This study aims to develop a peace guidebook as a medium for school counselors in reducing student aggressiveness. The research employed research and development design proposed by Borg and Gall model, which includes identifying aggressive needs and problems, drafting a hypothetical product, and expert and user assessment of the product. The data analysis technique used descriptive analysis to describe the level of aggressiveness. In addition, this study uses Cohens Kappa's inter-rater reliability (IRR) coefficient to identify expert and user agreement on product feasibility. The results of the descriptive analysis show that aggressiveness needs more attention from school counselors, one of which is by implementing peace guidance. The developed guidebook received an assessment from two guidance and counseling experts who have a track record in developing guidance and counseling media. User ratings were obtained from two school counselors who already have educator certificates. Based on expert and user assessments, the peace guidance manual is categorized as suitable for use by school counselors to reduce student aggressiveness. The results of this study should be used as material and consideration for further research to empirically test the peace guidance guidebook's effectiveness in reducing student aggressiveness.

The purpose of this paper describes the basic forms of leadership training to form student leadership. Globalization is full of various challenges, one of which is character betting that must be guarded and fostered to form a good ethical endurance. Efforts to shape character resilience in the community, especially students, are related to the character of leadership. Students are assets of agent of change in a country. Students need to have self-leadership which will become a benchmark for the formation of a generation with character in following the global flow. Musaheri (2014) The basic assumption behind self-leadership is that individuals are said to be responsible, able to build and develop initiatives, if without pressure from above and external parties, awareness is still awakened to do so. They can monitor and control their own behavior. So, it needs to be stressed that the existence of self-leadership in students will create a generation that can manage themselves. The ability of self-leadership is not possible to emerge simply because leadership must be formed through various processes, one of which is basic leadership training. Basic leadership training aims to gain or strengthen one's leadership. The results of Febrihariyanti's (2013) research show that basic leadership training can affect a person's ability to solve problems and increase self-confidence in someone. The basic form of leadership training that was followed was mastery of knowledge about methods, team work strategies, and public speaking training.