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All Journal International Journal of Science Education and Cultural Studies
Ali Miftakhu Rosyad
Department of Islamic Education, Universitas Wiralodra, Indramayu, Indonesia
Education Languange, Linguistic, Communication & Media Other

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A Systematic Literature Review of Pancasila Education in Higher Education: Trends, Pedagogical Innovations, and Learner Competencies Ali Miftakhu Rosyad; Siti Fatahiyah Mahamood
International Journal of Science Education and Cultural Studies Vol. 4 No. 2 (2025): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v4i2.459

Abstract

Pancasila education has become increasingly critical in Indonesian higher education as institutions grapple with globalization, digital transformation, and the need to preserve national identity. This systematic literature review addresses a critical gap in civic education scholarship by mapping pedagogical innovations and synthesizing empirical evidence on learner competency development in Pancasila educationan area previously examined only through single-institution case studies. Using the PRISMA framework, this study analyzed 45 peer-reviewed articles published between 2015 and 2024 from major academic databases. Results reveal that active, experiential pedagogies (project-based learning, service-learning, dialogical approaches) consistently demonstrate superior effectiveness compared to traditional lecture-based instruction, with effect sizes ranging from d=0.62 to d=1.42 for applied competencies, though these findings are based predominantly on short-term, self-reported outcomes. Five core competencies emerge from effective programs: civic knowledge, ethical reasoning, critical thinking, cultural awareness, and social responsibility. The review's primary contribution lies in providing the first systematic synthesis of pedagogical effectiveness evidence across diverse Indonesian contexts, revealing that implementation quality and contextual factors significantly moderate outcomes. However, substantial gaps remain in longitudinal behavioral assessment and cross-institutional comparative research. These findings suggest that effective Pancasila education requires contextualized, student-centered approaches that integrate cognitive, affective, and behavioral dimensions, though claims of long-term effectiveness must remain tentative given current methodological limitations.
Implementation of Deep Learning Approach of Pancasila Education to Increase Critical Thinking Students Ali Miftakhu Rosyad; Najeem Olawale Adelakun
International Journal of Science Education and Cultural Studies Vol. 4 No. 2 (2025): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v4i2.463

Abstract

Critical thinking is essential in 21st-century higher education, yet traditional Pancasila education often fails to develop this competency. This mixed-method study investigated how deep learning approaches pedagogical strategies emphasizing mastery, problem-solving, and disposition development enhance critical thinking among 120 undergraduate students at Universitas Wiralodra. Students were divided into experimental groups receiving deep learning instruction and control groups receiving traditional methods. Results showed experimental group students achieved substantially higher critical thinking scores with large effect sizes (Cohen's d=1.66, p<0.001). Qualitative findings revealed that problem-based learning, Socratic dialogue, and reflective practices enhanced students' analytical abilities and engagement. The main contribution of this study is demonstrating that contextualized deep learning pedagogies can effectively transform civic education from knowledge transmission to critical competency development in Indonesian higher education settings. Practically, this research provides evidence-based implementation frameworks for educators seeking to enhance critical thinking through authentic problem-solving and collaborative inquiry in Pancasila education.
Co-Authors Najeem Olawale Adelakun Siti Fatahiyah Mahamood