Aku Cinta Damai, Aku Anak Indonesia!: Edukasi Pendidikan Perdamaian dan Toleransi berbasis Pancasila bagi Siswa SD melalui Media E-comic
DOI:
https://doi.org/10.70609/icom.v4i4.5651Kata Kunci:
Pendidikan Perdamaian, Toleransi, Pancasila, Siswa SD, e-comicAbstrak
Proses menghargai perbedaan orang lain dimulai dari proses berdamai dan menghargai diri sendiri. Setelah proses mengenal diri, berdamai dan memaafkan diri, seseorang bisa memahami perbedaan dan keunikan individu yang dihadapi. Permasalahan di SDN Sukoharjo 2 Malang adalah siswa kelas 4 SD susah untuk menerima kekurangan diri dan sulit berdamai dengan pengalaman yang menyakitkan. Siswa kelas 4 SD Negeri Sukoharjo 2 Malang juga susah menghadapi perbedaan dan sukar membaur dengan lingkungan sosial yang berbeda budaya. Siswa suka mencibir teman yang memiliki perbedaan suku, agama, ras, dan budaya. Siswa juga sukar menerima gagasan yang berbeda dari gagasan yang dimiliki. Oleh karena itu, dibutuhkan edukasi Pendidikan perdamaian dan toleransi berbasis Pancasila bagi siswa SD melalui media e-comic. Metode tahapan pengabdian Masyarakat ini adalah pemaparan e-comic terkait pendidikan perdamaian diri, pemaparan e-comic terkait perdamaian diri dengan orang lain, dan pemaparan e-comic terkait edukasi toleransi. Hasil edukasi Pendidikan perdamaian dan toleransi di SD Negeri Sukoharjo 2 Malang adalah siswa kelas 4 SD Negeri Sukoharjo 2 Malang memahami perlunya kesadaran untuk terus berdamai dengan diri sendiri dan meningkatnya pemahaman terkait toleransi terhadap perbedaan.
Referensi
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192
Alnasser, Y. A. (2020). The perspectives of Colorado general and special education teachers on the barriers to co-teaching in the inclusive elementary school classroom. Education 3-13, 3(13), 1–15. https://doi.org/10.1080/03004279.2020.1776363
Coaston, S. C., & Lawrence, C. (2019). Integrating self-compassion across the counselor education curriculum. Journal of Creativity in Mental Health, 1–14. https://doi.org/10.1080/15401383.2019.1610536
DeMink-Carthew, J., Netcoh, S., & Farber, K. (2020). Exploring the potential for students to develop self-awareness through personalized learning. Journal of Educational Research, 113(3), 1–13. https://doi.org/10.1080/00220671.2020.1764467
Doornich, J. B., & Lynch, H. M. (2024). The mindful leader: A review of leadership qualities derived from mindfulness meditation. Frontiers in Psychology, 1–14. https://doi.org/10.3389/fpsyg.2024.1322507
Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2021). Mindfulness, self-compassion, resiliency and wellbeing in higher education: a recipe to increase academic performance. Journal of Further and Higher Education, 1–12. https://doi.org/10.1080/0309877X.2021.1912306
Fazel, M., & Newby, D. (2021). Mental well-being and school exclusion: changing the discourse from vulnerability to acceptance. Emotional and Behavioural Difficulties, 26(1), 78–86. https://doi.org/10.1080/13632752.2021.1898767
Harshad, H., & Ghosh, S. (2022). Self-love: The lesson through which all other lessons are realized. International Journal of Health Sciences, 6, 8054–8067. https://doi.org/10.53730/ijhs.v6ns2.7013
Herath, S. (2023). Infusing creativity into peacebuilding. Journal of Peace Education, 1–26. https://doi.org/10.1080/17400201.2023.2227102
Hidajat, H. G. (2022). Efikasi diri guru sekolah dasar inklusi. Jurnal PGSD Musi, 5(2), 1–21.
Hjeltnes, A., Binder, P. E., Moltu, C., & Dundas, I. (2015). Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. International Journal of Qualitative Studies on Health and Well-Being, 10(1). https://doi.org/10.3402/qhw.v10.27990
Junaedi, F., Hanurawan, F., Setiyowati, A. J., & Ramli, M. (2022). Reducing the new inmates’ anxiety through rational emotive behavior therapy with patronage counseling technique. Emerging Science Journal, 6(2), 306–321. https://doi.org/10.28991/ESJ-2022-06-02-08
Ladachart, L., Radchanet, V., Phothong, W., & Ladachart, L. (2023). Nurturing middle school students’ creative confidence through design-based learning. Research in Science and Technological Education, 1–14. https://doi.org/10.1080/02635143.2023.2221199
Leung, M. W. H., & Waters, J. L. (2022). Bridging home and school in cross-border education: The role of intermediary spaces in the in/exclusion of Mainland Chinese students and their families in Hong Kong. Urban Studies, 59(16), 3271–3291. https://doi.org/10.1177/00420980221084894
Lewis, E. M., Gilroy, S. P., Buckner, J. D., & Heimberg, R. G. (2021). The impact of brief mindfulness training on post-event processing among individuals with clinically elevated social anxiety. Behavior Therapy, 52(4), 785–796. https://doi.org/10.1016/j.beth.2020.10.002
Qutishat, M. G. M. (2020). Academic adjustment, emotional intelligence, and fear of missing out among undergraduate students: A descriptive correlational study. Oman Medical Journal, 35(5), 1–7. https://doi.org/10.5001/omj.2020.116
Smith, K., Pickering, A., & Bhattacharya, J. (2022). The creative life: A daily diary study of creativity, affect, and well-being in creative individuals. Creativity Research Journal, 34(4), 460–479. https://doi.org/10.1080/10400419.2022.2122371
Špiljak, B., Vilibić, M., Glavina, A., Crnković, M., Šešerko, A., & Lugović-Mihić, L. (2022). A review of psychological stress among students and its assessment using salivary biomarkers. Behavioral Sciences, 12(400), 1–15. https://doi.org/10.3390/bs12100400
Taneja-Johansson, S. (2023). Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder. Emotional and Behavioural Difficulties, 28(1), 32–51. https://doi.org/10.1080/13632752.2023.2202441
Webb, A., & Layton, J. (2023). ‘It’s not just about technology!’: Creativity as a driving force for nurturing the development of skills for digital performance. International Journal of Performance Arts and Digital Media, 1–19. https://doi.org/10.1080/14794713.2023.2223719
Yu, S., Zhang, C., Zhou, Y., Shi, Y., & Xu, W. (2020). Longitudinal relationship between inferiority and maladjustment among college students: The mediation of dispositional mindfulness and moderation of left-behind experience. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105249
Zalts, R., Green, N., Tackett, S., & Lubin, R. (2021). The association between medical students’ motivation with learning environment, perceived academic rank, and burnout. International Journal of Medical Education, 12, 25–30. https://doi.org/10.5116/ijme.5ff9.bf5c
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2024 Helga Graciani Hidajat, Sumarmi Sumarmi, Raissa Dwifandra Putri, Retno Sulistiyaningsih, Laila Indra Lestari, Flavia Aurelia Hidajat
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
