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Pancasila-Based Character Education Model for Strengthening Student Civic Responsibility and Preventing Social Intolerance in Higher Education Musyawir Musyawir; Manna Wassalwa; Wenti Susanti
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 2 (2025): Mei: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i2.329

Abstract

Higher education institutions play a strategic role in developing students’ civic character while addressing social intolerance in increasingly diverse campus and digital environments. This study examines the effects of Pancasila-based character education on civic responsibility and social intolerance and evaluates the mediating role of civic responsibility. A quantitative explanatory design was employed involving 250 undergraduate students who had completed or were taking Pancasila or citizenship education courses. Data were collected through a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling. The findings demonstrate that Pancasila-based character education positively strengthens civic responsibility and directly reduces social intolerance. Civic responsibility also contributes to lower intolerance and partially mediates the relationship between Pancasila-based character education and social intolerance. These results indicate that national values become more effective when transformed into social concern, ethical participation, respect for diversity, and commitment to the public interest. Universities should therefore integrate Pancasila values into curricula, campus culture, community service, student organizations, and digital citizenship programs. Contextual, participatory, and diversity-oriented learning is recommended to promote responsible and inclusive civic behavior among university students.
Artificial Intelligence-Supported Civic Education: Developing Ethical Digital Citizenship and Pancasila Values Internalization Among University Students Aryono Aryono; Wenti Susanti; Muhamad Hafiz Ingsaputro
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 3 (2025): Agustus: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i3.332

Abstract

The increasing use of artificial intelligence in higher education creates opportunities to improve civic learning while raising concerns regarding students’ ethical behaviour and value orientation in digital environments. This study examines the relationships among AI-supported civic education, ethical digital citizenship, and Pancasila values internalization among university students. A quantitative explanatory design was employed involving 200 students who had experience using AI-based learning tools. Respondents were selected through purposive sampling, while data were collected using a five-point Likert-scale questionnaire. The research model was analysed using Partial Least Squares Structural Equation Modeling through measurement and structural model evaluations. The findings demonstrate that AI-supported civic education positively strengthens ethical digital citizenship and Pancasila values internalization. Ethical digital citizenship also contributes positively to the internalization of Pancasila values and represents an essential mechanism through which technology-supported learning encourages responsible digital behaviour. These findings emphasize that artificial intelligence should be integrated with digital ethics, critical information evaluation, civic responsibility, and value-based learning. Universities are encouraged to develop civic education that balances technological competence with ethical awareness and commitment to Pancasila values.
Strengthening National Resilience Through Pancasila Education: The Role of Civic Values in Addressing Social Polarization Among Young Generation Dinda Aprilia; Wenti Susanti; An Nisa Ayu Jayati
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 3 (2025): Agustus: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i3.335

Abstract

Social polarization presents a growing challenge to national unity, particularly among young people who are intensively exposed to fragmented digital information and conflicting social perspectives. This study examines the effects of Pancasila education and civic values on social polarization and national resilience among university students. A quantitative explanatory design was employed involving 250 respondents selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using partial least squares structural equation modeling. The measurement model demonstrated adequate indicator reliability, internal consistency, convergent validity, and discriminant validity. The results reveal that Pancasila education positively affects civic values and national resilience while negatively affecting social polarization. Civic values strengthen national resilience and reduce students’ tendencies toward distrust, social distance, and intolerance toward different opinions. Civic values also partially mediate the relationship between Pancasila education and national resilience. These findings demonstrate that Pancasila education contributes to national resilience when its principles are effectively internalized in students’ civic attitudes and social behavior. Universities should therefore implement contextual, participatory, and value-oriented learning that integrates multicultural dialogue, digital civic literacy, collaborative projects, and community engagement.
The Influence of Constitutional Awareness Education on Legal Compliance Behavior Among Students in Supporting Democratic Citizenship Wenti Susanti; Manna Wassalwa; An Nisa Ayu Jayati
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 3 (2025): Agustus: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i3.336

Abstract

Pendidikan kesadaran konstitusional sangat penting untuk mengembangkan mahasiswa yang memahami hak dan kewajiban mereka, mematuhi norma hukum, dan berpartisipasi secara bertanggung jawab dalam kehidupan demokrasi. Studi ini meneliti pengaruh pendidikan kesadaran konstitusional terhadap pemahaman hukum, perilaku kepatuhan hukum, dan kewarganegaraan demokratis. Studi ini menggunakan desain penjelasan kuantitatif yang melibatkan 150 mahasiswa yang dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan menggunakan kuesioner terstruktur yang diukur pada skala Likert lima poin dan dianalisis menggunakan Pemodelan Persamaan Struktural Kuadrat Terkecil Parsial (Partial Least Squares Structural Equation Modeling). Hasil model pengukuran mengkonfirmasi bahwa semua konstruk penelitian memenuhi persyaratan reliabilitas indikator, validitas konvergen, validitas diskriminan, dan konsistensi internal. Model struktural menunjukkan bahwa pendidikan kesadaran konstitusional berpengaruh positif terhadap pemahaman hukum, perilaku kepatuhan hukum, dan kewarganegaraan demokratis. Pemahaman hukum memperkuat perilaku kepatuhan hukum, sementara perilaku kepatuhan hukum berkontribusi positif terhadap kewarganegaraan demokratis. Analisis efek tidak langsung lebih lanjut menunjukkan bahwa pemahaman hukum dan perilaku kepatuhan hukum mentransmisikan pengaruh pendidikan konstitusional terhadap kewarganegaraan demokratis. Temuan ini menekankan bahwa universitas harus menerapkan pendidikan konstitusional yang kontekstual, partisipatif, dan berorientasi pada perilaku untuk mengembangkan mahasiswa yang berpengetahuan hukum, taat hukum, kritis, dan aktif terlibat dalam masyarakat demokratis.
Developing Citizenship Competence through Project-Based Civic Education: Strengthening Students’ Social Responsibility and Community Engagement Indra Rasyid Julianto; Wenti Susanti; An Nisa Ayu Jayati
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 4 (2025): November: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i4.337

Abstract

Pendidikan kewarganegaraan kontemporer harus mempersiapkan siswa tidak hanya untuk memahami konsep kewarganegaraan tetapi juga untuk menanggapi masalah sosial secara bertanggung jawab dan berpartisipasi secara bermakna dalam kehidupan masyarakat. Studi ini meneliti pengaruh pendidikan kewarganegaraan berbasis proyek terhadap kompetensi kewarganegaraan dan menilai efek selanjutnya terhadap tanggung jawab sosial dan keterlibatan masyarakat siswa. Desain penjelasan kuantitatif digunakan yang melibatkan 250 mahasiswa universitas yang terdaftar dalam mata kuliah pendidikan kewarganegaraan dan dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan menggunakan kuesioner skala Likert lima poin dan dianalisis melalui pemodelan persamaan struktural kuadrat terkecil parsial. Temuan menunjukkan bahwa pendidikan kewarganegaraan berbasis proyek secara signifikan memperkuat kompetensi kewarganegaraan siswa melalui investigasi masalah otentik, kolaborasi, refleksi, dan tindakan berorientasi masyarakat. Kompetensi kewarganegaraan secara signifikan meningkatkan tanggung jawab sosial dan keterlibatan masyarakat dengan mengembangkan pengetahuan kewarganegaraan, berpikir kritis, kesadaran etika, komunikasi, dan keterampilan kolaboratif. Kompetensi kewarganegaraan juga sebagian memediasi hubungan antara pendidikan kewarganegaraan berbasis proyek dan kedua hasil kewarganegaraan tersebut. Temuan ini menyiratkan bahwa universitas harus mengintegrasikan nilai-nilai nasional, isu-isu kewarganegaraan kontemporer, refleksi terstruktur, dan kemitraan masyarakat yang berkelanjutan ke dalam pendidikan kewarganegaraan berbasis proyek untuk mengembangkan warga negara yang kompeten, bertanggung jawab, dan aktif terlibat.
Pancasila-Based Civic Leadership Education for Strengthening Student Integrity and Ethical Decision-Making in Higher Education Aris Prio Agus Santoso; An Nisa Ayu Jayati; Wenti Susanti
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 4 (2025): November: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i4.338

Abstract

Higher education is responsible for preparing students to become civic leaders who demonstrate integrity and ethical judgment when addressing academic, organizational, social, and digital challenges. This study examined the effects of Pancasila-based civic leadership education on student integrity and ethical decision-making and investigated the mediating role of student integrity. A quantitative explanatory design was employed involving 250 university students who had completed Pancasila or citizenship education courses and participated in student organizations or community activities. Respondents were selected through purposive sampling, and data were collected using a five-point Likert-scale questionnaire. The relationships among the research constructs were analyzed using partial least squares structural equation modeling. The results demonstrated that Pancasila-based civic leadership education positively influenced student integrity and ethical decision-making. Student integrity also positively affected ethical decision-making and partially mediated the relationship between leadership education and ethical decision-making. These findings indicate that Pancasila values become more effective when internalized through reflective, participatory, and experience-based leadership activities. Universities should therefore integrate ethical case discussions, democratic deliberation, organizational mentoring, and community-based projects into citizenship education and student leadership development programs.
Strengthening Pancasila-Based Identity among Indonesian Youth through Historical Awareness Education and the Internalization of National Values Dinda Aprilia; Wenti Susanti; Manna Wassalwa
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 4 (2025): November: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i4.340

Abstract

Globalization and digital transformation have created new challenges for maintaining national identity and civic commitment among Indonesian youth. This study examines the effects of historical awareness education on Pancasila-based identity and investigates the mediating role of national values internalization. A quantitative explanatory design was employed involving 250 Indonesian university students who had completed history, Pancasila, or civic education courses. Respondents were selected through purposive sampling, and data were collected using a five-point Likert-scale questionnaire. The proposed relationships were analyzed using partial least squares structural equation modeling. The findings demonstrate that historical awareness education positively strengthens national values internalization and Pancasila-based identity. National values internalization also has a positive effect on Pancasila-based identity and partially mediates the relationship between historical awareness education and identity formation. These results indicate that historical knowledge becomes more influential when transformed into patriotism, tolerance, national unity, civic responsibility, mutual cooperation, and social justice. Universities should therefore integrate reflective historical learning, Pancasila values, contemporary citizenship issues, civic projects, and responsible digital participation to develop an inclusive and resilient civic identity among Indonesian youth.
Transformative Civic Education Through Experiential Learning to Develop Student Empathy, Social Responsibility, and Collaborative Citizenship Behavior An Nisa Ayu Jayati; Wenti Susanti; Manna Wassalwa
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 4 (2025): November: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i4.341

Abstract

Conventional civic education often prioritizes knowledge transmission and provides limited opportunities for students to connect citizenship values with actual social experiences. This study aimed to examine the contribution of experiential learning to transformative civic education through student empathy, social responsibility, and collaborative citizenship behavior. A quantitative explanatory design was employed involving 250 university students who had attended civic education courses and participated in relevant social activities. Respondents were selected using purposive sampling, while data were collected through a structured questionnaire using a five-point Likert scale. The data were analyzed using partial least squares structural equation modeling through measurement and structural model evaluations. The findings demonstrated that experiential learning strengthened student empathy, which subsequently increased social responsibility. Social responsibility also encouraged collaborative citizenship behavior through cooperation, constructive dialogue, mutual respect, and collective action. Furthermore, experiential learning contributed indirectly to collaborative citizenship behavior through the sequential roles of empathy and social responsibility. These findings imply that universities should integrate community projects, service learning, reflective activities, and collaborative social problem-solving into civic education to develop contextual, participatory, and transformative learning.
Co-Authors Agus Santoso, Aris Prio An Nisa Ayu Jayati Aryono Aryono Dinda Aprilia Indra Rasyid Julianto Manna Wassalwa Muhamad Hafiz Ingsaputro Musyawir Musyawir