Hendri Irawan, Tutik Wijayanti, Satrio Alpen Pradanna, Anif Istianah

Building a Culture of Peace through Peace Education as the Foundation for Merdeka Campus Transformation

Introduction

Building a culture of peace through peace education as the foundation for merdeka campus transformation. Explore how peace education in Indonesia's Merdeka Campus transforms higher education, fostering student autonomy, conflict resolution, and a culture of peace.

Abstract

Higher education is a crucial foundation for shaping individuals who are both high-quality and positively contribute to society.This study reviews the transformation of peace education within the Merdeka Campus environment, an innovative approach in Indonesia's higher education system. The "Freedom to Learn" concept emphasizes students' autonomy in managing their learning processes according to their interests and potential. This approach not only strengthens academic aspects but also instills values of peace and cooperation among students within the campus environment. By fostering creativity and open dialogue, the Merdeka Campus creates an atmosphere conducive to shaping future leaders committed to peace. The study employs a literature review method, providing a foundation for the implementation of the Merdeka Belajar concept in the context of peace education. It outlines strategies for curriculum development that support a deeper understanding of conflict resolution and peaceful solutions. Additionally, the study highlights the role of lecturers as facilitators in guiding students towards a holistic understanding of the concept of peace. The findings indicate that the Merdeka Belajar approach to peace education within the Merdeka Campus environment positively impacts student development, both in terms of knowledge and attitudes

Review

The paper, "Building a Culture of Peace through Peace Education as the Foundation for Merdeka Campus Transformation," addresses a highly pertinent and timely subject, particularly within the Indonesian higher education landscape. It proposes an intriguing intersection between the innovative "Merdeka Campus" initiative and the imperative of cultivating a culture of peace through dedicated peace education. The central premise—that the autonomy and student-centric approach of Merdeka Campus can serve as a potent foundation for instilling values of peace, cooperation, and conflict resolution—is both novel and holds significant potential for shaping high-quality, socially conscious graduates. A key strength lies in the conceptual framework presented, which effectively links the "Freedom to Learn" philosophy with the holistic development of students committed to peace. The abstract highlights a thoughtful integration where academic pursuits are intertwined with critical values, fostering creativity, open dialogue, and leadership potential. The methodological approach of a literature review is well-suited for providing a foundational understanding, outlining strategic directions for curriculum development, and emphasizing the crucial facilitative role of lecturers. This foundational work is valuable for guiding policymakers and educators in practical implementation. While the abstract asserts "findings indicate that the Merdeka Belajar approach to peace education within the Merdeka Campus environment positively impacts student development," the reliance solely on a literature review as described means these 'findings' are likely conceptual syntheses rather than empirical observations from this specific study. A significant enhancement for future work would involve incorporating empirical research, such as case studies, qualitative interviews with students and faculty, or quantitative assessments, to substantiate these positive impacts directly within the Merdeka Campus context. This would move beyond outlining strategies to providing robust evidence of their effectiveness, thereby strengthening the paper's contribution and actionable insights for broader implementation.

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