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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Pendidikan Kewarganegaraan Undiksha Pendidikan Kewarganegaraan Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Al Ishlah Jurnal Pendidikan Jurnal Ilmu Keperawatan Edukasi Islami: Jurnal Pendidikan Islam Etika Demokrasi Jurnal Civic Hukum Jurnal Moralita : Jurnal Pendidikan Pancasila dan Kewarganegaraan Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Rusli Yusuf
Universitas Syiah Kuala
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Religion and local culture: Pillars of social harmony in post-conflict Aceh Maimun; Suhendrayatna; Irwan Abdullah; Rusli Yusuf; Syamsulrizal; Sanusi; Irwan Putra; Gorkem Avci
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 22 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v22i2.87874

Abstract

The prolonged conflict between the Free Aceh Movement (GAM) and the Government of the Republic of Indonesia has resulted in social disruption, collective trauma, and the weakening of community social structures. Although a peace agreement was reached through the 2005 Helsinki Memorandum of Understanding, the greatest post-conflict challenge lies in rebuilding trust, solidarity, and social harmony. An interesting phenomenon is the success of Acehnese society in achieving social stability through internal strengths, particularly a strong Islamic religious approach and deeply rooted local culture. This article aims to analyze the contribution of religious and local cultural approaches in fostering post-conflict social harmony in Aceh. This study is qualitative in nature, using a descriptive-interpretative approach. Data collection techniques included in-depth interviews, document analysis, and surveys. Key informants consisted of religious leaders (ulama), traditional leaders, former GAM combatants, women leaders, youth, and village officials located in former conflict-affected regions such as Pidie, North Aceh, and Bireuen. Data analysis employed a thematic approach through data reduction, categorization, interpretation of findings, and inductive conclusion drawing. The findings show that religious approaches, through the active roles of ulama, religious gatherings (majelis taklim), and Islamic boarding schools (pesantren), have been effective in restoring faith-based values and community social ethics. Meanwhile, local cultural elements such as peusijuek (traditional blessing rituals), gampong deliberations, and customary village institutions have served as effective means of social reconciliation, strengthening community ties and resolving horizontal conflicts. The synergy between religious values and local wisdom has formed a strong social system for maintaining peace and preventing future conflicts. In conclusion, religious and local cultural approaches have proven to be fundamental pillars in creating sustainable social harmony in post-conflict Aceh. This model can serve as a strategic reference for other conflict-affected regions seeking to build peace through local potential.
Model Pembelajaran Project Citizen Sebagai Inovasi Pembelajaran Dalam Meningkatkan Keterampilan Abad 21 Iwan Fajri; Rusli Yusuf; Mohd Zailani Mohd Yusoff
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 2 No. 3 (2021): Jurnal Hurriah
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v2i3.30

Abstract

English: In the current digital Era, it has a fairly broad impact in various aspects of human life, including in the life of the education sector, which demands for the implementation of educational institutions to carry out in accordance with the times. One of the real challenges for educational institutions should be able to produce human resources who have complete competence, known as 21st century competencies or skills. 21st century skills are the main skills that must be possessed by students in order to be able to take part in real life in 21st century. In the 21st century, educational institutions are challenged to be able to create and produce thinkers who are able to participate in building a social and economic order that is aware of knowledge as citizens of the world in the 21st Century. In the 21st century, they have several skills which include 1) Learning and innovation skills, 2 ) skills in using technology and information media and 3) life and career skills. To be able to improve 21st century skills in students, an effort is needed that can be applied to teaching and learning activities and one of the recommendations for learning innovation is through the application of the project citizen model. Project citizen learning is a problem-based and portfolio-based learning, through this model students are not only invited to understand scientific concepts and principles, but also develop their ability to work cooperatively, innovatively, creatively, and critically through empirical practice learning activities. (experience). Thus the learning process will be more challenging, active and more meaningful. The purpose of implementing this project citizen learning model is to be able to develop and improve 21st century skills through problem-based and portfolio-based learning processes. Bahasa: Di Era digital saat ini memberikan dampak yang cukup luas dalam berbagai aspek kehidupan manusia, termasuk dalam kehidupan dunia pendidikan, yang menuntut penyelenggaraan lembaga pendidikan agar berjalan sesuai dengan perkembangan zaman. Salah satu tantangan nyata bagi lembaga pendidikan harus mampu menghasilkan sumber daya manusia yang memiliki kompetensi lengkap, yang dikenal dengan kompetensi atau keterampilan abad 21. Keterampilan abad 21 merupakan keterampilan utama yang harus dimiliki siswa agar dapat berkiprah dalam kehidupan nyata di abad 21. Pada abad 21, mereka memiliki beberapa keterampilan yang meliputi 1) keterampilan belajar dan inovasi, 2) keterampilan dalam menggunakan teknologi dan media informasi dan 3) keterampilan hidup dan karir. Untuk dapat meningkatkan keterampilan abad 21 pada siswa diperlukan suatu upaya yang dapat diterapkan dalam kegiatan belajar mengajar dan salah satu rekomendasi inovasi pembelajaran adalah melalui penerapan model project citizen. Project citizen adalah pembelajaran berbasis masalah dan berbasis portofolio, melalui model ini siswa tidak hanya diajak untuk memahami konsep dan prinsip ilmiah, tetapi juga mengembangkan kemampuannya untuk bekerja secara kooperatif, inovatif, kreatif, dan kritis melalui kegiatan pembelajaran praktik empiris. (pengalaman). Dengan demikian proses pembelajaran akan lebih menantang, aktif dan lebih bermakna. Tujuan penerapan model project citizen ini adalah untuk dapat mengembangkan dan meningkatkan keterampilan abad 21 melalui proses pembelajaran berbasis masalah dan berbasis portofolio.
Co-Authors Anta Rini Utami Ati Winarni Endang Meutiawati Ernani Wijaya Gorkem Avci Heni Novita Sari Hermansyah Hermansyah Irwan Abdullah Irwan Putra Isna Isna Iwan Fajri Iwan Fajri Lia Sautunnida Maimun Maimun Maimun Mia Aina Mohd Zailani Mohd Yusoff Nadia Tiara Putri Ridayani Ridayani Ruslan Ruslan Sanusi Sanusi, Sanusi Saputra, Nanda Suhendrayatna Susatyo Adhi Pramono, Susatyo Adhi Syaiful Bahri Syamsulrizal