TEACHERS PERCEPTIONS ON PREVENTION AND CONFLICT RESOLUTION IN LEARNING OF CIVIC EDUCATION IN LEMAN STATE SENIOR HIGH SCHOOLS , SPECIAL REGION OF YOGYAKARTA (Study at SMAN 1 Turi, SMAN 1 Mlati, SMAN 1 Sleman, SMAN 2 Sleman)

Abstract

ABSTRACT

This reaserch aims to describe teachers perceptions of conflict, conflict prevention, conflict resolution and the constraints of developing conflict prevention and conflict resolution in the learning of civic education in Sleman State Senior High School, Special Region of Yogyakarta. This research is a descriptive research with qualitative approach. The determination of  research subjects was determined purposively. Interviews, observation and documentation are used to collect the data. Whereas triangulation method technique is used to check the validity of data. Data were analyzed inductively whose steps inclueded data: forming themes, categories, patterns and meaning. The results showed that: 1) Perceptions of conflict are described in the physical, verbal, and attitudinal categories. Patterns that arise inside and outside school fights, disagreements, mocking each other, and deprivation. 2) Perceptions of conflict prevention are described in categories of conflict prevention  understanding, conflict prevention strategies, and teacher attitudes in implementing conflict prevention. The emerging patterns of giving advice, guiding learners, relating to real conditions, positive attitudes and  negative attitudes. 3) The perceptions of conflict resolution are described in categories of conflict resolution understanding, equipping learners with conflict resolution skills, and contribution in teaching conflict resolution. The emerging patterns are teachers as mediators, teachers' ability, how to teach conflict resolution, responsibility, and accountability. 4) The obstacles of  developing conflict prevention and conflict resolution are illustrated in categories of lack of understanding of conflict prevention, lack of understanding of conflict resolution, and lack of understanding of the importance of K13. The pattern that emerges is the difficulty of controlling students, and difficulty understanding K13.

Keywords: Perception, Teacher, Conflict, Conflict Prevention, Conflict Resolution