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Jurusan Ilmu Sosial Politik, Fakultas Ilmu Sosial, Universitas Negeri Padang Kampus UNP Jl. Prof. Dr. Hamka, Air Tawar Padang 25171
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Journal of Moral and Civic Education
Published by Universitas Negeri Padang
ISSN : 2580412X     EISSN : 25498851     DOI : 10.24036
Core Subject : Education, Social,
Education Social Sciences
Journal of Moral and Civic Education (JMCE) is a scientific journal published by the Universitas Negeri Padang Social Political Science Department. JMCE publishes articles about moral and civic education, interdisciplinary studies of politics, law sociology, history, and culture that influence moral in civic education worldwide. Before publication, articles are peer-reviewed by independent experts and approved by our board of editors. JMCE is published twice a year in April and October.
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Articles 112 Documents
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Revitalizing Siri’ na Pacce Values through a Culture-Based Civic Education Model: Evidence from the PPKn Field School Prototype in Makassar Muhajir Muhajir; Indah Ainun Mutiara; Akbar Aba
Journal of Moral and Civic Education Vol 10 No 1 (2026): Journal of Moral and Civic Education
Publisher : Jurusan Ilmu Sosial Politik Fakultas Ilmu Sosial Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/88514121012026962

Abstract

solidarity (pacce) has become increasingly important for strengthening students’ civic competence amid globalization and the continued dominance of cognitively oriented civic education practices. This study aims to: (1) examine the contemporary meanings of Siri’ na Pacce in socio-cultural practices in Makassar; (2) develop a culture-based civic education model through the Civic Education Field School Budaya (FSB) prototype; and (3) assess its initial practicality and potential instructional effectiveness. This research employed a mixed methods Sequential Exploratory design. The qualitative phase involved in-depth interviews, field observations, document analysis, and limited implementation of the FSB prototype, while the quantitative phase consisted of an initial expert-based validation (N=2) to confirm perceptions of relevance, practicality, and perceived effectiveness. The findings reveal a meaningful gap between the philosophical values of Siri’ na Pacce and younger generations’ contemporary understanding, largely due to limited contextual and experiential learning opportunities. In response, the FSB model was developed through four instructional stages: orientation, field exploration, reflection-contextualization, and action-presentation, emphasizing participatory learning and authentic assessment. Initial findings indicate that the model demonstrates high contextual relevance and promising instructional potential, although further refinement is required, particularly regarding logistical arrangements, instructional time allocation, and affective assessment instruments. These findings contribute to the development of ethnopedagogical approaches in civic education by integrating local wisdom into transformative citizenship learning.
Teacher Engagement in Education for Sustainability: Integrating Anti-Corruption Values into Learning in Remote Areas Monica Tiara; Irwan Irwan; Relly Anjar Vinata Wisnu Saputra; Muhammad Faisal
Journal of Moral and Civic Education Vol 10 No 1 (2026): Journal of Moral and Civic Education
Publisher : Jurusan Ilmu Sosial Politik Fakultas Ilmu Sosial Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/88514121012026978

Abstract

Corruption remains a major obstacle to sustainable development, highlighting the importance of educational approaches that cultivate integrity from an early age. Although anti-corruption education has been integrated into the Indonesian school curriculum, its implementation remains inconsistent, particularly in remote schools facing geographical constraints and limited educational resources. This study explores how teacher engagement supports the integration of anti-corruption values into classroom learning within the framework of Education for Sustainability. A qualitative multiple-case study was conducted in three public junior secondary schools in remote areas of West Sumatra, Indonesia. Data were collected through in-depth interviews with school principals and teachers, classroom observations, and reflective group discussions with students, and analyzed using thematic analysis. The findings identified four interconnected dimensions of teacher engagement: teachers' conceptual readiness, structural and institutional conditions, contextual pedagogical strategies, and student integrity development. Based on these findings, the study proposes a Teacher Engagement Framework for Sustainable Integrity Development, demonstrating that teacher engagement functions as the key pedagogical mechanism linking anti-corruption education with Education for Sustainability. The framework provides both a conceptual contribution to the literature and practical implications for strengthening teacher professional development and integrity education in remote schools.

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