, to the Indonesia Endowment Fund for

Education (LPDP) and the Directorate General of

Higher Education (DIKTI) for funding assistance in

this research and to all parties assisting with the

completion of this research.

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