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

Abstract

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.