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Living in a multi-ethnic environment has its own risks, especially for areas that have a long track record of conflict, such as Singkawang City. This article aims to examine the urgency of (1) the socio-historical aspects of society in Singkawang City, (2) the vulnerability of conflict experienced by students, and (3) the implementation of conflict resolution education in schools. The study was examined using a qualitative descriptive approach. The research location is in the Singkawang City Junior High School. The results showed that (1) historically, Singkawang City was a silent witness to a series of horizontal conflicts between ethnic Chinese vs Dayak, Madura vs Dayak, Madura vs Malay because at that time it was used as a place to accommodate conflict victims. (2) Junior high school students (SMP) in Singkawang City have high conflict susceptibility in the school environment where 100% have experienced conflict, 55% trigger conflicts due to mutual ridicule, and 85% occur between classmates. (3) conflict resolution education can be internalized in Social Education learning because one of the studies discusses conflict and does not only focus ontransfer knowledge but also value to students. This is necessary to avoid ethnocentrism, stereotypes, and scapegoating attitudes that can threaten the spirit of national unity and integrity.
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