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Jurnal Civics: Media Kajian Kewarganegaraan
Published by Universitas Negeri Yogyakarta
ISSN : 18295789     EISSN : 25411918     DOI : 10.21831
Core Subject : Education, Social,
Education Social Sciences
Jurnal Civics: Media Kajian Kewarganegaraan is a scientific journal which managed by Civic Education and Law Department, Yogyakarta State University. This journal focuses on the publication of the results of scientific research related to the field of citizenship studies. The published article originated from researchers, academicians, professional, and practitioners from all over the world. Jurnal Civics Media Kajian Kewarganegaraan is published by Civic Education and Law Department, Yogyakarta State University in collaboration with Asosiasi Profesi Pendidikan Pancasila dan Kewarganegaraan Indonesia (Indonesia Association of Pancasila and Civic Education/AP3KnI).
Arjuna Subject : -
Articles 416 Documents
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Internationalisation of Pancasila: Strengthening the character of the Indonesian diaspora against transnational ideologies Johan J Mulyadi; Ratu Nida Sakinah; Muhammad Hafiz Shalahuddin
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.101456

Abstract

This study examines how transnational ideologies interact with Pancasila-based national identity among Indonesian citizens living in the Indonesia-Malaysia border region and in diaspora communities abroad. Drawing on digital questionnaires and in-depth interviews with Indonesian citizens, migrant workers, and diplomatic officials in Sabah (Malaysia), China, the United States, Canada, and Italy, the research identifies a significant development gap between North Kalimantan and Sabah that drives border communities' economic dependence on Malaysia, fuelling goods smuggling and irregular labour migration. Socially, the Indonesian diaspora in Sabah is found to be fragmented into ethnic-based communities, with migrant workers frequently facing discrimination, underscoring the importance of diplomatic protection in safeguarding their rights and sustaining harmonious Indonesia-Malaysia relations. The findings further show that transnational ideologies, particularly liberalism and radicalism, actively shape the political outlook of Indonesian citizens abroad, who can be categorised into three groups: those who uphold Pancasila, those inclined towards extreme liberalism, and those influenced by radicalism. The study concludes that economic inequality, limited educational facilities, and exposure to transnational ideology constitute the principal challenges to sustaining Pancasila-based identity in border and diaspora settings, and argues that strategic policy interventions are needed to strengthen the nationalism of Indonesian citizens abroad while improving the welfare of border communities.
Presentation-based media and information literacy: Grade 12 technical-vocational students’ lived experiences and perceived links to digital citizenship Denmark Yonson; Res Glimmer Tiano
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.101690

Abstract

This study explored how senior high school students experienced a researcher-developed 21st Century Skills Presentation Approach in Media and Information Literacy and what those experiences imply for educating responsible digital citizens. A descriptive phenomenological design was used with ten purposively selected Grade 12 technical-vocational students at a private Philippine school. Five participants were consistent honor students and five were lower-performing students; the categories broadened experiential variation rather than serving as comparison groups. Individual semi-structured interviews lasting 45-60 minutes were conducted online, transcribed verbatim, member-checked, and analyzed through horizonalization, meaning formulation, thematic clustering, and textural-structural synthesis. Five themes described the shared experience: a shift from passive participation toward motivated and responsible engagement; perceived growth in critical thinking, creativity, communication, and collaboration; difficulty adapting to learner-centered work, judging source credibility, coordinating groups, and managing time and technology; resilience through teacher and peer support, reflective practice, and digital resources; and a call for stronger learner preparation, ethical technology use, and inclusive classroom conditions. Participants understood the approach as more than presentation practice. They described an experiential pathway linking inquiry, creative production, dialogue, and reflection with more careful information judgment and responsible online participation. The findings do not establish causal effectiveness, but they show how a structured presentation pedagogy may create conditions in which media literacy becomes a lived civic practice. Implementation should combine explicit source-evaluation instruction, scaffolded collaboration, accessible technology, transparent assessment, and safeguards for student voice.
Police-led preventive cyber education and cryptocurrency scam prevention: A PRISMA-guided systematic literature review from a digital citizenship perspective Candra Gunawan; Chryshnanda Dwilaksana; Supardi Hamid; Yopik Gani
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.101840

Abstract

Cryptocurrency participation has expanded digital economic citizenship while exposing users to fraud that combines technological complexity, social engineering, impersonation, cognitive bias, and irreversible transactions. This systematic literature review examines how police-led preventive cyber education can strengthen protective behaviour against cryptocurrency scams and how this function can be conceptualised within digital citizenship. The review followed PRISMA 2020 reporting principles and PRISMA-S search-documentation elements. A structured cross-platform search and citation-chasing process covered peer-reviewed literature published from January 2015 to 24 August 2026. Forty-seven candidate records were logged, seven duplicates were removed, 40 records were screened, 34 were assessed for full-text relevance, and 30 studies were included in the qualitative synthesis. Evidence was coded across cybersecurity education and policing, cryptocurrency fraud/literacy/risk, and digital citizenship. The synthesis identifies five persistent gaps: limited direct evidence on police-delivered education for adult crypto users, overreliance on knowledge and intention rather than observed behaviour, weak integration of crypto-specific social engineering with educational design, underdeveloped linkage between Protection Motivation Theory and digital citizenship, and an absence of directly comparable Indonesian evidence within the included corpus. The review proposes a digital civic protective capacity framework in which credible police education shapes threat and coping appraisal, interacts with actual crypto literacy and cognitive vulnerability, and produces observable protective actions and participatory reporting. The contribution is a behaviour-centred model and a set of measurable design principles for preventive policing in digital financial environments.
Deep learning-oriented problem-based learning to foster critical thinking in civic education in primary schools Umi Chotimah; Sulkipani Sulkipani
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.101844

Abstract

How can civic education move beyond transmitting knowledge to cultivating the critical thinking young citizens need for democratic life? This study addresses that question by examining a deep learning-oriented problem-based learning (DL-PBL) model designed to develop critical thinking and support civic learning within primary Civic Education. Using a convergent mixed-methods design, we worked with 112 fourth-grade students from two primary schools in Palembang, South Sumatra, employing a quasi-experimental pre-test–post-test design with intact classes, complemented by classroom observations and students’ reflective journals. Because the total-score distribution was non-normal, between-group differences were analysed using an independent-samples Mann–Whitney U test, which indicated a statistically significant difference in total critical-thinking scores between the two groups, U = 0.000, z = −9.142, p < .001, with a very large standardised effect size, r = .864. The five critical-thinking aspect scores showed high internal consistency (Cronbach’s α = .888), and descriptive results showed consistently higher achievement percentages in the DL-PBL group across all assessed aspects. Qualitative findings revealed meaningful engagement with local civic issues, collaborative inquiry, reflective thinking, and active participation throughout the learning process. Together, these findings suggest that DL-PBL offers a promising instructional framework for connecting critical thinking with civic reasoning, Pancasila values, and community-based learning, providing a practical pathway for strengthening civic education in primary schools.
Administrative service as civic practice: Pancasila-based public service ethics and the performance of educational support staff in a higher education faculty Supandi Supandi; Suhadi Purwantara; Marita Ahdiyana
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.102326

Abstract

Administrative and educational support staff (tenaga kependidikan) occupy a largely under-theorised position in the citizenship literature, even though they mediate the everyday relationship between higher education institutions and the students and citizens they serve. Drawing on the sociology of bureaucratic encounter and on Pancasila-based public service ethics, this study examines how the performance of faculty-level support staff at a public university in Yogyakarta, Indonesia, enacts – or fails to enact – civic values of hospitality, responsiveness and accountability in the delivery of everyday administrative services. Using a qualitative descriptive approach, the study analysed indicators of staff performance (work quality, task accuracy, initiative, and competence) alongside organisational, individual, and cultural factors that shape service delivery. The findings show that staff performance sustains a broadly courteous and orderly service culture, but is constrained by weak task awareness, uneven competence, inadequate systems and facilities, hierarchical bureaucratic culture, and insufficient reward and evaluation mechanisms. These constraints are read here not merely as management failures but as breakdowns in the civic contract between the institution and its academic citizens. The article situates these findings within recent Scopus- and Web of Science-indexed scholarship on administrative service quality, street-level bureaucracy and public service ethics, and argues for reconceptualising administrative reform in universities as a form of institutional citizenship education. The article discusses implications for competency-based evaluation, digital service reform, and staff training.
Rethinking citizenship from Southeast Asia: Recognition, belonging, and unequal rights Jagad Aditya Dewantara
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.102506

Abstract

Citizenship scholarship in Southeast Asia examines the uneven relationships between legal membership, social recognition, and access to rights. This editorial argues that the region offers a basis for reconsidering how these relationships are produced across borders, institutions, and generations. Drawing on studies from Indonesia, Malaysia, Thailand, Myanmar, Singapore, and transnational settings, it examines customary belonging, documentary exclusion, and differentiated pathways towards membership. Recognition becomes consequential through the institutions and intermediaries that translate social attachments into enforceable claims, while similar attachments can generate unequal outcomes. The discussion connects these processes to civic education, showing why participation, cultural recognition, and national identification require examination alongside the conditions under which rights become accessible. It proposes a comparative research agenda attentive to administrative encounters, changing biographies, and the distribution of authority within communities. Southeast Asian experiences contribute to citizenship theory by explaining how belonging acquires, loses, or fails to secure institutional and political significance

Page 42 of 42 | Total Record : 416

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