Civics Teachers' Strategies in Instilling Pancasila Values Through Contextual Learning at MIN 1 Tuban

Nur Laili Dina Hafni (Institut Agama Islam Nahdlatul Ulama, Tuban, Indonesia)
Nur Asri Fitri Rahmawati Ningtias (Institut Agama Islam Nahdlatul Ulama Tuban, Indonesia)
Siti Nur Ika Salsabila (Institut Agama Islam Nahdlatul Ulama, Tuban, Indonesia)
Moch Raja Al Afwu (Institut Agama Islam Nahdlatul Ulama, Tuban, Indonesia)

Amorti: Jurnal Studi Islam Interdisipliner
Vol. 5 No. 3 Juli 2026: Amorti: Jurnal Studi Islam Interdisipliner

This study aims to describe the strategies employed by Civic Education teachers in instilling Pancasila values through contextual learning at MIN 1 Tuban. The research employed a qualitative descriptive approach. Data were collected through observations, in-depth interviews, and documentation involving Civic Education teachers, the school principal, and students. Data validity was ensured through source and technique triangulation, while data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing and verification. The findings reveal that teachers integrate Pancasila values into lesson planning, implementation, and assessment by connecting learning materials with students' real-life experiences. The implementation is supported by teachers' role modeling, a positive school culture, active learning methods, and students' active participation in the learning process. Although several challenges were identified, including limited instructional time, differences in students' characteristics, and the influence of technological developments, contextual learning proved effective in strengthening students' understanding, attitudes, and behaviors that reflect Pancasila values.