The 21st century is a major challenge for thedevelopment of general education in preparing youngpeople in the nation and the wider life without limits.Education became the center of the adjustment ofeach individual role as the public face of the worldtoday. Global perspective becomes an importanteducation is taught by any educational institution inorder to give birth to a generation that is able tocompete in the global life without losing its localcharacteristics. Social character student that growsnaturally in the local life will become a symbol ofstrength and intelligence implementation of localvalues developed in the global life through educationsystem. Civic and social studies education as subjectwhich cannot be relased to the developing andchanges of society. Civic and social studieseducatioan has a major role in bridging of socialcharacter education for the student to be humanize.

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The background of this research starts from the concern about the threat of radicalism, hatepeech, hoax news that can affect the mindset of millennial generation. The purpose of this study isto rebuild the character of the Indonesian nation in millennial generation in accordance withthe values of Pancasila. The local wisdom of Samin indigenous people (Saminism) has noble values that are in accordance with the values of Pancasila. The research method uses descriptive qualitative. Data collection techniques using interviews, observation and documentation study. The research location was in Klopo Dhuwur village, Banjarejo District, Blora Regency, Central Java Province, Indonesia. Informant sources in this study include the leaders of the Samin indigenous people, the older generation of the Samin indigenous people, and the millennial generation of the Samin indigenous people. The results showed that Saminism teaches good behavior, honesty, introspective, wise (Jatmiko), responsive in dealing with natural disasters, not hurting others, and very obedient in carrying out worship. This research can be concluded that Saminism is in accordance with the values of Pancasila and can be used as a source of learning in improving the character of the nation in millennial generation.

The COVID-19 pandemic has had a significant impact on the world of education, especially learning at school, learning challenges and offline has become a relentless tug of war until now. The use of learning methods demands teacher creativity in current conditions, so the ability to integrate various learning methods must continue to be carried out. This study examines the integration of learning methods in Social Studies and Citizenship Education thematic learning carried out by classroom teachers at SDIT ALAM GARUT during the COVID-19 pandemic. This research was conducted using a descriptive approach where data collection was done by interview, observation and documentation. Interviews were conducted with teachers, students, and parents, observations with teachers, students, and parents, as well as observing several supporting documents. The results showed that there was an integrated use of methods in Social Studies and Citizenship Education thematic learning at SDIT Alam Garut, including: lectures via voicenotes, direct or limited demonstrations via video, giving through photos, written assignments given via WhatsApp or students or parents taking assignments at the school. schools, and practices that are videoed and sent via the WhatsApp application. The use of this integration of learning methods is solely to maintain the continuity of the learning process for students at SDIT Alam Garut during the Covid 19 Pandemic.

This study aims to examine efforts to strengthen ecological citizenship through social studies learning based on a multicultural society's values. This study used a descriptive qualitative method, which was carried out on the IPS IPI Garut Study Program students as the research subject and the Garut Regency environmental care program as the object of its study. This paper reflects a growing social issue, namely the problem of the emergence of apathy or public indifference to various environmental development activities. Education is one of the strategic sectors, which is expected to make a real contribution and defend the Indonesian national identity. Social science, in this case, IPS, views that social problems in the 21st century do not only rest on the economic development sector or matters of a physical nature but also the development of the identity of the Indonesian nation as a pluralistic nation. Implementing social studies education in the 21st century is needed in a classroom context and only teaches theories and applied in social life. The results showed that one of the learning applications of social studies implemented in community activities is participation in environmental activities or what is known as ecological citizenship. But also in the development of the Indonesian nation's identity as a pluralistic nation. Implementing social studies education in the 21st century is needed in a classroom context and only teaches theories and applied in social life. The results showed that one of the learning applications of social studies implemented in community activities is participation in environmental activities or what is known as ecological citizenship. But also on the development of the Indonesian nation's identity as a pluralistic nation. Implementing social studies education in the 21st century is needed in a classroom context and only teaches theories and applied in social life. The results showed that one of the learning applications of social studies implemented in community activities is participation in environmental activities or what is known as ecological citizenship.