Civic Education Classes Research Articles

Current State, Challenges, and Opportunities of the School-Based Sexual and Reproductive Health Education in Indonesia: A Systematic Literature Review

Sexual and reproductive health education for adolescents remains crucial for Indonesia as it is home for more than 44 million teenagers as of 2022, in its way to anticipate demographic bonus in 2030. Government Regulation no. 61 of 2014 concerning Reproductive Health mandates sexual and reproductive health education in formal and informal education settings. By using a systematic literature review (SLR) method, this study assesses the current state of school-based sexual and reproductive health education in Indonesia. Findings reveal that the delivery of sexual and reproductive health education in Indonesian schools is fragmented, spread across various subjects such as Biology, Sports, Religious, Civic and Moral education classes, as well as extracurricular activities. Key stakeholders, including families, teachers, peers, and school principals, play crucial roles in shaping adolescents' understanding of reproductive health. However, challenges such as cultural taboos, easy access to potentially misleading online information, and inadequate teacher training hinder effective education. In addition, Comprehensive Sexual Education (CSE) has been suggested by WHO to be implemented and integrated in the core curriculum, with programs like SETARA pilot project showing promise in improving adolescent knowledge and attitudes towards reproductive health. However, the success of such programs requires cooperation from various stakeholders and a shift in societal norms regarding adolescent sexuality.

Promoting democratic values through civic education: A case of selected secondary schools in lusaka District, Zambia

Overview: Promoting democratic values through civic education is essential for fostering an informed and engaged citizenry capable of upholding democratic principles. Hence, this paper delves into the critical role of civic education in fostering democratic values within contemporary societies. The study was carried in Lusaka district from 6 selected secondary schools. Body of Knowledge: Civic education encompasses teaching the fundamentals of democracy, including the importance of individual rights, the rule of law, and the responsibilities of citizenship. Civic education serves as a counterbalance to authoritarian tendencies and political apathy by encouraging active and informed participation in public life. The analysis underscores the importance of early and continuous civic education to build a resilient democratic society that values diversity, equity, and justice. Methods: The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled Head Teachers, Teachers of Civic Education, Community Members and students in Civic Education classes. The study consisted a sample of 300 respondents from the selected secondary schools. Data was obtained from the respondents by means of interviews and questionnaires. The qualitative data gathered was analyzed according to the themes of the study and the order of the research objectives. Data generated from the questionnaires (quantitative) were analyzed using the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16) to come up with tables, and figures. Results: The comprehensive analysis revealed that effective civic education programs are characterized by an inclusive curriculum that integrates critical thinking, discussion of current events, and hands-on participation in democratic processes. These programs aim to cultivate a sense of civic duty, political efficacy, and tolerance among students. Empirical studies indicated that well-designed civic education can significantly enhance students' knowledge of political systems, their skills in democratic participation, and their commitment to democratic values. Recommendation: The government should; collaborate with education authorities to enhance democratic ideals in civic education curriculum; and through the education standard officer and other stakeholders need to enhance professional development workshops for teachers of civic education to enable them effectively teach and practice democratic ideals as espoused in civic education.

The Role of The Class Teacher in Forming The Profile of Pancasila Students in Civic Education Class for Grade IV Students of Al-Azhar Islamic Primary School 15 Pamulang

The Role of The Class Teacher in Forming The Profile of Pancasila Students in Civic Education Class for Grade IV Students of Al-Azhar Islamic Primary School 15 Pamulang

Strengthening Students' Responsible Character through Civic Education Learning: An Action Research in Indonesia

Character education is one of the fundamental pillars of education because education not only aims to develop specific skills and knowledge but also fosters certain attitudes, norms, and values in students. One of the values that needs to be cultivated in students is the value of responsibility. The purpose of this study is to investigate learning strategies that strengthen and develop responsibility in civic education classes. To accomplish the objective, action research method was employed. In total, 120 students (70 males and 50 females) from one of popular universities in West Java, Indonesia, who were from various regions, participated in the study. The three steps carried out in this action research are the first, pre-action analysis, which is carried out to map initial conditions related to the values of responsibility. Second, implementation, this stage is an action effort given to achieve what is desired, accompanied by reflection. and third; evaluation , namely assessing the extent of success of the given action. This study presents five learning steps in developing students' responsibility through civic education learning. These five steps consist of conceptualization, identification, internalization, actualization, and evaluation. This study concludes that these five steps significantly increased students' responsibility in civic education classes by 62.50%. this study contributes by providing educators with didactic guidance in developing students’ responsibility through civics education. The main contribution of this research is to present practical methodological guidelines for academics and practitioners in instilling the values of responsibility in the civic education learning process.

Gender Equality In Civic Education Textbook

<p>Textbooks have an important role to promoting gender equality. Apart from being a source of learning that transmits knowledge, textbooks also form students' values, worldviews and gender roles. This research aims to find out whether the Civic Education textbooks used in the high school in this study have a gender equality perspective. This research uses a qualitative approach with descriptive methods. Collecting data in this research using interview techniques, documentation studies, and literature studies. The data analysis using triangulation. Respondents in this study were Civic Education teachers and class XI students at SMA Negeri 1 Kandanghaur and SMA Negeri 1 Sindang. The results of the study showed that the Civic Education textbooks paid little attention to gender equality which appeared on the cover which did not show equal gender representation; textbook materials and illustrations that have not paid attention to gender equality. Based on the results of this research, it is recommended to integrate gender equality into Civic Education textbooks both in terms of content and illustrations, so that the role of Civic Education as democratic education upholds human rights, including the right to be treated equally without discrimination on any basis, including on the basis of gender can be realized.</p>

PERSEPSI SISWA TERHADAP PENGGUNAAN VIDEO ANIMASI BERBASIS DORATOON

Blended learning has become a learning adaptation in the post-COVID-19 pandemic era. This means that schools have implemented offline learning in the classroom but the essence of online learning is still available, such as using audiovisual media in learning. This research aims to determine the fifth-grade students' perceptions of the use of Doratoon-based animated videos in Civic Education learning. This research used mixed research methods which consisted of a questionnaire for fifth-grade students and in-depth interviews with 5 students among the survey respondents. The results explained that fifth-grade students tend to strongly agree with the use of animated videos as learning media in Civic Education class. This was proven by the mean score of 4,5 in the survey which showed that students strongly agree with the implementation of Doratoon-based animation videos in the aspects of students' interest in Doratoon animation videos, ease of understanding, and ease of absorbing more information. This research is expected to help teachers determine effective learning media for teaching fifth-grade students in Civic Education subjects.

Exploring the Strategies of Civic Education in Higher Vocational Colleges and Universities Based on Deep Learning

Abstract Deep learning significantly enhances Civic and Political Education in higher vocational colleges and universities by facilitating a nuanced understanding of students’ cognition of learning content, engagement in the learning process, and perceptions of the educational environment. This study involved collecting behavioral data from students in Civic and Political Education classes and applying the YOLOv5s algorithm—an advancement in deep learning networks—to extract and detect student behavioral features. Additionally, the enhanced ShuffleNetV2 algorithm was employed to classify and identify these features. Based on these methodologies, a student behavior recognition system was developed for Civics classrooms, and its practical application was evaluated. The findings indicate that the implementation of this recognition system resulted in increased classroom activity and engagement, with 70% of the participants demonstrating hand-raising and speaking behaviors. There was a statistically significant enhancement in students’ Civic learning behaviors following the system’s application in teaching (P<0.05). This study underscores the potential of digital intelligence technology to foster precise and intelligent educational practices in Civics education.

What Do Pupils Learn from Voting Advice Applications in Civic Education Classes? Effects of a Digital Intervention Using Voting Advice Applications on Students’ Political Dispositions

To what extent does the use of Voting Advice Applications in (digital) civic education classes at school impact students’ political knowledge, attitudes, motivations and behavioral dispositions toward elections? This article provides answers to this question by presenting a sample analysis of the responses of 1189 pupils who participated in a digital civic education intervention, with the German Voting Advice Application Wahl-O-Mat at its core, whose usage was embedded in an elaborated didactical concept in civic education classes. Using a quasi-experimental field design with pre- and post-tests, the study shows that the intervention substantially improves students’ knowledge of the investigated state election. Furthermore, we can trace a significant increase in young people’s political efficacy and specific interest in the election campaign. Finally, we observe a substantial increase in intended electoral participation, especially among those adolescents whose intention to participate in elections was low prior to the intervention, which contributes to a reduction in existing participation gaps. In particular, we identify changes in motivational and cognitive political dispositions, but only to a limited extent evaluative and sociodemographic background variables, as key factors driving the intervention-induced change in willingness to participate in the state election. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in civic education.

Textbook Analysis of Pancasila and Civic Education Class VIII and Curriculum 2013 in State Junior High School 4 Palu

This study aims to determine the strategy of using teacher's and student's books for learning activities, to determine the suitability of the contents of teacher's books and student books with the demands of SKL, KI, and KD, to find out teacher's books and student books from the aspect of adequacy and depth of material, as well as its relation to themes and theme networks, and to find out the suitability of teacher's books and student books with the concept of a scientific approach. This research is a type of descriptive research with a qualitative approach. Qualitative research is methods to explore and understand the meaning obtained from a number of individuals or groups of people who are considered to originate from social or humanitarian issues. Analysis of teacher's books and student books of PPKn class VIII curriculum 2013 is very important to do in order to evaluate the success of learning PPKn. By analyzing the teacher's book, it can be seen whether the book provides clear and comprehensive guidance for teachers in teaching Civics. A good teacher's book should present clear learning objectives, structured teaching steps, and additional supporting resources. Student books and teacher books are a means of implementing the 2013 curriculum in the learning process. Curriculum is an activity carried out by schools in order to influence students in learning to achieve a goal. There are several benefits of textbooks including helping students in carrying out the curriculum because it is structured based on the applicable curriculum, being a teacher's guide in determining teaching methods, and providing opportunities for students to repeat lessons or learn new material.

He Role of Outdoor Activities in Civic Education Class: A Case Study in Higher Education

Outdoor activities are a favorable choice for learning in a non-conventional environment, rewarding students and teachers alike. This study focuses on pre-service teachers’ experiences regarding the outdoor activities organized for a Civic Education class under the theme: Expressing feelings in relationship with self, others, and nature. Structure-process-outcome theory (Johnson & Johnson, 2018) guided the study regarding how educators organize teaching activities to guide the learning process to positive outcomes regarding teaching skills. Further, this study aimed to create a favorable learning context so that the participants would decide to transfer the outdoor activities to their profession. The chosen methodology was qualitative research with a holistic single-case study research design and a photovoice component. The participants were 23 undergraduate students in the third year of the preschool and primary school education program. Data collection methods were observations, students’ reflective journals, and photos taken by participants and accompanied by essays created by following the SHOWED framework of Wallerstein and Bernstein (1988). After the thematic coding of data, the results revealed the participants’ unique experiences during outdoor activities, and a sense of unity and collaboration during activities and fellowship, not only increasing the desire to invest in relationships and learning but also dreaming of replicating good practices and excellence in their learning and teaching. For further studies, the recommendation is to use outdoor activities for other undergraduate courses and research the outcomes.

Improving Learning Achievement in Pancasila and Citizenship Education Through Motivation by Parents in Class VIII Students of SMPN 16 Solok Selatan

This study aims to describe the increase in civics learning achievement through the provision of motivation by parents and to find out the obstacles experienced in an effort to improve learning achievement in Civics subjects. Research methods used are Qualitative with a Descriptive approach that produces descriptive data in the form of written or spoken words from people and behaviors observed by the research location of SMPN 16 Solok Selatan. With observation techniques, interviews by looking for complete and in-depth information and Documentation Studies. Data analysis techniques through observation, interviews and documentation studies. The results of this study show the role of parents to improve learning achievement in providing guidance, providing learning facilities, attention and supervision. Barriers to improving student learning achievement Family Economic Circumstances. Based on the results of this study, it can be concluded that the provision of guidance and providing learning facilities as well as gifts and praise by parents to improve student learning achievement in the subject of Civic Education (Civics) class VIII SMPN 16 Solok Selatan has been carried out, therefore as parents must have a clear picture or strategy about educating and nurturing children, directing and educating the child to learn. Providing facilities in learning is one of the supports for children in motivating them to learn. And the existence of gifts and praise is part of the motivation that can affect the level of learning of children and also the obstacles experienced by parents vary from economic difficulties and lack of understanding of parents in educating children because some parents are less educated. If the child lives in a poor family, the child's basic needs are not met and as a result, the child's health is disturbed, so the child's learning is also disrupted.

Media Literacy and Education in the 21st Century

The article examines the concepts of information literacy and media literacy as a corrective for safe media use. Attention is drawn to the resilience of fake news and fact-checking. Emphasis is placed on the relationship between media literacy and education. The issue of the digital media skills of Bulgarian students has been examined, as well as the inclusion of topics related to the media environment in civic education classes. The research hypothesis defines the idea that media literacy as part of 21st-century education is a corrective for the development of civil society.

The Use Of Online Learning Platform And Inhibiting Factors During The Covid-19 Pandemic Students Department Of Pancasila And Civic Education Class 2020 At PGRI Wiranegara University, Pasuruan City

The purpose of this study was to find out the learning platform, as well as the inhibiting factors for the online learning process during the Covid-19 period, students of the Pancasila and Citizenship Education study program class of 2020 at PGRI Wiranegara University, Pasuruan City. This research is a survey research or field study with a qualitative method. Data collection techniques used are interview techniques and questionnaires. Based on the data obtained several learning platforms used during online learning, including: zoom, google meet, google class room, whatApps group, telegram group, LMS (moddle). From the results of data analysis, it was found that the most dominant learning platform used was LMS Mddle. In addition, the respondent's results on the inhibiting factors found several factors, including: 1) limited internet quota; 2) unstable network; 3) difficulty understanding the material delivered from online lecturers; 4) cellphone/laptop facilities

The Changing Landscape: The Role of Civic Education on Political Efficacy Among Latina/os and Asian Americans

This paper examines the influence of civic education on political engagement across racial groups. While scholars focus on the political efficacy gap between Black and White students, we extend attention to Latina/os and Asian Americans. This is because universities are becoming increasingly more diverse and defined by inclusion of these historically underrepresented groups. We theorize that the White-centered nature of political science classes as well as other structural disadvantages that Latina/os and Asian Americans face within and outside of the university may lead to inequality in their political efficacy gains after taking the same civic education courses, relative to Whites. Toward testing these expectations, we conducted an original panel study. We find that while Latina/o and Asian American students start out at higher levels of internal efficacy at the beginning of civic education classes, they leave more uncertain about their own understanding of politics after the course ends. Our findings suggest that amid universities’ demographic change, the promise of civic education is unevenly realized by Latina/os and Asian Americans, racial groups that colleges will increasingly need to serve. In the conclusion, we offer several suggestions on tailoring civic education to students of color in political science.

Civic and nationalism education for young Indonesian generation in the globalization era

This study aims to describe nationalism education for young Indonesian generation in the globalization era. This is descriptive qualitative research conducted in several Senior High Schools. The data were collected through interviews, observation, and documentation. The research subjects were Civic Education teachers in Yogyakarta Province and students who attended the Civic Education classes. The collected data were then analyzed with the inductive analysis technique. The results revealed two nationalism education models for the young generation in the globalization era: promoting nationalism through Civic Education and extracurricular activities. Teachers promote nationalism by developing learning methods, learning materials, learning media, and student worksheets incorporating nationalismvalues. Meanwhile, extracurricular activities in schools were carried out through activities that promote nationalism.

What do students learn from political simulation games? A mixed-method approach exploring the relation between conceptual and attitudinal changes

In civic education and political science classes, simulation games are increasingly recognised as a teaching tool to promote active learning, expecting them to enhance participants’ motivations and to convey transferable knowledge and skills. Furthermore, they have been described as a promising teaching approach with regard to the complex multi-level system of the European Union (EU). Empirical studies have underlined positive effects of simulation games; however, they usually either use purely qualitative or very small-N quantitative approaches. More systematic studies conducted recently didn’t focus on causes of the measured effects and have lacked depth due to a closed items design. The study presented here uses a mixed-method approach, analysing the effects of simulations of European Parliamentarian decision-making conducted with secondary school classes in Germany on students' political knowledge, motivations and attitudes. In addition to a standardised questionnaire with pre- and post-tests (N = 308), qualitative interviews were conducted (n = 12). The paper focuses on the relation between participants' conceptual changes and changes in perceived responsiveness of the EU. The results highlight relevant learning effects students experience in EU simulation games that are not yet captured appropriately by questionnaire studies and can stimulate the development of measurement tools for assessing process-oriented learning outcomes more adequately.

Argument, Counterargument, and Integration? Patterns of Argument Reappraisal in Controversial Classroom Discussions

Being challenged by opposing views in a controversial discussion can stimulate the production of more elaborate and sophisticated argumentations. According to the model of argument reappraisal (Leitao, 2000), such processes require transactivity, meaning that students do not only give reasons to support their own position (e.g., pro/contra argument) but also try to refute the opponent’s claims (e.g., counterargument) and respond to critique (e.g., integration). However, there is little research in the field of political education that systematically examines how processes of argument reappraisal unfold in student-centered classroom discussions when students were asked to defend (randomly) assigned positions (pro/contra). In this study, four civic education classes (8th/9th grade) in Germany received the same standardized political learning unit and conducted a controversial fishbowl discussion. A total of 452 argumentative moves were coded for argumentative transactivity. The characteristics of this type of discourse will be described regarding the use of argumentative moves and the complexity of argumentations. Explorative sequential analyses revealed five patterns of argument reappraisal that will be illustrated by transcript excerpts.

Are Classroom Discussions on Controversial Political Issues in Civic Education Lessons Cognitively Challenging? A Closer Look at Discussions with Assigned Positions

Discussing controversial political issues in class provides rich opportunities for cognitively activating learning processes, i.e. in-depth processing of learning content and higher-order thinking processes. However, relating the features of a given argumentative design to specific learning outcomes is a tricky endeavor, as this theoretical paper aims to illustrate through the example of a discussion with assigned positions (for/against) in civic education classes. The potential of such discussion settings for cognitive activation was examined by considering the features of the overall argumentative design, task configurations, and learning activities. More concretely, it is argued that controversial discussions with assigned positions constitute three different task configurations depending on the relationship between a student's personal and assigned positions. Based on the ICAP framework (Chi & Wylie, 2014) for cognitive engagement, the paper further shows that students may take part in various modes of learning activities within a single instructional setting (although to different degrees). These findings point to the need to develop "more local" (Mandl & Renkl, 1992) or "middle-range" theories (Mutz, 2008) of learning through argumentation.

MENYEMAI DEMOKRASI PADA MAHASISWA PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI (STUDI ATAS PEMBELAJARAN CIVIC EDUCATION DI IAIN SURAKARTA

This study aims at investigating students’ responses of the assignments done outside the classroom. The responses were revealed through the way the students deliver their aspiration in a public institution. This study employs both quantitative and qualitative methods. The samples of the study are 34 students of Islamic Education Department (PAI) who attend Civic Education class. The data were collected using questionnaire, observation and document analysis. The researcher used statistical and qualitative analysis. The results of the study show that: the assignments done outside the classroom through the delivery of the aspiration in the public institutions are responded on the average of 3.4, the interviews to the people who are directly involved in the democracy struggle is on the average of 3.2, and the observation to the people who are directly involved in the democracy struggle is on the average of 3.02. Qualitatively: the delivery of aspiration about the regional problems, the problems occurred around the students’ neighborhood, were done through print media by sending short message service to Solopos newspaper and private FM Radio.Kata kunci: democracy; Islamic higher education; civic education

Children’s Rights in Primary Schools in Serbia – Situation and Expectations

School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary schoolstudents about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.