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Enhancing Conflict Resolution Skills through Artificial Intelligence-Based Problem-Based Learning in Civic Education at Indonesian Primary Schools

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Title: Enhancing Conflict Resolution Skills through Artificial Intelligence-Based Problem-Based Learning in Civic Education at Indonesian Primary Schools
Language: English
Authors: Nadziroh, Sunarso, Suyato
Source: Educational Process: International Journal. Article e2025452 2025 18.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 11
Descriptors: Conflict Resolution, Artificial Intelligence, Problem Based Learning, Citizenship Education, High School Students, Grade 11, Foreign Countries, Urban Schools, Computer Uses in Education, Empathy, Ethics, Logical Thinking, Peace, Gender Differences, Predictor Variables
Geographic Terms: Indonesia
ISSN: 2147-0901
2564-8020
Abstract: Background/Purpose: This study investigates the effectiveness of integrating Artificial Intelligence (AI) with Problem-Based Learning (PBL) to enhance high school students' conflict resolution skills within the context of civic education. The initiative responds to the increasing need for pedagogical models that simultaneously foster ethical reasoning, empathy, and peaceful negotiation in adolescent learners, particularly in complex socio-political environments. Materials/Methods: Using a quasi-experimental one-group pretest-posttest design, the study was conducted with 90 eleventh-grade students from three urban schools in Yogyakarta, Indonesia. The intervention utilized a custom-built AI platform featuring real-time simulations of social conflicts, an NLP-based chatbot for ethical guidance, and personalized feedback mechanisms. Conflict resolution skills were measured across three core dimensions: empathy, peaceful negotiation, and ethical reasoning. Results: Statistical analyses showed significant improvements across all assessed indicators (p < 0.001), with very large effect sizes (Cohen's d > 1.6). Post-test scores not only increased in average value but also displayed more uniform distribution, indicating effectiveness across diverse student profiles. No significant gender-based differences in learning gains were observed, suggesting the model's inclusivity. Regression analysis revealed that students with lower baseline scores experienced the greatest improvements, underscoring the adaptive strength of the AI-PBL approach. Conclusion: The findings support the potential of AI-enhanced PBL to develop both cognitive and affective aspects of conflict resolution skills in civic education. Theoretically, this research contributes to social constructivist and differentiated instruction paradigms. Practically, it offers a promising direction for equitable technology integration in education. However, the absence of a control group and the urban-limited sample constrain broader generalization. Future studies should explore longitudinal and cross-cultural applications to evaluate the model's sustainability and scalability.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485292
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Enhancing Conflict Resolution Skills through Artificial Intelligence-Based Problem-Based Learning in Civic Education at Indonesian Primary Schools
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Indonesia%22&quot;&gt;Indonesia&lt;/searchLink&gt;
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  Data: 2147-0901&lt;br /&gt;2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/Purpose: This study investigates the effectiveness of integrating Artificial Intelligence (AI) with Problem-Based Learning (PBL) to enhance high school students&#39; conflict resolution skills within the context of civic education. The initiative responds to the increasing need for pedagogical models that simultaneously foster ethical reasoning, empathy, and peaceful negotiation in adolescent learners, particularly in complex socio-political environments. Materials/Methods: Using a quasi-experimental one-group pretest-posttest design, the study was conducted with 90 eleventh-grade students from three urban schools in Yogyakarta, Indonesia. The intervention utilized a custom-built AI platform featuring real-time simulations of social conflicts, an NLP-based chatbot for ethical guidance, and personalized feedback mechanisms. Conflict resolution skills were measured across three core dimensions: empathy, peaceful negotiation, and ethical reasoning. Results: Statistical analyses showed significant improvements across all assessed indicators (p &lt; 0.001), with very large effect sizes (Cohen&#39;s d &gt; 1.6). Post-test scores not only increased in average value but also displayed more uniform distribution, indicating effectiveness across diverse student profiles. No significant gender-based differences in learning gains were observed, suggesting the model&#39;s inclusivity. Regression analysis revealed that students with lower baseline scores experienced the greatest improvements, underscoring the adaptive strength of the AI-PBL approach. Conclusion: The findings support the potential of AI-enhanced PBL to develop both cognitive and affective aspects of conflict resolution skills in civic education. Theoretically, this research contributes to social constructivist and differentiated instruction paradigms. Practically, it offers a promising direction for equitable technology integration in education. However, the absence of a control group and the urban-limited sample constrain broader generalization. Future studies should explore longitudinal and cross-cultural applications to evaluate the model&#39;s sustainability and scalability.
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  Data: 2025
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  Data: EJ1485292
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1485292
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Conflict Resolution
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Citizenship Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Peace
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Enhancing Conflict Resolution Skills through Artificial Intelligence-Based Problem-Based Learning in Civic Education at Indonesian Primary Schools
        Type: main
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            NameFull: Nadziroh
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            NameFull: Sunarso
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            NameFull: Suyato
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              M: 01
              Type: published
              Y: 2025
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              Value: 2147-0901
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              Value: 2564-8020
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              Value: 18
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            – TitleFull: Educational Process: International Journal
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