Visual and Non-literal Literacy as Diversity Literacy Modalities in the New Generation in Post-conflict Areas

Abstract

Aceh in post-conflict has special conditions that need to be observed and managed. Aceh is factually increasingly diverse, both due to socio historical factors and other factors as an excess of the peace agreement that has been reached. Ideally, diversity literacy as a content in the national curriculum can strengthen peace-building efforts. However, the findings of previous research indicate that the post-conflict generation in Aceh has experienced inconsistencies between knowledge, attitudes and skills in diversity. The purpose of this study is to find modalities in diversity literacy that are emic to the post-conflict generation in Aceh and can be used to strengthen peace-building efforts. This research uses mixed methods type convergent parallel design. Data collection techniques in quantitative research are survey questionnaires and attitude scales, while in qualitative research use interviews and observations. The research locus is in the district of East Aceh. The population used is a finite number of 1,510 elementary school students at the Regional Coordinator of Banda Alam which consists of 4 sub-districts and oversees 38 schools, a sample of 15% of the total population. The results show that visual and non -literal literacy have the potential to be a modality in diversity literacy in the post -conflict Aceh region with good categories. Non-literal religious literacy that is widely used by teachers is not realized by students as diversity content, this is because the learning process is not yet ideal to follow integration between themes and across subjects. This study recommends further studies to develop a model for mainstreaming visual and non-literal literacy according to local characteristics to improve attitudes and social skills as the implementation of diversity knowledge in post-conflict Aceh.