Introduction:In today's global situation, the issue of living together in peace and harmony is increasingly crucial and has become a challenge for all, including the education sector.

Violent behaviors and conflicts in our schools are increasingly intensified. This situation can be deemed as an anomaly as education actually contains a message of peace and encourages students to be able to live in harmony. The strategy allegedly effective in building the culture of peace in our schools is through peace education, despite various ways of interpreting the word "peace". This paper discusses the conception of peace education, violent acts and conflicts in the world of education, the definition of peace in a psychological perspective, the position and urgency of peace education, and peace education pedagogy to build the culture of peace. Peace is a construction of complex behaviors ranging from the intrapersonal to global spectrum levels. Peace education should be applied by a transformative pedagogy that requires all school stakeholders to construct a mindset of peace for the sake of peaceful schooling.

Topics examined in this study are peace and conflict resolution in schools in the perspective of learners. The method used is the analysis of narratives. A total of 42 students of class XI used as study participants. Data revealed through autobiographical narratives and interviews and analyzed qualitatively. The results showed that the treatment is less educated than the teacher in the form of verbal and physical punishment as well as conflicts among students in the form of bullying and personal conflicts, an event that otherwise is not peaceful by learners. In conflict resolution with the teachers, they generally prefer to be passive and withdrawn. While the conflict with a friend, in addition, there is also no one dared passive confrontation. Learners interpret peace more likely in a positive perspective and prioritize peace with self, others, the environment and even with God. Prospects for peace ahead despite pessimistic, but generally they are convinced that with joint efforts for world peace will be achieved.

Violence is adolescents an important topic for educators and school psychologists. Adolescents commit violence, destruction or persecution because they do not how to resolve conflict constructively. The study aimed to evaluate the effectiveness of cultivating peace model for developing students' peaceful competencies. The study used a quantitative approach, quasi-experimental methods, with pre-test and post-test control group design. The participants were 10 th-grade students of X Senior High School in West Java that divide into the control group (25 students) and experimental group (28 students) were determined by purposive sampling technique. The instrument used is a peaceful competency instrument from APEID using the rating scale model. Based on the results of the Mann Whitney U-test with the acquisition of p = 0.247, because of p> 0.05 means that the cultivation peace program ineffective to develop peaceful competencies of students. The development of peaceful and harmonious living competencies requires supporting factors to influence the process of inculcating a culture of peace such as the involvement of schools in the implementation of a culture of peace in schools, and the inculcation of other core values of peace.

Critical thinking is related to several other abilities, such as decision making and problem solving ability. This study aims to identify measuring power of the critical thinking skills test and calculating parameter test for Physics Education students. The subjects are 44 students with age ranges from 18 to 21 years old. The results of this study indicate the level of critical thinking skills of physics education program students in the low category. This test has moderate reliability coefficient of 0.64, with the most difficult item number is the number 5 and the easiest one is 21 from Rasch Model. Items in the instrument has moderate level of difficulty for physics education students. Moreover, item discrimination of the instrument is quite good, with 9 items which could measure critical thinking skills of physics education students of Universitas Pendidikan Indonesia without creating confusion or misconception.