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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM)
Fizar Indrawijaya
Universitas Negeri Jakarta
Humanities Education Law, Crime, Criminology & Criminal Justice Mathematics Other

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“They give students too much for their age”: Toward deep learning from primary school teachers’ perspective through interpretive phenomenology Sani Sahara; Mohammad Idham Chaled; Fizar Indrawijaya; Nadya Syifa Utami; Phoong Seuk Yen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21296

Abstract

The Indonesian Deep Learning “Pembelajaran Mendalam” initiative represents an effort to address long-standing deficits in students’ critical thinking and higher-order skills. However, for teachers on the ground, the policy often collides with a very different reality. This interpretive phenomenological study explores the challenges associated with the initiative by focusing on the lived experiences of elementary school teachers in South Jakarta as they navigate the new mandate. Rather than measuring implementation fidelity, the analysis reveals the difference between policy and teachers’ everyday experience. Teachers describe a professional world dominated by the immediate demands of classroom management, in which abstract policy goals feel largely unattainable. They express a deep sense of overload—both logistical and developmental—arguing that the curriculum demands forms of philosophical reasoning from children who are still mastering basic concrete concepts. Moreover, the implementation is experienced visible in workshops and policy documents but failing in daily classroom practice. This study contributes to the literature by demonstrating that the difficulties surrounding Pembelajaran Mendalam not from teacher resistance but from a policy design that insufficiently accounts for the developmental and practical realities of elementary education.
Transformasi Pembelajaran Pendidikan Pancasila Berbasis Outcome-Based Education melalui untuk Penguatan Kompetensi Mahasiswa Fakultas Ilmu Sosial dan Hukum Apit Dulyapit; Indah Wardatussa'idah; Laely Farokhah; Fizar Indrawijaya
Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum Vol. 3 No. 2 (2026): PAKEHUM - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pakehum.v3i2.2007

Abstract

Pancasila Education courses in higher education face a significant challenge in shifting from content-oriented instruction toward outcome-based learning that is relevant to twenty-first century student needs, particularly within the Faculty of Social Sciences and Law, which demands critical reasoning, legal literacy, and social sensitivity. This article aims to conceptually examine how the Outcome-Based Education (OBE) approach can be integrated with an online Project-Based Learning (PjBL) model in Pancasila Education courses, and to analyze its contribution to strengthening student competencies. This study employs a literature review method by examining recent research findings and higher education policies. The review indicates that OBE-based online PjBL transformation encourages a shift in the lecturer's role from information transmitter to project facilitator, increases students' active engagement in producing authentic learning outputs, and strengthens learning outcomes in the form of national character, critical thinking, collaboration, and digital literacy. However, implementation still faces challenges such as digital literacy gaps, the workload of designing project-based assessments, and the need for adequate technological infrastructure. This article recommends formulating measurable graduate learning outcomes, designing contextual projects grounded in current national issues, and strengthening online learning governance to optimize the transformation of Pancasila Education learning in the Faculty of Social Sciences and Law.
Co-Authors Apit Dulyapit Indah Wardatussa'idah Laely Farokhah Mohammad Idham Chaled Phoong Seuk Yen Sani Sahara