Pancasila-Based Conflict Resolution Education for Developing Students’ Negotiation Skills and Peacebuilding Attitudes in Higher Education

Indra Rasyid Julianto (Universitas Islam Negeri Sumatera Utara)
Aryono Aryono (Universitas Duta Bangsa Surakarta)
Hasnah Setiani (Universitas Negeri Semarang)

Jurnal Pendidikan Pancasila dan Kewarganegaraan
Vol. 2 No. 1 (2026): Februari: Jurnal Pendidikan Pancasila dan Kewarganegaraan

Conflict management has become an essential civic competence in culturally and socially diverse university environments, where differences in identities, perspectives, values, and interests may generate interpersonal tension and social division. Pancasila provides an ethical foundation for addressing these differences through humanity, unity, deliberation, and social justice. This study examines the contribution of Pancasila-based conflict-resolution education to university students’ negotiation skills and peacebuilding attitudes, including the mediating role of negotiation skills. A quantitative explanatory design was employed involving 200 undergraduate students from various academic backgrounds selected through purposive sampling. Data were collected using a structured five-point Likert-scale questionnaire measuring Pancasila-based conflict-resolution education, negotiation skills, and peacebuilding attitudes. The data were analyzed using Partial Least Squares Structural Equation Modeling through measurement model evaluation, structural model evaluation, direct-effect testing, and mediation testing. The findings demonstrate that Pancasila-based conflict-resolution education positively strengthens students’ negotiation skills and peacebuilding attitudes. Negotiation skills also positively contribute to peacebuilding attitudes and partially mediate the relationship between value-based conflict-resolution education and peaceful civic dispositions. These findings indicate that Pancasila values can be transformed from normative principles into practical competencies for communication, active listening, perspective-taking, collaborative problem-solving, and consensus-building. The study implies that universities should integrate Pancasila values, conflict simulations, negotiation practices, civic dialogue, and peace education into citizenship learning to develop responsible, inclusive, and peace-oriented citizens capable of managing differences constructively within Indonesia’s plural society.