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All Journal Jurnal Gentala Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang PREMIERE : Journal of Islamic Elementary Education Wiyatamandala
Dwi Agung Prasetiyo
Universitas Doktor Nugroho Magetan
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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CIVIC EDUCATION LEARNING BASED ON ENVIRONMENTAL ISSUES TO STRENGTHEN CIVIC RESPONSIBILITY OF PGSD STUDENTS Prasetiyo, Dwi Agung
PREMIERE : Journal of Islamic Elementary Education Vol 7 No 2 (2025): PREMIERE: Journal of Islamic Elementary Education
Publisher : Program Studi PGMI Fakultas Tarbiyah Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/jp.v7i2.1375

Abstract

Abstract The purpose of this study is to review and synthesize existing literature on the application of environmentally-based Civic Education learning to enhance the civic responsibility of Elementary School Teacher Education students. As future educators, Elementary School Teacher Education students play a crucial role in developing the ideals of civic responsibility and environmental sustainability. This study uses a literature review technique, examining various important scientific sources on the integration of Civic Education, Environmental Education, and the idea of ​​Ecological Citizenship. The research findings indicate that contextualizing Civic Education with environmental issues can enhance students' civic knowledge, abilities, and dispositions by increasing ecological awareness, critical attitudes towards environmental challenges, and active involvement in sustainability initiatives. Furthermore, it is revealed that the integration of environmental issues into Civic Education has not been regularly implemented at the tertiary level, particularly in Elementary School Teacher Education study programs. This study provides a conceptual model of civic learning that focuses on environmental concerns, emphasizing the development of ecological civic responsibility obligations.
INOVASI PEMBELAJARAN PPKN BERBASIS TEKNOLOGI DIGITAL UNTUK MEMBANGUN LITERASI ETIKA DAN TANGGUNG JAWAB DIGITAL SISWA SD DI ERA MEDIA SOSIAL Dwi Agung Prasetiyo; Erlina Yuliastuti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9673

Abstract

This study aims to examine the development of digital technology-based Pancasila and Citizenship Education (PPKn) learning innovations to help elementary school students develop digital ethics and responsibility in the social media era. The research method used is descriptive qualitative research with a literature review of PPKn learning approaches that integrate digital technology, moral principles, and digital citizenship competencies using literature review techniques. The results of this study indicate that innovations in Pancasila and Citizenship Education (PPKn) learning using digital technology have transformed teaching methods. Teachers can use computers, the internet, and applications to make learning more engaging. Students learn in a collaborative atmosphere through digital media, games, and videos. Technology increases student participation and critical thinking skills. Integrating digital literacy helps students understand ethics, privacy, and responsibility in cyberspace. Projects such as Project Citizen Digital and ethical case simulations improve these skills. However, there are obstacles such as a lack of infrastructure and teacher competency. Collaboration between the government, schools, and parents is needed for this support.
MEMBANGUN TEKNOLOGI BIDANG ILMU PENDIDIKAN DASAR UNTUK MENEMUKAN KARYA KREATIF DAN INOVATIV MELALUI PENELITIAN PRAKTIK KEBIJAKAN PENDIDIKAN SEKOLAH DASAR DALAM PERSPEKTIF HISTORIS Erlina Yuliastuti; Dwi Agung Prasetiyo; Yugga Tri Surahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.11350

Abstract

The development of technology in the 21st century has brought fundamental changes to the education system, particularly in primary education in Indonesia. Digital transformation requires the renewal of learning processes that not only focus on cognitive achievement but also on fostering students’ creativity and innovation. This article aims to examine the development of technology in the field of primary education in order to generate creative and innovative works through research on primary school education policy practices from a historical perspective. This study employs a qualitative approach using a literature review method, utilizing various sources such as books, academic journal articles, and relevant education policy documents. The results indicate that educational technology has undergone significant conceptual and practical development since the early 20th century to the present digital era, marked by a shift from simple visual media to the integration of digital- and multimedia-based learning systems. Primary education policies in the field of technology play a strategic role in directing the integration of technology into curricula and learning practices to improve educational quality. Furthermore, the application of technology in learning encourages creativity and innovation through the use of interactive media, e-learning, gamification, and the strengthening of digital literacy. Thus, the development of technology in primary education serves not only as a supporting tool for learning but also as an important instrument in shaping an adaptive, creative, and innovative educational ecosystem in accordance with the demands of the times and the needs of Indonesian students.
Strengthening Problem-Solving, Creativity, Collaboration, And Communication (4c) Skills In 21st Century Learning In Digital Era Devi, Lathifah Sandra; Prasetiyo, Dwi Agung; Zakaria, Rizki Fauzi
Wiyatamandala Vol. 6 No. 1 (2026): Jurnal Wiyatamandala
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/wiyata.v6i1.59027

Abstract

The development of digital technology in the 21st century has brought significant changes in the field of education, particularly in the development of skills that are relevant to the demands of the era. One of the important skills that needs to be developed is 21st-century skills, known by the concept of the 4Cs, namely critical thinking or problem solving, creativity, collaboration, and communication. This study aims to examine the strengthening of the 4C skills in 21st-century learning in the digital era. The research uses a qualitative approach with a literature review method that analyzes various scientific articles from 2020–2025 obtained through databases such as Google Scholar, ERIC, ScienceDirect, and arXiv. The results of the study show that the 4C skills are the main competencies that must be developed in the learning process to prepare students to face global challenges and technological developments. Strengthening these skills can be carried out through the implementation of innovative learning models such as project-based learning, collaborative learning, as well as the utilization of digital technology that supports interactive, creative, and problem-solving-based learning activities. However, the implementation of 4C skills still faces several challenges, such as the dominance of conventional learning methods, limited teacher understanding of 21st-century learning strategies, and the lack of technological facilities in some educational institutions. Therefore, it is necessary to improve teacher competence, provide educational policy support, and optimize the use of digital technology so that learning can effectively develop 21st-century skills.
Playful Civic Learning Dalam Pendidikan Pancasila Kelas Awal Sekolah Dasar Prasetiyo, Dwi Agung; Yuliastuti, Erlina
Jurnal Gentala Pendidikan Dasar Vol. 11 No. 1 (2026): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v11i1.58195

Abstract

Teaching Pancasila values in the early grades is pedagogically challenging because the concepts are abstract, whereas children aged 6-8 learn most effectively through concrete, joyful, social, and contextual experiences. This qualitative case study examined the implementation of Playful Civic Learning in early-grade Pancasila Education, students' experiences in understanding and enacting values, and the teacher's pedagogical role. The study was conducted at SDN Lemahbang, Bendo District, Magetan Regency, in November 2025, involving the principal, two early-grade teachers, and Grade I-II students. Data were collected through classroom observations, semi-structured interviews, and documentation of teaching modules, student work, teacher reflection notes, and classroom activities. Data were analyzed thematically using the interactive procedures of data condensation, data display, and conclusion drawing. The findings indicate that Playful Civic Learning was implemented through social role-play, interactive value-based storytelling, classroom-rule games, simple deliberation simulations, value songs and movements, concrete media, and recurring classroom routines. The approach made Pancasila values more concrete, broadened student participation, and supported the emergence of early civic dispositions in everyday interactions. Teachers functioned as designers, social-linguistic scaffolders, and reflective facilitators. The study's main contribution is a five-stage conceptual cycle comprising value elicitation, meaningful play, social interaction and rule negotiation, simple value reflection, and habituation in classroom routines. The cycle explains how play, reflection, and habituation operate continuously to support the early internalization of Pancasila values.
Co-Authors Lathifah Sandra Devi Yugga Tri Surahman Yuliastuti, Erlina Zakaria, Rizki Fauzi