Shaping Indonesian youth's perceptions of peace-making strategies within history education

Abstract

This study examines the role of informal diplomacy through the Jakarta Informal Meeting (JIM) 1988-89 in shaping perceptions and internalising peace values among Indonesian youth within the framework of social construction. This research used a qualitative case study approach, and its intellectual basis was developed by 74 participants in these investigations. The findings reveal that integrating the JIM narrative into history education significantly shifted youth perceptions of peace from a static ideal to a dynamic, negotiated process. Students demonstrated a deeper understanding of peace as a pragmatic strategy grounded in dialogue, compromise, and trust, rather than a mere aversion to violence. The study identifies key factors facilitating this internalisation: interactive pedagogical methods like simulations and reflective writing, the crucial role of the teacher as a facilitator, and the connection of historical narratives to students’ own social experiences. However, challenges persist, including contextual gaps between elite diplomacy and local conflicts, as well as varying levels of student engagement. These findings affirm the need for a multidimensional and inclusive approach in value education. The study not only expands theoretical understanding of social construction in peace education but also offers practical implications for reforming history curricula to foster critical, empathetic, and proactive peacemakers among the youth.