Journal articles on the topic 'Civics education'
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Rafifah, Tsabitah, and Dinie Anggraeni Dewi. "Mengenal Lebih Dalam Pendidikan Kewarganegaraan Hingga Jenjang Perguruan Tinggi." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 264–71. http://dx.doi.org/10.34007/jehss.v4i1.637.
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The purpose of writing this article is to inform readers so that they can better understand the subjects of Citizenship Education. Because this lesson is very useful to build ourselves into a good citizen about citizenship.Citizenship Education (Civics) is one of the existing subjects from elementary school to tertiary education. The mission of Citizenship Education itself is to educate the nation's life. The word for citizenship in Latin is called Civicus. Furthermore, the word Civicus is absorbed into English to become the word Civic which means citizen or citizenship. From the word Civic, the word Civic was born, namely citizenship science, and Civic Education, namely Civic Education. Civics or citizenship lessons have been known in Indonesia since the Dutch colonial era under the name Burgerkunde.
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Lo, Jane C., and Zahid Kisa. "Requiring Civics Then and Now: Potentials and Pitfalls of Mandated Civics Curriculum." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–42. http://dx.doi.org/10.1177/016146812112300202.
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Background In recent years, the United States has seen a resurgence in calls for mandating civics coursework across the country. For decades, scholars have identified classroom practices that help make civics courses more impactful to students’ civic engagement and knowledge. As more civics courses are required of young people, one begins to wonder if these courses include the kinds of curricular goals and pedagogical practices that can support students’ understanding of politics and promote their engagement with the system. Purpose With increasing calls for mandating middle school civics coursework across the country, it becomes necessary to better understand what happens in these courses. To gain insights into a mandated civics curriculum, the study presented in this article examined students’ experiences in a mandated middle school civics course and how the course influenced students’ civic knowledge and engagement outcomes. Research Design We used a fully mixed concurrent triangulation design to develop a robust understanding of how a mandated middle school civics course was implemented. We collected and analyzed quantitative and qualitative data simultaneously to confirm, cross-validate, and corroborate findings. The qualitative portion of the study looked to understand quantitative trends by examining these relationships through in-depth interviews and classroom observations. Findings Three takeaways were elucidated by analysis of data: 1. Students’ experience of a mandated civics course varied a great deal between the two cases explored in this study; 2. these differences were instigated by the academic pressures associated with an end-of-course exam; yet 3. certain kinds of civics instruction have the potential to promote some desired civic outcomes in middle school. These findings suggest that middle school civics has the potential to promote students’ developing civic knowledge, interest, and engagement. However, these findings hint at a troubling civic inequality that exists as early as middle school. Conclusions Our study found that middle school is a good time to introduce students to civics content because they seem to have fairly positive attitude toward civic-mindedness. At the same time, we found that the civic opportunity gap can manifest as early as the middle grades. Specifically, these inequalities are exacerbated by the existence of a high-stakes end-of-course exam, which negatively impacts students who are already considered low academic performers.
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Lumpkin, Joyce Lynn. "Civics Education." Kappa Delta Pi Record 43, no. 4 (July 2007): 152–53. http://dx.doi.org/10.1080/00228958.2007.10516472.
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Tjeppy, Tjeppy. "Revitalization of Character Development in Civic Education Learning Management." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 20, 2021): 1080–87. http://dx.doi.org/10.35445/alishlah.v13i2.726.
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This study aims to see the process of reforming education management that impacts students' character development through learning civic education to foster a sense of discipline and defend the country, so that character development is formed. This study uses a descriptive method with a qualitative approach. The data triangulation analysis is strengthened by the literature related to this research. The study results explain that civics learning management improves students' ability to understand various learning methods to be more creative and innovative. Civics lessons play a role in forming student character supported by well-organized education management, improves teachers' performance in delivering civic education subjects, and develop students' ability to instill high national values through civics education.
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Jamieson, Kathleen Hall. "The Challenges Facing Civic Education in the 21st Century." Daedalus 142, no. 2 (April 2013): 65–83. http://dx.doi.org/10.1162/daed_a_00204.
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This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.
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Hunt-Hinojosa, Emily, and Brent D. Maher. "The Contentious Rise of the New Civics: Contending With Critiques of New Civics as a Leftist Enterprise." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 20–37. http://dx.doi.org/10.1177/01614681221087291.
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Background/Context: New Civics scholars and practitioners aspire to move beyond curricula focused on voter participation and knowledge of government structures and mechanisms to instead prepare youth to act upon their values in ways that lead to systemic change. Critics of New Civics argue that this approach is a form of pervasive leftist politics on campuses that seek to train youth activists with particular political agendas. Purpose and Research Questions: New Civics scholars must contend with conservative critiques as they envision curricula and programs to encourage greater civic action and engagement universally. Because these curricula and programs embrace nontraditional notions of civic action, they must garner some modicum of public trust to gain broad traction in schools and nonprofit organizations. Opponents of New Civics frame it as exclusively leftist, “politically correct,” and hostile to alternative views. These accusations may convince an already skeptical public that New Civics advances a particular political agenda, rather than modes of civic action and engagement in a democratic and pluralistic society. We analyze the extent to which these critiques have merit. Research Design: Our approach explores the curricula, programs, and social movements associated with New Civics. We contextualize these critiques within historical campus culture wars that portray the university as an echo chamber of liberal politics lacking intellectual diversity, with special attention to contemporary debates about free speech and identity on campus. Finally, we consider the extent to which a conservative New Civics practice is possible and whether New Civics needs to embrace a more inclusive ideological stance to mitigate critiques. Findings/Results: We discuss the possibility of scholars and practitioners transcending the culture-war framework to pursue their cardinal goal of preparing all youth to initiate and engage in action that leads to social change.
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Pangalila, Theodorus, and Darmawan Edi Winoto. "The Effect of Citizenship Education Learning to Improving Student Civic Knowledge." SHS Web of Conferences 149 (2022): 01057. http://dx.doi.org/10.1051/shsconf/202214901057.
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This study aimed to examine the effect of Civics learning on increasing students' civic knowledge. The location of this research is SMP Negeri 4Tomohon. The population in this study were all students at SMP Negeri 4 Tomohon, while the sample was grade VII students at SMP Negeri 4 Tomohon,totaling 69 students. The method used is a survey method with a research instrument in the form of a questionnaire. With questions for Civics learning as many as 15 and civic knowledge as many as 15 questions. Data analysis using simple regression or r test. The results showed that the effect of Civics Education Learning on improving Students' Civic Knowledge is 39.5%. In contrast, the rest is influenced by other variables.
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CAMPBELL, DAVID E., and RICHARD G. NIEMI. "Testing Civics: State-Level Civic Education Requirements and Political Knowledge." American Political Science Review 110, no. 3 (August 2016): 495–511. http://dx.doi.org/10.1017/s0003055416000368.
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Do state-level exams in civics have a positive impact on young people's civic knowledge? We hypothesize that civics exams have the biggest effect in states where they are a requirement for high school graduation—theincentivehypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—thecompensationhypothesis. We test these hypotheses with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test administered to high school students, and with a large national survey of 18–24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis.
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Clements, Estelle. "A conceptual framework for digital civics pedagogy informed by the philosophy of information." Journal of Documentation 76, no. 2 (December 25, 2019): 571–85. http://dx.doi.org/10.1108/jd-07-2019-0139.
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Purpose The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere. Design/methodology/approach Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education. Findings With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted. Originality/value The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.
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Dreyfuss, Richard. "On Civics Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 14 (November 2008): 294–97. http://dx.doi.org/10.1177/016146810811001494.
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dreyfuss, richard. "On Civics Education." Yearbook of the National Society for the Study of Education 107, no. 2 (October 2008): 294–97. http://dx.doi.org/10.1111/j.1744-7984.2008.00224.x.
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Ponidi, Ponidi. "IMPLEMENTATION OF CHARACTER EDUCATION THROUGH A PAKEM APPROACH MODEL IN CIVIC EDUCATION." JLCEdu (Journal of Learning and Character Education) 1, no. 1 (May 29, 2021): 11–21. http://dx.doi.org/10.56327/jlcedu.v1i1.14.
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Research with the implementation of character education through the PAKEM approach model in civic education subjects aims to provide the inculcation of character values that are embedded in humans through learning civic education in Schools. This study uses a qualitative method so that the resulting research procedure is descriptive data from the results of these observations with words, pictures, and not numbers so that the research report contains quotations of data to provide an overview of its presentation. The results of this research are that civic education can be used as a determinant in improving character education by building citizenship education with a new paradigm and developing learning to apply the PAKEM approach. Through character-based civics learning with the application of the PAKEM approach, several conventional Civics learning problems can shift into innovative learning. The use of learning models in every teaching and learning activity is based on character education so that students are always happy and have a meaningful learning concept.
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Barr, Hugh. "Citizenship Education without a Textbook." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 28–35. http://dx.doi.org/10.2304/csee.1998.3.1.28.
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It has always been acknowledged that a free society is dependent on the knowledge, skills, and virtues of its citizens and those they elect to office. For this reason, civic education has always been regarded as an essential component of any education system. A new enthusiasm for citizenship education has recently seen the revision, or re-introduction of civics programmes into the schools of Western Europe, North America and Australasia. This paper suggests that while facts are undoubtedly an essential ingredient of any civic education programme, formal instruction in civics and government may not be the best way to teach effective citizenship. In a world that demands confident, informed and responsible citizens, citizenship education may be taught best through programmes which develop appropriate skills and encourage appropriate attitudes and values.
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Journell, Wayne. "We Still Need You! An Update on the Status of K-12 Civics Education in the United States." PS: Political Science & Politics 48, no. 04 (October 2015): 630–34. http://dx.doi.org/10.1017/s104909651500089x.
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ABSTRACTIn 2001, Richard Niemi and Julia Smith published an article inPS: Political Science and Politicson enrollments in high school civics and government courses. They framed their study on the premise that political scientists were ignoring an important aspect of American civic and political life, and they concluded by issuing a call for political scientists to become more involved in K-12 civics education. This article provides an update on the state of K-12 civics education and renews Niemi and Smith’s call for political science engagement in K-12 education.
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Haste, Helen, and Janine Bempechat. "Introduction: The Emergence of New Civics." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 3–19. http://dx.doi.org/10.1177/01614681221087145.
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New Civics has emerged in the last three decades in order to expand the definition and scope of ‘participation’ beyond elections and voting, to include the wide range of civic activities that contribute to effective democracy. The emphasis is on agency and responsibility, critical thinking and the skills for informal as well as formal action. The implications for both formal and informal education include going beyond knowledge of local political systems. This Special Issue brings together papers emerging from the Spencer Foundation funded Program supporting doctoral students at Harvard Graduate School of Education that address the widening scope of civic education. They draw on international as well as US data. They address the following questions: How do critiques of new civics reveal the current tensions between different narratives of justice, freedom of speech and social order? How does increasing digital affordance affect freedom of speech and ethics and what skills do students need? What are the historical controversies about the purposes of education that lie behind current debates? How might controversial issues be used in discussion to highlight culture and diversity issues? How does experience of community participation promote the skills and motives for commitment? How can innovative methods such as Youth Participatory Action Research enhance civic awareness and skills? How can this be used in art, and how has it contributed to civic education in the challenging environment of refugee contexts? The papers reflect innovative research and practice at the cutting edge of new civics education.
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Brickhouse, Nancy. "Science Education is civics education." Science Education 106, no. 3 (March 12, 2022): 482–83. http://dx.doi.org/10.1002/sce.21710.
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Rusu, Mihai Stelian. "’Civilising’ the Transitional Generation: The Politics of Civic Education in Post-Communist Romania." Social Change Review 17, no. 1 (December 1, 2019): 116–41. http://dx.doi.org/10.2478/scr-2019-0005.
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Abstract The paper examines the introduction of civic education in post-communist Romania as an educational means of civilising in a democratic ethos the children of the transition. Particularly close analytical attention is paid to a) the political context that shaped the decision to introduce civic education, b) the radical changes in both content and end purpose of civics brought about by educational policies adopted for accelerating the country’s efforts of integrating into the Euro-Atlantic structures (NATO and the European Union), and c) the actual consequences that these educational policies betting on civics have had on the civic values expressed by Romanian teenagers. The analysis rests on an extensive sample of schoolbooks and curricula of civic education, civic culture, and national history used in primary and secondary education between 1992 (when civics was first introduced) and 2007 (when Romania joined the EU). Drawing on critical discourse analysis, the paper argues that a major discursive shift had taken place between 1999 and 2006, propelled by Romania’s accelerated efforts to join the EU. Set in motion by the new National Curriculum of 1998, the content of civics textbooks went through a dramatic change from a nationalist ethos towards a Europeanist orientation. The paper identifies and explores the consequences of a substantial shift from a heroic paradigm of celebrating the nation’s identity and monumentalised past towards a reflexive post-heroic model of celebrating the country’s European vocation.
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Blevins, Brooke, Karon LeCompte, and Sunny Wells. "Innovations in Civic Education: Developing Civic Agency Through Action Civics." Theory & Research in Social Education 44, no. 3 (July 2, 2016): 344–84. http://dx.doi.org/10.1080/00933104.2016.1203853.
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Hallgren, Eva, and Eva Österlind. "Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format." Education Sciences 9, no. 3 (August 31, 2019): 231. http://dx.doi.org/10.3390/educsci9030231.
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The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students’ engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.
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Koyama, Jill. "Competing and Contested Discourses of Citizenship and Civic Praxis." education policy analysis archives 25 (March 27, 2017): 28. http://dx.doi.org/10.14507/epaa.25.2730.
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In this paper, I utilize complementary features of critical discourse analysis (CDA) and Actor-Network Theory (ANT) to trace and investigate issues of power, materiality, and reproduction embedded within notions of citizenship and civic engagement. I interrogate the often narrow and conservative political and public discourses in Arizona, as well as the xenophobic-driven civics education policy. To these, I juxtapose the enactment of citizenship by youth who use, produce, and share language materials and counter authoritative citizenship and civic discourses, especially, but not exclusively, in online contexts. I explore the questions: In what ways are discourses of civic engagement and citizenship assembled, interpreted, understood, enacted, and contested in Arizona? What are the relationships between the civics education policy, discursive enactments of citizenship, and the youth of Mexican descent’s online civic practices? I draw on a mixture of textual (language materials) and discursive (events, acts, and practices) data collected in Arizona to argue that youth are doing critical, yet unrecognized and undervalued, forms of civic engagement online, which could be incorporated in the formal civics education curriculum.
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Pradana, Yudha, and Dadang Sundawa. "Optimizing Vocational Civic Education For The Development Of Student Character." Journal of Social Science (JoSS) 1, no. 4 (May 12, 2022): 153–60. http://dx.doi.org/10.57185/joss.v1i4.40.
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In terms of being students, civic education is very closely related to the development of the character of citizens. In this case, vocational civics can also be developed and given to vocational higher education students. This research aims to find out about civics learning in vocational universities and the character development of students through vocational civics learning. The method carried out is research and development with the ADDIE model. The results showed that learning was carried out contextually and cooperatively with a project-based learning approach supported by 21st century skills. Learning develops citizen competencies in the form of knowledge, disposition, and skills. The character of students is developed in the forms of critical thinking, creativity, discipline, appreciation of work, and curiosity. In addition, with the vocational education approach, the aspects developed in vocational civics are communication skills, critical and creative thinking, information literacy, digital literacy, inquiry skills, interpersonal skills, multicultural literacy, problem solving, and technology skills. Meanwhile, support in the form of 21st century skills is shown through communication, collaboration, creativity, and critical thinking.
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Moffa, Eric. "A paradox of place: civic education in the rural south." Social Studies Research and Practice 14, no. 1 (May 20, 2019): 105–21. http://dx.doi.org/10.1108/ssrp-07-2018-0028.
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Purpose Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum. Design/methodology/approach A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the paradoxical treatment of place in civic education in rural schools. Findings Participants implemented place-based pedagogies while simultaneously promoting the narrative that students leave their home communities after graduation due to limited post-secondary opportunities (i.e. place-based learning for future (dis)placements). Participants reconciled leaving narratives and the displaced futures of students by emphasizing “the basics” devoid of place. Originality/value The paradoxical treatment of place, as influenced by teachers’ perceptions and civic sensibilities, contrasted with theoretical perspectives on place-based education that emphasize inhabiting and attending to place. Findings suggest the need to prepare rural civics teachers for place-conscious civic pedagogies to challenge paradoxical treatments of place and engender democratic investments in rural communities.
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Deane, Samantha. "A Corporeal Civics Education." Philosophy of Education 78, no. 2 (September 2022): 96–108. http://dx.doi.org/10.47925/78.2.096.
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Paige, Rod. "Civics Education in America." Phi Delta Kappan 85, no. 1 (September 2003): 59. http://dx.doi.org/10.1177/003172170308500115.
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Halimah, Lili. "Developing Civic Education Learning through Cosmopolitan Value Perspective." Journal of Moral and Civic Education 2, no. 1 (August 1, 2018): 26–37. http://dx.doi.org/10.24036/885141221201893.
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This study aims to provide insight to PPKn teachers because it is part of the research on citizenship development studied through the perspective of cosmopolitan values. In this era of globalisation, the Indonesian people are faced with global forces that go hand in hand with cosmopolitanism. The main problem is how much Civic Education (Civics Education) is influenced by cosmopolitan values? The research locations are spread in Cimahi Tengah, Utara, and Selatan totaling 45 schools. The study population totaled 20,702 with a sample of 400 students. The study used the Cross-Sectional Survey method. Retrieval of data through a questionnaire. Data analysts were carried out with Structural Equation Modeling competency tests. The results showed that the impact of cosmopolitan values on Civics learning was significant (with R2 = 0.6971 or 69.71%), indicating the process of harmonizing cosmopolitan values in secondary school students in civics learning. Cosmopolitan values have a higher effect (31.44%) than Civics learning, which shows that the cosmopolitan values studied in Civics affect middle school students in Cimahi even though only 13.42%. Cosmopolitan values are an important factor in developing Civics learning amid the swift currents of globalisation. This has implications for the government to review the Civics curriculum by paying attention to the phenomena that exist in society, namely the strengthening of globalisation and cosmopolitan values that are increasingly widespread in all aspects so that it is feared to have an impact on student behavior into global culture so that there is a shift in the mindset and lifestyle of students in Cimahi City. Thus, through this research, at least PPKn teachers or relevant researchers can minimize the phenomena and the negative impacts arising from globalisation.
Keywords: learning, civic education, and cosmopolitan values
ABSTRAK
Penelitian ini bertujuan untuk memberikan wawasan kepada para guru PPKn karena merupakan bagian dari penelitian pengembangan kewarganegaraan dikaji melalui perspektif nilai kosmopolitan. Di era globalisasi ini, masyarakat Indonesia dihadapkan pada kekuatan globalisasi yang beriringan dengan kosmopolitan. Masalah utama yaitu seberapa besar pembelajaran Pendidikan Kewarganegaraan (PKn) dipengaruhi oleh nilai kosmopolitan? Lokasi penelitian tersebar di Cimahi Tengah, Utara, dan Selatan berjumlah 45 sekolah. Populasi penelitian berjumlah 20.702 dengan sampel 400 siswa. Penelitian menggunakan metode Cross-Sectional Survey. Pengambilan data melalui kuesioner. Analis data dilakukan dengan uji kompetensi Structural Equation Modeling. Hasil penelitian menunjukan bahwa dampak nilai kosmopolitan terhadap pembelajaran PKn sudah signifikan (dengan R2 = 0,6971 atau 69,71%), menunjukkan adanya proses harmonisasi nilai kosmopolitan pada siswa sekolah menengah dalam pembelajaran civics. Nilai kosmopolitan memiliki pengaruh yang lebih tinggi (31,44%) dari pembelajaran PKn, yakni menunjukkan bahwa nilai kosmopolitan yang dipelajari dalam PKn berpengaruh pada siswa sekolah menengah di Cimahi walaupun hanya 13,42%. Nilai kosmopolitan menjadi faktor penting dalam mengembangkan pembelajaran PKn ditengah derasnya arus globalisasi. Hal ini berimplikasi bagi pemerintah untuk mengkaji kembali kurikulum PKn dengan memperhatikan fenomena yang ada di masyarakat yakni menguatnya globalisasi dan nilai kosmopolitan yang semakin meluas ke seluruh aspek sehingga dikhawatirkan berdampak bagi perilaku siswa ke dalam budaya global sehingga terjadi pergeseran pada pola pikir, dan gaya hidup siswa di Kota Cimahi. Dengan demikian melalui penelitian ini setidaknya para guru PPKn atau peneliti yang relevan dapat meminimalisir fenomena dan dampak negatif yang ditimbulkan dari globalisasi.
Kata kunci: pembelajaran, pendidikan kewarganegaraan, nilai kosmopolitan
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Suratni, Suratni. "PENGARUH PENGAJARAN NILAI MORAL DALAM PEMBELAJARAN PPKN." CENDEKIA: Journal of Education and Teaching 8, no. 2 (October 3, 2014): 169. http://dx.doi.org/10.30957/cendekia.v8i2.61.
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This study examines the relationship between value of morality to the civic education for the secondary school students. Chi-Square was used to analyze the data. The findings of the study were revealed that a significant correlation was proven by value of moral (X) to civics education achievement (Y) with the Chi Square coefficient = 46.09 that was greater (>) than -table 9.49 at the significance level 0.05 and df = 4. It meant that the more teaching of value of moral was good, the civics education achievement became more and more raising, too.
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Mujib, Ibnu. "Multicultural Education Practices at Religiously-Based Schools in Malang." Al-Albab 5, no. 2 (December 1, 2016): 281. http://dx.doi.org/10.24260/alalbab.v5i2.425.
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This study began with an assumption that multicultural education model is practiced in schools in a very limited scope. Therefore, through the subject of PPKN (Civics Education) in schools, multicultural education can be developed. In addition, the school as a laboratory of diversity at the scope of educational institutions is an important medium in the discourse of multicultural education. As a conceptual formulation that was built through the 2013curriculum, the instructional model of Civics education-based on multiculturalism was found to be able to stimulate students’ character building in a more effective, quick and strategic manner. The school, in addition to being an important laboratory of diversity, should also provide multicultural instruction in Civics education with the materials that aid the vision of Civics education instruction with a content of multicultural education in a productive, creative, innovative, and affective way as well as having an effect on the students so as to contribute to the social, civic life and more importantly to the process of building the character and attitude of tolerance among students in schools. Through multicultural education in schools, students learn to accept and understand the cultural differences that affect the differences in usage (how people behave); folkways (habits in the community), mores (code of conduct in the community), and customs (tradition of a community). With multicultural education, learners will be able to accept differences, criticism, and have a sense of empathy, tolerance for others regardless of class, status, gender, ehnic, religion and academic skills.
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Meihui, Liu. "Civics Education in Taiwan: Values Promoted in the Civics Curriculum." Asia Pacific Journal of Education 20, no. 1 (January 2000): 73–81. http://dx.doi.org/10.1080/0218879000200107.
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Davis, Megan. "Civics education and human rights." Australian Journal of Human Rights 9, no. 1 (June 2003): 236–55. http://dx.doi.org/10.1080/1323238x.2003.11911099.
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Blevins, Brooke, Karon Nicol LeCompte, and Michelle Bauml. "Developing students’ understandings of citizenship and advocacy through action civics." Social Studies Research and Practice 13, no. 2 (September 10, 2018): 185–98. http://dx.doi.org/10.1108/ssrp-02-2018-0009.
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PurposeIn the wake of the 2016 US presidential election and the political turmoil that has ensued since, the need to prepare youth as active, well-informed citizens is self-evident. Middle and high school students have the potential to shape public and political opinion and encourage others to engage in collective, grassroots civic efforts to enact positive change in their communities through social media and face-to-face communication (CIRCLE Staff, 2018). Action civics has emerged as a promising civic education practice for preparing young people for active and informed civic participation. By providing students with the opportunity to “engage in a cycle of research, action, and reflection about problems they care about personally while learning about deeper principles of effective civic and especially political action” (Levinson, 2012, p. 224). The paper aims to discuss these issues.Design/methodology/approachThis interpretive qualitative case study utilized Westheimer and Kahne’s (2004) citizen typology to examine 30 fifth through ninth graders’ conceptions of citizenship, civic action and advocacy as a result of their participation in an action civics inquiry project that took place during summer civics camps.FindingsFindings show that overall, students’ conceptions of citizenship remained relatively unchanged after participating in the summer civics camps; however, students did develop increased understanding of advocacy and were more readily able to identify the “root causes” of community issues.Originality/valueImplications of this study add to a small but growing body of literature on the outcomes of action civics programs and may inform the design and implementation of these kinds of programs.
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Robinson Hutagaol, Abdul Hasan Saragih, and Sahat Siagian. "The Effect of Participative Learning Strategy and Interpersonal Communication on Results of Civic Learning Education." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 2 (July 3, 2020): 515–24. http://dx.doi.org/10.33258/biolae.v2i2.263.
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The purpose of this study is to determine the differences in civic learning outcomes of students who are taught with participatory group and individual learning strategies, know the differences in civic learning outcomes that have high interpersonal communication and who have low interpersonal communication and know the interactions between learning strategies and interpersonal communication learning outcomes of Civics. To test the hypothesis the learning outcomes used are civic learning outcomes that have high interpersonal communication and learning outcomes that have low interpersonal communication. The statistical test used in this research descriptive statistics presents the statistical data used by ANAVA, the data analyst requirements test, namely the normality test, the lilifors and the Variance homogeneity test with the Bartlett test. The research instrument of civic learning outcomes using a multiple choice test consists of 35 items and has a reliability of 0.761 using the Kuder-Richardson formula (KR-20). For students who have high and low interpersonal communication using interpersonal communication tests using a standard Likert scale. The results of hypothesis testing show that being taught with a participatory group strategy has a higher PKn learning outcome than the individual participatory strategy learning outcomes. This is indicated by the count = 1.20> table = 4.02, at the significance level α = 0.05. High interpersonal communication higher Civics learning outcomes that have low interpersonal communication. This is indicated by F arithmetic = 48.46> table = 4.06 on Significant level α = 0.05 with dk = (1.76), and the interaction between learning strategies and students' interpersonal communication towards learning outcomes of Civics. This shows the count = 48.46> table = 4.06 at a significant level α = 0.05.
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Abbas, Aries, and Marhamah Marhamah. "THE ROLE OF THE STUDENT TEACHER MUSYAWARAH (MGMP) IN IMPROVING THE UNDERSTANDING OF PKN TEACHERS ABOUT HUMAN RIGHTS (HAM)." Ri'ayah: Jurnal Sosial dan Keagamaan 5, no. 02 (January 12, 2021): 132. http://dx.doi.org/10.32332/riayah.v5i02.2798.
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Respecting children's views is a fundamental principle that relates to all aspects of the implementation and interpretation of other articles of the convention. Every child's views need to be considered in making decisions that will affect the child's life and development. Factors that can affect the understanding of Civics teachers, the existence of socialization with fellow Civics teachers, the existence of a two-way communication with MGMP members, the existence of shared perceptions in overcoming problematic students, the existence of collaboration when solving problems faced by students and cooperation can be carried out with teachers PAI, counseling teachers, Civics teachers must know or really understand the role and objectives of Civics learning, because Civics subjects have a role in education to develop character development through the role of Civics teachers. In accordance with one of the missions of the new paradigm Civics subject, namely as character education. Civics as one of the subjects that have content in moral education and nationalism, is a subject that is obliged to take part in the character education process through the role of Civics teachers. By applying appropriate teaching methods and supported by all levels of personnel at these educational institutions, Civics teachers can take the initiative to be the driving force for the character learning program. As the output of this Civics learning, there will be a generation with truly quality human resources in accordance with the goals of national education.
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Suhartono, Suhartono PPKn. "IDENTIFIKASI KESULITAN GURU PKn SMA di WILAYAH KECAMATAN SAWAHAN KOTA SURABAYA DALAM MENGIMPLEMENTASIKAN STRATEGI PEMBELAJARAN INOVATIF." WAHANA 70, no. 1 (June 1, 2018): 35–37. http://dx.doi.org/10.36456/wahana.v70i1.1565.
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Citizenship or Civics Education is a subject that is expected to shape the attitude and character of students. Learning activities in the classroom is not always fun. Teachers have difficulty in delivery of civic education materials to students. Civics teachers in the delivery of materials more commonly used conventional methods that lecture. As a result, the use of such methods only position students to be quiet, listen, take notes, and memorize. So with the policy of the use of innovative teaching strategies in the delivery of civic education materials are expected to assist students in understanding the material. Various types of innovative learning strategis such as Quantum Learning Strategies, Learning Strategies Inquiry, Problem Based Learning Strategies, Cooperative Learning Strategies, Contextual Learning Strategies, and Active Learning Strategies to provide facilities or provide a solution to the difficulties of the teacher in the classroom when the delivery of material.Methods of data collection in this thesis is that the questionnaire method is the main method in the research and documentation methods are used as a method to support in this study. Research is Education Departmen Sawahan. The data analysis technique used is descriptive statistical analysis techniques with the percentage.From the data analysis it can be concluded that the majority of high school Civics teacher in Sawahan district City of Surabaya have difficulties in implementing innovative learning strategies.
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Saveleva, Olga E. "American National Standards for civics as a factor in education for civic engagement." Tambov University Review. Series: Humanities, no. 3 (2022): 622–36. http://dx.doi.org/10.20310/1810-0201-2022-27-3-622-636.
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Russian Federal Educational Standards 2021 place high demands on schoolchildren as individuals with a number of traits and competencies necessary for an active citizen. It seems ex-pedient to study not only domestic, but also international experience of civic education. The United States is an example of countries with high levels of civic engagement, which can be seen in the collective and individual participation in protests and picketing, volunteering and a devel-oped network of various public organizations. The purpose of the research is to study the US Na-tional Standards for Civics and reveal how fully they cover all the components of civicism as a complex characteristic of a person. Component analysis of the concept of citizenship and civic engagement was used in the study of scientific and methodological literature on civic education. In the course of the study, a list of nine determinants (components) of a person’s civic engagement was compiled. It is shown that all nine components are reflected in the Standards to varying degrees. The most pronounced components are critical thinking, theoretical knowledge related to social and political literacy, as well as motivation to unite and participate in civil actions. To a large extent, the Standards are aimed at practice-oriented knowledge and skills and at ensuring that students understand their personal benefits from participating in socio-political processes. It has been determined that civic education in US schools is one of the basic factors influencing the high degree of civic engagement in American society, which can be seen in the first decades of the 21th century. The study can be used for subsequent comparative analyzes of education systems, as well as for a more detailed study of the entire system of factors of civil activity of the population.
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Gainous, Jason, and Allison M. Martens. "The Effectiveness of Civic Education." American Politics Research 40, no. 2 (November 8, 2011): 232–66. http://dx.doi.org/10.1177/1532673x11419492.
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Past research has explored the effectiveness of civic education in America’s classrooms. We build on these efforts using a survey of American students to test whether civics instruction enhances students’ political knowledge, political efficacy, and their voting intent. We refer to these outcomes, collectively, as democratic capacity. Recognizing that not all classroom experiences are created equal, we break new ground by exploring the degree to which the effectiveness of civic education is conditioned on variation in instructional methods employed by teachers. We also examine how variation in students’ home environment affects the effectiveness of civic education. The results suggest that civic education seems to influence democratic capacity only for those students who come from less privileged backgrounds and that teachers who use a wider range of instructional methods appear to deter the stimulation of knowledge for these students while simultaneously boosting their efficacy. We discuss the implications of these findings.
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Ramdani, Yepy Agus, and Sapriya Sapriya. "Integration of local wisdom based on Naskah Amanat Galunggung in civics learning." Masyarakat, Kebudayaan dan Politik 30, no. 4 (December 31, 2017): 418. http://dx.doi.org/10.20473/mkp.v30i42017.418-427.
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Indonesia as a developing country still faces with complex societal issues. To overcome these problems and to strengthen national identity one way is through the field of education. Education that takes into account the value of local wisdom will be easier to achieve educational goals. Naskah Amanat Galunggung contains the values of Sundanese wisdom that can be integrated into the Civic Education lesson. The location of the study was carried out on learning Civics in SMP Darul Falah 2 Cihampelas. The research method chosen is qualitative research using descriptive analytic method. In descriptive method of analytic data is collected as is then analyzed and given interpretation according to requirement of research. The results of this study indicates that the values contained in the Naskah Amanat Galunggung can be easily integrated into the Citizenship education as it is in accordance with the objectives of the Civic Education lesson. The integration of values of Amanat Galunggung in Civics Learning, especially in SMP Darul Falah 2 is by studying and inserting the local wisdom values in every Basic Competence.
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Öztürk, Talip, Anatoli Rapoport, and Filiz Zayimoğlu Öztürk. "Civics Education in Higher Education: 'Project Citizen' Sample." Educational Policy Analysis and Strategic Research 16, no. 2 (May 27, 2021): 382–401. http://dx.doi.org/10.29329/epasr.2020.345.18.
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Martiani, Ulpa Dwi, and Tetep Tetep. "THE EFFECTIVENESS OF USING VIDEO TUTORIAL TO IMPROVING LEARNING MOTIVATION OF CIVIC EDUCATION (Experiment Quasi to Student of SMA Negeri 19 Kabupaten Garut)." Journal Civics & Social Studies 2, no. 2 (April 2, 2019): 105–15. http://dx.doi.org/10.31980/2655-7304.v2i2.515.
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The era of globalization has led to the rapid development of science andtechnology, including in the world of education and learning. Civics is one of thesubjects that are still considered saturating, therefore the development of scienceand technology is the supporting force of how civic learning is more interesting.Video tutorial media is one of the effective means to convey the learning messageof Civics. In this study the main objectives that the authors review are themotivation to learn and the use of video tutorial media and their effectiveness inlearning Civics in the SMA Negeri 19 Kabupaten Garut. This research is a quasiexperimental research with One Group Pretest-Posttest Desig research design instudents of class X MIPA 6. The results of hypothesis testing data analysis using ttest tests with (Ha) research is accepted, meaning that if the value of Civic Class Xlessons is more than 70 then there is a significant increase in the effectiveness ofthe use of video tutorials as learning media in increasing students' learningmotivation, reinforced with average test results increased, before using pretestvideo tutorials = 39.80 after the use of posttest = 73.47. Test the correlationcoefficient has a significant relationship with (r) = 0.809 means that the level of therelationship between the two variables "Very High", the coefficient ofdetermination (d) = 65.5% can be said that the use of media video tutorials have aninfluence on increasing student learning motivation as much as The remaining65.5% 34.5% is influenced by other variables. The results of this study concludethat the video tutorial media as a Civics learning media can improve students'learning motivation in SMA Negeri 19 Kabupaten Garut. So that it is expected thatthe teacher can utilize various learning media to improve students' learningmotivation.Keywords: video tutorial, civics learning, learning motivation
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Makri, Eleni G. "Does the Cards against Calamity Learning Game Facilitate Attitudes toward Negotiation, Civics, and Sustainability? Empirical Findings from Greek Graduates." Education Sciences 12, no. 11 (October 24, 2022): 738. http://dx.doi.org/10.3390/educsci12110738.
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Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Cooperation, civic action, seeking knowledge about political/societal issues, and gains in problem-solving skills predicted civic responsibility attributes post-gameplay. Non-working status significantly affected the “argument”/verbal fight negotiation/conflict management perceptions of students with non-voting in elections status post-gaming, while working significantly influenced “walk away”/neutral negotiation/conflict resolution attitudes in participants with non-voting in elections status after gameplay. Non-voting in elections attributes significantly impinged on “argument”/verbal fight negotiation/conflict management attitudes for Athens municipality students after gaming. The learning game-based negotiation/conflict management- and civic/sustainability spectrum-related positive effects are reviewed alongside academic and management outcomes, and directions for future research are presented in light of global learning game negotiation/conflict resolution and civics/sustainability-related teaching and learning.
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Blevins, Brooke. "Research on equity in civics education." Journal of Social Studies Research 46, no. 1 (January 2022): 1–6. http://dx.doi.org/10.1016/j.jssr.2021.12.001.
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Muff, Aline, and Zvi Bekerman. "Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel." Education, Citizenship and Social Justice 14, no. 1 (December 12, 2017): 22–39. http://dx.doi.org/10.1177/1746197917743752.
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This article focuses on the role of the civics teacher against the backdrop of the recent political developments in Israel, where the political elite increasingly seeks to underpin citizenship education with a national-religious ideology. As in previous work on this topic by other academics, we draw on Gramsci’s work on cultural hegemony to locate the hegemonic discourse of citizenship education in Israel and focus on the teacher’s role along the spectrum of being an agent of the nation-state to acting as a transformative intellectual. We have interviewed Jewish-Israeli civics teachers to gain a better understanding of how they mediate their role between the different demands that the politics of civic education in Israel imposes on them. Our findings outline how teachers sometimes tend to reproduce the hegemonic discourse and how they also find ways to rebel against it, drawing on counter-hegemonic strategies in their classroom practice.
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Siegel-Stechler, Kelly. "Is civics enough? High school civics education and young adult voter turnout." Journal of Social Studies Research 43, no. 3 (July 2019): 241–53. http://dx.doi.org/10.1016/j.jssr.2018.09.006.
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., Fatimah. "EFECTIVINESS ON TRAINING PROGRAM OF INTEGRATING CHARACTER EDUCATION IN LEARNING AT MGMP PKn SMP IN TAPIN." JISAE: Journal of Indonesian Student Assessment and Evaluation 3, no. 2 (November 7, 2017): 34–41. http://dx.doi.org/10.21009/jisae.v3i2.4388.
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The main goal of this research is to analyzed the efectiviness of the implementation of on training program integrating character education in the learning of Civic Education for the learning teacher community of civics education subyect of yunior high school in Tapin district. The research in evaluative research by using an evaluation model in mesuare the efectiviness of the program Kirkpartrick. Data are collected techniques using Qualitative approach with technichques observation, interviews, and documentation., also questionerres. The reactions showed a high level of response categories and efective, learning level is efective, level behavioral is efective and very useful, because it change behavior in teachers attitude, skill and knawledge, and resuls level showed a responsibility of civics education teachers giving positive response as seen from their working effectiveness as the manifestation of qualities of working and creativity.
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Fatimah, Fatimah. "EFECTIVINESS ON TRAINING PROGRAM OF INTEGRATING CHARACTER EDUCATION IN LEARNING AT MGMP PKn SMP IN TAPIN." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 3, no. 2 (November 7, 2017): 34. http://dx.doi.org/10.21009/jisae.032.04.
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The main goal of this research is to analyzed the efectiviness of the implementation of on training program integrating character education in the learning of Civic Education for the learning teacher community of civics education subyect of yunior high school in Tapin district. The research in evaluative research by using an evaluation model in mesuare the efectiviness of the program Kirkpartrick. Data are collected techniques using Qualitative approach with technichques observation, interviews, and documentation., also questionerres. The reactions showed a high level of response categories and efective, learning level is efective, level behavioral is efective and very useful, because it change behavior in teachers attitude, skill and knawledge, and resuls level showed a responsibility of civics education teachers giving positive response as seen from their working effectiveness as the manifestation of qualities of working and creativity.
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Smith, Michael, and The Honorable Bob Graham. "Teaching Active Citizenship: A Companion to the Traditional Political Science Curriculum." PS: Political Science & Politics 47, no. 03 (June 19, 2014): 703–10. http://dx.doi.org/10.1017/s1049096514000870.
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ABSTRACTThe authors of this article advocate a new curriculum that can be applied to American government, introduction to political science, and state and local government courses. For the past half-century, high school and college general-education requirements have deemphasized civics, government, and political science. In response to the corresponding decrease in the nation’s civic health, this proposal is based on three principles. First, teaching citizenship is different than teaching civics. Second, citizenship is taught most effectively by engagement in the “real world,” with students completing projects that take them step by step through the policy-change process. Finally, the education and preparation of future high school government teachers needs to change to encourage them to teach their students the rights, responsibilities, and competencies of active citizenship.
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Heggart, Keith, James Arvanitakis, and Ingrid Matthews. "Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?" Education, Citizenship and Social Justice 14, no. 2 (March 25, 2018): 101–17. http://dx.doi.org/10.1177/1746197918763459.
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The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development.
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Wuryandani, Wuri, and Herwin Herwin. "The effect of the think–pair–share model on learning outcomes of Civics in elementary school students." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 627–40. http://dx.doi.org/10.18844/cjes.v16i2.5640.
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This study aims to test and prove the effect of the think–pair–share learning model on student learning outcomes in Civics in elementary schools. The research design used is a pre-experimental design with the One Group Pre-test–Post-test type. This research was conducted in one group that was randomly selected. The treatment intended is the think–pair–share learning model. The research sample used was 31 students who were at the grade IV level. The data collection technique was carried out using test instruments in Civics. Data analysis was carried out using descriptive statistical analysis and inferential statistics through the t-test. The results of this study indicate that there is a significant effect of the think–pair–share learning model on student learning outcomes in Civics. The score of the student learning outcomes has increased significantly after implementing the think–pair–share learning model in Civics learning.
Keywords: Civics, learning outcomes, think–pair–share.
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Makri, Eleni. "A Promising Connection: Increasing Civic Life Learning through Simulated Civics Education Action." International Journal for Cross-Disciplinary Subjects in Education 10, no. 4 (December 30, 2019): 4169–80. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0509.
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Cohen, Aviv. "Navigating competing conceptions of civic education: lessons from three Israeli civics classrooms." Oxford Review of Education 42, no. 4 (June 16, 2016): 391–407. http://dx.doi.org/10.1080/03054985.2016.1194262.
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Beaumont, Elizabeth, and Richard M. Battistoni. "Introductory Essay: Beyond Civics 101: Rethinking What We Mean by Civic Education." Journal of Political Science Education 2, no. 3 (September 22, 2006): 241–47. http://dx.doi.org/10.1080/15512160600840459.
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