Article Per Year (5 Year)
p-Index From 2021 - 2026
2.898
P-Index
This Author published in this journals
All Journal SUPREMASI: Jurnal Pemikiran, Penelitian Ilmu-Ilmu Sosial, Hukum dan Pengajarannya JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Moral Kemasyarakatan Etika Demokrasi Al-Qalam Haumeni Journal of Education Antroposen Civic Education Perspective Journal Journal of Education Method and Learning Strategy Sabangka Abdimas Jurnal Pengabdian Masyarakat Sabangka De Cive : Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan Journal of Innovative and Creativity Paramacitra : Jurnal Pengabdian Masyarakat AKSELERASI: Jurnal Pengabdian Masyarakat Tepak Sirih : Jurnal Pengabdian Kepada Masyarakat Madani Jurnal Kemitraan Masyarakat Jurnal Ad'ministrare: Jurnal Pemikirian Ilmiah dan Pendidikan Administrasi Perkantoran
M. Yunasri Ridhoh
Universitas Negeri Makassar
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Peace Building through Peace Language and Civic Peace Training for Students at SMK Telkom Makassar Ismail, Asri; Ridhoh, M. Yunasri
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This Community Service Program (PKM) aims to foster awareness and competence among students of SMK Telkom Makassar in building a culture of peace through peaceful language and civic peace training. The training was designed as an applied form of character and citizenship education within the context of a technology-based vocational school. The participatory training method involved discussion, simulation, case reflection, and collaborative projects. The results show an improvement in students’ ability to identify hate speech, transform violent language into peaceful expressions, and enhance their sense of digital citizenship responsibility. Furthermore, students demonstrated higher awareness of empathetic communication and constructive conflict resolution. This program is expected to serve as a model for peace education that can be replicated in other vocational schools.
Pendidikan Multikulural, Pendidikan Kedamaian, dan Pendidikan Inklusif: Perbedaan dan Urgensinya di Indonesia Rahma Awalia; Najamuddin Najamuddin; Alimin Alwi; M. Yunasri Ridhoh
Haumeni Journal of Education Vol 5 No 3 (2025): Edisi Desember 2025
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/haumeni.v5i3.25190

Abstract

Permasalahan utama penelitian ini adalah bagaimana pendidikan multikultural, pendidikan kedamaian, dan pendidikan inklusif dipahami, dibedakan, serta sejauh mana urgensinya diterapkan secara komplementer dalam konteks Indonesia. Tujuan penelitian ini adalah mendeskripsikan dan menganalisis perbedaan prinsip, tujuan, dan strategi ketiga model pendidikan tersebut sekaligus menegaskan urgensi ketiganya bagi penguatan sistem pendidikan nasional dan pembangunan manusia Indonesia. Metode penelitian menggunakan pendekatan kualitatif dengan studi pustaka dan analisis dokumen, dengan sumber data berupa literatur akademik, laporan penelitian, serta kebijakan pendidikan. Analisis data dilakukan melalui content analysis dengan tahapan reduksi, penyajian, dan penarikan kesimpulan, serta validasi menggunakan triangulasi sumber. Hasil penelitian menunjukkan bahwa ketiga paradigma pendidikan tersebut memiliki titik tekan berbeda: pendidikan multikultural menekankan penghargaan atas keragaman, pendidikan kedamaian membekali keterampilan resolusi konflik dan harmoni sosial, sementara pendidikan inklusif menjamin akses serta partisipasi setara bagi semua peserta didik. Meskipun berbeda, ketiganya saling melengkapi dalam membangun sistem pendidikan yang mampu menumbuhkan toleransi, solidaritas dan kohesi sosial serta integrasi nasional. Temuan ini menegaskan bahwa integrasi ketiga pendekatan secara komplementer sangat urgen untuk menjawab tantangan pluralitas Indonesia, memperkokoh modal sosial bangsa, serta mendukung tercapainya pembangunan manusia Indonesia seutuhnya.
Co-Authors AA Sudharmawan, AA Aba, Akbar Abdul Rahman Ahmadin Ahmadin Alfian, Andi Alim Rahmat, Muhammad Rijal Alimin Alwi Anang Setiawan Annisa, Winda Nurul Asri Ismail Badaruddin, Sukri Bakhtiar Bakhtiar Burhamzah, Rahmat Burhan, Imron Dwiputra, Rahyudi Eco Agus, Andi Fadiyanto, Guruh Achmad Fajariah, Nurul Fatimatuz Zahrah Haris, Husnawi Haryono, Indriani HASNAWI HARIS, HASNAWI Hatibu, Hardiyanti Hendri Irawan Husain, Fakhirah Ilham Samudra Sanur Indri Iswardhani KHAEDIR, MUH. Malihu, La Marsuki, Andika Maryati Maryati MS, Hadyan Hashfi Muh Rijal, Muh Muhammad Rijal Alim Rahmat Muhtar Muhtar Muntazarah, Fediyatun Musfirah Musfirah Mustari Mustari Nulthazam Sarah Nur Fadilah Ayu Sandira Paotonan, Nesliani Rahma Awalia Rahmat Burhamzah Randiawan, Randiawan Rezky Amalia Hamka Ridwan Andi Mattoliang Rifal, Rifal Sakman, Sakman Sanur, Iham Samudra Sanur, Ilham Samudra Sarah, Nulthazam Sri Astuti Nasir Syafar, Irfan Wica, Pratama Yoga