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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Didaktika: Jurnal Kependidikan International Journal of Learning Reformation in Elementary Education Tumoutou Social Science Journal
Fathurrohman
Universitas Negeri Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Model Pembelajaran Project-Based Learning Untuk Meningkatkan Motivasi dan Hasil Belajar Pada Pelajaran Pancasila di Sekolah Dasar Ufi Mawartiningrum; Fathurrohman
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3633

Abstract

Rendahnya motivasi belajar dan hasil belajar siswa pada mata pelajaran Pancasila masih menjadi permasalahan di sekolah dasar, terutama akibat pembelajaran yang cenderung berpusat pada guru dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mendeskripsikan penerapan Project-Based Learning dalam meningkatkan motivasi dan hasil belajar Pancasila siswa kelas V. Penelitian ini menggunakan desain penelitian tindakan kelas yang mengacu pada model Kemmis dan McTaggart, yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi, serta dilaksanakan dalam dua siklus. Subjek penelitian adalah 32 siswa kelas V SD Negeri 2 Tanah Merah, Kabupaten Boven Digoel. Data dikumpulkan melalui lembar observasi motivasi belajar, angket, tes hasil belajar, dan dokumentasi. Analisis data dilakukan secara deskriptif dengan membandingkan hasil antar siklus. Hasil penelitian menunjukkan bahwa penerapan Project-Based Learning mampu meningkatkan motivasi belajar siswa serta hasil belajar Pancasila secara bertahap dari siklus I ke siklus II. Peningkatan tersebut dicapai melalui perbaikan pembelajaran yang lebih terarah pada interaksi siswa dan pengaitan materi dengan konteks pembelajaran. Berdasarkan temuan tersebut, Project-Based Learning dapat digunakan sebagai alternatif pembelajaran untuk meningkatkan motivasi dan hasil belajar Pancasila di sekolah dasar.
Peran Pendidikan Pancasila dalam Membentuk Karakter Anti Perundungan di Lingkungan Sekolah Dasar Faza Brilliani Wahono Putri; Fathurrohman
Tumoutou Social Science Journal Vol. 3 No. 1 (2026): Tumoutou Social Science Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/sjaf8079

Abstract

The phenomenon of bullying in the elementary school environment is still a serious problem that has a negative impact on the social and emotional development of students. Character education that has been implemented in various schools is often not fully effective because it has not been systematically integrated with the nation's ideological values. Therefore, this study aims to analyze the role of Pancasila Education in forming anti-bullying characters in elementary school students. This study uses a descriptive qualitative approach with a literature study method (library research). Data was obtained from a variety of scientific sources, such as national journals, books, and relevant research reports published in the last five years. The results of the study show that Pancasila Education has a strategic role in instilling the values of humanity, social justice, and unity which are the basis for the formation of students' character. These values are able to foster empathy, respect, and social responsibility so that students have the awareness to reject all forms of bullying. In addition, the success of the implementation of Pancasila Education is greatly influenced by the role of teachers as moral role models and collaboration between schools, families, and communities. The conclusion of this study emphasizes that strengthening Pancasila Education needs to be carried out contextually and collaboratively in order to create a school culture that is peaceful, inclusive, and has Pancasila character. 
Pembelajaran PPKn melalui Permainan Papan Edukatif: Mengatasi Tantangan Perbedaan Gaya Belajar Siswa dan Meningkatkan Pemahaman Pancasila Alisya Roisatul Ummah; Fathurrohman
Tumoutou Social Science Journal Vol. 3 No. 1 (2026): Tumoutou Social Science Journal
Publisher : CV. Kurnia Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61476/29m6s857

Abstract

Pancasila and Civic Education (PPKn) learning in elementary schools plays an important role in shaping students' character and understanding of Pancasila values. However, the implementation of learning often faces challenges due to differences in students' learning styles, resulting in some students being less actively involved and their learning outcomes not being optimal. This study aims to examine the effectiveness of using educational board games as an alternative learning medium that can be adapted to various student learning styles and improve understanding of Pancasila values. The method used in this study is a literature review, examining various articles, journals, and previous research results that discuss the implementation of educational games in the context of PPKn learning and character education. The results of the study show that educational board games can create an interactive, collaborative, and contextual learning atmosphere, thereby stimulating visual, auditory, and kinesthetic learning styles in a balanced manner. In addition, this medium is considered effective in helping students understand moral concepts and Pancasila values through meaningful play experiences. The conclusion of this study is that civic education learning through educational board games has the potential to be a strategic innovation in overcoming differences in student learning styles while improving the understanding and application of Pancasila values in elementary schools.
The Implementation of Classroom-Based Character Education in Elementary School Learning Fathurrohman; Suparlan; Hendra Prasetia; Nurhayati
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001664

Abstract

This study examines the implementation of classroom-based character education in an elementary school setting. Using a qualitative exploratory case study design, the research was conducted at Muhammadiyah Karangkajen Elementary School in Yogyakarta. The participants included the principal, teachers, and students selected through purposive sampling. Data were collected through interviews, observations, and document analysis, with the researchers serving as key instruments supported by interview and observation guides. Data were analyzed through coding, thematic categorization, and interpretative analysis. The findings reveal that classroom-based character education is implemented through four dimensions: integration of character values into curriculum and learning activities, structured classroom management practices, student-centered learning models such as PBL, CTL, inquiry, cooperative learning, and discovery learning, and the development of local content. The local content component is explicitly reflected in Javanese language instruction and batik-making activities, which foster manners, respect, responsibility, independence, and cooperation among students.  
Civic Knowledge and Civic Skills as Enabling Conditions for Digital Citizenship: Examining Their Scope and Limits Among Pre-Service Elementary Teachers David Lailelleru; Octavian Muning Sayeti; Ari Wibowo; Fathurrohman; Ferry Muhamad Firdaus; Ella Kusuma Wardani
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

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

Abstract

The rapid expansion of digital technologies has increased the urgency of developing responsible digital citizenship, yet existing studies have predominantly explained digital citizenship from the perspectives of digital literacy and technological competence, with limited attention to the contribution of civic competence. Addressing this gap, this study examined the extent to which civic knowledge and civic skills function as enabling conditions for digital citizenship among pre-service elementary school teachers. A quantitative cross-sectional design was employed involving 56 participants, and the data were analysed using multiple linear regression. The findings indicate that both civic knowledge and civic skills are significantly associated with digital citizenship, with civic skills demonstrating a stronger contribution. However, the model explained only 38.7% of the variance in digital citizenship, suggesting that responsible digital citizenship is shaped not only by civic competence but also by broader contextual factors, including digital literacy, digital self-efficacy, institutional support, technology access, and learning environments. Conceptually, this study advances the literature by positioning civic knowledge and civic skills as enabling conditions rather than deterministic predictors of digital citizenship. Practically, the findings highlight the importance of integrating civic competence with authentic digital learning experiences, including project-based learning, ethical decision-making, critical evaluation of online information, and collaborative digital activities within teacher education programmes. These findings provide a conceptual and practical foundation for strengthening civic education in preparing future elementary school teachers for responsible participation in increasingly complex digital societies.
Co-Authors Alisya Roisatul Ummah Ari Wibowo David Lailelleru Ella Kusuma Wardani Faza Brilliani Wahono Putri Ferry Muhamad Firdaus Hendra Prasetia Nurhayati Octavian Muning Sayeti Suparlan Ufi Mawartiningrum