Embedded Peace Education in Public Senior Madrasas in Post-Conflict Aceh: Evidence from Pidie District, Indonesia

Abstract

This study examines how peace education is practiced in public senior madrasas in Pidie District, Aceh, Indonesia. It focuses on the peace-related values promoted by madrasas, the strategies used to integrate these values into school life, and the challenges encountered in sustaining peace education in a post-conflict setting. This study employed a qualitative case study design involving four public madrasas: MAN 1 Pidie, MAN 2 Pidie, MAN 3 Pidie, and MAN 5 Pidie. Data were collected through semi-structured interviews and literature review, then analyzed thematically using the interactive model of data condensation, data display, and conclusion drawing. The results show that peace education in the selected madrasas is not taught as a separate subject. It is embedded in Civic Education, Sociology, Islamic Cultural History, extracurricular activities, student organizations, and school-based programs. The values promoted include mutual cooperation, tolerance, moral and ethical conduct, nonviolence, leadership, and social responsibility. These values are practiced through curriculum integration, participatory learning, OSIM, scouting, the Youth Red Cross, anti-violence activities, and child-friendly school practices. The findings suggest that peace education in Pidie’s public madrasas operates as an embedded practice shaped by curriculum, pedagogy, student activities, school programs, and Islamic-local moral formation.