Proceeding of International Conference on Social Sciences and Education

Revitalizing the Unjungan Tradition as a Public Sphere for Strengthening Citizen Engagement in Ranjeng Village, Indramayu Regency

Afriliani Feby Lestari, Triana Rejekiningsih, Moh. Muchtarom — Sun, 16 Aug 2026 00:00:00 +0700

Globalization has brought significant changes to social values and community life, raising concerns among community leaders in Ranjeng Village, Losarang District, Indramayu Regency, regarding the erosion of empathy, solidarity, courtesy, and moral responsibility among residents. In response to these challenges, efforts have been undertaken to revitalize local cultural values through the preservation of the Unjungan tradition. This study aims to examine the role of the Unjungan tradition as a public
sphere in fostering citizen engagement within a rural community while preserving its cultural significance. A descriptive qualitative approach was employed, with data collected through in-depth interviews with the village head, youth organization representatives, and community leaders, supported by observation and document analysis. The findings reveal that the Unjungan tradition functions as an effective public sphere by encouraging community participation, strengthening social cohesion, stimulating local economic activities, and providing a platform for public expression and collective aspirations. However, several challenges threaten its sustainability, including the influence of practical political interests associated with village head elections, the growing tendency toward hedonistic lifestyles among younger generations, and the misuse of ancestral burial sites by outsiders for ritual practices that conflict with local religious norms and customary regulations. The study concludes that revitalizing the Unjungan tradition contributes significantly to strengthening citizen engagement and social integration in rural communities. To maintain its relevance and social function as a source of community cohesion, revitalization efforts should be accompanied by the promotion of civic values and religious moderation.

Project Citizen as a Vehicle for Transforming Civic Disposition into Ecological Citizenship

Khumala Putri Arditha, Rima Vien Permata Hartanto, Anita Trisiana — Sun, 16 Aug 2026 00:00:00 +0700

The escalating environmental crisis requires a reorientation of civic character from passive environmental awareness toward the development of citizens who are actively engaged in ecological responsibility. This study examines the capacity of the Project Citizen learning model to facilitate the transformation of civic disposition into ecological citizenship. The distinctive contribution of this study is its positioning of Project Citizen, which has conventionally been applied to broader public policy issues, as a pedagogical instrument for strengthening environmental awareness and responsibility. A literature review was employed as the research method by examining relevant scholarly articles, books, and academic documents, followed by critical analysis to formulate theoretically grounded conclusions. The findings suggest that the sequential learning activities embedded in Project Citizen, beginning with the identification of public problems and extending to the formulation of proposed solutions, provide substantial opportunities for translating environmental concern into concrete practices of environmental preservation. The literature synthesis further generates a conceptual framework that connects character development with environmental literacy. Thus, Project Citizen offers an important contribution to the expansion of Pancasila and Civic Education scholarship by demonstrating that contemporary citizenship education should extend beyond legal and political concerns to incorporate citizens' ethical responsibility for global environmental sustainability.

Exploration of student experiences in Moonzher civil society activities to improve students' civic skills at SMAN 2 Kota Tangerang Selatan

Dhimas Ramdan Alparid, Muhammad Hendri Nuryadi, Moh. Muchtarom — Sun, 16 Aug 2026 00:00:00 +0700

Formal civic education in classrooms is often constrained by curriculum targets, limiting practical opportunities for students to develop political and social skills. Consequently, extracurricular activities based on civic society are needed as a medium for contextual learning. This research aims to explore experiences of students in the Moonzher Civic Society activities and analyze how these experiences contribute to improving students' civic skills at SMAN 2 South Tangerang City. Using a qualitative phenomenological approach to capture the lived experiences of the students, the researcher serves as the primary instrument. Primary data will be gathered from 7 to 10 active student members selected through purposive sampling, utilizing in-depth open-ended interviews and member checking to ensure data authenticity. Secondary data will include activity documentation and portfolios to support data triangulation. Data analysis will systematically follow Moustakas’ phenomenological stages, encompassing Epoche (bracketing), horizonalization, clustering of meaning into themes, textural and structural descriptions, and the synthesis of the core essence. The findings are expected to map the explicit links between active involvement in civic communities and the enhancement of civic skills, providing theoretical contributions to non-formal civic education and practical recommendations for optimizing student participation.

Repositioning Civic Education as an Integrative Platform for Sustainable Development, Human Rights, and Global Citizenship: Bridging Pancasila Values and Indonesian Local Wisdom

Dinda Putri Nabila, Moh. Muchtarom, Rini Triastuti — Sun, 16 Aug 2026 00:00:00 +0700

This conceptual paper argues that Civic Education should be repositioned as an integrative platform linking Sustainable Development Goals, Human Rights Education, Global Citizenship Education, Education for Sustainable Development, Pancasila values, and Indonesian local wisdom. Drawing on a library research design, the article synthesizes UNESCO, United Nations, Indonesian policy documents, and selected scholarly literature to address a persistent gap in the field: the tendency to
discuss GCED, ESD, HRE, and Pancasila-based citizenship education in parallel rather than as a coherent educational architecture. The paper shows that SDG Target 4.7 explicitly frames education as a means to promote sustainable development, human rights, peace, non-violence, global citizenship, and cultural diversity, while SDG 10, SDG 16, and SDG 17 require inclusive participation, accountable institutions, and cross-sector partnerships. Building on this framework, the article proposes an integrative model of Civic Education for Indonesia that combines four layers: normative commitments, curriculum design, transformative pedagogy, and community-based action. Pancasila values and local wisdom such as gotong royong are positioned not as symbolic complements, but as living civic ethics that translate global commitments into context-sensitive democratic practice. The paper concludes that master’s-level Civic Education scholarship in Indonesia should move beyond descriptive character discourse and toward a rights-based, sustainability-oriented, and partnership-driven framework for curriculum, teacher education, and future research.

Civic Engagement at The Preserving Local Wisdom Values: Study at the Sekolah Adat Pesinauan Banyuwangi

Dirga Candra Styawan, Rima Vien Permata Hartanto, Rini Triastuti — Sun, 16 Aug 2026 00:00:00 +0700

This study aims to analyze the forms of civic engagement in the preservation of the Osing tribe’s local wisdom values and to identify the factors that hinder such engagement at the Sekolah Adat Pesinauan. This study employs a qualitative approach, with data collected through in-depth interviews, observations, and a literature review. The data were then analyzed using Miles and Huberman’s interactive model, which includes data reduction, presentation, and verification. The results indicate that civic engagement manifests through the synergy of civic awareness and civic participation. The community’s collective awareness of the threat of cultural degradation spurred the establishment of the sekolah adat, which is then operated through the direct participation of community members, artists, and traditional leaders in curriculum development and the teaching of traditional values. The obstacles encountered include scheduling conflicts between teachers’ volunteer activities and students’ formal school obligations. Furthermore, the program’s sustainability is hindered by its reliance on community self-reliance without financial support and strategic facilitation from the local government. The research confirms that civic engagement mechanisms successfully convert cultural awareness into structured preservation efforts, but require cross-sectoral support to ensure the program’s sustainability.

Teachers’ Strategies for Enhancing Students’ Civic Knowledge through the Contextual Teaching and Learning (CTL) Approach at SMAN 1 Karangnongko

Dwiki Darma Saputra, Winarno, Rima Vien Permata Hartanto — Sun, 16 Aug 2026 00:00:00 +0700

The level of civic knowledge among students in the Pancasila Education course remains low, which will continue to pose an ongoing challenge in various high schools, including Karangnongko State High School 1. A preliminary study at this school indicates that a large number of students exhibit passive behavior during learning activities, lack confidence in participating in class, and have significant gaps in their understanding. This situation is largely due to the continued dominance of conventional, teacher-centered teaching approaches, which limit students’ opportunities for active engagement. This study aims to describe: (1) teachers’ strategies in implementing the Contextual Teaching and Learning (CTL) approach in Phase E of the Pancasila Education course for 10th-grade students; (2) the challenges teachers face in its implementation; (3) the solutions teachers implemented to overcome these challenges; and (4) the impact of CTL implementation on improving students’ civic knowledge. A descriptive qualitative research design was used. Data were collected through in-depth interviews, participatory observation, and document analysis. Sampling was conducted using purposive sampling, and data validity was ensured through source triangulation. Data analysis followed the interactive model of Miles and Huberman, which consists of data collection, data reduction, data presentation, and drawing conclusions. The research findings indicate that teachers implemented CTL through seven core components constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment which were integrated into the learning activities for Pancasila Education Stage E. Teachers connected citizenship concepts to real-life contexts through case studies, small-group discussions, and community-based modeling, resulting in increased student engagement, better conceptual understanding, and a stronger internalization of Pancasila values. Key challenges faced include limited instructional time, disparities between active and passive students, and teachers’ insufficient readiness to design CTL-based activities. To address these challenges, teachers implemented a phased integration strategy, participated in professional development, and designed authentic and contextually relevant assessments. These findings indicate that the CTL approach is an effective and appropriate strategy for enhancing students’ civic knowledge in Pancasila Education at the high school level, and it is expected to serve as a practical guide for Pancasila Education teachers in developing more innovative, contextual, and student-centered teaching practices.

Civic Engagement through the Mazaya Market Day Program: A Study of Grade 7 Students Social Action at SMP Mazaya Boarding School

Faisal Rajiman, Triyanto, Deni Zein Tarsidi — Sun, 16 Aug 2026 00:00:00 +0700

Civic engagement as an educational outcome requires students to move beyond passive knowledge acquisition toward active, responsible participation in community life. In Indonesia, Pancasila values, particularly Just and Civilized Humanity and Social Justice, provide a culturally grounded normative foundation that motivates and sustains civic action among young citizens. This study examines how the Mazaya Market Day program at SMP Mazaya Boarding School functions as a structured civic engagement activity for Grade 7 students, who collect wearable secondhand clothing from their homes, package the items neatly, and distribute them free of charge to visitors during the school bazaar. As preliminary data, the Grade 7 cohort involved in the program consisted of 30 students, who collectively collected 126 items of wearable secondhand clothing for distribution. Using a qualitative case study approach, data were collected through observation, in-depth interviews with students, teachers, and school administrators, and
documentation of school guidelines supporting character education implementation. Findings reveal that Mazaya Market Day operationalizes civic engagement through three sequential stages: collection and preparation, community service action, and reflective consolidation, each of which cultivates specific Pancasila-grounded civic competencies, including social empathy, cooperative responsibility, and a disposition toward voluntary community service. The study concludes that student-led social action programs embedded in school bazaar events constitute an effective, contextually grounded approach to civic engagement education that transforms abstract Pancasila values into tangible acts of community care.

Needs Analysis For The Development Of Recycled Paper Stamp Tool Media To Enhance Batik Ornamental Motif Creation Skills Among Students Of Sdn Kalisemo

Fitri Rahmawati Nugraha1, Winarno, Dwi Yuniasih Saputri, Aryo Anggorojati — Sun, 16 Aug 2026 00:00:00 +0700

The ability to create batik ornamental designs among elementary school students requires direct experience through contextual, affordable, and locally relevant physical learning media. The Merdeka Curriculum mandates meaningful visual arts learning grounded in cultural heritage; however, preliminary observations at SDN Kalisemo, Purworejo, indicate that fifth-grade students' batik-making abilities remain suboptimal, as instruction has been limited to conventional motif drawing on paper, compounded by budget constraints for copper stamping tools and the inefficiency of hand-drawn (tulis) batik. This study aims to analyze teachers' and students' needs regarding the development of a batik stamping tool medium made from recycled paper. Using a qualitative descriptive approach within the field-survey component of the Preliminary Study (Studi Pendahuluan) stage of Sukmadinata's Research and Development (R&D) model, data were collected through in-depth interviews, needs questionnaires, and observations involving two teachers and 29 fifth-grade students. The results show that teachers require media that are practical, affordable, and capable of producing tangible works, while 92.8% of students expressed strong enthusiasm for direct batik-making practice. This study concludes that there is an urgent need to develop a prototype batik stamping tool made from recycled milk-carton paper as an innovative, economical, and environmentally friendly solution. The novelty of this research lies in identifying specific, previously unaddressed media needs at the elementary school level, with the limitation that these findings remain at the preliminary-study stage and therefore require further development, trial, and validation.

The Role of Teachers in Leveraging AI to Foster Civic Literacy in the Digital Era

Gandhi Adidaya, Triana Rejekiningsih, Winarno — Sun, 16 Aug 2026 00:00:00 +0700

This study aims to examine the role of teachers in utilizing Artificial Intelligence (AI) to develop digital literacy and to analyze the impact of that role on strengthening students’ digital civic literacy. This study employs a descriptive qualitative method using a literature review approach. Data were collected through a systematic search of indexed scientific sources and analyzed using interactive qualitative analysis techniques, which include data collection, data reduction, data presentation, and drawing conclusions. The findings indicate that the role of teachers in utilizing AI has shifted from merely being technology users to becoming designers of adaptive learning, facilitators of critical thinking, and strategic guardians of digital ethics. Through the integration of AI platforms, teachers can functionally enhance digital literacy while delivering civic education content that is contextual, interactive, and relevant to the dynamics of digital society. This role has a significant impact on strengthening students’ cognitive development, particularly in their understanding of rights, obligations, social responsibilities, and awareness of privacy and cybersecurity. However, the internalization of values into the affective and behavioral domains remains heavily dependent on intensive teacher guidance, the integration of Pancasila values, and learning based on critical reflection to prevent technology dependency, maintain academic originality, and ensure the ethical and responsible use of AI all aimed at fostering digital citizens of good character. It is concluded that the success of building digital citizenship literacy in the AI era requires a transformative and humanistic role for teachers, grounded in national values.

Reconceptualizing Ngadu Bedug as a Cultural Civic Pedagogy: A Community-Based Civic Learning Model for Strengthening Civic Literacy

Lina Herlina, Asep Muhyidin, Aan Asphianto, Ujang Jamaludin — Sun, 16 Aug 2026 00:00:00 +0700

This article reconceptualizes Ngadu Bedug as a model of Cultural Civic Pedagogy to address the limited scholarly understanding of local cultural traditions as community-based spaces for civic learning. Previous studies have primarily examined bedug traditions as performing arts, religious expressions, learning resources, or cultural transmission practices. The study employed a qualitative approach with a cultural ethnographic orientation. The data were drawn from a preliminary research report, research instrument responses, documentary review, thematic analysis matrices, and relevant literature on bedug traditions, culturally grounded pedagogy, and civic literacy. Data were analyzed through thematic coding, cultural interpretation, and conceptual triangulation. The findings demonstrate that civic learning is embedded in cultural practice through habituation, role modeling, participation, musyawarah (deliberative consultation), shared responsibilities, and the intergenerational transmission of cultural values. These processes strengthen five interrelated dimensions of civic literacy: awareness of shared norms, understanding of civic principles, civic participation, social responsibility, and local civic identity. The study contributes to civic education scholarship by reconceptualizing Ngadu Bedug as a model of Cultural Civic Pedagogy that explains how community cultural practices function as culturally grounded pathways for civic learning and the development of civic literacy.

Inclusive Political Education for Persons with Disabilities as an Effort to Increase Voter Participation

M Machruz, Triyanto, Triana Rejekiningsih — Sun, 16 Aug 2026 00:00:00 +0700

The political participation of persons with disabilities is one of the key indicators of achieving an inclusive democracy. During the 2024 General Election in Central Java Province, data from the Central Java Provincial General Election Commission (KPU) indicated that 187,501 voters with disabilities were registered in the Permanent Voter List (Daftar Pemilih Tetap/DPT). To enhance political participation and ensure the fulfillment of the political rights of voters with disabilities, the Central Java Provincial KPU implemented various initiatives, including political education, electoral socialization, and improvements in the accessibility of electoral services. This study employed a descriptive qualitative approach. The findings reveal that inclusive political education plays a significant role in enhancing political awareness, improving understanding of voting rights, and strengthening the confidence of persons with disabilities to participate actively in the democratic process. The study concludes that sustainable inclusive political education is essential as part of strengthening civic education and promoting inclusive democracy for persons with disabilities, ensuring that their political participation improves not only quantitatively but also qualitatively within democratic life.

Reconfiguring Javanese Cultural Heritage as a Living Archive: Museum Karaton Studies and Bahana Pancasila as a Framework for Sustainable Development

Maram Taher, Sahid Teguh Widodo, Dwi Susanto, Sri Kusumo Habsari — Sun, 16 Aug 2026 00:00:00 +0700

This study reconceptualizes Javanese cultural heritage as a living archive that actively sustains civic knowledge, values, and institutional practices in contemporary society. Grounded in the concept of Bahana Pancasila, which understands cultural institutions as living vehicles for the enactment of Pancasila values, the research focuses on Karaton Surakarta Hadiningrat as a designated kawasan cagar budaya (national cultural heritage area) to examine how Museum Karaton Studies (MKS) transform heritage governance from static preservation into a dynamic process of knowledge production, cultural transmission, and civic engagement. Employing qualitative analysis of ministerial policy frameworks, institutional structures, and embedded cultural practices, the study demonstrates how Javanese philosophical principles such as rukun (social harmony), musyawarah (deliberation), and ethical leadership are continuously enacted within the Karaton as expressions of Bahana Pancasila. The findings show that this living archive is institutionally reinforced through state-recognized heritage governance, including cultural protection, inter-institutional coordination, asset management, accountability mechanisms, and participatory engagement, as mandated in national cultural policy. These practices position the Karaton as a hybrid civic space that bridges traditional authority and contemporary governance systems. Furthermore, the study reveals that this model contributes directly to Sustainable Development Goal 11 (Sustainable Cities and Communities) through the safeguarding and activation of cultural heritage as a resource for community resilience, and to Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions) by fostering inclusive governance, cultural rights, and value-based institutional accountability. The study proposes a “Living Archive Civic Model,” in which Bahana Pancasila serves as the normative foundation for reinterpreting cultural heritage as an active civic pedagogy. By situating Javanese local wisdom within global development frameworks, this research offers a culturally grounded and scalable approach to integrating heritage-based knowledge systems into governance innovation

Integrating Sapta Dharma Virtues into Civic Education in Indonesia for Global Citizenship and Sustainable Development

Nabila Diva Ayu Shafira, Mohammad Muchtarom, Rini Triastuti — Sun, 16 Aug 2026 00:00:00 +0700

In an increasingly interconnected world, civic education is expected to prepare citizens to address global challenges while preserving cultural identity and ethical values. Local wisdom offers an important foundation for fostering civic character and supporting sustainable development. This research explores the integration of Sapta Dharma values into civic education to promote global citizenship and sustainable development. As an indigenous Indonesian belief system, Sapta Dharma emphasizes respect for human dignity, harmonious living, honesty, responsibility, self-discipline, mutual respect, and social solidarity. Using a qualitative case study approach and descriptive qualitative methods, this research explores the implementation of Sapta Dharma values in community-based character education in Genting Village, Jambu District, Semarang Regency, Indonesia. Data were collected through interviews, participant observation, and document analysis involving Sapta Dharma adherents and various community stakeholders. The findings reveal that the integration of Sapta Dharma values contributes to the development of civic character, as reflected in attitudes of tolerance, social participation, respect for diversity, and collective responsibility. These values also support the formation of globally minded citizens who are capable of balancing their local cultural identity with universal principles of citizenship. Furthermore, the study demonstrates that Sapta Dharma values are aligned with the goals of sustainable development by promoting social cohesion, inclusive participation, ethical behavior, and community well-being. This study highlights the importance of local wisdom as a foundation for developing culturally responsive civic education. The integration of Sapta Dharma values demonstrates that principles rooted in local traditions and culture can make a significant contribution to global citizenship education while supporting sustainable development efforts in diverse societies. The findings provide valuable insights for educators, policymakers, and civic education practitioners seeking to strengthen civic education through culturally grounded values that remain relevant to contemporary global needs and challenges.

Development of AI-Based Learning Media to Enhance Understanding of Human Rights in Pancasila Education

Nazwa Albana Gusmi Zain , Rini Triastuti , Rima Vien Permata Hartanto — Sun, 16 Aug 2026 00:00:00 +0700

This study will examine how the development of artificial intelligence (AI)-based learning media can enhance students’ understanding of human rights in the Pancasila Education course. The background of this study stems from students’ limited understanding of human rights and the lack of variety in the learning media used by teachers in the Pancasila Education course. Therefore, the use of AI-based learning media serves as an alternative solution in line with current trends, especially given the increasingly widespread use of AI. This study is based on the constructivist learning theory developed by Piaget. In addition, this study also employs a research and development (R&D) methodology. The results of this study will take the form of an AI-based learning media product that will be integrated into the Pancasila Education curriculum. The integration of this learning media is expected to enhance students’ understanding of human rights. From this study, it can be concluded that the development of AI-based learning media can serve as an alternative solution to improve students’ understanding of human rights.

Subak, Traditional Irrigation Management System in Bali for Indonesians SDGs

Ni Made Rima Prihandini, Rima Vien Permata Hartanto, Dewi Gunawati — Sun, 16 Aug 2026 00:00:00 +0700

Subak, the traditional irrigation system of Bali, represents a unique form of local wisdom that integrates ecological sustainability, social cooperation, and spiritual values. Recognized by UNESCO as a Cultural Landscape, Subak serves not only as a water management system but also as a socio-cultural institution that reflects the philosophical principles of harmony between humans, nature, and the divine. This study aims to examine the relevance of Subak to Pancasila values, Sustainable Development Goals (SDGs), and human rights principles within the context of civic education. Employing a qualitative descriptive approach through literature review and conceptual analysis, this paper explores the role of Subak as a living example of democratic participation, environmental stewardship, social justice, and community-based governance. The findings indicate that the Subak system embodies several Pancasila values, particularly social justice, unity, deliberative democracy, and belief in God. Furthermore, Subak contributes to sustainable development through responsible water management, ecosystem preservation, and food security. From a human rights perspective, Subak supports equitable access to natural resources, community participation, and environmental rights. The study concludes that integrating Subak into civic education can strengthen students’ understanding of citizenship, sustainability, and human rights while preserving Indonesia’s cultural heritage in the era of globalization.

The Use of Digital Educational Games to Strengthen Civic Literacy and Pancasila Values among Students

Nurizza Rizqi Hutami, Triana Rejekiningsih, Muhammad Hendri Nuryadi — Sun, 16 Aug 2026 00:00:00 +0700

This study analyzes the use of digital educational games to strengthen students' civic literacy and Pancasila values in the learning process. Civic education in Indonesia is frequently perceived as monotonous and text-heavy, which limits students' ability to translate normative knowledge into practiced civic behavior. Using a qualitative descriptive approach grounded in a systematic literature review, this study synthesizes and critically evaluates existing evidence on digital game-based civic learning. The findings indicate that digital educational games can increase students' motivation, critical thinking, and collaboration, and can support their understanding of civic concepts and Pancasila values; however, the literature also shows that these effects are not uniform and depend on instructional design quality, teacher readiness, and implementation context. The discussion contrasts these findings against relevant learning theories to identify both the pedagogical potential and the boundary conditions of digital game-based civic learning. The study concludes that digital educational games can serve as a valuable but conditional pedagogical bridge for strengthening civic literacy and character education based on Pancasila values, provided they are embedded within a deliberate briefing gameplay reflection framework supported by adequate infrastructure and teacher capacity.

Digital Civic Education as a Bridge between Local Wisdom and Global Citizenship: Strengthening Sustainable Development, Human Rights, and Pancasila Values

Rofi Rizky Ramadhan, Muhammad Hendri Nuryadi, Triana Rejekiningsih — Sun, 16 Aug 2026 00:00:00 +0700

The rapid advancement of digital technology has fundamentally transformed the landscape of civic education, presenting both unprecedented opportunities and complex challenges for integrating local wisdom within global citizenship frameworks. This study examines how digital civic education can serve as an effective bridge between Indonesia's rich local wisdom traditions and the demands of global citizenship, with particular emphasis on strengthening sustainable development principles, human rights values, and Pancasila as the national ideological foundation. Employing a qualitative literature review approach, this paper synthesizes theoretical frameworks and empirical findings from recent studies on digital citizenship, civic education, and value-based learning in the Indonesian context. The findings reveal that digital platforms, when thoughtfully designed and implemented, can amplify the transmission of local wisdom values while simultaneously equipping learners with the competencies required for active global citizenship. Furthermore, the integration of Pancasila values encompassing divinity, humanity, unity, democracy, and social justice provides a normative framework that is both locally rooted and resonant with international human rights standards and the Sustainable Development Goals (SDGs). This study contributes to the growing body of literature on culturally responsive digital civic education and offers practical implications for curriculum developers, educators, and policymakers in Indonesia and comparable developing nations.

The Role of Civic Community in Realising Inclusive Employment Opportunities for Persons with Disabilities: a Case Study of the Sehati Organisation in Sukoharjo

Siti Nuryanah, Muhammad Hendri Nuryadi, Dewi Gunawati — Sun, 16 Aug 2026 00:00:00 +0700

This research analyses the role of the civic community in realising inclusive employment opportunities for persons with disabilities, using the Sehati Organisation in Sukoharjo Regency as a case study. Employing a qualitative approach with a case study design and Talcott Parsons' Structural Functionalist theoretical framework (AGIL), this study finds that Sehati functions as a compensatory subsystem amidst the dysfunction of the formal labour market. The organisation executes four systemic functions: adaptation (aligning skills with the needs of the garment industry and mobilising funds); goal attainment (advocating for rights and economic independence, despite minimal absorption by the formal sector); integration (building internal cohesion through community enterprise groups and external strategic partnerships); and latency (transforming members' mindsets and employing cultural approaches to erode stigma). However, its effectiveness is hindered by persistent cultural stigma in workplaces that remain exclusive, alongside the organisation's limited financial resources. In conclusion, achieving substantive employment inclusion requires not only skills-enhancement interventions, but also the reform of industrial culture and the strengthening of financial sustainability for supporting organisations.

Civic Disposition in Traffic Law Awareness of Junior High School Students in Pancasila Education

Sri Widiastuti, Winarno, Suyahman — Sun, 16 Aug 2026 00:00:00 +0700

Traffic law violations among young people have become a critical issue, reflecting a persistent gap between civic knowledge and actual compliance with the law in public spaces. Pancasila education is strategically expected to bridge this gap by shaping students’ civic attitudes; however, its effectiveness in fostering awareness of traffic regulations in the real world requires empirical study. This research aims to: (1) analyse the place of traffic regulation awareness within Pancasila education teaching materials, and (2) map students’ awareness of traffic regulations in terms of knowledge, attitudes, and actual behavior. This study employed a qualitative case study approach, supplemented by descriptive survey data, conducted with 30 ninth-grade students in Class IX B at Junior High School X in Sukoharjo Regency. Data collection techniques included the distribution of questionnaires, observation, in-depth interviews, and documentation. Data analysis used an interactive model consisting of data consolidation, data presentation, and conclusion drawing/verification. The results of the study indicate that awareness of traffic regulations is treated merely as supplementary and incidental material, rather than as a structured component of the curriculum. More importantly, this study reveals a paradoxical pattern in civic disposition: although students demonstrate high levels of civic knowledge (86.7%) and positive civic attitudes (72%), their actual behavioral compliance remains very low (32.7%). It is worth noting that none of the students legally hold a driver’s license (SIM) due to age restrictions (de jure compliance), yet 66.7% of them still ride motorcycles illegally (de facto violations). This paradox is driven not only by moral noncompliance but also by structural constraints, particularly the lack of adequate public transportation, as well as peer pressure that normalizes such violations. This study concludes that Pancasila education must shift from cognitive transfer to contextual learning that critically addresses the dilemma between legal norms and infrastructural realities, supported by community-based civic education and structural solutions such as safe routes for students

Inclusive Civic Participation through Differentiated Democratic Learning: Evidence from SMP IT An-Nida' Lubuklinggau

Windy Ferdiyanti, Triyanto, Dewi Gunawati — Sun, 16 Aug 2026 00:00:00 +0700

Democratic participation among young people requires learning environments that accommodate diverse interests, abilities, and forms of engagement. However, civic education practices often emphasize leadership positions and voting activities, providing limited opportunities for broader student participation. This study explores how differentiated democratic learning fosters inclusive civic participation among students at SMPIT An-Nida’ Lubuklinggau, Indonesia. Employing a qualitative descriptive approach, data were collected through participant observation, documentation, and reflective records generated during a school-based democratic learning program known as Pesta Demokrasi An-Nida’. The program engaged students in various democratic roles, including election candidates, political party members, election committee members, supervisory committee members, media campaign teams, coding teams, and voters. The findings indicate that differentiated democratic learning created multiple pathways for participation, enabling students with diverse interests and competencies to contribute meaningfully to democratic processes. Students developed civic competencies such as leadership, collaboration, communication, responsibility, and digital participation through authentic democratic experiences. Furthermore, the availability of diverse roles encouraged broader student engagement by recognizing different strengths and forms of contribution. The study suggests that inclusive civic participation can be strengthened when democratic education moves beyond conventional voting and leadership activities to embrace varied forms of student involvement. These findings contribute to the discourse on inclusive citizenship and youth engagement while supporting the achievement of Sustainable Development Goals 4 and 16 through innovative civic education practices.

Project-Based Learning Model As An Effort To Strengthen Students' Civic Responsibility In Learning Pancasila Education

Ziadatul Khoeriyah, Triyanto, Dewi Gunawati — Sun, 16 Aug 2026 00:00:00 +0700

This study was conducted to explain the use of the Project-Based Learning (PjBL) model as a step to strengthen students' civic responsibility in the Pancasila Education subject. The method used is a descriptive qualitative approach. The subjects were the Pancasila Education subject teacher and 32 eighth-grade students at MTs Assalafiyah. Data collection was carried out through observation, documentation, and interviews. The data were analyzed using the Miles and Huberman model, including data condensation, data presentation, and formulation of conclusions. To ensure its validity, source triangulation and technical triangulation were carried out. The findings show that the use of the Project-Based Learning model can strengthen students' civic responsibility by strengthening attitudes of responsibility, cooperation, social awareness, active participation, and discipline throughout the learning activities. The highest percentage achieved was the cooperation indicator, namely 91%. In addition, the implementation of PjBL created a more lively, collaborative, and student-centered learning atmosphere (student-centered learning). Based on this, the Project-Based Learning model is worthy of being positioned as an effective learning model choice to strengthen students' civic responsibility in Pancasila Education learning.

Fostering Civic Tolerance through the Internalization of Hasthalaku as Javanese Local Wisdom: A Literature Review

Enricho Santuario, Rima Vien Permata Hartanto, Moh. Muchtarom — Sun, 16 Aug 2026 00:00:00 +0700

The increasing complexity of social diversity, digital interactions, and societal polarization in contemporary life has intensified the need to strengthen civic tolerance among citizens. Civic tolerance is a fundamental element of democratic citizenship, as it enables individuals to respect differences, engage in constructive dialogue, and maintain social harmony within pluralistic societies. This study aims to examine the potential of Hasthalaku, a Javanese local wisdom framework, as a cultural foundation for fostering civic tolerance through the internalization of its core values. This study employs a literature review approach to synthesize and analyze scholarly works related to civic tolerance, local wisdom, citizenship education, character education, and the philosophical values embodied in Hasthalaku. The findings reveal that the eight values of Hasthalaku, namely gotong royong, grapyak semanak, guyub rukun, lembah manah, ewuh pekewuh, pangerten, andhap asor, and tepa slira, promote cooperation, social harmony, empathy, humility, mutual respect, and tolerance. These values are closely aligned with the principles of democratic citizenship and contribute to the development of citizens who respect diversity, engage in peaceful conflict resolution, and actively support social cohesion. Furthermore, integrating Hasthalaku-based values into citizenship education and community learning initiatives provides a culturally relevant approach to cultivating civic character and strengthening civic tolerance in Indonesia's multicultural society. This study concludes that Hasthalaku offers a valuable cultural and normative framework for promoting civic tolerance and reinforcing democratic citizenship in contemporary civic life.

Madrasah Eco-Living Lab as a Strategy for Strengthening Ecological Citizenship: Case Study in Surabaya City

Dania Dyah Fitrawan, Muhlis — Sun, 16 Aug 2026 00:00:00 +0700

The global ecological crisis has created an urgent need to strengthen the concept of ecological citizenship. This study aims to analyze students ecological citizenship competencies and identify obstacles in implementing the Madrasah Eco-Living Lab program at MTs Negeri 1 Surabaya. A qualitative descriptive-analytical method was chosen with data collection through questionnaires, observations, interviews, and documentation. The research subjects included 150 students and 5 teachers. The results showed that the level of ecological citizenship competency in students was 85.7% with the highest achievement in the participation aspect (88.4%) and the lowest in the justice aspect (86.9%). Strengthening ecological citizenship is needed to foster environmental awareness through the Madrasah Eco-Living Lab program. The strategies implemented began with the establishment of a zero plastic habit policy, Ecobrick activities and Eco-creative entrepreneurship every friday. Strengthening students ecological citizenship is realized through the formation of ecological responsibility , ecological justice , sustainability principles , and Active participation . Obstacles to this program include a transformation of the zero-plastic policy , which has not yet fully formed student habits, and limited expert mentors to produce environmentally friendly products. Integrating the Eco-Living Lab into the curriculum, school culture, and learning assessments is expected to foster awareness and responsibility for environmental protection

The Construction of Digital Citizenship Meaning among Informatics Students as Aspiring Technology Professionals

Sun, 16 Aug 2026 00:00:00 +0700

This study aims to comprehensively understand the construction of digital citizenship meaning and the ethical-social responsibility of Informatics students as prospective technology professionals from the perspective of Civic Education. This study employed a qualitative approach with an Interpretative Phenomenological Analysis (IPA) design. The research was conducted at the Department of Informatics Engineering and Computer Science, Politeknik Negeri Ujung Pandang, involving 15 active sixth-semester students as key informants selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed systematically through five stages of IPA analysis. Results: The data analysis produced four superordinate themes that reconstruct the meaning of digital citizenship: 1) Digital citizenship as ethical awareness in digital space; 2) Reconstruction of Informatics students' identity from technology users to technology creators; 3) Technology and Artificial Intelligence (AI) ethics as a form of digital responsibility; and 4) The foundation of society-oriented technology. The informants construed that a single line of programming code carries direct social consequences for the public, requiring technology development to mitigate algorithmic bias, maintain the transparency of intelligent systems, and ensure the protection of user data privacy. This study successfully reconstructs the meaning of digital citizenship from merely "polite internet behavior" into "ethical-civic responsibility in technology design." Future technology professionals must possess a civic orientation that is internalized into every system and program code they create.

Analysis of the Relationship Between Democracy and Economic Growth and Its Connection to Global Citizenship

Ardhin Prasetyo — Sun, 16 Aug 2026 00:00:00 +0700

This study aims to analyze the relationship between democracy and economic growth, as well as its implications for global citizenship. Democracy, as a universal value system, encompasses not only state governance structures but also fundamental human values. The relationship between democratic systems and economic development has been a subject of extensive scholarly debate, with no clear consensus emerging regarding the causal direction or strength of this relationship. This research employs a qualitative literature review method, synthesizing findings from various studies on democracy and economic growth in different national contexts. The analysis reveals that the relationship between democracy and economic growth varies significantly depending on contextual factors, including institutional quality, cultural background, educational levels, and specific policy environments. Several studies indicate a positive correlation where democracy fosters economic growth through increased participation, transparency, and accountability. Conversely, other research suggests that economic growth may precede democratic development, with Lipset's modernization theory positing that prosperity enables democratic consolidation. The findings also demonstrate that in certain contexts, such as Indonesia's experience, significant economic prosperity has not necessarily corresponded with democratic advancement. Beyond the democracy-growth nexus, this study identifies education and cultural factors as crucial determinants of economic development, with some nations achieving prosperity through educational investment and cultural values rather than democratization efforts.. The research concludes that the relationship is context-dependent rather than universally applicable, with implications for global citizenship emphasizing the importance of understanding diverse developmental pathways and the complementary roles of democratic governance, economic policies, and educational investment in fostering sustainable development.

Cosmological Legitimacy and Civic Obedience: Toward a Conceptual Framework of Communal-Religious Citizenship in Kampung Pitu, Nglanggeran, Gunungkidul, Yogyakarta

Sun, 16 Aug 2026 00:00:00 +0700

The study of citizenship remains strongly shaped by liberal-individual assumptions and by the idea that rights are the primary basis of citizenship. This orientation often reduces the citizenship practices of indigenous communities to matters of state recognition, legal status, or administrative inclusion. This article offers a conceptual alternative, proposing citizenship as a form of civic obedience grounded in communal, religious, and cosmological legitimacy. The discussion is anchored in the case of Kampung Pitu in Nglanggeran, Gunungkidul, Special Region of Yogyakarta, a community widely associated with the norm of maintaining only seven households (7 KK). Rather than presenting primary fieldwork findings, this article develops a conceptual framework through a critical synthesis of literature on contemporary citizenship studies, legitimacy and authority, communitarian approaches, Javanese cosmology, customary law, and legal pluralism in Indonesia. The article proposes a three-layer analytical model: (1) cosmological legitimacy as the foundation of norms; (2) communal obligation as the moral orientation of citizenship; and (3) civic obedience mechanisms based on moral authority, reputation, and social-symbolic sanctions. These three layers are synthesized into the concept of “communal-religious citizenship,” a mode of citizenship that maintains social order without relying primarily on state legal-rational instruments. The article’s contribution is theoretical: it positions indigenous communities not merely as objects of recognition policy but as important sources for developing citizenship theory from the Global South. The proposed framework requires further validation through future ethnographic research, interviews, observation, and documentation in Kampung Pitu.