Interactive Debate Model as an Effort to Develop Conflict Resolution Skills in Students
DOI:
https://doi.org/10.63687/jscl.v2i1.23Keywords:
Interactive Debate Model, Conflict Resolution, StudentsAbstract
Conflicts can occur in various aspects of life, including in formal educational settings such as schools. Therefore, a strategic approach is needed to accustom students to resolving conflicts constructively. This study aims to describe the importance of the interactive debate model as a habit-forming effort in building conflict resolution in elementary school students. The method used was descriptive qualitative, with data collection techniques through literature studies from various relevant scientific journals, articles, and books. Data analysis techniques included data reduction, data presentation, and drawing conclusions. The results showed that students' conflict resolution skills were generally facilitated by teachers as the primary mediator and facilitator. The application of the interactive debate model, particularly with the pro and con group format, has been proven to train students in critical thinking, constructing logical arguments, and accepting and synthesizing various points of view. The debate process, which includes five stages ranging from position preparation, argument delivery, open discussion, perspective reversal, and synthesis, provides space for students to develop democratic conflict resolution skills. Thus, the interactive debate model can be an effective strategy in character and social-emotional learning in elementary schools, provided it is supported by the active role of teachers and a constructive school culture.
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