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All Journal Jurnal Sosioteknologi English Teaching Journal : A Journal of English Literature, Language, and Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal PEKA (Pendidikan Matematika) Bima Abdi: Jurnal Pengabdian Masyarakat Brillo Journal Al-'Adad: Jurnal Tadris Matematika Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Journal of Social and Scientific Education Indonesian Journal of Community Service in Education Jurnal Moralita : Jurnal Pendidikan Pancasila dan Kewarganegaraan
Wily Wandari
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Development and Preliminary Evaluation of a Bilingual Interactive Citizenship Education Concept Module for Pre-Service Primary Teachers Venna Puspita Sari; Nina Nurhasanah; Laely Farokhah; Wily Wandari; Dessy Norma Juita; Maisa Hurul Aeni
Journal of Social and Scientific Education Vol. 3 No. 3 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i3.998

Abstract

Bilingual resources that integrate national civic content with global citizenship perspectives are essential in pre-service primary teacher education. This study developed and conducted a preliminary evaluation of an Indonesian–English interactive module for the Citizenship Education Concept course. The development process followed the Dick and Carey model, encompassing learner and context analysis, formulation of performance-based objectives, instructional strategy and material development, and formative evaluation. An initial questionnaire administered to 37 students assessed their perceptions of the quality of existing instructional media and their self-reported learner autonomy. After implementation, a post-use survey completed by the same cohort, consisting of 30 closed-ended statements and four open-ended questions, evaluated technical usability, content quality, bilingual presentation, interactive learning, and visual design. As the instruments measured distinct constructs and employed different response scales, data were analyzed separately using descriptive statistics, and written responses were summarised thematically. The initial assessment produced 86.42% of the maximum possible score for the perceived quality of existing instructional media and 77,97% for learner autonomy. The post-use evaluation yielded an overall score of 90,99%, with consistently high ratings for bilingual presentation (91,57%), content quality (91,49%), technical usability (91,35%), interactive learning (90,18%), and visual design (90,16%). Students highlighted the value of navigation, videos, quizzes, visual layout, and the bilingual format, while also identifying areas for technical and pedagogical improvement. The module was deemed relevant to user needs and highly feasible for pre-service primary teacher education. These findings offer preliminary formative evidence of perceived feasibility and provide a foundation for future outcome evaluation.
IMPLEMENTASI CASE-BASED LEARNING BERBASIS OUTCOME-BASED EDUCATION UNTUK MENGEMBANGKAN EMPATI DAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM PEMBELAJARAN PENDIDIKAN PANCASILA Apit Dulyapit; Mahmud Yunus; Anastasia Arta Uli; Wily Wandari
Jurnal Moralita : Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 7 No. 1 (2026)
Publisher : Program Studi Pendidikan dan Kewarganegaraan FKIP, Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan Pancasila sebagai mata kuliah umum (MKU) di perguruan tinggi tidak hanya bertujuan menumbuhkan pengetahuan konseptual mengenai dasar negara, tetapi juga membentuk sikap, karakter, dan kecakapan berpikir mahasiswa sebagai calon sarjana yang berwawasan kebangsaan. Hasil kajian menunjukkan bahwa integrasi CBL dan OBE dapat dilakukan melalui empat tahap utama, yaitu perumusan capaian pembelajaran berbasis kasus, penyajian kasus kontekstual bermuatan nilai Pancasila, fasilitasi diskusi reflektif-dialogis, dan penilaian autentik berbasis portofolio dan kinerja. Kasus-kasus yang melibatkan dilema sosial, keberagaman, dan isu kemanusiaan terbukti relevan untuk melatih perspective-taking dan kepedulian emosional, sekaligus mendorong mahasiswa menganalisis argumen, mengevaluasi bukti, dan merumuskan solusi secara sistematis. Artikel ini menyimpulkan bahwa perpaduan CBL dan OBE berpotensi menjadikan Pendidikan Pancasila lebih kontekstual, reflektif, dan relevan dengan karakteristik keilmuan psikologi, serta merekomendasikan penguatan instrumen penilaian empati dan berpikir kritis pada RPS mata kuliah tersebut.
Co-Authors Ahmad Lani Jaenudin Alfin Arizki Amani, Shafira Rizka Anastasia Arta Uli Apit Dulyapit Arip Amin Asih Wiarsih Azi Nugraha Benny Anggara Cindi Fitriani Dedeh Nurrohmah Dessy Norma Juita Dessy Norma Juita Dinda Maulida Elis Siti Solihah Elly Rizeqia Fadilah Gilang Ramadhan Huda, Atika Nuril Indri Zakiah Awaliyah Laely Farokhah Laely Farokhah Lanlan Muhria Mahmud Yunus Maisa Hurul Aeni Mira Amelia Amri Mohamad Syarif Sumantri Nina Nurhasanah, Nina Novi Andri Nurcahyono Sani Sahara Saparudin, Imam Sari, Venna Puspita Shafira Rizka Amani Tasman, Maman Venna Puspita Sari Venna Puspita Sari Yora Harlistyarintica Yosi Rosilawati Yurniwati