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All Journal JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Educative: Journal of Educational Studies Jurnal Ilmiah Pendidikan Citra Bakti
Ibnu Sulaiman
Universitas Pancasakti Tegal
Education Languange, Linguistic, Communication & Media Mathematics Other

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Inklusivitas Ramadhan: Dialog Lintas Agama di Pura Segara Suci dan Pendampingan Psikososial Pascabencana Padasari Fitriyanto Fitriyanto; Ibnu Sulaiman
JPK (Jurnal Pancasila dan Kewarganegaraan) Vol 11 No 2 (2026): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jpk.v11i2.13785

Abstract

Post-disaster crises often trigger psychological paralysis and social polarization due to limited inclusive dialogue spaces, even during Ramadan, which should strengthen interfaith solidarity. This study aims to analyze the actualization of religious moderation through inclusive spatial politics and its correlation with psychosocial assistance for vulnerable groups and survivors' resilience. This study utilizes a descriptive qualitative multi-locus design with a Participatory Action Research (PAR) approach and the Participatory Action and Learning System (PALS) framework. Intensive research was conducted from February to March 2026 at Pura Segara Suci in Tegal City and Padasari Village, Tegal Regency. Data from purposively selected informants including academics, Hindu devotees, BNPB authorities, student delegates (HMPS PPKn, BEM FKIP, Civic Kolaborasik), and child survivors were gathered via interviews, emic observation, and documentation, validated through triangulation, and analyzed descriptively-narratively. The results show that deconstructing Pura Segara Suci's function into inclusive spatial politics effectively dissolves rigid dogmatism and theological prejudice based on Pawongan and Tat Twam Asi values. This action-dialogue success was replicated in psychosocial assistance grounded in Psychological First Aid (PFA) and Ethics of Care to heal child survivors' trauma. This collaborative student intervention successfully triggered behavioral transformation and civic values internalization, awakening the community's collective efficacy to transform from passive victims into active survivals for post-disaster social justice.
Decentralizing Civic Learning: The Pedagogical Potential of the Civic Kolaborasik Community as a Third Space for University Students Tity Kusrina; Ibnu Sulaiman; Zindan Baynal Hubi; Kireida Rona Islam; Hilman Gufron; Tity Kusrina; Ibnu Sulaiman; Zindan Baynal Hubi; Kireida Rona Islam; Hilman Gufron
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.7

Abstract

The background of this research is the conflict between the idealism of the Pancasila and Civic Education curriculum and the reality of economic pragmatism in industrial areas, which triggers student apathy and academic burnout due to rigid, one-way learning models. To analyze the role of the Civic Kolaborasik community as a "third place" in activating critical awareness and students' political self-efficacy in the Tegal coastal area, this research employs a qualitative approach with a longitudinal case study design. Data were gathered through in-depth interviews with 18 cross-disciplinary informants, participatory observation, and documentation, then analyzed thematically using NVivo software. The validity and credibility of the findings were ensured through data triangulation techniques to cross-verify various information sources and member checking to verify the consistency of data interpretation with the informants' experiences. The results indicate that Civic Kolaborasik effectively mitigates academic burnout by deconstructing campus hierarchies into an egalitarian learning ecosystem through the implementation of "creative pedagogy" based on local public issues. The synergy between alumni mentoring and cross-disciplinary collaboration has proven capable of transforming the student paradigm from symbolic-reactive nationalism to tangible active-substantive nationalism. Consequently, the internalization of national values through civic inclusivity successfully enhances students' political self-efficacy, allowing them to transform into adaptive agents of change in the face of contemporary disruption challenges.
Pedagogical Mechanisms of Experiential Learning: Kinesthetic Simulations for Facilitating Democratic Character Ary Purwantiningsih; Ibnu Sulaiman; M. Khanif Yusman; Heni Cahya Ramdani
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11444

Abstract

Rote-oriented civic education may provide limited opportunities for students to connect abstract democratic principles with practical experience. Although experiential learning is increasingly used in civic education, the pedagogical processes through which kinesthetic simulations encourage critical reflection and democratic learning remain insufficiently explained. This qualitative case study examined how an outdoor collaborative kinesthetic simulation supported democratic learning among secondary school students. Data were collected through participant observation, semi-structured interviews with 18 purposively selected students, and documentation of learning artifacts. The data were analyzed thematically and compared across sources through triangulation. The findings showed that the simulation enabled students to experience cooperation, make collective decisions under time constraints, and participate in inclusive dialogue. These experiences encouraged reflection on power relations, shared responsibility, participation, and civic norms. The simulation therefore functioned as a bridge between physical experience and the interpretation of abstract democratic values rather than merely as a recreational activity. The study illustrates how the stages of experiential learning can be applied within civic education and provides educators with an adaptable instructional strategy for promoting reflective participation and active engagement with democratic principles
PEDAGOGICAL NEGOTIATION STRATEGIES FOR ADDRESSING COGNITIVE BARRIERS AMONG INTERNATIONAL STUDENTS IN PANCASILA EDUCATION R. Samidi; Ibnu Sulaiman; Akhmad Fauzi; Dea Elma Wiyanti
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7177

Abstract

International students frequently encounter significant academic and linguistic barriers when adapting to a host country's highly localized national curriculum, leading to cognitive overload and a reliance on short-term surface learning strategies. This study aimed to evaluate how a comparative pedagogical negotiation strategy could mitigate these learning bottlenecks and enhance the academic achievement of foreign learners. Utilizing a classroom action research (CAR) design, this study investigated 10 Malaysian students at SMA Al-Irsyad Kota Tegal during their Pancasila Education lessons across a pre-cycle phase, Cycle I, and Cycle II. Data were collected through diagnostic interviews, field observations, and communicative adaptive assessments, which were then analyzed using descriptive qualitative mapping and classical mastery trends. The findings revealed that transitioning from basic textual adjustments in Cycle I to structured visual institutional charts and multicultural peer forums in Cycle II successfully resolved constitutional conceptual distortions. This pedagogical intervention led to steady cognitive improvement, as evidenced by a substantial leap in the classical learning outcome average from an incomplete baseline of 65% in the pre-cycle phase, rising to 72% in Cycle II, and reaching 85% in Cycle II. It is concluded that incorporating students' native background knowledge as a comparative asset rather than forcing rigid cultural assimilation effectively reduces mental overload, offering a replicable framework for inclusive international classrooms.
Co-Authors Akhmad Fauzi Ary Purwantiningsih Dea Elma Wiyanti Fitriyanto Fitriyanto Heni Cahya Ramdani Hilman Gufron Hilman Gufron Kireida Rona Islam Kusrina, Tity M. Khanif Yusman R. Samidi Zindan Baynal Hubi