Journal articles on the topic 'Civics'
To see the other types of publications on this topic, follow the link: Civics.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Civics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
Septiana, Tina, and Heri Ginanjar. "PENGGUNAAN MEDIA SEARCH ENGINE DALAM MENINGKATKAN CIVIC INTELLEGENCE SISWA PADA MATA PELAJARAN PKN." Journal of Education and Culture 3, no. 2 (June 27, 2023): 29–37. http://dx.doi.org/10.58707/jec.v3i2.487.
Full textAbstract:
This study aims to explore the benefits of using search engine media in improving students' civic intelligence in Civic Education (Civics). Media search engines, such as online search engines, provide easy and quick access to various sources of information relevant to Civics Education materials. This study involved high school student participants who were involved in the use of search engines as a learning tool in Civics class. The results showed that the use of search engines has significant benefits in improving students' civic intelligence. The students reported that they were able to access extensive and diverse information, deepen their understanding of Civics concepts, and develop digital literacy skills. The use of search engines also provided opportunities for students to actively participate in class discussions, presentations and Civics projects.
4
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.
Full textAbstract:
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.
5
Prasetyo, Danang, Jeni Danurahman, and Hendra Hermawan. "IMPLEMENTASI PENDIDIKAN KEWARGANEGARAAN DALAM MEWUJUDKAN WARGA NEGARA BAIK DAN CERDAS." Harmony: Jurnal Pembelajaran IPS dan PKN 8, no. 1 (August 2, 2023): 15–23. http://dx.doi.org/10.15294/harmony.v8i1.52768.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui proses pembentukan warga negara yang baik (good citizen) melalui penyelenggaraan mata kuliah PKn yang sesuai dengan Pancasila dan UUD 1945. Kajian ini diharapkan mampu memberikan rumusan penyelenggaraan mata kuliah pendidikan kewarganegaraan yang ideal. Penelitian ini merupakan penelitian kualitatif, dan fokusnya adalah memperdalam pemahaman manajemen pendidikan kewarganegaraan dalam proses pencapaian warga negara yang baik dan cerdas (smart and good citizens) yang. Hasil penelitian menunjukkan bahwa PKn merupakan ilmu yang perlu dipelajari untuk membentuk warga negara yang baik, cerdas, ideal, berbakat yang berdasarkan ideologi Pancasila. Pendidikan kewarganegaraan memiliki tujuan membentuk warga negara yang baik yang meliputi tiga aspek yaitu civics knowledge, civics skills, civics disposition. Upaya pembentukan warga negara yang baik dan cerdas melalui pendidikan kewarganegaraan dapat dilakukan dengan memberikan pemahaman terhadap pengetahuan yang menekankan pembentukan sikap kejujuran, integritas, disiplin, dan kerja keras guna menjadi bangsa yang berkarakter dan berdaya saing.
This research aims to determine the process of forming a good citizen through the implementation of civics courses in accordance with Pancasila and the UUD NRI 1945. This study is expected to be able to provide a formulation for the implementation of an ideal civic education course. This research is a qualitative research, and the focus is to deepen the understanding of civic education management in the process of achieving smart and good citizens. The results showed that Civics is a science that needs to be studied to form good, smart, ideal, talented citizens based on the Pancasila ideology. Citizenship education has the goal of forming good citizens which includes three aspects, namely civics knowledge, civics skills, civics disposition. Efforts to form good and smart citizens through civic education can be carried out by providing an understanding of knowledge that emphasizes the formation of honesty, integrity, discipline and hard work in order to become a nation with character and competitiveness.
6
Liang, Zhao, and Xiaolin Zhang. "Exploration of the Curriculum Reform of Psychological Health Education for College Students from the Perspective of Ideological and Political Education." Journal of Education and Educational Policy Studies 1, no. 1 (March 28, 2024): None. http://dx.doi.org/10.54254/3049-7248/1/2024002.
Full textAbstract:
This article discusses the teaching reform and exploration of the course 'Civics and Politics of College Students' Mental Health Education'. It analyses the synergetic cultivation of ideological and political education and college students' mental health education as an important initiative for colleges and universities to carry out the fundamental task of cultivating morality and educating people. The article analyses the current teaching status of the course 'Mental Health Education for College Students', including the current situation and problems in the nature of the course, teaching content, teaching form, and teaching evaluation. The text puts forward the role of the civics course and the obstacles it faces. It proposes measures for improvement, including constructing civics teaching system, cultivating civics teaching team, updating the concept of the civics course, enriching the form of civics teaching, and establishing an evaluation mechanism for civic and political integration. This paper presents a systematic analysis and solution for the reform of Civics and Politics teaching in college students' mental education courses.
7
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.
Full textAbstract:
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.
8
Xu, Xingxing. "Meta-universe Empowers the Innovative Development Mechanism of the Ideological Education in Colleges and Universities." Journal of Education and Educational Research 8, no. 3 (May 27, 2024): 395–98. http://dx.doi.org/10.54097/y3ek9q73.
Full textAbstract:
In the post-epidemic era, purely offline civic education makes students limited to desk-based learning, in which case the educated people do not receive education to a deep degree and lack of in-depth understanding of the content of civic education. Learning in the era of high-tech development gradually tends to be networked and digitalized, and the development of Civic and Political Education needs a new direction, and some features of the meta-universe fit the innovative development path of Civic and Political Education in colleges and universities at present, and meta-universe education will also become a major trend of learning in the future. As a new educational platform, metaverse can not only show the written text but also virtualize the background behind the text. Based on the concept and technological evolution of metaverse, we will discuss how metaverse can be applied to the Civics classroom in colleges and universities, what problems can be solved in the process of Civics education to promote the construction of Civics education in colleges and universities, and what is the future mode of development of metaverse Civics education.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Alinata, Reza, Emilia Susanti, Winda Atika Sari, Sofyani Dinillah, Nurfadilah, and Dian Nirmala Sofi. "Membangun kecakapan kewarganegaraan digital melalui implementasi PKn di era revolusi industri 4.0." Jurnal Pendidikan Kewarganegaraan dan Politik 2, no. 1 (June 1, 2024): 20–29. http://dx.doi.org/10.61476/d0n6cg11.
Full textAbstract:
The 4.0 Revolution has profoundly changed education, particularly in civic education. This research explores the implementation of digital citizenship in the Civic Education (Civics) curriculum, identifies the challenges, and assesses the relationship between Civics and digital citizenship skills. The study used qualitative methods to explore the integration of information and communication technology in Civics teaching and strategies for developing students' digital skills. The results showed constraints such as limited infrastructure and teachers' professional development needs as the main barriers. However, the integration of digital citizenship has the potential to increase students' understanding and participation in civic practices, both locally and globally. The study recommends adaptive policies and increased investment in teacher training and technological infrastructure, so that civic education can more effectively face the challenges of the digital age. This research underscores the importance of innovative approaches in education to prepare students for a changing society.
12
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.
Full textAbstract:
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.
13
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.
Full textAbstract:
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.
14
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.
Full textAbstract:
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.
15
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.
Full textAbstract:
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.
16
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.
Full textAbstract:
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.
17
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.
Full textAbstract:
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.
18
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.
Full textAbstract:
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.
19
LeCompte, Karon, and Brooke Blevins. "Building Civic Bridges: Community-Centered Action Civics." Social Studies 106, no. 5 (July 31, 2015): 209–17. http://dx.doi.org/10.1080/00377996.2015.1059792.
Full text
20
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.
Full textAbstract:
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.
21
Schneider, Jack, Eric Soto-Shed, and Karalyn McGovern. "Teaching students to be skilled citizens." Phi Delta Kappan 104, no. 8 (May 2023): 47–51. http://dx.doi.org/10.1177/00317217231174713.
Full textAbstract:
Interest in improving civic education is growing, but there’s no clear definition of what civic education should be. To understand what kinds of skills civics education should promote in students, Jack Schneider, Eric Soto-Shed, and Karalyn McGovern surveyed 100 experts and 500 ordinary citizens, asking them to name the tasks that skilled citizens engage in. The activities respondents named most frequently involved political engagement, building an informed community, interpersonal tasks, and volunteering. These findings provide a starting point for the development of civics education curricula.
22
Sew, Natalie, Adrianne Billingham Bock, and Danielle Allen. "Creating student leaders through civics." Phi Delta Kappan 105, no. 8 (April 29, 2024): 26–31. http://dx.doi.org/10.1177/00317217241251878.
Full textAbstract:
Building on the literature of student leadership development, Natalie Sew, Adrianne Billingham Bock, and Danielle Allen share an approach to civic education: Deeper Civic Learning. This approach offers students the opportunity to develop the knowledge, skills, and key civic dispositions needed to engage in their communities and develop their leadership capacities. This article shares insights from the authors’ work co-designing an 8th-grade civics curriculum with Massachusetts educators. It highlights student perspectives on their experiences with the curriculum through extended stories of the application of civic skills and dispositions in their lives.
23
Hidayah, Yayuk. "Preparing Primary Education Teachers to Teach Civic Education in the Indonesian Elementary Schools." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (January 2, 2023): 73–84. http://dx.doi.org/10.35445/alishlah.v15i1.1208.
Full textAbstract:
The function of education in fostering civic pedagogical skills is important. In particular, this study aims to analyse the function of the elementary education department in fostering the pedagogical skills of primary teachers’ candidates to teach civic education to young learners. As an attempt to collect the data, interviews, observation, documentation, and literature study were employed. The study results indicate that education's function in fostering civic pedagogical skills was conducted through Elementary Civics Education Learning Materials, namely 1) SD PPKn learning methods, 2) Elementary Civic Education materials, and 3) PGSD students’ understanding of the concept of Elementary Civics Education Materials. The recommendation of this research is to make the subject matter Primary PPKn learning as a strategy for increasing the meaning of Citizenship Education in Higher Education.
24
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.
Full textAbstract:
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.
25
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.
Full text
26
Akuba, Mohamad, and Fibriyanti Karim. "Pengaruh Implementasi Pendidikan Kewarganegaraan terhadap Moralitas Mahasiswa di Universitas Pohuwato." Journal on Education 6, no. 4 (June 18, 2024): 20957–61. http://dx.doi.org/10.31004/joe.v6i4.6235.
Full textAbstract:
Students' understanding of civic values taught in Civic Education (Civics Education) is still low. Although Civics Education has become a compulsory course, many students do not understand or internalize values such as integrity, social responsibility, and concern for the community. The purpose of the study was to determine the effect of the implementation of civic education on student morality at Pohuwato University. This research uses quantitative methods with regression analysis. The results explained that the regression analysis showed that the effect of the implementation of civic education on student morality at Pohuwato University was 1.031, which means that indeed the implementation of civic education has a significant effect on student morality at Pohuwato University. The importance of this research is that the theory received by students can have an impact and influence on morality so as to produce a directed and sustainable generation.
27
Paiz, Christian O., Lisa García Bedolla, and Kris D. Gutiérrez. "Civics on the Move: The Politics of Latinx Civic Integration." ANNALS of the American Academy of Political and Social Science 705, no. 1 (January 2023): 192–207. http://dx.doi.org/10.1177/00027162231190530.
Full textAbstract:
Throughout the U.S., Latinx communities represent a growing and critical segment of local, regional, and national electorates, but they are underrepresented at the polls. Their political disengagement stems from their historical sociopolitical marginalization and a lack of investment in their political integration. To foster more civic engagement among Latinx students, we propose recognizing their communities’ past and present “lived civics,” which are the actions that address community concerns but are often forgotten or not considered as political. The conception of lived civics that we propose provides a road map for fostering Latinx agency and political efficacy, and our “civics on the move” framework aims to strengthen democratic institutions, ensuring that they represent the needs of this critical segment of the U.S. population.
28
Shen, Ao, and Qiaomu Huang. "Analyzing the Construction of Collaborative Nurturing Mechanism between College Counselors and Teachers of Civics and Political Science Courses." Contemporary Education and Teaching Research 4, no. 9 (September 25, 2023): 427–33. http://dx.doi.org/10.61360/bonicetr232014830903.
Full textAbstract:
College counselors and Civics teachers play an important role in parenting work, and they share the important mission of cultivating socialist builders and successors with all-around development of morality, intelligence, physicality, and aesthetics. However, due to the differences in responsibilities and professional backgrounds, the collaborative parenting between college counselors and teachers of Civic and Political Science courses faces certain challenges. To better utilize their advantages, improve the teaching quality, and achieve the goal of educating people, it is imperative to build a mechanism of collaborative education between college counselors and teachers of Civics and Political Science courses. The article discusses the effective path of building a collaborative parenting mechanism between college counselors and teachers of Civics and Political Science courses. The article discusses the effective path of building a collaborative parenting mechanism between college counselors and teachers of Civics and Political Science courses, to provide some useful references and insights for practitioners in related fields.
29
Nanggala, Agil, and Karim Suryadi. "Analysis Of The Concept Of Fulfilling The Political Rights Of Disabled People Reviewed From The Perspective Of Civic Education." Jurnal Pendidikan PKN (Pancasila dan Kewarganegaraan) 5, no. 1 (April 8, 2024): 122. http://dx.doi.org/10.26418/jppkn.v5i1.76765.
Full textAbstract:
This research aims to analyze the concept of providing political rights for disabled people from a holistic Civics perspective so that it includes the impression of providing political rights that are limited to channelling political votes in elections, and limited to making disabled people political subjects. This research was carried out based on a qualitative approach, using literature study methods, namely data analysis, reduction, display and verification. The results of the research, namely, the concept of containing political rights in a Civics perspective based on a citizenship education approach and citizenship education containing political education, political empowerment, and political involvement of disabled people, so it becomes a political subject, to increase the capacity of civil competence and political literacy of disabled people. The conclusion is that the analysis of the concept that includes the political rights of disabled people from a Civics perspective, not only aims to realize equality for disabled citizens by holistically overcoming stereotyping but also to increase students' civic competence, through philanthropic actions based on civic education for disabled people.
30
Jiang, Xiaoyue. "A Study on the Implementation of Civic Teaching in Higher Education Programmes Based on Smith’s Model." SHS Web of Conferences 178 (2023): 01006. http://dx.doi.org/10.1051/shsconf/202317801006.
Full textAbstract:
Education is the foundation of the country, the rise of education is the rise of the country, to achieve the great rejuvenation of the Chinese nation on the road, the curriculum Civic and political teaching to meet the dual requirements of teaching and educating people, is to cultivate talents in the new era is an indispensable and important part. Especially colleges and universities are the main way to export talents for the motherland, so the construction of Civics and Politics in colleges and universities is more important, however, in the process of Civics and Politics programme construction in colleges and universities are faced with many obstructive factors. Therefore, according to Smith’s policy implementation process model, we analyse the difficulties in the implementation of Civic Politics teaching from the four levels of policy itself, implementation agency, target group, and policy environment, and point out that the teaching content is not yet perfect, the awareness of the implementation body is weak, and the external environment is not enough to support the implementation of Civic Politics teaching, and put forward the corresponding countermeasures and suggestions to ensure that Civic Politics plays an active and effective role in cultivating China’s modern talents. and put forward corresponding countermeasures and suggestions to ensure that the Civics and Politics of the curriculum plays a positive and effective role in cultivating modern talents in China.
31
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.
Full textAbstract:
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.
32
Liu, Jun, Tong Li, and Jingqi Huang. "Application of Interaction Chain based Curriculum Civics in the Core Curriculum of Accounting Major." International Journal of Education and Humanities 14, no. 3 (June 16, 2024): 207–11. http://dx.doi.org/10.54097/nvzjd352.
Full textAbstract:
In the context of higher education reform, the teaching of core courses of accounting majors not only needs to impart professional knowledge, but also needs to cultivate students' socialist core values. Interactive Chain Curriculum Civics refers to organically integrating the elements of Civics into the core curriculum teaching of accounting majors in the teaching content and teaching activities, so that students can master professional knowledge at the same time of ideological and political education. Interactive Chain Civic and Political Education Mode is an innovative teaching method of integrating Civic and Political Education in the core courses of accounting majors. The implementation of this model is a major initiative to implement the education policy of the Party and the State in the new period for colleges and universities to undertake the fundamental task of establishing morality and educating people. The Interactive Chain Civic and Political Programme help to cultivate students' correct outlook on the three concepts, enhance their sense of social responsibility and sense of mission, and are crucial to achieving the goals of higher education.The purpose of this paper is to explore the application of interactive chain curriculum Civics in the core curriculum of accounting majors, with a view to enhancing the comprehensive quality of students.
33
', Narko. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 591. http://dx.doi.org/10.33578/jpfkip.v5i3.3944.
Full textAbstract:
This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).
34
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.
Full textAbstract:
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.
35
Mulyani, Heny, Sapriya Sapriya, Zindan Baynal Hubi, Nisrina Nurul Insani, and T. Heru Nurgiansah. "The Pancasila and Citizenship Education Model as a Constitutional Education in Elementary/Islamic Elementary Schools." Al-Aulad: Journal of Islamic Primary Education 7, no. 1 (April 4, 2024): 78–90. http://dx.doi.org/10.15575/al-aulad.v7i1.32437.
Full textAbstract:
The purpose of this research is to investigate the role of Pancasila and Civic Education (PPKn) in enhancing constitutional awareness among students at the elementary school/madrasah ibtidaiyah level, and to elucidate effective teaching methods to achieve this goal. The research methodology employed is literature review method, analyzing various relevant literature pertaining to the research topic. The important findings of this research are that cooperative learning models such as Numbered Heads Together and Think Pair Share can be used to improve students' understanding and learning outcomes in Civics. In addition, interactive learning models such as Role Playing, Broken Triangle, Square and Heart, and digital citizenship can also increase constitutional awareness among students. Teachers play a significant role in implementing Civics and cultivating constitutional awareness in each student, with the purpose of making Civics implementation in elementary schools/madrasah ibtidaiyah an effort to shape individuals in Indonesia who possess strong personalities and a sense of responsibility towards their country. By using effective learning methods, Civics can be an important instrument in building constitutional awareness and student character.
36
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.
Full textAbstract:
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
37
Japar, Muhammad, Dini Nur Fadhillah, Wichaya Komin, Yuyus Kardiman, Triyanto Triyanto, and Sarkadi Sarkadi. "The implementation of multiculturalism learning model based on local wisdom in civic education." Jurnal Civics: Media Kajian Kewarganegaraan 19, no. 2 (October 31, 2022): 186–95. http://dx.doi.org/10.21831/jc.v19i2.53547.
Full textAbstract:
Implementing civic education learning in senior high schools has not improved students' quality as good citizens with the right civic skills. Therefore, the purpose of this study is to analyze the implementation of the multiculturalism learning model based on local wisdom in the subject of civic education. The learning model is used to instill the values of cultural diversity in students in responding to demographic changes. This is a qualitative study with data collected through interviews involving ten students and four civic education teachers in a high school in Manado, North Sulawesi. The collected data were analyzed using thematic analysis. The results indicate the values of local wisdom used as a model for multiculturalism learning. This research has implications for the culture of cooperation among students in conducting Civics learning activities in the classroom. It can act as an alternative for Civics teachers to develop the values of diligence, cooperation, and high school students' responsibility.
38
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.
Full textAbstract:
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.
39
Cadora, Eric. "Civics Lessons." ANNALS of the American Academy of Political and Social Science 651, no. 1 (November 18, 2013): 277–85. http://dx.doi.org/10.1177/0002716213503786.
Full text
40
Olivier, Patrick, and Peter Wright. "Digital civics." Interactions 22, no. 4 (June 25, 2015): 61–63. http://dx.doi.org/10.1145/2776885.
Full text
41
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.
Full text
42
Bean, Jonathan. "Energy Civics." Interactions 31, no. 2 (February 28, 2024): 18–20. http://dx.doi.org/10.1145/3647628.
Full text
43
Giersch, Jason, and Christopher Dong. "Required civics courses, civics exams, and voter turnout." Social Science Journal 55, no. 2 (June 1, 2018): 160–70. http://dx.doi.org/10.1016/j.soscij.2017.09.002.
Full text
44
Dobson, Julian, Julia Udall, Chris Baker, and Amanda Crawley Jackson. "Commoning Civics: Exchanges of Knowledge Beyond the ‘Civic University’." New Formations 110, no. 110 (June 1, 2024): 42–59. http://dx.doi.org/10.3898/newf:110-111.03.2024.
Full textAbstract:
The revival of the ‘civic university’ agenda in the UK reopens questions concerning the framing, control and application of ‘knowledge’. While universities in the UK increasingly have to justify their work through benchmarking systems, questions persist over how ‘excellence’ and ‘exchange’ are understood, measured and valued in the context of pervasive capitalism. Such questions lead us to a concern over how knowledges (and knowledge-related resources) are exchanged, between whom and to what ends. In this article we consider the interface between knowledge exchange and political agendas that position higher education as servicing the reinvention of the UK as a ‘science superpower’, and the implications for development of the concept and practice of the civic university. We do so by reflecting on our own, and universities’, situatedness within civic contexts. We explore how ideas of commoning may help us frame civic ‘impact’ as a multi-directional process in which the university, as much as the city, is changed by encounters with new or differing constructions of knowledge, based on the ‘slow work’ of relationship building rather than top-down agendas.
45
Nugraha, Rizal, Reinald Fahrezzi, and Mochamed Hildan Praja. "Embedding Character Education Through Citizenship Education in Elementary Schools." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 2 (September 1, 2023): 1036–39. http://dx.doi.org/10.57235/jetish.v2i2.919.
Full textAbstract:
Citizenship education is one of the right tools to implement values in student character education, because civic education is essentially to form citizens of students who are democratic and have characters that are in accordance with the values of Pancasila. The purpose of this study was to determine the character of students in schools through civics education, the character of students needs to be built from an early age as a provision for the next generation of young people. The benefit of this research is to create students to become citizens who are democratic and have character according to the values of Pancasila. The method used in this study uses qualitative methods, namely research that is descriptive and tends to use analysis. Character education is very important, especially in relation to civics education because civics education can be formed through learning and developing the character of elementary school students.
46
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.
Full textAbstract:
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.
47
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.
Full textAbstract:
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.
48
Tambunan, Riana, Ahmad Rizaldi, and Aulia Riski. "GLOBAL INJUSTICE AND INEQUALITY: REFLECTIONS ON WHY CITIZENSHIP EDUCATION MATTERS." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 15, no. 2 (December 2, 2023): 164. http://dx.doi.org/10.24114/jupiis.v15i2.44051.
Full textAbstract:
Global injustice and inequality are problems related to the unequal distribution of resources and opportunities throughout the world. This causes a large number of people and countries to have limitations in achieving their potential. Therefore, it is necessary to prepare prospective citizens who are ready to face changes in the order of life in the country. Education is expected to be able to overcome the country's problems, especially injustice, and inequality. In building global insight and forming good global citizens, there are basic values contained in civic education. This value is the goal and foundation for the development of civics education. By using qualitative research methods through literature studies, the authors try to examine how important the role of civics education is in addressing global injustice and inequality. This research was conducted through several stages including collecting library data, taking notes, reviewing data sources, and processing information. The conclusion from this study is that it is important to involve the integration of civics education in the education system, focus on practical skills, community participation, research and innovation support, and building international alliances. Civic education also helps build a culture of tolerance and reinforces values of social solidarity to help eradicate discrimination and promote equality.
49
Amri, Anisa Nurul, Scherschligt Oscar, and Morse Kathryn. "The Effect of Civic Education Learning According to Students: Tadris English Students." International Journal of Educational Narratives 1, no. 2 (July 11, 2023): 93–99. http://dx.doi.org/10.55849/ijen.v1i2.285.
Full textAbstract:
Background. In realizing the national goals of the Indonesian nation, one way is to provide civic education which is a government effort in order to provide knowledge for the younger generation, especially students, to be able to carry out future generations as a generation responsible for the state and nation of Indonesia Purpose. The research objective of civics lessons is one of the compulsory subjects that contains teaching about the sense of nationalism and the moral values of the nation that we have gotten since we were in elementary school to the senior high school level. Method. This research aims to find out the opinions and views of students about the purpose and influence of civics lessons, especially for English Department students Results. This article uses a quantitative method which conducts a survey using a form to a number of participants and from the results of the survey obtained various opinions and views of Tadris English students at Institut Agama Islam Negeri Batusangkar about the purpose and influence of civics lessons for them, as well as their opinions if civics lessons are abolished. Conclusion. Will it have an impact on young people, especially students of Tadris English, Institut Agama Islam Negeri Batusangkar.
50
Santosa, Slamet. "Meningkatkan Kemampuan Menyusun Modul Ajar Terdiferensiasi melalui Bimbingan dan Pendampingan bagi Guru-Guru Pendidikan Pancasila dan IPS SMP Binaan F Semarang Tahun 2022." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 17, no. 1 (June 29, 2023): 195–205. http://dx.doi.org/10.26877/mpp.v17i1.14882.
Full textAbstract:
The ability of civics and social studies teachers at Assisted F Middle School Semarang City in compiling differentiated teaching modules has not been optimal. Before the guidance and assistance, the average ability was 53%. The research procedure used in this study is School Action Research. The procedure or steps are carried out through 2 cycles of action. The results in cycle I averaged the ability to compile differentiated teaching modules, increased by 12% from 53% increased to 65%. There were 63.3% of civics teachers and social studies teachers at Assisted F Junior High Schools who experienced an increase in the ability of the good category in compiling teaching modules dedifferentiation. The average level of enjoyment (student wellbeing) of civics teachers and Social Studies teachers F reached 67%. The average ability to compile teaching modules in cycle II increased by 12% from 65% to 78%, including the good category. There are 83.3% of civics and social studies teachers who have good abilities in compiling differentiated teaching modules, including the good category. Guidance and assistance through workshops, mentoring guidance to small groups and individuals running smoothly can improve the ability and motivation of civic and social studies teachers at Assisted F Middle School Semarang City. in compiling differentiated teaching modules.