Download fulltext HTML
Kardiman, Y., Rudi Casmana, A., ., S., & Camelyn Sinaga, I. (2024). Integrating Pancasila (Religious-Humanist- Nationalist-Democratic-Caring) Values in Learning at the High School Level. KnE Social Sciences, 9(2), 438–448. https://doi.org/10.18502/kss.v9i2.14869

https://doi.org/10.18502/kss.v9i2.14869

statistics

  • 107 Abstract Views
  • 99 PDF Views
  • 0 HTML Views

authors

  • Yuyus Kardiman

    Yuyus Kardiman

    Universitas Negeri Jakarta, DKI Jakarta, Indonesia
  • Asep Rudi Casmana

    Asep Rudi Casmana

    Universitas Negeri Jakarta, DKI Jakarta, Indonesia
  • Sapriya .

    Sapriya .

    Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Irene Camelyn Sinaga

    Irene Camelyn Sinaga

    Badan Pembinaan Ideologi Pancasila, DKI Jakarta, Indonesia

Published Date

  • Jan 3, 2024

Integrating Pancasila (Religious-Humanist- Nationalist-Democratic-Caring) Values in Learning at the High School Level

KnE Social Sciences / 3rd International Conference on Humanities Education, Law and Social Sciences (3rd ICHELSS) / Pages 438–448

Abstract

This study aims to develop learning models and methods by integrating the basic concepts of Pancasila values. Religious-humanist-nationalist-democratic-caring, hereinafter abbreviated as RHNDP in every learning at the high school level. The research method used is research and development, using several main procedures, including; 1) initial information collection; 2) planning; 3) initial product development; 4) initial trials; 5) product revision); 6) field trials; and 7) product revision. The research was designed for 3 years, where in the first year, the first program was carried out, namely the collection of data or initial information. Data collection techniques were carried out through observation, interviews with 7 (seven) high schools from DKI Jakarta and the city of Bandung, questionnaires and literature reviews. The results of the study found that the basic problems in the field are 1) the perception that Pancasila learning seems to be only the task of Pancasila Education teachers. 2) There has not been an integration of RHNDP Pancasila values in every lesson, less than 10% of teachers interviewed have integrated RHNDP values in learning, while more than 90% of teachers have taught concepts in subjects, without integrating RHNDP values as basic values of life. 3) Learning RHNDP values is carried out only through habituation without involving elements of knowledge and concepts in each subject. For this reason, it is important to develop learning models and methods to integrate the values of RHNDP Pancasila in learning.


Keywords: integrating, religious-humanist-nationalist-democratic-caring, learning

References
[1] Husen A, Casmana AR, Hasan RO, Erfinda Y. Implementation of Teaching Character Education, Particularly in Environmental Care Value, in Labschool Jakarta. Journal of Social Studies Education Research. 2022;13(4):225–49.

[2] Casmana AR, Dewantara JA, Timoera DA, Kusmawati AP, Syafrudin I. Global citizenship: preparing the younger generation to possess pro-environment behavior, mutual assistance and tolerance awareness through school engagement. Globalisation, Soc Educ. 2022;( Jan):1–18.

[3] T. Sumadi and A. R. Casmana, “The Importance of Social Competences Transformation towards Early Age Children in Jakarta,” ujer, vol. 8, no. 5, pp. 1991– 1996, May 2020, https://doi.org/10.13189/ujer.2020.080536..

[4] Komarudin K, Alkhudri AT, Ubedilah U, Syaifudin S, Casmana AR. “The Nationality Education Model: The Implementation of a Score-A Training Model for Youth Across Different Cultures in Indonesia,” Journal of Social Studies Education Research, vol. 10, no. 2, pp. 308–322, 2019, doi: https://jsser.org/index.php/jsser/article/view/796

[5] Suryana A. Indonesian presidents and communal violence against non-mainstream faiths. South East Asia Res. 2018 Jun;26(2):147–60.

[6] Dharma S, Siregar R. Internalisasi Karakter melalui Model Project Citizen pada Pembelajaran Pendidikan Pancasila dan Kewarganegaraan. JUPIIS. 2015 Jan;6(2):132.

[7] Adams I. Pancasila: Sport and the Building of Indonesia - Ambitions and Obstacles. Int J Hist Sport. 2002 Jul;19(2–3):295–318.

[8] Dr. Sarkadi, A. R. Casmana, and Y. Rahmawati, “Improved Learning Design for Pre- Service Teacher in a Character Education Course,” ujer, vol. 8, no. 1, pp. 212–224, Jan. 2020, https://doi.org/10.13189/ujer.2020.080126..

[9] Japar M, Kardiman Y, Raharjo R, Fadhillah DN, Syarifa S. Interactive Mobile Technologies on Civic Education Learning in Higher Education. Int. J. Interact. Mob. Technol. 2021 Feb;15(03):84.

[10] Bredemeier BL, Shields DL. Social Justice, Character Education, and Sport: A Position Statement. Quest. 2019 Apr;71(2):202–14.

[11] Ubaedillah A. Civic Education for Muslim Students in the Era of Democracy: lessons Learned from Indonesia. Rev Faith Int Aff. 2018 Apr;16(2):50–61.

[12] Andreouli E, Brice E. Citizenship under COVID￿19: an analysis of UK political rhetoric during the first wave of the 2020 pandemic. J Community Appl Soc Psychol. 2022 May;32(3):555–72.

[13] Franklin NJ. Islam and the Dutch in the East Indies: oppression or Opportunity? Eur Legacy. 2020 Jul;25(5):572–87.

[14] McGregor KE. Commemoration of 1 October, ‘Hari Kesaktian Pancasila’: a post mortem analysis? Asian Stud Rev. 2002 Mar;26(1):39–72.

[15] B. Sumardjoko, “PENANAMAN NILAI-NILAI KARAKTER DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN DI MADRASAH ALIYAH MUHAMMADIYAH KLATEN,” p. 11.

[16] Rahmadi IF, Hayati E, Nursyifa A. Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes. RESSAT. 2020 May;5(2):113–33.

[17] Muzani M, Fatimah AN, Imsa MA, Casmana AR. The obstacles hierarchy of school disaster preparedness implementation in Mount Sinabung area, Indonesia. Front Educ (Lausanne). 2022 Aug;7:842990.

[18] Butcher J. Citizenship, global citizenship and volunteer tourism: a critical analysis. Tour Recreat Res. 2017 Apr;42(2):129–38.

[19] Subaidi S. Strengthening Character Education in Indonesia: Implementing Values from Moderate Islam and the Pancasila. Journal of Social Studies Education Research. 2020;11(2):120–32.

[20] Buchholz BA, DeHart J, Moorman G. Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy. J Adolesc Adult Literacy. 2020 Jul;64(1):11–7.

[21] Agussalim A, Widjaja SU, Haryono A, Wahyono H. Pancasila Economic Character Literacy Program for High School Students. Int J Instr. 2021 Jan;14(1):235–52.

[22] Zakiah L, Sarkadi S, Marini A, Komarudin K, Casmana AR, Kusmawati AP. Implementation of Teaching Multicultural Values Through Civic Education for Elementary School Students. Journal of Social Studies Education Research. 2023;14(1):110–42.

[23] Andreouli E, Brice E. Citizenship under COVID￿19: an analysis of UK political rhetoric during the first wave of the 2020 pandemic. J Community Appl Soc Psychol. 2022 May;32(3):555–72.

[24] Cohen L, Manion L, Morrison K. Research methods in education. Routledge; 2002. https://doi.org/10.4324/9780203224342.

[25] Triggs A, Kacaribu F, Wang J. Risks, Resilience, and Reforms: Indonesia’s Financial System in 2019. Bull Indones Econ Stud. 2019 Jan;55(1):1–27.

[26] S. Sarkadi, S. Syarifa, and A. R. Casmana, “The Policy of Education Based on Character Values for the Best Quality of Education ‘An Analysis of the Zoning System Policy Imposed by Ministry of Education and Culture in Indonesia,”’ ujer, vol. 8, no. 8, pp. 3423–3429, Aug. 2020, https://doi.org/10.13189/ujer.2020.080816..

[27] Makin A. ‘Not a Religious State’: A study of three Indonesian religious leaders on the relation of state and religion. Indones Malay World. 2018 May;46(135):95–116.

[28] Arthur J. Christianity and the character education movement 1897–1914. Hist Educ. 2019 Jan;48(1):60–76.

[29] Kausar DR, Gunawan MP. Managing heritage tourism in Toraja: strengthening local values and improving tourists’ experiences. J Herit Tour. 2018 Nov;13(6):550–61.

[30] Muhibbin A, Pramesiana YE, Zakiya M, Prasetiyo WH, Gunarsi S, Muthali’in A. Family communication patterns, media literacy and civic engagement: A study with Indonesian college students. Issues Educ Res. 2022;32(3):1047–91.

[31] Halimah L, Arifin RR, Yuliariatiningsih MS, Abdillah F, Sutini A. Storytelling through ‘Wayang Golek’ puppet show: practical ways in incorporating character education in early childhood. Cogent Education. 2020 Jan;7(1):1794495.

[32] Buchholz BA, DeHart J, Moorman G. Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy. J Adolesc Adult Literacy. 2020 Jul;64(1):11–7.

[33] Dyrness A. Rethinking global citizenship education with/for transnational youth. Globalisation, Soc Educ. 2021 Aug;19(4):443–55.

[34] Häkli J, Kallio KP, Ruokolainen O. A Missing Citizen? Issue Based Citizenship in City￿Regional Planning. Int J Urban Reg Res. 2020 Sep;44(5):876–93.

[35] Patterson T, Choi Y. Global citizenship, migration and national curriculum: A tale of two nations. Br J Educ Stud. 2018 Oct;66(4):477–96.

[36] Dunn AH. Refusing to be co-opted: revolutionary multicultural education amidst global neoliberalisation. Intercult Educ. 2017 Jul;28(4):356–72.

[37] Oliver J, Olkin J. A Community of Practice Model for Infusing Active Learning in the Classroom. PRIMUS (Terre Ht Ind). 2021 May;31(3–5):252–68.

[38] Bustamante C. TPACK-based professional development on web 2.0 for Spanish teachers: a case study. Comput Assist Lang Learn. 2020 May;33(4):327–52.

[39] Deroo MR, Farver SD, Dunn AH. ‘Like’ if you support refugees: preservice teachers’ sensemaking of contested issues in a digitally-mediated multicultural education course. Multicult Educ Rev. 2017 Jul;9(3):159–74.

[40] Jarrett MA, Meter AV, Youngstrom EA, Hilton DC, Ollendick TH. Evidence-Based Assessment of ADHD in Youth Using a Receiver Operating Characteristic Approach. J Clin Child Adolesc Psychol. 2018 Sep;47(5):808–20.

[41] O’Byrne WI, Smith SA. Multicultural Education and Multiliteracies: Exploration and Exposure of Literacy Practices With Preservice Teachers. Read Writ Q. 2015 Apr;31(2):168–84.