🥇 Pertanyaan Tentang Konflik Menuju Konsensus Suatu Pembelajaran

87Modul PJJ Mata Pelajaran IPS – Kelas VIII Semester Genap. inilah yang dapat mendatangkan konflik sosial, sebab kriteria tentang sopan-. tidak sopan, pantas-tidak pantas, atau bahkan berguna atau tidak bergunanya. sesuatu baik itu benda fisik maupun nonfisik bisa berbeda-beda. c. Perbedaan Kepentingan. pluralismebudaya. Pluralisme budaya bukanlah suatu yang “given” tetapi merupakan suatu proses internalisasi nilai-nilai di dalam suatu komunitas.Pendidikan multikultural dapat dirumuskan sebagai wujud kesadaran tentang keanekaragaman kultural, hak-hak asasi manusia, serta pengurangan atau penghapusan jenis prasangka atau Ade Saptomo. 2006. Konflik Diadik dan Negosiasi Diagonal. Makalah Disampaikan pada Temu Kerja Pengajar Antropologi Hukum dan Sosiologi Hukum Se-Jatim di Malang tanggal 22-23 Februari. A. Safitri, Myrna. (Ed). 2011. Untuk Apa Pluralisme Hukum: Konsep, Regulasi, Negosiasi dalam Konflik Agraria di Indonesia. Jakarta: Epistema Institut. B Dari Konflik Menuju Konsensus Suatu Pembelajaran “Tujuan yang nyata hanyalah satu, Republik Indonesia Serikat yang merdeka, bersatu, bernaung di bawah bendera Sang Saka Merah Putih, bendera kebangsaan Indonesia sejak beribu-ribu tahun” (Soekarno, dalam Konferensi BFO 1948) Salah satu guna sejarah adalah kegunaan edukatif. Pembelajaraninovatif merupakan pembelajaran yang memberikan kesempatan pada peserta didik untuk membangun pengetahuan itu sendiri atau secara mandiri. Dalam mewujudkan pembelajaran inovasi diperlukan adanya model pembelajaran, media pembelajaran, dan yang paling utama yaitu strategi pembelajaran. A. Konsep Pembelajaran Inovatif A Tinjauan tentang Penyelesaian Sengketa 1. Pengertian Sengketa Menurut Kamus Besar Bahasa Indonesia (selanjutnya disebut Apabila suatu kondisi menunjukkan perbedaan pendapat, maka terjadilah apa yang dinamakan penyelesaian sengketa yang bersifat konsensus atau kooperatif.18 PENGERTIANKONFLIK KONFLIK DALAM ORGANISASI Suatu kondisi dalam organisasi dimana terdapat perbedaan pendapat atau pertentangan dalam menjalankan tugas untuk melaksanakan visi dan misi organisasi. Konflik merupakan hambatan dalam proses pelaksanaan tugas guna pencapaian tujuan. UNSUR-UNSUR KONFLIK AKTOR : Minimal terdapat dua pihak yang tentangkebenaran suatu gugatan berdasarkan bukti-bukti yang sah (right- , maka kedua pihak berupaya untuk mencari kesepakatan tentang penyelesaian sengketa (mufakat). Permufakatan tersebut dapat dicapai (undang-undang), namun juga pada jurisprudensi, traktat, konsensus, dan pendapat ahli hukum serta ahli kedokteran (termasuk doktrin PandanganCoser tentang teori sosiologis adalah suatu kesatuan pandangan yang mencakup teori-teori konflik maupun konsensus yang parsial. Teori-teori parsial demikian itu merangsang para pengamat sehingga peka terhadap satu atau lebih perangkat data yang relevan bagi penjelasan teoritis yang menyeluruh. i4NVcZ. Ariel Sacks Ariel Sacks is a middle school language arts teacher and instructional-support coach. She is the author of Whole Novels for the Whole Class A Student-Centered Approach. Teaching adolescents requires constantly evolving our skill sets for responding to conflict. This is a long term, often deeply personal process, since conflicts can often involve us directly. What can we do to move forward in the moment when our agenda and a student’s agenda seem to clash?Developmentally, adolescents are hardwired to resist authority, because they are working to establish their independence. At the same time, they’re still building critical thinking skills and need guidance to be able to responsibly handle the independence they want. Navigating my role as an adult and teacher of students has gotten easier with experience, but no less just so happens that my 20 month old daughter is approaching an age also characterized by the need for independence, the use of the word “no,” and the lack of judgement to weigh the consequences of her impulsive decisions. For example, it’s getting cold out, and she often pulls off her hat, because she finds it irritating. She doesn’t yet understand the consequences of catching a chill and how much she won’t like them. I do understand, but I can’t yet explain them to her, and it’s not easy to force a child to keep a hat on her head! While my head was stuck in this “I-truly-know-better-than-you” dynamic, my daughter taught me an interesting lesson. My mother and I we were taking her to the not-so-nearby park in the stroller. It was a lengthy walk, and we had also stopped for coffee on the way, so she had been in the stroller a while. She didn’t yet know the word park,’ so she really didn’t know where we were going. About a block from the park, my daughter started getting very frustrated and wanted to get out of the stroller-so much so, that I decided to let her walk the rest of the way. But as soon as I unbuckled her, she did not want to walk in the forward direction. Instead she had her sights set on the front steps of the building we were passing. Thinking this was harmless, I let her walk up the steps, and down again. Then she wanted to walk up again, and down again... and around in a circle...and up the steps again, and down, and up...and so forth. “Come on, let’s go to the park!” I tried numerous times, but she was totally engrossed in play on the steps. My mother was chuckling as I continued to follow my toddler around. I was getting antsy. I tried again to lead her off the steps to head to the park, but she protested loudly. I got annoyed. I was about to carry her off, when my mother intervened. “You want to take her to the park so she can play, but she wants to play on the steps a block away! So let her play!” my mother said, laughing at the irony. What was the difference, actually? In my mind, if my daughter understood that she would be at the park in a few minutes, she would probably prefer to be there. So I would do her a favor by forcing her to go. And the later we arrived, the less time we would be able to stay there, so I would do her another favor by forcing her to go now. But both of these points were inconsequential, because she was perfectly happy where she was, our competing agendas, she and I had the same goal, which was for her to spend some time playing outside. Who needed this to happen at the park-my daughter or me? As I reflected on the lesson, I remembered a course I took at Bank Street College on conflict resolution. One of the big takeaways from that course was that we all have wants and needs to resolve a conflict, we have to look at the underlying needs, rather than the wants. Often, they are more similar than they are different, and it’s possible to find a course of action that addresses everyone’s needs but maybe not everyone’s wants. When we find ourselves in a situation with a student where we seem to have competing agendas, here are some key questions to help sort out what really matters and find a way forward What do I want right now? What do I actually need, with respect to my role as a teacher and human being, of course? What does my student want?What is the need that underlies this behavior? How might we look beyond the wants and answer both of our needs? Answering these questions may require thought, away from the heat of the moment. And especially for 4, it may be important to discuss with the student as well. Shorthand for this line of thinking might be-is this situation like the hat or the steps? The Hat Problem I want my child to wear a hat outside. What I need is to ensure that she is safe and healthy, as her mother. My daughter wants to take off her hat whenever she wants. My daughter needs her safety and health looked after by her mother, because she is not old enough to do so herself. Solution To respond to both needs, which are similar, I must enforce hat-wearing, whether my young toddler likes it or not. I can do my best to explain it to her, and with time, she’ll understand. I can allow her to remove her hat when we are indoors, but in this situation, my daughter needs to learn to be flexible, even if it’s difficult. The Steps Problem I want my child to go to the park to play. I need my child to have some play time and to head home at a certain time. I should add that I have a need to feel confident that I am being a good mother, and sometimes it can be confusing what this should look like in various situations. My daughter wants to play on the steps a block away from the park. She needs time to play, and to develop her independence in a safe Allowing my daughter to play on the steps gives her the outside time we both know she needs, and it honors her independent thinking in a safe environment. Understanding this, I can relax and realize I am still “a good mother” while supervising her in a non-conventional play space. In this situation, I’m the one who needs to practice flexibility. In a conflict with a student, I can try the same line of thinking. For example, I ask students to record their thoughts as they read on sticky notes. Sometimes individual students have pushed back against this. I definitely want all students to try it out first, but if a student has demonstrated effort and still feels strongly about not doing it, I’ve learned to look at the continued use of this format as a want. It took some time for me to get there, though. The need I have is for students to record their thoughts as they read. If a student feels much more comfortable doing this on paper or typing into a document, I can allow that as a solution to this conflict, and still meet my goal as a teacher. Other situations are more like the hat. Sometimes students don’t want to read. They have their reasons, but underlying their sense of dislike toward reading is fear of failure and resentment around past experiences; deep down these students know they have a real need to be able to read as well as to feel safe and supported. I have to do the work to uncover and address these needs, which is not simple, but I do know that the student will need to get past his or her want in order to grow. No matter how long I teach, I still have to think hard about my decisions in the classroom and my responses to individual students. I think these questions can help cut through some of the confusion and show me what to focus on when conflicts complex situations have come up for you lately? How would this conflict resolution method apply?[image credit The opinions expressed in Teaching for the Whole Story are strictly those of the authors and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications. Soal dan Jawaban materi Dari Konflik Menuju Konsensus Suatu Pembelajaran - Sejarah Indonesia XII SMA/SMK Berikut adalah soal mata pelajaran Sejarah Indonesia XII SMA/SMK materi Dari Konflik Menuju Konsensus Suatu Pembelajaran lengkap dengan kunci EssayTuliskan beberapa akibat negatif konflik dalam kaitannya dengan proses integrasi bangsa. Jelaskan!Jelaskan posisi perjuangan yang dilakukan oleh rakyat Papua dalam menghadapi kolonial Belanda, yang membedakan mereka dengan daerah-daerah lain di Indonesia!Tuliskan persamaan dan perbedaan perjuangan yang dilakukan oleh Sultan Hamengkubuwono IX dengan Sultan Syarif Kasim Jawaban1. Akibat negatif konflik dalam kaitannya dengan proses integrasi bangsa, antara lainkondisi negara menjadi kacaumunculnya korban jiwa serta kerugian secara ekonomimengganggu stabilitas serta keamanan terganggumunculnya krisis di berbagai bidang2. Posisi perjuangan yang dilakukan oleh rakyat Papua dalam menghadapi kolonial Belanda adalahPada masa perjuangan kemerdekaan Indonesia rakyat Papua tidak berdiam diri saja, namun mereka juga turut aktif dalam memperjuangkan kemerdekaan Indonesia. Maka muncullah beberapa tokoh perjuangan yang begitu gigih memimpin perjuangan rakyat Papua dalam menghadapi kolonial Belanda, yaitu Frans Kaisiepo, Silas Papare dan Marthen membedakan mereka dengan daerah-daerah lain di Indonesia yaitu Papua sebelumnya tidak termasuk wilayah Indonesia namun mereka memperjuangkan diri selain menghadapi penjajah, mereka juga memperjuangkan diri mereka untuk masuk ke Persamaan dan perbedaan perjuangan yang dilakukan oleh Sultan Hamengkubuwono IX dengan Sultan Syarif Kasim IIPersamaanMemilih untuk melawan Belanda dan bergabung dengan negara kesatuan Republik IndonesiaSama-sama berasal dari kesultanan, namun cita-cita keduanya adalah demi Indonesia yang ikut menyumbang materi sejumlah 6 juta Gulden dan 13 juta Gulden untuk membantu perekonomian pernah hendak diangkat sebagai raja dan sultan tertinggi di daerahnya masing-masing oleh Belanda, namun mereka berdua Sultan Hamengkubuwono IX mengeluarkan Amanat 5 September 1945, sedangkan Sultan Syarif Kasim II membentuk Komite Nasional di Siak, Tentara Keamanan Rakyat TKR, Barisan Pemuda Hamengkubuwono IX di janjikan akan di jadikan seorang raja se-jawa. Sedangkan Sultan Syarif Kasim II dijanjikan sebagai Sultan Boneka Belanda oleh pihak Sultan Hamengkubuwono IX lebih banyak memperjuangkan kemerdekaan melalui birokrasi dan politik. Sedangkan Sultan Syarif Kasim II lebih banyak berjuang langsung turun ke lapangan dan memperjuangkan kemerdekaan bersama-sama rakyat. 0% found this document useful 0 votes0 views10 pagesOriginal TitleDARI KONFLIK MENUJU KONSENSUS SUATU PEMBELAJARANCopyright© © All Rights ReservedShare this documentDid you find this document useful?0% found this document useful 0 votes0 views10 pagesDari Konflik Menuju Konsensus Suatu PembelajaranOriginal TitleDARI KONFLIK MENUJU KONSENSUS SUATU PEMBELAJARANJump to Page You are on page 1of 10 You're Reading a Free Preview Pages 5 to 9 are not shown in this preview. Reward Your CuriosityEverything you want to Anywhere. Any Commitment. Cancel anytime.

pertanyaan tentang konflik menuju konsensus suatu pembelajaran