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All Journal Priviet Social Sciences Journal Jurnal Pendidikan dan Kebudayaan
Syams, Muhammad Syamsuddin
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Transformasi Pendidikan Kewarganegaraan di Hong Kong: Dari Studi Liberal ke Kewarganegaraan dan Pembangunan Sosial Syams, Muhammad Syamsuddin
Inspirasi : Jurnal Pendidikan dan Kebudayaan Vol 2 No 2 (2025): Inovasi, Transformasi, dan Kajian Nilai dalam Pendidikan dan Komunikasi Lintas Bu
Publisher : Yayasan Penelitian Dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/inspirasi-jpk.v2i2.450

Abstract

ABSTRACT This study examines the transformation of Hong Kong’s citizenship curriculum from Liberal Studies to Citizenship and Social Development (CSD) as a case of deliberate educational repoliticization. Using a qualitative literature-based approach that analyzes curriculum documents and scholarly sources, the research identifies how CSD replaces critical, inquiry-based learning with state-directed instruction emphasizing national loyalty and a simplified national narrative. Unlike previous studies that primarily describe policy shifts, this research contributes a theoretical perspective by framing curriculum change as an ideological state apparatus that narrows reflective and participatory spaces in semi-authoritarian contexts. The findings reveal that, despite these constraints, students still exercise symbolic agency subtle forms of resistance or reinterpretation of official narratives within the classroom. This highlights the dual nature of civic education as both a tool of state control and a site of contested meaning. The study recommends safeguarding academic freedom, integrating critical thinking and dialogue into the curriculum, and empowering teachers with greater pedagogical autonomy to ensure that civic education nurtures informed, critically engaged citizens.
Enhancing collaborative competence and learning motivation through group investigation in civic education Syams, Muhammad Syamsuddin; Murdiono, Mukhamad
Priviet Social Sciences Journal Vol. 5 No. 9 (2025): September 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i9.561

Abstract

Many Civic Education courses in higher education suffer from low student engagement, primarily due to passive learning models that limit motivation and collaborative interaction. Although cooperative learning strategies have been widely studied in primary and secondary education, their integration into civic-oriented university courses remains underexplored. This study investigates the application of the Group Investigation (GI) model to improve university students’ learning motivation and collaboration in Civic Education. Employing a participatory action research approach in a higher education setting, the study was conducted in two cycles involving 68 undergraduate students enrolled in a general education course. Data were collected using observation sheets, questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were examined through thematic analysis. The results showed a statistically significant improvement in students' learning motivation (from M = 73.7 to M = 84.2, p < 0.001) and collaborative character (from M = 71.4 to M = 83.6, p < 0.001). These findings suggest that the GI model supports both the affective and cognitive aspects of learning by promoting student autonomy, inquiry-based dialogue, and mutual responsibility. Theoretically, this study contributes to the literature on cooperative learning in higher education and the design of democratic learning environments in Civic Education. Practically, it offers an adaptable model for educators seeking to develop soft skills through group-based inquiries. The research implies that integrating cooperative methods into civic education may offer a viable pathway for developing character and motivation in future professionals.  
Co-Authors Mukhamad Murdiono