Implementasi Peace Eduaction Untuk Membentuk Karakter Positif Remaja Di SMA YAPPENDA Jakarta Utara - Mauna; Zarina Akbar; Ernita Zakiah; Ajeng Nurul Shabrina; Fressika Salsabila Riti Putri (Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta, 2025)
Remaja di SMA Yappenda Jakarta Utara menghadapi tantangan berupa tingginya perilaku agresif dan rendahnya keterampilan resolusi konflik, yang diperparah oleh faktor lingkungan perkotaan dan kondisi keluarga long distance marriage. Pengabdian ini bertujuan untuk mengimplementasikan program peace education guna meningkatkan karakter positif remaja, khususnya dalam aspek empati, pengelolaan emosi, dan penyelesaian konflik secara damai. Program dilaksanakan melalui tiga tahapan: sosialisasi, pelatihan membangun hubungan sosial yang sehat, komunikasi asertif, penyelesaian masalah secara kreatif dan damai, dan tahap dokumentasi. Evaluasi dilakukan dengan menggunakan pre-test, post-test, dan wawancara terhadap 49 peserta. Hasil menunjukkan adanya peningkatan skor rata-rata dari 80,4 (pre-test) menjadi 88 (post-test). Wawancara pasca-pelatihan juga mengindikasikan peningkatan pemahaman terhadap nilai-nilai perdamaian, kemampuan mengelola konflik secara mandiri, serta pola komunikasi yang lebih sehat. Temuan ini menunjukkan bahwa implementasi peace education efektif dalam meningkatkan pemahaman dan keterampilan remaja dalam menyelesaikan konflik secara damai serta membentuk karakter positif.Abstract Adolescents at Yappenda Senior High School in North Jakarta face challenges such as high levels of aggressive behavior and low conflict resolution skills, exacerbated by urban environmental factors and family conditions involving long-distance marriages. This community service initiative aims to implement a peace education program to enhance positive character development among adolescents, particularly in the areas of empathy, emotional regulation, and peaceful conflict resolution. The program was carried out in three phases: socialization, training focused on building healthy social relationships, assertive communication, and creative and peaceful problem-solving, followed by a documentation phase. Evaluation was conducted through pre-tests, post tests, and interviews with 49 participants. The results showed an increase in the average score from80.4(pre-test) to 88 (post test). Post-training interviews also indicated improved understanding of peace-related values, increased ability to manage conflict independently, and the development of healthier communication patterns. These findings demonstrate that the implementation of peace education is effective in improving adolescents’ understanding and skills in resolving conflict peacefully and in shaping positive character traits