Character Education and Interethnic Interaction for Social Cohesion: A Qualitative Study of Maritime Students in Aceh, Indonesia

Muhammad Sapril Siregar; Bahrun Bahrun; Husaini .; Muhammad Yunus; T. M. Jamil; Niswanto .

doi:10.63332/joph.v5i7.2974

Authors

Muhammad Sapril Siregar 1. Student of the Doctoral Study Program in Social Sciences Education, Graduate School, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia
Bahrun Bahrun 2. Department of Early Childhood Teacher Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Aceh, Indonesia
Husaini . 3. Department of History Studies, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Aceh, Indonesia
Muhammad Yunus 4. Department of Pancasila, Citizenship Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Aceh, Indonesia
T. M. Jamil 5. Doctoral Program in Social Studies Education, Graduate School, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia
Niswanto . 6. Master of Educational Administration Study Program, Graduate School, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia

DOI:

https://doi.org/10.63332/joph.v5i7.2974

Keywords:

Interethnic interaction, Character education, Social cohesion, Maritime students, Sustainable development, Multicultural Education

Abstract

This study aims to explore the role of interethnic social interaction in supporting character education and fostering sustainable social cohesion among maritime students. Methods: A qualitative case study was conducted at a Maritime Polytechnic in Aceh, Indonesia, involving 150 participants, including cadets, lecturers, counselors etc. Data were gathered through in-depth interviews, focus group discussions, and participatory observations. Thematic analysis was employed to identify key patterns of interaction and character formation. Results: The findings indicate that interethnic interactions occurring in shared living spaces, collaborative maritime training, and community-based cultural activities significantly contribute to the development of character values, including empathy, tolerance, leadership, mutual respect, and discipline. Nevertheless, particular challenges such as regional biases and linguistic differences were occasionally found to hinder the development of social cohesion. Conclusion: The study underscores the importance of culturally responsive pedagogical approaches and character-focused curricula in strengthening inclusive citizenship and social harmony in maritime Education.