Conflict Resolution Model Advocates Citizen ‘Good Character
Building
Ida Rohayani, Endang Danial AR, Elly Malihah and Dadang Sundawa
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Conflict Resolution model, mediation method, Research Based Learning method, citizen’character.
Abstract: The influence of educational life experience gained comes not only from schools and families, it could be
from a place where a child develops well in the rare place as well. It raises a social problem when a deviation
occurs in the behavior of students from their environments. This study will resolve with indepth analitical
descriptive based on case studies conducted to students who are considered be a victim or prepetrator. The
data collected through interviews and application of conflict resolution model to reduce their deviant behavior.
The study was conducted over a period of 6 months by noting all the behaviors of the adoption of the conflict
resolution model, and observing the impact of the model implementation, it confirmed by self-assessment
questionnaire and sociometry to measure students' responses to conflicts with soft, hard, and principled
response classifications. The result is that student who has been subject to discriminatory treatment from his
friends are ultimately treated better. Students in other schools who always use abusive language, showed good
behave and able to say with ethics. The research based learning methods found the fact that improving
character by figuring out causes and consequences of irregularities.
1 INTRODUCTION
The behavior of the psychological side of a human is
determined from the education gained in the family
environment and the formal education world. But
sometimes, there are moments that family and school
education can not be reached. Among the various
problems faced by students include the use of abusive
language, bullying, sarcasm, and mistakes in the
search for identity obtained from the environment
where they are, such as playgrounds, groups, and their
closest relatives. Schools play an important role in
improving the character of students through the
character education that has been studied by various
experts such as Matthew Davidson, Thomas Lickona,
Vladimir Khmelkov (2008).
Some of these researchers found that there is a
legitimacy of the second goal of character education:
that is to help reduce negative behavior by young
people by hurting themselves and society. Booker T.
Washington states "character is power" (Brameld,
1955). They consider culture and character to be a
challenge to the school and the community, that is, to
the character educators (Lickona, 1991, 2004;
Lickona and Davidson, 2005) they argue about the
problematic behaviors observed by young people,
including some examples that adults show to Youth
have the core of equation, that is about bad character.
The main construction based on Davidson, for the
Smart and Good school model is the conception of
human character that is divided into two, the moral
character and the displayed character (2008: 373).
In this study the researcher undertook the
character education step by applying a conflict
resolution model with mediation method and
Research based learning which aims to provide
experiences as well as treatments to students who
become perpetrators or victims of abuse of language,
bullying, sarcasm and mistakes in finding identity in
Bandung education environment. These behaviors
often occur among peers because they think it is done
as one of the approaches to be more familiar or just a
mere joke. But not infrequently also accepted by the
victim as discrimination characterized by character
assassination.
Based on this phenomenon, case studies have
been attempted to reveal the background of a person's
discriminatory behavior, providing empathetic
empathy, sympathy, and problem solving through
mediation and research methods with conflict
resolution models.
Rohayani, I., AR, E., Setiadi, E. and Sundawa, D.
Conflict Resolution Model Advocates Citizen ‘Good Character Building.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 345-349
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
345

2 APPLICATION OF CONFLICT
RESOLUTION MODEL
THROUGH MEDIATION AND
RESEARCH-BASED
LEARNING
On Wednesdays, in the 3rd and 4th hours or 8.30pm
in normal time, XIPS 1 class becomes the classroom
of conflict resolution model using mediation method.
Preliminary observations obtained from interviews
with teachers lecturer that note the condition of
students in this class as follows:
1. There are some students who have problems
because the absence without explanation.
2. The way of speaking is impolite.
3. Labeling of friends with the intention of
joking.
4. Lack of focus in learning.
5. Some students are not confident in expressing
opinions.
Conditioning with conflict resolution model by
doing throwing Ball acivity, directed to be
responsible, polite, and mutual respect. On that day
the students who were supposed to attend were as
many as 39 people, but 7 people did not present with
permission and without explanation. This condition
inspires the Researcher to apply the resolution of the
achievement of the target by applying respect for
togetherness. The game of throwing the ball is played
as in other classes, but the discussion is tailored to the
needs of the classroom situation.
Learning was conducted by analyzing 5 cases,
where each case was discussed by two groups. They
are required to express their opinions, but some
students remain reluctant to speak, when they are
forced to disclose the results of their analysis, there is
a group of students reacting to show a negative
appreciation, and then the researchers warned him. In
attitude learning, direct handling of a case must be
done because the situation can not be postponed
because it can not be repeated. The findings obtained
by Researchers are solved by: assigning class tasks to
all students to invite non-school friends that day to
attend the next meeting. This task aims to train them
to motivate others to do good deeds. This is done
based on Kurt Lewin postulate where a person can
move from his starting zone because there is an
impulse and an outside driver so he can resolve
himself with the help of his friend (Levinger, Dec
1957, pre-1986).
A week later, the researcher enters the class in the
hope of fulfilling the promise of a student who will
bring a friend who is not present at the first meeting.
But after checking the presence, students who are not
present on this day more than the previous day, ie as
many as 12 people. Classroom management begins
with the assumption of having to do something with
this situation. There is a concern that the
psychological burden is caused by many absent
friends bringing others to do the same. At that time
the conflict resolution was made with the theme of the
round table even though without the bulkhead table
because we will conduct hearings on this issue.
After 10 minutes of round table, one student went
into a class named Ackly, a student who had special
needs. Whereas the other students had lost hope of
presenting him, their reason was how difficult it was
to communicate with him. But this surprise gave a
tremendous phenomenon in character education that
is when Ackly enters the class he did not not directly
join us but separates himself to the back wall and then
lies on the floor. Researchers tried to call him softly
but failed, then two students said that they were the
ones who would persuade him. The phenomenon that
occurred was that the two men had touched his arm,
brought the chair and put him close to them so that
Ackly was comfortable. And indeed Ackly can did
the things that are instructed in the game of
concentration and hand coordination exercises before
the learning begins. The appreciation and applause
we give to the two people who do the humane deeds.
On that day, the lesson with the material on the
meaning of Bhineka Tunggal Ika (Unity in Diversity)
by recognizing the values and norms using varied
lectures and demonstrating the struggle song with full
appreciation and performing the value analysis of the
symbol of the state. Learning by touching their
concern for the nation and state ended with a mention
of one word to describe Indonesia, of the 27 students
who attended spontaneously said positive things
about Indonesia. Such responses sometimes give
psychologically insistent situations to someone to say
whatever comes to mind to be honest. Researchers
assume that they can understand how to love the
nation by recognizing the values and social norms
that occur through the analysis of state symbols.
In other schools that have high learning-learning
characteristics, the application of conflict resolution
models is directed by research-based learning
methods. The research theme is determined by the
teacher about the disorientation of identity and other
cases of bullying. The results of the study in addition
to sharpening the power of reasoning students also
provide experience about empathy. The experience of
empathy is for students to learn to position
themselves as people who have personality disorders
as a process of identifying identity. This process does
ICSE 2017 - 2nd International Conference on Sociology Education
346

not emphasize the application of the model but
provides experience resolving conflicts by thinking
resolutions. Case studies prove that students are able
to provide objective information about the
disorientation of identity as a fatology and as a side
effect of environmental influences.
This experience adds value to students who do
research to be wise in treating others, assuming they
understand the problems faced by others with
research and science, so the results are more effective
and open to insights about how to treat others.
Both methods applied to implement the conflict
resolution model are in line with applying conflict
resolution skills Crawford and Bodine (1996) propose
the following approach:
1. Process curriculum is the provision of special
time to teach basic skills, principles, and
problem solving through negotiation,
mediation, etc. As a special subject and
program by integrating it in other subjects. In
this case the Researcher tries to integrate
conflict resolution in the subject of Civic
Education to prove that this learning is able to
contribute in shaping the character of the
citizen.
2. Mediation program is preparing some students
to be trained to be facilitator, while the stage that
must be mastered is: a) arranging the situation,
b) collecting views or perspectives, c)
identifying the interests that contribute to the
conflict, d) creating a choice for the interests of
two The parties to the dispute, e) evaluate the
choice with objective criteria, and f) withdraw
an agreement satisfactory to both parties. For
this program, the Researcher tries to divide it
into two methods where one class in a different
school uses interactive intermediate mediation
skills while the other school by giving
experience to the students through research
learning, but which has not been achieved
optimally is point d and f. Secara optimal adalah
poin d dan f.
3. Peaceable classroom uses a whole class
methodology where students are taught basic
skills, principles, and one or more problem-
solving processes from integrated conflict
resolution in core subjects such as Civics,
Literature, Science, the arts, and so on. In this
case, the Researcher integrates it with Civic
learning. There are several stages in the creation
of a peaceful class: a) Creating a cooperative
context, b) Implementing a peer mediation
conflict resolution program: students
negotiating problem solving, students mediating
their school friends' conflicts, committing
(arbitrating) conflict Students, c) Use of
learning about academic controversy (Maftuh,
2008: 68)
4. Peaceable school is based on peaceful class but
applied comprehensively to all elements in
school such as teachers, counselors, school
employees, principals, and parents. In a peaceful
school program, still in the form of assessment
and learning with peers, the greatest hope is that
any student who has learned a conflict
resolution model can pass it on to his peers.
2.1 Mediation in the learning process of
conflict resolution
The mediation method applied in the conflict
resolution model, which applies the understanding
that each conflict encounters provides learning. When
conflicts are perceived as positive impulses, an
individual will be responsible for generating conflict
outcomes. Strengthening yourself to control his life
with respect for others. Building awareness that there
is a potential for positive conflict. The basic
psychological conditions needed to survive are:
1. Needs to have: loved, shared, cooperated with
others
2. The need for power: achievement /
achievement,praise, recognition and
appreciation
3. The need for freedom: making choices in life
4. The need to be happy: laugh and play (Richard
J Bodine & Donna K Crawford, 1998: 36-37)
The mediation skills learned by students are able
to understand the 4 needs in mediating the conflict
they face.
There are several ways to diagnose intact
conflicts: Limited scope (time, space, money, tools,
and tools) is easiest to solve, and different values:
beliefs, priorities, and life principles tend to be
difficult to solve. This can lead to a response to
conflict, including:
1. Soft Responses involving friends or people who
want to do good for others because of
futureconsiderations.
2. Hard Responses that assume others are
opponents.
3. Principled Response, involving people who see
themselves as problem solvers aimed at
obtaining efficient and peaceful wisdom.
(Richard J Bodine & Donna K Crawford, 1998:
39-42)
The three responses are presented into case
studies with statistically calculated as learning
Conflict Resolution Model Advocates Citizen ‘Good Character Building
347

process which then used as dependent variable (Y) as
a standard measure of attainment of the desired
character. Then the third response is used as a
reference to the success of the learning process
through mediation.
This mediation method provides students with
experience to be able to understand how to identify
the parties involved in the conflict, identify the
perpetrators and issues that occur, so that conflicts
can be mapped and problems resolved by win win
solution (Jamil, 2007).
2.2 Resolving conflict of social issues
through research-based learning
Learning through research, students attempt to
diagnose conflict with the science of social
psychology and sociology, they seek the problem of
identity disorientation through scientific study and
collect data through surveys and interviews. In this
learning the students learn not only as mediators but
as conciliators as they try to listen to all the
explanations from victims and perpetrators and
confirm them with the theory they can.
Specifically for this method, researchers measure
their success through student research results and
presentation. Assessment is determined by the way
they expose the problem, behave as a scientist without
subjective tendencies, and attempt to provide
solutions to the problems of their respondents. At the
end of the course the student must reveal reflections
that benefit both himself and the audience.
This research-based learning is based on a
philosophical constructivism, in which students are
led on how to build a mindset and behavior to develop
ideas that can lead to more useful and meaningful
thinking in their lives. In this case it constructs
stereotyped thinking toward positive thinking.
However, there is a possibility of confusion that will
arise in the understanding of constructivism
education because its identity is not as instructional
or learning theory but rather to simple epistemology
(Porcaro, 2010).
In this case the teacher should be able to be a
trigger for students in processing the data and make it
as a foothold to change the paradigm of thinking and
behaving them. Not infrequently found many
differences between the instructions given and the
environment in favor of different directions.
Therefore, the role of teachers to be involved in the
guidance of this research is needed especially in
building ideas, studying them with appropriate
theory, making conclusions and recommendations.
3 GOOD BEHAVIOR AND
CITIZEN'S CHARACTER
THROUGH CONFLICT
RESOLUTION
Lickona (1992: 50-51) defines characters containing
"operative values" or values that are practiced.
Character has three elements: "moral knowing, moral
feeling, and moral behavior" or moral knowledge,
moral feelings, and moral behaviors that are mutually
interconnected. Because it is a good character
consists of elements of "knowing good, desiring the
good, and doing the good" or know the good, want
the good, and do good or said also "habits of the mind,
habit of the heart, and habit Of action "or habits of
mind, heart and action.
Conceptually a citizen should have five main
attributes (Cogan, 1998: 2-3) namely: identity;
Freedom to enjoy certain rights; Fulfillment of related
obligations; The level of interest and involvement in
public affairs; And ownership of the basic values of
society.
To measure the success of the conflict
resolution model, the authors provide questionnaires
to 3 schools studied for 6 months. The questionnaire
contains three things that are always identified as
citizens' competence, namely civic knowledge (X1),
Civic skills (X2), and civic disposition (X3), where
these three competencies are correlated with 3 aspects
of attitude expressed by Thomas Lickona as the value
of one's character Ie moral knowing, moral feeling,
and moral acting (Y). The correlation results show as
follows:
The complete structure of the relationship
between variables can be seen as follows:
Figure 1: Relations between Structural Model X1, X2, X3
and Y.
The results above can be summarized as the table
as follows:
ICSE 2017 - 2nd International Conference on Sociology Education
348

Table 1: Results of line analysis of civic competence
contribution through conflict resolution model in
constructing citizen character.
Vari
abel
coeffic
ient
Line
Contribution
Shared
Contri-
butions
Direct
Indirect
X
1
0,333
11,09%
4,61%
(melalui
X
2
)
10,12
(through
X
3
)
X
2
0,216
4,66%
4,61%
(through
X
1
)
6,102%
(through
X
3
)
X
3
0,436
19,0096%
10,12%
(through
X
1
)
6,102
(through
X
2
)

0,484
23,5%
X
1
,
X
2
and
X
3
76,5 %
Based on the above table the results of
confirmation through self-assessment and sociometry
showed the success of the conflict resolution model
as the formation of citizen character proved
significant by 76.5% by integrating the model on the
competence of citizens packaged in learning Civics.
4 CONCLUSION
Teachers can make various efforts in guiding students
in learning to meet the needs of cognitive, affective,
and psychomotor in accordance with the subjects he
received. But the main thing in a learning is how the
process can change the student's behavior by touching
the three aspects. Conflict resolution model with
mediation method and research based learning can be
one of the means in forming the character of good
citizen. Where students can engage directly in
identifying conflicts, charting offenders and finding
the best solutions to avoid repetition, and teaching
lessons to not make conflict a negative impetus but to
be a positive energy toward better human beings.
ACKNOWLEDGEMENT
The Principals and teachers of SMA Negeri 3, SMA
Negeri 2, and SMA Negeri 4 Bandung; Students as
data collector: Ackly, Veby, Syifa, Sulthan;
colleagues: Agus Ferdiana, S.Pd., Rita Asmara
Mukti, S.Pd, Galih Raksaningrum, S.Pd., Drs. H.
Syahidin, Drs. H. Endang, Drs. Dadang, Galih Ashari
Rakhmat, MIT.
REFERENCES
Bodin. Richard J., Crawford. Donna K, foreword by Judith
M. Filner. 1998. The Handbook of Conflict Resolution
Education A Guide to Building Quality Programs in
Schools. San Prancisco: Jossey-Bass Publishers
National Institute for Dispute Resolution (NIDR).
Brameld, Theodore. 1955. Philosophies of Education. New
York-Chicago-San Francisco-Toronto-London: Holt,
Rinehart and Winston.
Cogan, J.J & Derricott, Ray. 1998. “Citizenship for the 21
st
Century An International Perspective on Education”,
London: Kogan Page.
Jamil, M. Mukhsin. (2007). Modul Training Mediasi &
Resolusi Konflik. Semarang: Walisongo Mediation
Center (WMC) IAIN Walisongo.
Lickona, Thomas. 1992. "Educating For Character How
Our Schools Can Teach Respect and Responsibility",
New York-Toronto-London-Sydney-Auckland:
Bantam Books.
Maftuh, Bunyamin. 2008. Pendidikan Resolusi Konflik:
Membangun Generasi Muda yang mampu
Menyelesaikan Konflik secara Damai, Bandung:
Program Studi Pendidikan Kewarganegaran Sekolah
Pasca Sarjana Universitas Pendidikan Indonesia.
Nucci, Larry P., Narvaez, Darcia. 2008. Handbook of Moral
and Character Education, Davidson, Matthew; Lickona,
Thomas; Khmelkov, Vladimir. Smart and Good School
: A New Paradigm for High School Character
Education (hal 230-247), New York and London :
Routledge Taylor and Francis Group.
Porcaro, David. 2010. Applying Constructivism in
instructivist Learning Culture, Athens, Georgia:
Educational Psychology and Instructional Technology
Departement, University of Georgia, USA.
Conflict Resolution Model Advocates Citizen ‘Good Character Building
349