Transformation of Interactive Based Pancasila Education Learning and Student Culture

Yuniar Mujiwati, Romadhon Romadhon, Diba Sofinadya, Muthomimah Muthomimah — Sun, 03 Aug 2025 00:00:00 +0000

This research aims to improve the quality of learning in Pancasila and Citizenship Education to be more participatory, adaptive, and contextual through the integration of interactive approaches based on the needs of students and responsive to the local cultural background. The background of this research is based on the findings that the learning process is still dominated by conventional lecture methods that do not actively involve students, thus having an impact on low motivation, participation, and learning outcomes. The subjects of the study were 31 students of class VIII-E State Junior High School 17 Malang with heterogeneous characteristics in terms of academic and socio-cultural abilities. The research method used is Class Action Research with the Kemmis and McTaggart spiral models which are carried out in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. Data was collected through observation, interviews, learning outcome tests, and documentation, then analyzed qualitatively and quantitatively. The results of the study showed a significant increase in student motivation, participation, and learning outcomes. Learning completeness increased from 45.2% in the pre-cycle to 74.2% in the first cycle, and reached 87.1% in the second cycle. The average score of students also increased from 69 to 82. Contextual interactive activity-based interventions tailored to the needs and cultural realities of learners have proven to be effective in creating a fun, relevant, and meaningful learning atmosphere. These findings contribute to the development of differentiation and local context-based Pancasila and Citizenship Education learning models in secondary schools.

Evaluation Analysis of Science Learning on the Theme of Family and Community Traditions in Grade III Elementary School

Fri, 21 Nov 2025 00:00:00 +0000

Learning is a dynamic interaction between teachers, students, and the socio-cultural environment that shapes the overall learning experience. In Indonesian elementary schools, science learning is still dominated by textbook-based approaches that tend to be abstract and disconnected from students’ daily realities. Consequently, the integration of science concepts with cultural practices that students encounter in their everyday lives remains limited. This study aims to evaluate third-grade students’ understanding of science concepts within the theme Family and Community Traditions, with emphasis on cultural values and social roles. Using a descriptive quantitative approach, the research involved 28 students. Data were collected through a 10-item multiple-choice test, classroom observations, and learning document analysis. The findings show an average score of 7.17 (SD = 1.02), with 32% of students categorized as low-achieving. Only 43% answered correctly on items requiring connections between cultural content and personal experience, indicating a gap in linking scientific ideas with cultural traditions. These results highlight the need for contextual and culturally responsive learning strategies, including the use of visual media, folklore, exploratory projects, and community-based activities. The study emphasizes the teacher’s role in creating learning environments that support scientific reasoning while fostering social empathy, cultural identity, and active community engagement. The implications offer insights for designing a more meaningful and culturally relevant science curriculum for Indonesian children.

Pijar : Jurnal Penelitian Bidang Pendidikan dan Pembelajaran

Transformation of Interactive Based Pancasila Education Learning and Student Culture

Evaluation Analysis of Science Learning on the Theme of Family and Community Traditions in Grade III Elementary School