Each country has different policies on the implementation of Civic Education. As an independent country, Indonesia administers Civic Education separately through a special subject under the name 'citizenship education', while other countries, such as Malaysia, integrate this form of education into other subjects. The policies on Civic Education in Indonesia aim to mould a citizen who has the spirit of nationalism and patriotism (Explanation of Article 37 of the Law No. 20 of 2003). The research was conducted using library research. Meanwhile, data were analyzed descriptively, consisting of quotes. In addition, Civic Education as value-based education stresses on the realization of a good citizen, who is has holistic competencies in knowledge, skills, and traits based on the national character (the values of Pancasila or the Five Principles of Indonesia).

This study aims to describe the effect of implementing Civic Education policies in a university on the development of students’ sense of nationalism and patriotism; this is analysed from the perspective of Edward III’s public policy implementation dimension and employs a quantitative approach based on the descriptive verification method. The findings show that the implementation of Civic Education policies at a university influences students’ sense of nationalism and patriotism. The degree of influence is low due to several critical factors, which include the following: (1) the development of Civic Education material is delegated to each university or to the lecturers teaching the subject; thus, materials do not consistently focus on content related to patriotism and nationalism and (2) policies are ineffectively implemented in the dimensions of (a) communication, as they are not ideally communicated; (b) resources, as lecturers have varied competencies without consistent academic backgrounds; (c) disposition, as the implementers lack commitment because of the limited number of educators compared to the number of students; and (d) bureaucratic structure, as this varies by university, resulting in failed unity of command and bureaucratic fragmentation.

The social distancing policy in the COVID-19 outbreak has influenced the non-holistic learning process, causing several moral problems. The learning process tends to promote the cognitive aspect, while the affective aspect tends to be neglected. This research aims at offering a learning model that promotes religious ethical values through religious education in junior high schools (SMP/Sekolah Menengah Pertama) in an effort to develop effective attitudes. The development of the model is carried out in five stages of research, namely analysis, design, development, implementation, and evaluation (ADDIE). This research involved two groups of participants consisting of 376 students and 45 Islamic Education (PAI/Pendidikan Agama Islam) teachers in junior high schools in West Java. The research results explore the PAI learning model that develops religious ethical values as learning objectives. The process of internalizing these values is developed through the processes of knowing, of doing, and of being. Religious ethical values that are developed in students are the crystallization of four prophetic characters, namely fathonah, siddiq, amanah, and tabligh. The test results of two junior high schools, both public schools and religious-based schools, concluded that the application of the religious ethical learning model was able to improve students' religious ethical character at a high level. This research contributes to the development of PAI learning designs in the pandemic era based on the development of prophetic characters. In addition, this research can be a guideline for teachers or academics in developing research related to student character within the framework of character education.

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Civic education in Indonesia is a general compulsary subject within the scope of general education. Theoretically, civic education has to instill the values of nationalism and patriotism. However, in its implementation, civic education faces several obstacles. The obstacles are not only in terms of materital, method, and evaluation, but also from the students who are mostly Muslims. In obtaining the data, qualitative approach was applied. As a result, several challenges were faced in the implementation of civic education either from the Muslim students or the environment such as the poor morality, the separation of curricular narratives of civic education and religion, the rejection of nasionalism and patriotism value, the weak tolerance, the development of increasingly liberal human rights, and the spread of sexual behavior. Such condition represents civic education as a subject that tries to create good citizens that do not have a connection with moral teaching based on religious narratives that have become a belief and are ingrained in Muslims.