This article will explore the educational value of Johan Vincent Galtung's thoughts on conflict resolution that he offers in breaking down gender-based violence. As many people already know that gender issues are very closely related to discussions about violence. Apart from direct violence, Galtung emphasized another form of violence, namely structural violence, which was not carried out by individuals but hidden in smaller and wider structures. Penetration, segmentation, marginalization and fragmentation, as part of exploitation are reinforcing components in structures that function to block formation and mobility from struggling against exploitation. Johan Galtung's thinking is in line with the thinking of radical feminists. Galtung claims patriarchy as direct, structural and cultural violence. Patriarchy creates a dichotomy between public and private roles, productive and reproductive, which forms an unequal power relations between men and women. As a peace activist, the educational value of conflict resolution offered by Galtung was considered quite wise. Violence is not only done by men, but also by women. According to him, what should be hated is patriarchy, not men. Various forms of violence can be eradicated and replaced with peace. If everyone agrees not to commit physical violence, in which there is gender based violence, then everyone will also get peace. سوف تستكشف هذه المقالة قيمة التعليم عند أفكار جوهان فنسنت غالتونغ Johan Vincent Galtung حول حل النزاعات التي يقدمها في كسر العنف القائم على النوع الاجتماعي. كما يعلم الكثير من الناس بالفعل أن قضايا النوع مرتبطة ارتباطًا وثيقًا بالمناقشات حول العنف. وبصرف النظر عن العنف المباشر ، أكد غالتونغ على شكل آخر من أشكال العنف ، ألا وهو العنف الهيكلي ، الذي لم يقم به أفراد ولكنه كان مخبأ في هياكل أصغر وأوسع. ويؤدي الاختراق والتجزئة والتهميش والتجزؤ ، كجزء من الاستغلال ، إلى تعزيز العناصر في الهياكل التي تعمل على منع التكوين والحركة من النضال ضد الاستغلال. يكمن تفكير جوهان غالتونغ في تفكير النسويين المتطرفين. يدعي غالتونغ أن الأبوية هي عنف مباشر وهيكلي وثقافي. يخلق النظام الأبوي انقسامًا بين الأدوار العامة والخاصة ، الإنتاجية والإنجابية ، التي تشكل علاقات قوة غير متكافئة بين الرجال والنساء. بصفتها ناشطة سلام ، اعتبرت قيمة التعليم لحل النزاعات التي قدمها غالتونغ من الحكمة. العنف لا يتم فقط من قبل الرجال ، ولكن أيضا من قبل النساء. وفقا له ، ما ينبغي أن يكره هو الأبوية ، وليس الرجال. يمكن القضاء على أشكال العنف المختلفة واستبدالها بالسلام. إذا وافق الجميع على عدم ارتكاب العنف الجسدي ، حيث يوجد عنف قائم على نوع الجنس ، فسوف يحصل الجميع أيضًا على السلام. Artikel ini akan mengeksplorasi nilai edukasi pemikiran Johan Vincent Galtung tentang resolusi konflik yang ia tawarkan dalam mengurai kekerasan berbasis gender. Sebagaimana yang telah diketahui banyak orang bahwa isu gender sangat lekat dengan pembahasan mengenai kekerasan. Selain kekerasan langsung, Galtung menekankan bentuk lain dari kekerasan, yaitu kekerasan struktural, yang tidak dilakukan oleh individu tetapi tersembunyi dalam struktur yang lebih kecil maupun lebih luas. Penetrasi, segmentasi, marginalisasi dan fragmentasi, sebagai bagian dari eksploitasi merupakan komponen penguat dalam struktur yang berfungsi menghalangi formasi dan mobilitas untuk berjuang melawan eksploitasi. Pemikiran Johan Galtung sejalan dengan pemikiran kaum feminis radikal. Galtung mengklaim patriarki sebagai kekerasan langsung, struktural dan kultural. Patriarki membuat dikotomi antara peran publik dan privat, produktif dan reproduktif, yang membentuk relasi kuasa yang timpang antara laki-laki dan perempuan. Sebagai seorang aktifis perdamaian, nilai edukasi resolusi konflik yang ditawarkan oleh Galtung dirasa cukup bijak. Kekerasan bukan semata-mata dilakukan oleh laki-laki, tetapi juga perempuan. Menurutnya yang harusnya dibenci adalah patriarki, dan bukannya laki-laki. Beragam bentuk kekerasan bisa dihapuskan dan digantikan dengan perdamaian. Jika semua orang sepakat tidak melakukan kekerasan fisik, yang di dalamnya ada kekerasan berbasis gender, maka semua orang juga akan mendapatkan perdamaian.

The Islamic Da'wah Institution of Indonesia (LDII) is connoted as the successor of Islamic Jamaah (Islam Jamaah,

Shorof nahwu science teaching methods that can not be separated from the traditional system while the system is a departure from the traditional pattern of teaching is very simple and in the first onset, is teaching sorogan, bandongan and wetonan in studying religious books written by the scholars of the medieval era and the book these books are known term yellow book. Nahwu is Tata-Arabic (Arabic Grammar), whereas according lughot Shorof or etymology is changing, being according to the origin of the term is changing the shape of the other forms to achieve the desired meaning that can only be achieved with the change. Shorof nahwu science teaching methods can not be separated from the traditional system, which departs from the pattern of teaching is very simple and in the first onset, is teaching sorogan, bandongan and wetonan. In addition, Drs. H. M Sulthon Masyhud, M Pd added in addition to the usual method sorogan, bandongan and wetonan he added the rote method, and some are using musyawaroh method

This study aims to describe the management of Active Learning, PAIKEM for excellence students at Madrasah Ibtidaiyah Miftahul Huda with a research focus on supporting resources for successful curriculum implementation in excellence classes at MI Miftahul Huda Kayen Kidul. Implementation of School Management and Active Learning Learning Strategies at MI Miftahul Huda Kayen Kidul. Utilization of Learning Resources, Use of Learning Media and Monitoring of Curriculum Implementation at MI Miftahul Huda Kayen Kidul Kediri. The method used in this research is descriptive qualitative method. The results of this study are: there are three supporting resources for the success of MI Miftahul Huda's excellence class curriculum management, namely school management from the Madrasah principal regarding new innovations in excellence classes in the compulsory learning process using English and applying Active Learning in the learning process. Learning Resources do not use modules but CPS (Comprehension and Project Sheet) in English and Learning Media according to the material. The implementation of school management is planning, organizing, implementing and evaluating in excellence classes as well as learning methods used such as Role Playing, Jigsaw. Utilization of learning resources using natural spring according to subjects, English books. Learning media using LCD, paper. As well as for monitoring, namely after the learning process there is an evaluation of the excellence class handling the learning process and student outcomes in the excellence class according to the curriculum used.

This article reviews the religious ideology in the practice of domination of LDII over non-LDII communities in Gading Mangu Perak Jombang East Java. Using a phenomenological approach, this article concludes that as an ideology, religion functions to legitimize an action. Belief in religion as an ideology is very susceptible to the interests of domination. LDII Gading Mangu let the society to exchange knowledge through both pengajian (religious preaching) at the GAMA Islamic Boarding School and attending formal schools at Budi Utomo Foundation owned by LDII. It has been an evident that although there are two large educational institutions under the auspices of the Nahdlatul Ulama in the same area, the Budi Utomo Foundation has superior quality and quantity. It, therefore, attracts the common people or non-LDII members to send their children to Budi Utomo School. Within the economic field, LDII Gading Mangu set up its dominance by establishing a Joint Business (UB) which vends various goods and services, not only for its members but also for the non-LDII people. Keywords: Ideology; domination; LDII.