This article was created to explain about the role of civic education to empower civic activism. Learning civics education in the field are still oriented on mastering the theory and memorize, the school curriculum tends to be stiff and full load will become unattractive and unable to cultivate creativity in students so the success of the learning process being hampered. During this time, the civic education learning focus solely to the understanding and mastery of the material from the learning of civic education course. In practice, students are only allowed as objects to measure how much students can master the materials given by the teacher. This certainly will only sharpen the student's cognitive and ignores the psychomotor aspects and ignores the attitude. This kind of education does not prepare students to be able to interact with both their environment when they later assimilated into society. After conducting a study of the literature, the authors can say that civic education is perfect to strengthen civic activism. It is in accordance with the goals of citizenship education in General which is "to form good citizens (to be a good citizen)". Through this article the author recommends changing the paradigm of civic education educator long conventional civic education toward understanding put forward not only theory but also a learning experience. So being able to empower civic activism to the maximum.

Peradaban baru menyuguhkan kemajuan teknologi bisa membuat degradasi moral yang disebabkan pengaruh globalisasi dengan berkembangnya berbagai media sosial yang berdampak bagi peserta didik. Tujuan penelitian ini untuk mengkaji pembentukan karakter dengan berbasis situasi di abad ke 21. Karakter tersebut sangat diperlukan untuk dapat menjawab tantangan kehidupan abad ke 21. Penelitian ini menggunakan metode deskriptif kualitatif, yang berupaya menjelaskan dengan rinci permasalahan yang diteliti dengan mengkaji mengenai individu ataupun kelompok. Implementasi pembentukan karakter peserta didik berbasis kompetensi abad ke 21 dengan pola habituasi dilakukan oleh guru kepada peserta didik dalam kegiatan pembelajaran pada masa pandemi dengan tujuan memunculkan kesadaran pentingnya karakter dalam menjalankan segala aktivitas kehidupan. Tatanan pola kehidupan masyarakat mengalami pergeseran paradigma, menimbulkan banyak permasalahan yang harus dihadapi peserta didik. Tantangan abad ke 21 menuntut untuk menyiapkan peserta didik yang memiliki karakter berbasis kompetensi abad ke 21 agar mampumenjawab, beradaptasi serta bergaul dengan segala dinamika yang disuguhkan oleh pengaruh globalisasi.

Penelitian ini bertujuan untuk mendeskripsikan peran guru membiasakan menyanyikan lagu nasional sebagai pembentukan semangat nasionalisme siswa. Sejalan dengan tujuan peneliti tersebut maka dalam penelitian ini menggunakan metode penelitian deskriptifkualitatif. Subyek penelitian sebanyak 10 siswa kelas VIII dan 1 guru PPKn. Metode pengumpulan data adalah observasi, wawancara dan dokumentasi. Teknik pemeriksaan menggunakan Tringulasi. Hasil penelitian sebagai berikut (1) guru berperan dalam membiasakan menyanyikan lagu nasional sebagai pembentukan semangat nasionalisme siswa dengan melakukan cara konsisten dalam membiasakan menyanyikan lagu nasional (2) lagu nasional berperan dalam pembentukan semangat nasionalisme siswa dilihat dari adanya perasaan bertambah cinta pada tanah air siswa setelah menyanyikan lagu nasional (3) hambatan guru dalam membiasakan menyanyikan lagu nasional ada beberapa hambatan dimulai dari ketidak hafalkan siswa pada lirik dan nada lagu nasional dan kurang nya rasa khidmat siswa ketika menyanyikan lagu nasional membuat guru lebih kreatif lagu dalam membiasakan menyanyikan lagu nasional. Kesimpulanya guru berperan dalam membiasakan menyanyikan lagu nasional dilihat dari bertambahnya rasa cinta siswa pada tanah air setelah menyanyikan lagu nasional

This research is purposed to know how the implementation of scientific approach and authentic assessment in civics and citizenship in SMAN 7 Bogor. This research employed a descriptive  methods from qualitative research.The results showed that teacher has understanding on the scientific approach and authentic assessment in the study of civic education. The planning of scientific approach and authentic assessment in civic education has been carried out thoroughly. The implementation of scientific approach and authentic assessment in study of civic and citizenship, the teacher has demonstrated the stages of scientific approach and processing score into value using the existing assessment format. The scientific approach and authentic assessment showed an objective results of student learning competencies; such as attitude, skills and knowledge.

Using the STEAM approach in civics education in elementary schools is an idea to update students' skills in building a unified character by using STEAM in Civics. In particular, this study aims to analyze, study and explore the building of the character of unity using the STEAM approach in civics education in elementary schools. This study uses a qualitative literature study. After conducting the study, the researcher can confirm that building the character of unity in civics education in Elementary Schools by using the STEAM approach can be emphasized in two stages, namely 1) Strengthening civics education in STEAM-based Elementary Schools, 2) The character of the 3rd precept through STEAM in civics education in Elementary Schools . The conclusion of this study is that the STEAM approach in PPKn in Elementary Schools will begin to be applied, especially in facing the new normal era in the world of education.