Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan
Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan (JIPPK, P-ISSN: 2528-0767 and E-ISSN: 2527-8495) contains research articles, the study of theory and its application. Published periodically twice a year in June and December. Jurnal Pendidikan Pancasila dan Kewarganegaraan is published by the Laboratory of Law and Citizenship Department of Universitas Negeri Malang in cooperation with the Asosiasi Profesi Pendidikan Pancasila dan Kewarganegaraan (AP3KnI).
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<![CDATA[Alur Pemikiran Finalisasi Pancasila dalam Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 ]]>
<![CDATA[Santika, I Gusti Ngurah]]>;
<![CDATA[Sujana, I Gede]]>;
<![CDATA[Kartika, I Made]]>;
<![CDATA[Suastika, I Nengah]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p552-561
<![CDATA[This study aimed to describe the historical review of the formulation and ratification of the Pancasila and to analyze the flow of thought for the finalization of Pancasila in the 1945 Constitution of the Republic of Indonesia. This study used ideological-historical methods with literature study techniques. The Panitia Sembilan formulated Pancasila's ideology at the Investigative Agency for the Preparatory Work for Independence (BPUPK) meeting on 29 May 1945 to 1 June 1945 and stipulated in the Jakarta Charter on 22 June 1945 and ratified by the Preparatory Committee for Indonesian Independence (PPKI) on 18 August 1945. Finalization of Pancasila in the Constitution The Republic of Indonesia of 1945 was based on the ideological historical experience of the Indonesian nation to maintain national integration by limiting the authority of the People's Consultative Assembly as contained in Article 37 paragraph (1) of the 1945 Constitution of the Republic of Indonesia.This study aimed to describe the historical review of the formulation and ratification of the Pancasila and to analyze the flow of thought for the finalization of Pancasila in the 1945 Constitution of the Republic of Indonesia. This study used ideological-historical methods with literature study techniques. The Panitia Sembilan formulated Pancasila's ideology at the Investigative Agency for the Preparatory Work for Independence (BPUPK) meeting on 29 May 1945 to 1 June 1945 and stipulated in the Jakarta Charter on 22 June 1945 and ratified by the Preparatory Committee for Indonesian Independence (PPKI) on 18 August 1945. Finalization of Pancasila in the Constitution The Republic of Indonesia of 1945 was based on the ideological historical experience of the Indonesian nation to maintain national integration by limiting the authority of the People's Consultative Assembly as contained in Article 37 paragraph (1) of the 1945 Constitution of the Republic of Indonesia.]]>
<![CDATA[Invasi Rusia ke Ukraina Jilid II: Agresi atau Self-Defense? ]]>
<![CDATA[Puspita, Natalia Yeti]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p600-608
<![CDATA[This study analyzed the legal status of the invasion and the legitimacy of the Russian invasion of Ukraine based on international law. This study used a normative juridical method with a conceptual approach. The legal status of invasion in international law was stated to have violated the principle of state sovereignty and the principle of non-intervention, which threatens world peace and security as stipulated in Article 2 paragraph (1), paragraph (3), paragraph (4), and paragraph (7) of the Charter of the United Nations. The legitimacy of the Russian invasion of Ukraine based on United Nations General Assembly Resolution Number 3314 (XXIX) December 14, 1974, and Article 8 bis of the Rome Statute Amendment was more appropriately considered as part of aggression rather than self-defense. United Nations General Assembly Resolution Number 3314 (XXIX) December 14, 1974, stated that an attack could be considered aggression if it fulfilled the elements of character, gravity, and scale, which resulted in an actual violation of the United Nations Charter. Article 8 bis Amendments to the Rome Statute confirmed that aggression includes the planning, preparation, and execution by a state to direct political or military action against another state.]]>
<![CDATA[Mediasi Penal: Suatu Pilihan Konsep Perdamaian dalam Sistem Peradilan Pidana ]]>
<![CDATA[Ismawati, Sri]]>;
<![CDATA[Azizurrahman, Sy. Hasyim]]>;
<![CDATA[Herlina, Herlina]]>;
<![CDATA[Hertinia, Mega Fitri]]>;
<![CDATA[Itasari, Endah Rantau]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p562-569
<![CDATA[This study analyzed the urgency and construction of penal mediation in the criminal justice system. The method used in this study was the normative juridical method with a doctrinal legal approach. The urgency of penal mediation in the criminal justice system was caused by the paradigm of retributive law enforcement, the limitations of criminal law, and the shift in the purpose of punishment. The construction of penal mediation in the criminal justice system was divided into two: penal mediation inside and outside the court. The settlement mechanism for penal mediation in court was carried out by giving authority to law enforcement officials to carry out the mediation process. The settlement mechanism for penal mediation outside the court could be left to the choice agreed upon by all parties involved in the settlement of criminal cases.This study analyzed the urgency and construction of penal mediation in the criminal justice system. The method used in this study was the normative juridical method with a doctrinal legal approach. The urgency of penal mediation in the criminal justice system was caused by the paradigm of retributive law enforcement, the limitations of criminal law, and the shift in the purpose of punishment. The construction of penal mediation in the criminal justice system was divided into two: penal mediation inside and outside the court. The settlement mechanism for penal mediation in court was carried out by giving authority to law enforcement officials to carry out the mediation process. The settlement mechanism for penal mediation outside the court could be left to the choice agreed upon by all parties involved in the settlement of criminal cases.]]>
<![CDATA[Peran Pemuda dalam Optimalisasi Branding Desa Wisata Edukasi Toleransi ]]>
<![CDATA[Alfaqi, Mifdal Zusron]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
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DOI: 10.17977/um019v7i3p609-616
<![CDATA[This study aimed to analyze the value of tolerance in religious diversity in Sukodadi Village and the role of youth in optimizing Sukodadi Village as a tolerant educational tourism village. This study was a qualitative approach with an intrinsic case study type of research. Informants were selected through a purposive sampling technique. Data collection techniques utilized interviews, observation, and documentation. Data were analyzed using the Robert K. Yin technique, including preparing propositions, comparing cases and initial propositions, correcting statements, and repeating the process until accurate data were found. The study results showed that the religious diversity and tolerance attitude of the people of Sukodadi Village had become a pilot as a tolerance education tourism village. The Sukodadi Village community, which has a diversity of religions, maintained conduciveness and harmony. As the nation's next generation, youth can take on a role by making Sukodadi Village a tolerance education tourism village through a tourism village branding strategy. The involvement of youth impacted village development and created an image of the village as a medium for educating tolerance for other villages in building tolerance in diversity.]]>
<![CDATA[Pendanaan Kampanye Pemilihan Kepala Daerah oleh Negara dalam Perspektif Kejahatan Korporasi ]]>
<![CDATA[Sulistiorini, Yayuk Dwi Agus]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p570-578
<![CDATA[This study aimed to analyze regional head election campaigns as a form of implementing democracy and regional head election campaign funds from the perspective of corporate crime. This study used a type of normative juridical research with a conceptual approach, statutory approach, and historical approach. Source of data used in the form of secondary legal materials. Data analysis used a qualitative descriptive technique. The study results showed that the regional head election campaign aimed to bring the community closer to the dynamics of democracy. The General Election Commission could facilitate regional head election campaign activities at the Provincial and Regency/City levels. The government's policy regarding funding campaigns for pairs of regional head candidates using the Regional Expenditure Budget in Article 65 paragraph (2) of the Regional Head Election Law was an irrelevant action. It could be categorized as the state has committed a covert corporate crime.]]>
<![CDATA[Digital Citizenship in Indonesia: Digital Literacy and Digital Politeness Using Social Media ]]>
<![CDATA[Purwantiningsih, Ary]]>;
<![CDATA[Riyanti, Dwi]]>;
<![CDATA[Prasetyo, Danang]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p628-637
<![CDATA[This study aimed to describe the basis for strengthening global citizenship and increasing digital literacy in Indonesian society. This study used a qualitative approach with a descriptive type. The collection of primary data sources included books, scientific journals, manuscript publications, and internet news media using literature study techniques. The data obtained were analyzed using interactive techniques from Miles and Huberman. The results of the study showed that strengthening global citizenship was based on two aspects, namely digital literacy and digital ethics. Digital literacy was needed to improve people's ability to utilize technology supported by digital ethics. People's ability to understand information in the digital world was increasing with evidence of being able to distinguish between good material for consumption and information that must be avoided.]]>
<![CDATA[Urgensi Studi Pancasila Sebagai Kristalisasi Peradaban Bangsa Indonesia ]]>
<![CDATA[Adon, Mathias Jebaru]]>;
<![CDATA[Mangisengi, Antonius]]>;
<![CDATA[Marianto, Firminus]]>;
<![CDATA[Barak, Antonius]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[This study aimed to describe the historical-cultural basis of Pancasila and to analyze the urgency of studying Pancasila as the identity of the Indonesian nation. This study used the literature study method with phenomenological analysis. The historical-cultural foundation of Pancasila, namely Pancasila, originated from the thoughts and habits of the Indonesian people, which had lasted since the ethnic era, the kingdom era, the colonial era, and the era of the national movement until now. Ethnic groups had a pattern of life that was very compact, friendly, and harmonious and lived with a family spirit. The Majapahit Kingdom and the Sriwijaya Kingdom were the pioneers in the formation of the unity of Indonesia. The Dutch East Indies colonial era raised national and state awareness because of shared destiny and struggle. The founder of the state ultimately formulated the values of the character of the Indonesian nation known as Pancasila as the identity of the Indonesian nation. The urgency of studying Pancasila as the identity of the Indonesian nation was the increasing prevalence of acts of terrorism and radicalism that threaten the integrity of the unitary state of the Republic of Indonesia. Acts of terrorism and radicalism could be minimized if the Indonesian people realized that Pancasila is essentially a wisdom that has been possessed for thousands of years.]]>
<![CDATA[Pemahaman Mahasiswa Terkait Materi Mata Kuliah Pendidikan Pancasila dalam Menghadapi Era Society 5.0 ]]>
<![CDATA[Supriyono, Supriyono]]>;
<![CDATA[Nugraha, Dadi Mulyadi]]>;
<![CDATA[Supriatna, Aang]]>;
<![CDATA[Adha, Muhammad Mona]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
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DOI: 10.17977/um019v7i3p617-627
<![CDATA[This study aimed to analyze student understanding regarding the material for the Pancasila Education course. This study used a quantitative approach with a descriptive type to analyze students’ level of understanding. The study results showed that as many as 76.6 percent of students had understood the legal basis of the Pancasila Education course. As many as 86.3 percent of students had understood the civilizing of Pancasila values during the New Order era. As many as 91.8 percent of students understood the basic Indonesian state law as the rule of law. Students with a percentage of 86.9 percent understood the concept of staatsfundamentalnorm, 75.1 percent of students understood Pancasila as the source of all sources of law, 72.6 percent of students understood the concept of Pancasila as a juridical source, and 81.5 percent of students understood the juridical sources of Pancasila as a philosophical system. As many as 41 percent of students understood the concept of Pancasila as the basis of the state, 57.8 percent of students got the juridical sources of Pancasila as the basis of the state correctly, and 88.8 percent of students understood Pancasila as the imperative of the state.]]>
<![CDATA[Penerapan Penggunaan Bandicam pada Mata Kuliah Pendidikan Pancasila Untuk Peningkatan Hasil Belajar Mahasiswa ]]>
<![CDATA[Basiroh, Falmatul]]>;
<![CDATA[Murdiono, Mukhamad]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p579-587
<![CDATA[This study aimed to describe the implementation and the enhancement of student learning outcomes after applying the bandicam application in the Pancasila Education Course. This study was a qualitative approach with a class action research type. Implementation of the action in two cycles, with one meeting each cycle. This study uses four stages in each cycle: planning, action, observation, and reflection. Data collection techniques through tests and documentation. Data analysis utilized qualitative and quantitative descriptive techniques. The study results show that the bandicam application in the Pancasila Education Course includes initial, core, and closing activities. Student cognitive learning outcomes in cycle I obtained an average of 66.67 percent with 16 people in the complete category, and in cycle II, as many as 21 students with an average of 91.67 percent in the complete category. An increase in student learning outcomes occurred after using the bandicam application.]]>
<![CDATA[Perlindungan Hak Anak: Upaya Pencegahan Kekerasan Anak Melalui Kebijakan Sekolah Ramah Anak ]]>
<![CDATA[Dewi, Anak Agung Istri Ari Atu]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 7, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um019v7i3p645-653
<![CDATA[This study aimed to analyze the setting of childfriendly schools to prevent child violence and the standardsetting model for child-friendly schools to protect children’s rights. This study used normative legal research with statutory regulations, concept approaches, and analytical approaches. Collection of secondary legal materials used document study techniques. The data that had been obtained was analyzed using an interpretation technique, namely legal hermeneutics. The study results showed that child-friendly schools were indicators of child-friendly district or city development by the Regulation of the Minister of Women’s Empowerment and Child Protection Number 11 of 2011 to protect children’s rights from violence in the educational environment. The standardization of child-friendly school development based on the Minister of Women’s Empowerment and Child Protection Regulation Number 8 of 2014 required essential components, including policies, curriculum implementation, educators and education personnel trained in children’s rights, child-friendly learning processes, child-friendly facilities and infrastructure, child participation, as well as the involvement of parents, alumni, community organizations, and the business world.]]>
