The process of forming an anti-violence culture among Generation Z students through project-based learning with the reinforcement of social-emotional learning

Abstract

Violence in schools remains a serious problem, so participation in education is expected to minimize the violence that occurs. This study aims to describe the process of internalizing antiviolence values in Social Studies learning through Project Based Learning (PjBL) and the strengthening of Social Emotional Learning (SEL) to foster an anti-violence culture among Gen Z students in grade VIII at Al-Hikmah International Islamic Boarding School (IIBS) Batu. This study employs a qualitative approach using a case study design. The participants include a social studies teacher, ten eighth-grade students, as well as the principal, the vice principal for student affairs and curriculum. Data collection was conducted through interviews, observations, and documentation, then analyzed using the Miles et al. model, which includes data condensation, data display, and conclusion drawing/verification. The results showed that the process of internalizing anti-violence values occurred in three stages: (1) the design of an anti-violence culture through the preparation of lesson plans on social conflict material, (2) the implementation of the design through the Project Based Learning (PjBL) approach integrated with Social Emotional Learning (SEL), and (3) the outcome evaluation stage is conducted through cognitive, affective, and psychomotor-based assessment. These stages contribute to the development of students’ tolerance, empathy, and ability to resolve conflicts peacefully. The integration of PjBL and SEL in Social Studies learning effectively supports the formation of an anti-violence culture among students. This study contributes to the development of innovative learning strategies that integrate character education and aligns with SDG 16.1 in reducing violence