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.

Teachers as educators should have a sense of peace within themselves so that a conducive classroom climate can be created. The purpose of this study is to build a framework for peace education in elementary schools. To develop this capacity for peace, the researcher conducted three stages of study: the first, an empirical study; the second, developing a framework; and the third, measuring its effectiveness. This research was conducted in three schools with 12 teachers as participants. The data collection technique used an instrument of teacher peace capacity in the form of a semantic differential scale to determine the level of knowledge, skills and attitudes of teachers' peace capacity. The results show that teachers do not yet have a qualified peace capacity. This framework can be applied to teachers in the form of training. The framework for developing teacher peace capacity has proven to be effective.

Based on the phenomenon occurred at all level of education, it was found that the circumstances of the schools were unsafe and uncomfortable for students and academics. There were a number of direct and indirect violence carried out at schools and it had impacts on physical and psychological health of students. There was no existence of positive peace in the form of structural violence, socio-cultural violence, ecological violence and negative peace such as tribal warfare, fights and aggression. What happened actually although the nature of man in conscience had the basic harmony and desire to live together in tranquility? Therefore, the common perception of the concept of peace and peace pedagogy was needed to be created. Teachers as peace educators, thus, played an important role as a figure that had the personality of peace in the classroom and at school. The teacher as a peaceful personality consisted of three components: peaceful states, attitudes, and behavior that were consistent across one’s life spaces and life span. Moreover, the school also needed to develop an educational approach in the curriculum in synergy with the goals of education.

This study was aimed at eliciting facts of peaceful conditions experienced by students in the environment of Pesantren-based schools, positively and negatively, and revealing the students’ mentality in the face of the school rules. The study was done in Madrasah Aliyah (Mualimin) Pesantren Persatuan Islam (PPI) 76 Tarogong, Garut. The study used the narrative method based on the data collected by questionnaires, interviews, observation, and literature study using interactive analyses. Findings show that the synergy of school rules, curriculum contents, teachers, facilities and infrastructures, and other internal elements of the pesantren-based school actualized a unified peaceful life atmosphere which is significant for students, individually or communally. The spiritual and religious foundation of the education has a solid structure in building pillars of peacefulness within the students. Internalization of awareness towards human roles and duties and life guidelines taught by Islamic teaching scaffolds the formation of the strong harmony between students’ attitudes and school rules, preventing students from discipline mentality that is weak and superficialMENTALITAS DAMAI SISWA DAN PERATURAN SEKOLAH BERBASIS PESANTRENPenelitian ini bertujuan untuk menggali fakta-fakta kondisi damai yang dialami para siswa dalam lingkungan sekolah berbasis pesantren, baik positif maupun negatif dan mengungkapkan mentalitas mereka dihadapkan dengan peraturan sekolah. Penelitian dilakukan di Madrasah Aliyah (Mualimin) Pesantren Persatuan Islam (PPI) 76 Tarogong Garut. Metode yang digunakan adalah metode naratif berdasarkan data-data yang dikumpulkan dengan teknik kuesioner, wawancara, dan studi literatur yang menggunakan analisis interaktif. Hasil penelitian menunjukkan bahwa sinergitas peraturan sekolah, muatan kurikulum, para pendidik, sarana dan prasarana, serta elemen internal lain dari sekolah berbasis pesantren tersebut membangun satu keutuhan kondisi atmosfer kehidupan sarat damai yang cukup signifikan bagi para siswa, baik individual maupun komunal. Fondasi spiritual dan keagamaan dalam pendidikan memiliki struktur yang kokoh dalam menyusun pilar kedamaian dalam diri siswa. Internalisasi kesadaran fungsi dan tugas manusia serta pedoman berkehidupan yang diajarkan agama (Islam) sangat menopang terbentuknya harmoni sikap siswa terhadap peraturan sekolah yang kokoh, yaitu terhindar dari mental disiplin yang rapuh dan ragawi semata

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.