Corresponding
Author: Tika Amanda
E-mail:
[email protected]
INTRODUCTION
Education in
Indonesia always continues developing to ensure quality and equity in achieving
quality National Education
To support these
improvements, there is a need for linear efforts; this is in line with the
Ministry of Education, Culture, and Technology, which is making efforts by
presenting the Independent Curriculum program
21st-century
skills, known as the 4Cs, are the skills that are intended to be targeted in
Curriculum 13; as for the 4C abilities, according to Anies Baswedan: a.
Communication is a form of success in education because good communication can
support the quality of education. b. Collaboration is collaborating and
synergizing with various parties to achieve the expected goals. c. Critical
thinking is the ability to reason, express, analyze, and solve problems. This
ability is also used to assess from various points of view
The importance
of character education is inversely proportional to the reality that has
occurred recently in Indonesia; it seems that a deviant social phenomenon shows
uncharacteristic behavior
Character can be
interpreted as a disposition or ethics that applies the value of goodness in
the form of actions or behaviors. Have a character or a personality. Character
is a relatively stable personal trait in an individual that is the basis for
the appearance of behavior with a relatively high relative of values and norms.
The character of student responsibility can be improved through a learning
model whose implementation is integrated at the time of lectures. Teachers have
a critical roessentialir students' developme and progress to achieve the
expected teaching goals. As a multidimensional character education,
"citizenship education" carries the vision and mission of developing
"civic competencies" (Winataputra, 2014). These abilities contain
development goals: "civic knowledge, civic dispositions, civic skills,
civic competence, civic confidence, civic commitment," which boils down to
the integrative ability of "well-informed and reasoned decision making."
Eye Lecture Civic
Education is a compulsory course for students in higher education
The Higher Education of Citizenship aims to guide the
development and implementation of study programs to strengthen students'
personalities holistically, as per the Decree of the Director General of Higher
Education Number 43/Dikti/Kep/2006. However, due to inappropriate teaching
methods, Civic Education is often perceived as monotonous and unengaging
Project Citizen, introduced in California in 1992 and
developed into a national program by the Center for Civic Education (CCE) and
the National Conference of State Legislators in 1995, employs problem-based
instructional methods to enhance democratic knowledge, skills, and character.
This approach aligns with Permendikbud No. 58 on the Junior High School
Curriculum (2014:237), emphasizing projects as a medium for learning. Studies
demonstrate that this model fosters critical thinking, collaboration, creativity,
and innovation among students
Project Citizen, developed in 1992 and later expanded
into a national program by the Center for Civic Education and the National
Conference of State Legislators, has demonstrated efficacy in fostering
democratic knowledge, skills, and responsibility among students. Recent studies
further emphasize the model's adaptability to modern educational contexts. For
instance, Mery et al.
The phenomenon
of developing citizen projects in various countries is a development of a
critical or reflective thinking approach as pioneered by John Dewey, with the
paradigm of "How We Think" or the "Reflective Inquiry"
model, which is how every citizen can actively participate in the formulation
of policies that the government has issued.
Practice Learn Project Citizen is a learning innovation
designed to help students understand citizenship theory through
practical-empirical learning experiences. PKn learning with this model is
intended to build creativity and social criticality and enable students to
solve social problems
Students design
related phenomena in the field and then observe problems using critical
thinking. Furthermore, students will provide solutions to problems found, which
will then be presented and result in a project, which can be a portfolio,
madding, video, etc. This research is a student-centered learning pattern for honed
critical thinking, responsible spirit, and sensitivity to the problems around
them so that they can apply Pancasila values to revive the Indonesian nation.
The method used is a Citizenship Project-based Learning Model for Strengthening
the Character of Student Responsibility in the Pancasila Course.
This study aims to enhance students' responsible
character in the Pancasila course by implementing the Citizenship Project-Based
Learning model. This research is urgent due to the evident decline in students'
responsibility and engagement in collaborative activities, as observed in
previous Pancasila course sessions. With the increasing demand for educational
models that promote character development in the 21st century, this study
addresses the gap by introducing an innovative approach tailored to build
responsibility, critical thinking, and social awareness. The novelty of this
research lies in integrating project-based learning contextualized explicitly
to the values and principles of Pancasila, combining theoretical instruction
with practical, real-world problem-solving. By addressing a core educational
need—character building—this research aims to contribute a replicable framework
for higher education curricula, fostering academic growth and social and civic
responsibility.
METHOD
This
research uses a method in the form of Classroom Action Research (CAR), where
research by teachers/lecturers in the place where they teach puts pressure on
improving or improving learning processes and practices
Furthermore, the data will be processed using a
descriptive method with a qualitative approach. The descriptive method is a
problem-solving procedure that investigates by describing the state of the
subject/object based on visible and tangible facts.
Classroom Action Research (PTK) is research in which the teaching lecturer is a
researcher.
Initial
Reaction
Planning
Acting Reflecting
Cycle
I
Observing
Acting Reflecting Replanning
Cycle II
Replanning
Reflecting
Cycle III
Observing
Figure
1. Classroom Action Research Cycle (Kemmis
and Mc Taggart Model)
Kemmis and Taggart proposed this learning model,
which is a further development of the Kurt Lewin model. This application
refers to the PTK model, which includes a number of cycles: planning, action,
observation, and reflection. This stage is a spiral system of self-reflection
that lasts repeatedly until the research objectives are achieved.
By using this method,
the following indicators will be created:
1) do
the task well;
2) responsible
for every division of duties;
3) working
on group assignments together, and
4) Complete
tasks according to the predetermined schedule.
The research, which applies the citizenship
project-based learning model, aims to improve the character of student
responsibility in Pancasila courses.
RESULTS
AND DISCUSSION
The citizenship project model that has been
applied to the Pancasila course at Yogyakarta State University in 3 (three)
cycles has improved the character of student responsibility. Students can
identify problems in the surrounding environment, both the campus and the
community. Students can also find information from various trusted sources and
develop alternative policies based on the problems found. Through the
citizenship project, students display an attitude of responsibility in the
group to agree on the central issues raised; students can express opinions and
elaborate on various information collected in front of lecturers and other
students.
This ability shows that students have better
than ever changes in personality, responsibility, and care in the group.
Students' responsibilities are not solely for social life but are responsible
for themselves
Strengthening character, primarily
responsibility, also refers to one of the research results from Wiwik O.
Susilawati, where the attitude of responsibility is in a suitable category
(75.5%). The item answered the most correctly was item 3, with the question,
"Responsibility is carrying out the duties and obligations that he should
do to himself, society, and God Almighty”
In
addition, research conducted by Sarwana in class XI Science of Muhammadiyah 1
High School UnisMuh Makassar shows that Application
The citizenship project provides quite optimal results and is based on the
desired results. So, the citizenship project can improve the character of
student responsibility. The results of the classroom action research by
implementing a citizenship project to strengthen the character of student
responsibility are carried out through three cycles as follows:
Cycle I
The application of citizenship project-based
learning to strengthen the character of responsibility of Pancasila course
students in cycle I includes three stages: 1) planning, 2) actions and
observations, and 3) reflection. Cycle I is carried out for one meeting with a
time allocation of 2 credits, namely 2 x 50 minutes face-to-face.
a. Planning
Planning activities in cycle one are based on the results of observations in the preliminary
stage. The activities carried out at
this stage are 1) plan learning activities that have previously been outlined
in the RPS of 2022/2023 Even Semester Pancasila Course by the supporting
lecturer; 2) develop work plans and provisions in citizenship project-based
learning; 3) Prepare an example of a portfolio that students must work on,
namely in the form of videos that must be uploaded on their social media such
as YouTube, Tiktok, and Instagram. Then, a report on the results of the
citizenship project will be presented in the form of a PPT. The work plan and
provisions are outlined in a soft file, and researchers or practical lecturers
have prepared a citizenship project guide.
b. Actions
and Observations
The action stage with the implementation of
citizenship project-based learning is to identify and choose problems as the group's
main issues. At this stage, students are divided into 8 (eight) groups to
identify problems that occur in the campus environment, schools, the
environment around the place of residence, and the community environment in
general in the city of Yogyakarta. Before students identify problems, practical
lecturers provide five themes. The theme is taken from the five precepts of
Pancasila. Pancasila Students embody Indonesian students as lifelong learners with
global competence and behave according to Pancasila values, with six main
characteristics: faith, fear of God Almighty, noble character, global
diversity, cooperation, independence, critical reasoning, and creativity. This
stage will strengthen the character of responsibility and will grow Pancasila
students, who will become the profile of the Indonesian nation in the national
and international realms
1) Implementation
of the first precept of Pancasila in PTBB student lecture activities
2) Application
of Manners of Students of the Faculty of Engineering, University Negeri
Yogyakarta
3) Immigrant
adaptation to new cultures in favor of unity
4) The
meaning and deviation of the value of the fourth precept of Pancasila in
religious organizations at Yogyakarta State University
5) Socio-economic
inequality in Yogyakarta
6) Applying
the first precept of Pancasila related to tolerance between religious people
during Ramadan.
7) The
importance of practicing the second precept of Pancasila
8) Self-adjustment
to a new culture to create unity and unity
Through the dialogue, students revealed why
they took the problem but were unable to elaborate on its relationship with the
precepts of Pancasila. Students still need clarification about whether the
problems they took are by the precepts obtained in the group. In addition, the
reasons are still personal and have not been supported by accountable data or
facts.
c.
Reflection
Reflection is carried out by confirming to
students the problems raised so that they can be directed to the basic concept
of Pancasila values, including the role of students in actualizing Pancasila in
the middle community, how students can take a role in overcoming the problems
raised according to the theme. Then, the practical lecturer conveyed the next
stage of the citizenship project, namely, making observations. Observations are
made by collecting information related
to the main issues chosen by the group; then, at the next meeting, the results
of the information excavation that has been carried out will be discussed and
presented in videos and reports on the results of the citizenship project.
There is a development from the observation
results before the action in class. The previous practical lecturer had made
observations in class before taking action. The observations during the
learning of Pancasila courses conducted offline found that some students needed
a sense of responsibility when doing group assignments. Students seem to stand
alone with each other without a sense of togetherness in it. During the group
presentation, it was also found that not everyone understood the material, and not
all expressed their opinions. This shows that some students need a sense of
responsibility in the group because they feel they can study less about the
material. Judging from the above problems, the character of responsibility in
students needs to be revised.
Meanwhile,
one of the abilities in the Pancasila course is to have a comprehensive
character based on Pancasila values. This includes the need for responsibility
in responding to a societal case or problem. In addition to mastering the basic
concepts of Pancasila, such as the importance of Pancasila for Indonesian
citizens, the function of Pancasila for life, scientific studies of Pancasila,
historical events and values of nationalism and national culture, Pancasila as
a comparison of the ideology of the Indonesian state, Pancasila in the
perspective of ideological comparison, Pancasila as an open ideology, the
relationship between Pancasila and the 1945 Constitution, the implementation of
the 1945 Constitution and its Amendments,
Pancasila as a paradigm for nation building. The basic concept is the
foundation for fostering an attitude of responsibility and the ability to
contribute to society. It can be said that it is essential to master the basic
concepts well so that the character of responsibility tends to increase.
In addition to strengthening basic concepts in
the Pancasila course's subject matter, it is important to teach students to see
and be sensitive to problems in the surrounding environment. This opens up an
understanding of the contextualization between the material in the classroom
and the reality in the field. This is illustrated in the first cycle when
students try to identify the group's main issues.
The ability to be responsible for students is
an essential aspect of the formation of skills in the Industrial Revolution
era. For fashion engineering students at Yogyakarta State University, the
character of responsibility and other skills will be provided in the future for
students who grow up in the era of the Industrial Revolution 5.0. This also
appeared in the discussion of students in class related to the phenomenon of
elementary school children, some of which were included in the main issue
chosen by the group.
Cycle II
Applying citizenship project-based learning to
strengthen the character of responsibility in Pancasila courses in cycle II
includes three stages, namely 1) planning, 2) actions and observations, and 3)
reflection. Cycle II is one meeting with a time allocation of 2 x 50 minutes
online.
a. Planning
Planning
activities in cycle II are based on observation findings directed at cycle I.
Student observation on the selected problem lasts for 4 weeks. After making
observations, this second cycle was carried out at the fifth meeting, whose
activities were confirmation and preparation related to work plans and
provisions in learning citizenship projects, especially in preparing results
reports and videos.
b. Actions
and Observations
In the previous meeting, students were directed
to observe by collecting information from various media and interviews with
related parties, agencies, and individuals. Students
get varied and accurate information and add supporting theories in the report
on the results of the citizenship project. Then, for some information whose
source could be more precise, the practical lecturer conducted a question-and-answer
session with the group to explore the information further. Here, the lecturer
practices and also makes observations to students regarding the level of
responsibility in the group. It turned out that students became more
responsible for the work given and improved it. Students expressed each other's
opinions and took each other's roles or actively contributed to the group.
At this stage, students begin to prepare a
report on the results of the citizenship project consisting of:
1) Part
I: Cover (title, group name along with NIM, UNY logo, and description of study
programs, departments, faculties, and universities)
2) Part
II: Introduction (background and formulation of the problem)
3) Part
III: Results and Discussion (presentation of data obtained during observation,
data compared with theory (theoretical framework), solutions implemented to
overcome the problem).
4) Part
IV: Conclusion (conclusion of the citizenship project report).
5) Part
V: References (all cited library sources must be included in the report).
In preparing the report, the practical lecturer
directs students to be able to pour accurate information and explain all the
problems that have been studied into the report on the results of the
citizenship project. At this stage, the practical lecturer also conducts a
dialogue with the groups, discussing whether the theory included is relevant
enough. In addition to the report on the results of the citizenship project,
students are also asked to make videos and PPTs. The video shows the entire
process of the citizenship project, from observation to implementation of
solutions to problems. The video is at least 3 minutes long and uploaded on
Instagram with the hashtag (#unyberPancasila). The video was uploaded before
the implementation of the citizenship project presentation.
c. Reflection
In preparing the report on the results of the
citizenship project, there are still areas for improvement; namely, the theory
compared to the problems found is minimal. For this reason, students are asked
to complete the citizenship project before the presentation. Students who are
making videos are also still in the editing phase. The problems found by
students then developed through the citizenship results report can also develop
student character, namely responsibility, independence, discipline, and the
ability to work together (Dharma & Siregar, 2014).
Cycle III
The application of citizenship project-based
learning to strengthen the character of student responsibility in cycle III
includes three stages, namely 1) planning, 2) actions and observations, and 3)
reflection. Cycle III was carried out for two face-to-face meetings.
a. Planning
The results of observations in cycle II are
used to plan activities in cycle III. The practical lecturer checks the
completeness of the citizenship project's final report in terms of the data and
theory included in the report. An assessment framework for presenting the
citizenship project, consisting of the following indicators, was also prepared.
Clar
at this stage of delivery at every point in the broadcast material (PPT)
1) Students'
ability to answer
2) Ability
to convince the proposed idea
3) Videos
are original and contain educational value
4) The
citizenship project results report meets the points according to the initial
guidelines.
5) Group
responsibilities
At this stage, students display the results of
their group work as a PPT presented in front of the class. In one group,
students took turns presenting the results of the citizenship project, starting
with the project theme, problem identification, theories related to the problem,
and solutions offered. After the group presented the results of the citizenship
project, a question and answer session was held. Other
groups responded in the form of questions and suggestions. After the question and answer session, the lecturer gave feedback
about the results of the group's work to conduct an assessment. This stage is
related to the ability of students to communicate the results of their work in
front of the audience. All work results in the report on the results of the
citizenship project must be submitted so that problems and solutions are adequately
conveyed.
b. Reflection
At this stage, students are enthusiastic about
conveying the results of their group work. Likewise, the audience was excited
to listen to the performances of each group. The persistence and effort shown
during the beginning of the citizenship project to the delivery of results are
considered quite successful in strengthening the character of responsibility.
This can be seen during the preparation of the presentation, and students take
the initiative to prepare presentation tools before the practical lecturer
comes so that it is a good use of time to prepare a presentation. In addition,
during the change of groups, students move quickly without waiting for each
other as if they have complete responsibility for the results that have been
obtained. Even though before doing the citizenship project, this attitude was
not shown by students, students tended to want to avoid advancing when
appointed to deliver the results and waited for each other, so it took much
time. The strengthening of responsibility can also be seen when each group explains
the results of the citizenship project. Each student can explain well, and all
explain according to the portion and group division that has been agreed upon so
that no one rides on the name but works according to the division to achieve a
common goal. The average results of group work have shown good criteria based
on the assessment of practical lecturers.
CONCLUSION
The classroom action research conducted in Pancasila courses at the
Department of Fashion Engineering, Yogyakarta State University, demonstrated
the effectiveness of a citizenship project-based learning model in
strengthening students' sense of responsibility. This approach involved three
key stages: planning, action and observation, and reflection, following a model
developed by the supporting lecturer. The second cycle revealed significant
improvements in student learning activities, indicating the model’s impact.
Lecturers as researchers developed assessment criteria for students, including creating
video portfolios and presentations on citizenship projects. Students also
completed comprehensive group reports comprising problem identification,
alternative policy reviews, class policy proposals, and action plans that
included practical solutions to identified issues. Through this process,
students showcased responsibility individually and collectively by addressing
environmental problems, generating solutions, preparing reports, creating
prototypes, and presenting their work as citizenship projects. The portfolio
preparation process enhanced collaboration and accountability among group
members, fostering a cooperative learning environment. This led to notable
changes in student behavior, such as improved self-assessment of abilities,
heightened responsibility for assigned tasks, peer support, timely completion
of assignments, and the delivery of high-quality group project results.
Overall, the citizenship project-based learning model not only cultivated a
responsible character but also developed critical skills in problem-solving,
teamwork, and accountability, reinforcing its efficacy as an educational tool.
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