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This study aimed to develop pre-service teachers' engagement in a character education course through new learning design of a RECE (Reflect, Engage, Collaborate and Elaborate) teaching model, in the Pancasila and Citizenship Education department of a university. RECE involve self-reflections and collaborative learning. The RECE active learning and teaching model was implemented to engage pre-service teachers in challenging classroom environments. The study was conducted with 65 pre-service teachers in their first year of study in a one semester character education course. Pre-service teachers in the study are prepared to become teachers of Pancasila and Citizenship lesson in high schools in Indonesia. The course aims to prepare pre-service teachers for future challenges they may have to deal with in relation to religion, nationalism, independence, working together, and integrity. This research used a qualitative method with the data collection of interviews, observations and document analysis. This research was divided into two phases: first, teaching model development and second, student engagement. The teaching model engaged pre-service teachers in current issues through collaboration and reflection. The results indicate that participants were motivated to engage in the course by reflecting on their learning, by using the higher-order thinking skills of critical and creative thinking, and by using collaboration and communication skills. The pre-service teachers were challenged to deliberate about critical issues and to solve problems that may impact positively on their role as future teachers.

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This study aims to discover a pattern of the transformation of tolerance values from parents to early childhood. The tolerance value in this day and age experiences some problems in the context of nationality. This can be seen from some parts of the area in Indonesia. For instance, in the traditional village of Cigugur, a life based on tolerance is experienced in the community. This study focused on the Cigugur community’s pattern of applying tolerance values in family and community life. This study uses a qualitative method to undertake the study. Observations and in-depth interviews were used to carry out the data collection, and then it was verified and validated through four stages: member check, audit trial, triangulation, and expert opinion. It can be concluded that the pattern of the transformation of tolerance values from parents to early childhood could be transformed through some stages; 1) making sense of kinship as an adhesive between followers of different religions, 2) conveying religious teachings towards differences, not to be contested but to be respected and admired, 3) avoiding the content of particular political interests, 4) having a sense compassion for each other, and 5) having tepo seliro (respect) for each other.

The main purpose of this study is to improve students' empathy attitudes in Pancasila education courses using applications in mobile phones. It is a tool application or media that is used by educators to be able to transfer knowledge to their students. This is used to be able to increase the interaction and learning motivation of students, so they can obtain maximum learning resources. The name of the application is Pancasila Mobile learning, and it is available on Playstore for Android users and web-based page. Meanwhile, the empathy characters need to be developed by the school to be able to grow in students. As such, this study focuses on growing empathy by using mobile learning applications. The research method used is quantitative. The data collection technique used was an online questionnaire, which was filled by 119 students at universities in Jakarta. They are students who have already or are studying Pancasila in college. The results of this study indicate that the use of mobile learning applications in learning Pancasila in the classroom can increase empathy attitudes towards students. They can carry out positive activities, and feel pleasure and comfort when using mobile learning applications in the learning process. Thus, the use of mobile learning needs to be continuously developed by educators both in universities and schools.