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All Journal Journal Evaluation in Education (JEE) Jurnal Pendidikan Kewarganegaraan dan Politik
Sari, Herdian Tria Wulan
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Humanities Education Social Sciences Other

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Implementasi Pendidikan Kewarganegaraan Dan Citizenship Education Longitudinal Study (CELS) Dalam Pembentukan Warga Negara Demokratis Sari, Herdian Tria Wulan; Prianbudi, Dini Andreswari; Maulana, Ade Irfan; Wiranata, Irawan Hadi; Fauziah, Hamidah Ulfa
Jurnal Pendidikan Kewarganegaraan dan Politik Vol. 3 No. 1 (2025): Jurnal Pendidikan Kewarganegaraan dan Politik
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/5y1g5a32

Abstract

Civic Education in Indonesia plays a strategic role in shaping democratic, active, and responsible citizens. This study focuses on the implementation of Civic Education in the Merdeka Curriculum and conceptually compares it with findings from the Citizenship Education Longitudinal Study (CELS). Using a qualitative descriptive method with a literature review approach, the study analyzes key sources on civic education and recent curriculum documents. The findings reveal that the Merdeka Curriculum integrates democratic values and human rights through project-based learning, the reinforcement of the Pancasila Student Profile, and the development of critical and collaborative thinking skills. Meanwhile, CELS highlights that contextual and continuous civic education significantly contributes to students' engagement in democratic processes. The study concludes that the integration of civic values into the curriculum, when supported by participatory learning strategies, has strong potential to cultivate empowered, democratic, and responsible citizensy.
Deep Learning and Inquiry Approach for Enhancing Learning Outcomes of College Students Muchson, Mochamad; Wiranata, Irawan Hadi; Anas, M; Forijati, Rr; Hariyono, Hariyono; Sari, Herdian Tria Wulan; Azizah, Surya Ayu
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2644

Abstract

Purpose of the study: This study examines the effect of integrating Inquiry-based learning with a pedagogical Deep Learning approach on students’ learning outcomes in a Learning Planning course. Methodology: Employing a one-group pretest–posttest quantitative design, the study involved N = 50 undergraduate students from two teacher education institutions in East Java, Indonesia, involving Economics Education students from Universitas Nusantara PGRI Kediri and Universitas PGRI Mpu Sindok Nganjuk. The instructional intervention emphasized Inquiry activities aligned with Deep Learning principles mindful, meaningful, and joyful learning. Main Findings: Data were collected using a validated learning outcomes test administered before and after the intervention and analyzed through paired-sample t-tests. The findings indicate a statistically significant improvement in students’ learning outcomes, with mean scores increasing from 73.40 (pretest) to 84.80 (posttest), yielding an average gain of 11.4 points (p < 0.05). Novelty/Originality of this study: These results suggest that the integration of Inquiry-based learning and Deep Learning principles holds potential for enhancing pedagogical competence in Learning Planning courses within teacher education programs.
Deep Learning and Inquiry Approach for Enhancing Learning Outcomes of College Students Muchson, Mochamad; Wiranata, Irawan Hadi; Anas, M; Forijati, Rr; Hariyono, Hariyono; Sari, Herdian Tria Wulan; Azizah, Surya Ayu
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2644

Abstract

Purpose of the study: This study examines the effect of integrating Inquiry-based learning with a pedagogical Deep Learning approach on students’ learning outcomes in a Learning Planning course. Methodology: Employing a one-group pretest–posttest quantitative design, the study involved N = 50 undergraduate students from two teacher education institutions in East Java, Indonesia, involving Economics Education students from Universitas Nusantara PGRI Kediri and Universitas PGRI Mpu Sindok Nganjuk. The instructional intervention emphasized Inquiry activities aligned with Deep Learning principles mindful, meaningful, and joyful learning. Main Findings: Data were collected using a validated learning outcomes test administered before and after the intervention and analyzed through paired-sample t-tests. The findings indicate a statistically significant improvement in students’ learning outcomes, with mean scores increasing from 73.40 (pretest) to 84.80 (posttest), yielding an average gain of 11.4 points (p < 0.05). Novelty/Originality of this study: These results suggest that the integration of Inquiry-based learning and Deep Learning principles holds potential for enhancing pedagogical competence in Learning Planning courses within teacher education programs.
Co-Authors Anas, M Azizah, Surya Ayu Fauziah, Hamidah Ulfa Forijati, RR Hariyono Hariyono Irawan Hadi Wiranata Maulana, Ade Irfan Mochamad Muchson Prianbudi, Dini Andreswari