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Integrasi Resolusi Konflik ke dalam Pembelajaran: Guru sebagai Agen Perdamaian dalam Pendidikan di Sekolah Kejuruan Eva Imania Eliasa; Ilfiandra; Suwarjo; Sahril Buchori; Nadia Aulia Nadhirah; Afanin Halqim; Fayruziyah Ifroch Sabtana; Sarah Salsabila
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Februari
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.v7i1.21966

Peace education can equip students with various skills to participate meaningfully in a democratic society. One of the skills that can be developed is peaceful conflict resolution. This research examines the role of teachers in developing a culture of peace through conflict resolution practices in the environment of Vocational High School. The method used is qualitative with a phenomenological model, involving 5 teachers who have received training in peace education implementation. The research results show that the values of peace have been integrated into various subjects through the teachers' concrete actions, especially in the form of self-regulation, interpersonal skills, and communication skills. The teachers demonstrated the ability to manage emotions, avoid and resolve conflicts, and create a peaceful and harmonious school environment. This research emphasizes the importance of conflict resolution education in the school curriculum to improve the quality of student interactions and reduce conflicts in schools. The findings of this study encourage the need to evaluate teaching materials so that peace values are clearly emphasized in the learning process, enabling schools to become strategic spaces for building a sustainable culture of peace.

Are Guidance and Counseling Teachers Merely Responders? A Conceptual Exploration of Their Role Through Peace Competency Afanin Halqim; Rahma Hanif
Advances In Education Journal Vol. 2 No. 2 (2025): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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The negative connotation associated with societal perceptions of the guidance and counseling profession sometimes equates it to a problem-solver. Guidance and counseling educators are essential, beyond conventional academic responsibilities to attend to students' social, emotional, and psychological welfare, while also promoting a pleasant school atmosphere. This article examines the imperative of peace competency for guidance and counseling educators in the context of inclusive education, and how a peace-oriented approach can transform their function from mere conflict mediators to proactive agents in fostering harmonious, secure, and diversity-respecting educational settings. Utilizing a literary analysis that integrates sources from articles and books released in the last ten years. The extensive duties of guidance and counseling educators encompass proactive measures to foster a pleasant and inclusive school atmosphere, promote peace education, and prepare students with the competencies required to manage difficult social scenarios and amicably settle problems. Therefore, support and cooperation from all stakeholders are crucial, including efforts to improve the peace competences of guidance and counseling educators, allowing them to properly execute their roles and responsibilities.

Career Adaptability of Female High School Students in Islamic Boarding Schools in Yogyakarta: An Empirical Analysis and Career Development Challenges Sarah Salsabila; Aprilia Tina Lidyasari; Afanin Halqim
Indonesian Journal of Counseling and Development Vol. 8 No. 1 (2026): July 2026
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v8i1.6857

The career adaptability of female high school students in Islamic boarding schools is a crucial aspect of building their readiness to navigate complex workforce dynamics. However, empirical studies focusing on this specific demographic remain remarkably scarce. This study addresses this literature gap by quantitatively assessing career adaptability levels to understand their unique developmental needs. Employing a descriptive quantitative design, data were collected from 175 female high school students across four Islamic boarding schools in Yogyakarta. The assessment utilized the Indonesian Career Adapt-Abilities Scale (ID-CAAS). Descriptive statistical analysis reveals that the overall career adaptability of these students predominantly falls within the moderate category (42.3%). Notably, while the students exhibited strong capacities in the concern and confidence dimensions, indicating a positive future orientation and self-belief significant vulnerabilities emerged in their autonomy and exploration. Specifically, 38.3% of the students scored in the low to very low categories for the control dimension, and 30.2% for the curiosity dimension. These empirical findings expose a critical readiness gap. Despite possessing a foundational awareness of their future, the students significantly lack the independent decision-making skills and exploratory initiative necessary for optimal career development. This limitation is heavily influenced by the restrictive environment and hierarchical culture of the boarding schools. Consequently, this study concludes that conventional career guidance methods are insufficient. It underscores the urgent need to design structured, context-sensitive interventions, such as independent career exploration media and community-facilitated guidance, to optimally strengthen the career autonomy and adaptive readiness of female high school students in Islamic boarding schools

Integrasi Resolusi Konflik ke dalam Pembelajaran: Guru sebagai Agen Perdamaian dalam Pendidikan di Sekolah Kejuruan Eva Imania Eliasa; Ilfiandra; Suwarjo; Sahril Buchori; Nadia Aulia Nadhirah; Afanin Halqim; Fayruziyah Ifroch Sabtana; Sarah Salsabila
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Februari
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.v7i1.21966

Peace education can equip students with various skills to participate meaningfully in a democratic society. One of the skills that can be developed is peaceful conflict resolution. This research examines the role of teachers in developing a culture of peace through conflict resolution practices in the environment of Vocational High School. The method used is qualitative with a phenomenological model, involving 5 teachers who have received training in peace education implementation. The research results show that the values of peace have been integrated into various subjects through the teachers' concrete actions, especially in the form of self-regulation, interpersonal skills, and communication skills. The teachers demonstrated the ability to manage emotions, avoid and resolve conflicts, and create a peaceful and harmonious school environment. This research emphasizes the importance of conflict resolution education in the school curriculum to improve the quality of student interactions and reduce conflicts in schools. The findings of this study encourage the need to evaluate teaching materials so that peace values are clearly emphasized in the learning process, enabling schools to become strategic spaces for building a sustainable culture of peace.

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