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An Nisa Ayu Jayati
UIN Sumatera Utara

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The Role of Multicultural Civic Education in Strengthening Social Harmony and National Identity Among Students in Diverse Communities Aris Prio Agus Santoso; Musyawir Musyawir; An Nisa Ayu Jayati
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.v1i2.331

Abstract

Indonesia’s cultural, ethnic, religious, and linguistic diversity requires civic education capable of strengthening national unity while respecting differences. This study examined the effects of multicultural civic education on social harmony and national identity and analyzed the mediating role of social harmony among students in diverse educational environments. A quantitative explanatory design was employed involving 250 respondents selected through purposive sampling based on their participation in civic education courses. Data were collected using a five-point Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling. The findings indicate that multicultural civic education significantly strengthens social harmony by developing tolerance, mutual respect, cooperation, inclusive interaction, and peaceful conflict resolution. Multicultural civic education and social harmony also contribute positively to students’ national identity. Furthermore, social harmony partially mediates the relationship between multicultural civic education and national identity, indicating that cultural appreciation becomes more meaningful when translated into harmonious social relationships. These findings imply that educational institutions should integrate multicultural dialogue, national values, digital citizenship, contextual learning, and collaborative cross-cultural activities into civic education to promote inclusive citizenship, social cohesion, and commitment to national unity.
Civic Literacy Development Through Pancasila-Based Learning Strategies to Enhance Students’ Political Awareness and Democratic Participation in Higher Education Aris Prio Agus Santoso; 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.v1i3.333

Abstract

This study examines the influence of Pancasila-based learning strategies on civic literacy, political awareness, and democratic participation among university students. A quantitative explanatory approach was employed involving 250 students who had completed or were currently attending civic education courses at public and private universities. 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 measurement model confirmed satisfactory indicator reliability, internal consistency, convergent validity, and discriminant validity. The structural model demonstrated adequate explanatory and predictive capability. The findings indicate that Pancasila-based learning strategies positively influence civic literacy, political awareness, and democratic participation. Civic literacy also positively affects political awareness and democratic participation and partially mediates the influence of Pancasila-based learning on both outcomes. These findings emphasize that contextual, reflective, and participatory learning can strengthen students’ understanding of civic responsibilities and encourage responsible democratic engagement. Universities should therefore integrate Pancasila values with fieldwork, value clarification, critical literacy, contemporary issue discussions, and collaborative civic projects in civic education.
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.
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.
The Effect of Local Wisdom-Integrated Pancasila Education on Cultural Citizenship and Social Cohesion among University Students Zaenal Mustofa; An Nisa Ayu Jayati; Hasnah Setiani
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 2 No. 1 (2026): Februari: 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.v2i1.345

Abstract

Indonesia’s cultural diversity requires Pancasila Education that strengthens national unity while recognizing local cultural identities. This study examines the effects of local wisdom–integrated Pancasila Education on cultural citizenship and social cohesion, including the mediating role of cultural citizenship. A quantitative explanatory design was employed involving 200 university students from diverse cultural backgrounds selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling through measurement model, structural model, hypothesis, and mediation testing. The findings indicate that local wisdom–integrated Pancasila Education positively strengthens cultural citizenship and social cohesion. Cultural citizenship also positively contributes to social cohesion and partially mediates the relationship between culturally contextual Pancasila learning and social cohesion. These findings demonstrate that connecting Pancasila principles with local traditions, cultural practices, and community values can promote cultural recognition, national belonging, trust, solidarity, cooperation, and inclusive interaction among students. Universities should therefore develop culturally responsive Pancasila Education through local case studies, intercultural dialogue, collaborative projects, and community-based learning.
Co-Authors Agus Santoso, Aris Prio Dinda Aprilia Hasnah Setiani Indra Rasyid Julianto Manna Wassalwa Musyawir Musyawir Wenti Susanti Zaenal Mustofa