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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Varied Knowledge Journal
I Nengah Suastika
Program Studi Pendidikan Dasar, Universitas Pendidikan Ganesha, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Pendidikan Multikultural sebagai Strategi Penguatan Moderasi Beragama di Indonesia melalui Systematic Literature Review Ida Ayu Gede Prami Astiti; Dewa Bagus Sanjaya; I Nengah Suastika
Varied Knowledge Journal Vol. 3 No. 4 (2026): Varied Knowledge Journal, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v3i4.169

Abstract

Multicultural education plays a strategic role in fostering tolerance and respect for diversity within Indonesia’s plural society. Amid the increasing challenges of intolerance and radicalism, strengthening religious moderation has become an urgent priority in the education sector. This study aims to analyze the role of multicultural education as a strategy for strengthening religious moderation in Indonesia through a Systematic Literature Review (SLR) approach. The study reviewed relevant scholarly articles from accredited national and reputable international journals through stages of identification, screening, eligibility, and inclusion. The findings indicate that multicultural education contributes significantly to the development of tolerance, inclusivity, and mutual respect among religious communities. The integration of multicultural values into curricula and learning practices also encourages students to develop moderate and inclusive religious perspectives. However, its implementation still faces challenges, including limited educator understanding, inadequate curriculum support, and insufficient social environmental support. Therefore, strengthening educational policies, improving educator capacity, and systematically integrating religious moderation values into learning processes are essential. This study contributes to the development of inclusive educational policies and practices that support diversity and social harmony.
Internalisasi Nilai-Nilai Pancasila dalam Mewujudkan Integrasi Nasional melalui Kajian Literatur Sistematis Ni Putu Ayu Widiastiti; Dewa Bagus Sanjaya; I Nengah Suastika
Varied Knowledge Journal Vol. 3 No. 4 (2026): Varied Knowledge Journal, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v3i4.170

Abstract

The strengthening phenomena of intolerance, social polarization, and information disruption in the digital era indicate serious challenges to national integration in Indonesia. This condition reflects that the internalization of Pancasila values in society, particularly among the younger generation, has not been optimal. This study aims to systematically examine the role of internalizing Pancasila values in realizing national integration through a Systematic Literature Review (SLR) approach. The research was conducted by analyzing 15 relevant scholarly articles obtained from various reputable databases through a structured selection process based on inclusion and exclusion criteria. The findings reveal that the internalization of Pancasila values contributes to fostering tolerance, strengthening social cohesion, and enhancing national awareness within a multicultural society. The process is effectively implemented through civic education, multicultural education practices, as well as strengthening the role of social environments and digital media as spaces for value internalization. In addition, contextual and adaptive approaches to contemporary developments are important factors in the successful implementation of Pancasila values. The implications of this study emphasize the importance of strengthening educational strategies and public policies capable of internalizing Pancasila values in a sustainable, innovative, and socially relevant manner to support inclusive and sustainable national integration.
Internalisasi Nilai Demokrasi Dalam Pembelajaran Pendidikan Pancasila Untuk Menguatkan Dimensi Profil Lulusan Di Sekolah Dasar Friska Amalia; Dewa Bagus Sanjaya; I Nengah Suastika
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6441

Abstract

This study aims to analyze the internalization of democratic values in Pancasila Education as an instrument for strengthening the Dimensions of Graduate Profile in elementary schools, as mandated by Permendikdasmen (Regulation of the Minister of Primary and Secondary Education) Number 10 of 2025. Along with the implementation of the latest curriculum regulations, Pancasila Education is required to be more than just a transfer of knowledge, serving instead as a vehicle for real value practices. This qualitative study employed a Systematic Literature Review (SLR) design to examine 15 relevant scientific articles that met the predetermined inclusion and exclusion criteria, published within the last ten years and obtained through a structured search of the Google Scholar academic database. The results indicated that the internalization of democratic values was carried out through participatory learning models, the use of interactive devices or media, and the implementation of a deep learning approach. This democratic classroom culture was found to support the strengthening of the Dimensions of Graduate Profile, particularly in the aspects of independence, critical reasoning, collaboration, and communication. This study recommends the importance of transforming the teacher's role into a classroom democracy facilitator to ensure that national values are permanently and applicably internalized from an early grade level.
Analisis dan Sintesis Literatur: Kontribusi Model Make A Match Berbantuan Flashcard Terhadap Hasil Belajar PKn Materi Keberagaman Budaya Anak Agung Istri Feby Mahadewi; Dewa Bagus Sanjaya; I Nengah Suastika
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.260

Abstract

Civic Education learning on cultural diversity materials in elementary schools is often hindered by low student learning outcomes due to the dominance of monotonous expository methods. This study aims to synthesize and evaluate the impact of implementing the Make A Match cooperative learning model assisted by Flashcard media on student learning outcomes using the Systematic Literature Review (SLR) method. The literature search process was conducted on Google Scholar and Portal Garuda (SINTA) databases using specific keywords, which initially identified 48 relevant articles published between 2021 and 2026. Following a rigorous screening process based on inclusion and exclusion criteria, 15 reputable scientific articles were selected for final analysis. Data analysis employed a qualitative descriptive approach through the stages of data reduction, matrix categorization, and verification of findings. The results of the systematic review indicate that integrating the Make A Match model and Flashcards significantly enhances students' academic achievements. Quantitative evidence from the reviewed articles shows a significant increase in classroom average scores (from 62.5 to 84.0 or from 66.5 to 83.2) alongside a surge in classical mastery percentages that surpass the ≥ 85% standard by the end of the research cycle. This model also contributes positively to strengthening visual memory retention, triggering enthusiasm, and fostering attitudes of tolerance among students. The study concludes that this systematic literature review validates the combination of the Make A Match model and Flashcards as a representative learning innovation to improve the instructional quality of Civic Education on cultural diversity materials in elementary schools.
Model Pembelajaran Controversial Issues Dalam Upaya Peningkatan Civic Responsibility Siswa Pada Mata Pelajaran Pendidikan Kewarganegaraan Sekolah I Gusti Ayu Diantari Pradnya Dewi; Dewa Bagus Sanjaya; I Nengah Suastika
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.336

Abstract

Students’ civic responsibility in Citizenship Education remains a significant challenge in elementary schools. Teacher-centered learning practices often limit students’ opportunities to analyze social issues, express opinions, and develop responsible citizenship attitudes. This study aimed to analyze the effectiveness of the Controversial Issues learning model in improving students’ civic responsibility in Citizenship Education. This research employed a quasi-experimental method using a non-equivalent control group design. The research subjects consisted of 60 students, including 30 students in the experimental group and 30 students in the control group, while 35 students participated in the instrument testing process. Data were collected through tests and questionnaires using a civic responsibility test and a civic responsibility questionnaire that met validity and reliability requirements. Data were analyzed using descriptive and inferential statistics through an independent sample t-test. The findings revealed a significant difference between students who participated in the Controversial Issues learning model and those who received conventional instruction. The experimental group achieved higher civic responsibility scores than the control group, indicating that the model effectively enhanced students’ civic responsibility. Therefore, the Controversial Issues learning model can be considered an effective alternative for fostering students’ civic responsibility and active participation in social life.
Co-Authors Anak Agung Istri Feby Mahadewi Dewa Bagus Sanjaya Friska Amalia I Gusti Ayu Diantari Pradnya Dewi Ida Ayu Gede Prami Astiti Ni Putu Ayu Widiastiti