Strategi Pembelajaran Pendidikan Pancasila dan Pendidikan Kewarganegaraan sebagai Mata Kuliah Pembentuk Karakter Mahasiswa

Abstract

The study is done to see how Pancasila Education and Civic Education subject strategies as a college education compulsory in character building sublime Pancasila students based on personality. Background research is related to problems that occur in the country: anarchism, radikalisme, terrorism, and other. These problems can undermine the unity of the Republic of Indonesia. The research is in University and the University of Muhammadiyah Purwokerto Tidar Nusa Cendana. But this research is qualitative descriptive method which is through observation, interview, and documentation. The validity of data over (trianggulasi) sources and methods. Data and analysis is by reduction, presentation of data, and the withdrawal of the conclusions. The result showed that Pancasila Education and Civic Education as subject to common (MKWU) at the University and the University of Muhammadiyah Purwokerto Tidar Nusa Cendana. The Subject has the role so important in the development of personality students in accordance with nilai-nilai Pancasila. It is seen in cognitive learning: achievement, psychomotor, affective. In reaching cognitive, students are taught some material relating to the reality in civil with Pancasila values. The objective is to students having knowledge based on good Pancasila. The psychomotor focused on learning skills students by using the method as a form of learning based on the kids. An affective seen in character students so far in accordance with Pancasila values.

Analysis of The Needs For Electronic Book Development of 21st Century Skill-Based Pancasila Education in Higher Education

“…Once the importance of the Pancasila Education course is for personality development, it is hoped that its implementation will not only be cognitive, but will be able to provide learning experiences for students so as to strengthen their character. The cultivation of Pancasila values should not only be limited to theory, but how to implement Pancasila values in everyday life [4]. Because basically, Pancasila is the source of Character Education which is in line with the philosophy of the Indonesian nation.…”

Peran Guru Pendidikan Agama Kristen dalam Penguatan Profil Pelajar Pancasila dalam Konteks Kurikulum Merdeka

“…Kurikulum Merdeka Belajar adalah sebuah konsep pendidikan yang diperkenalkan di Indonesia untuk memperkuat pendidikan karakter dan membantu siswa mengembangkan potensi diri secara holistik, termasuk dalam aspek spiritual dan moral (Indarta et al, 2022;Marisa, 2021). Salah satu aspek penting dari kurikulum ini adalah penguatan profil pelajar Pancasila, yang bertujuan untuk membentuk generasi muda yang memiliki pemahaman dan pengamalan yang kuat terhadap nilai-nilai Pancasila sebagai dasar negara Indonesia (Istianah & Susanti, 2021;Silfiyasari & Zhafi, 2020). Dalam konteks ini, peran guru Pendidikan Agama Kristens memiliki kepentingan dan tanggung jawab yang signifikan.…”

“…Siswa perlu diajarkan tentang pentingnya mengasihi sesama manusia tanpa memandang perbedaan agama, suku, ras, atau budaya. Kemudian dalam Pancasila diajarkan tentang persaudaraan merupakan salah satu dasar dari Pancasila (Istianah & Susanti, 2021). Siswa perlu diajarkan untuk saling mengasihi, menghormati, dan bekerja sama dalam kerangka kebhinekaan.…”

“…Siswa perlu diajarkan untuk bertanggung jawab terhadap perbuatan dan tindakan mereka serta akibat yang timbul darinya. Sementara dalam Pancasila, nilai tanggung jawab sosial adalah landasan Pancasila (Istianah & Susanti, 2021). Siswa perlu diajarkan tentang pentingnya memikul tanggung jawab terhadap keluarga, masyarakat, dan bangsa.…”

Strengthening the Student Profile of the Pancasila Dimension of Piety through Religious Activities in Schools

“…Third, work together. Namely, students must know how to work together, care, share, and collaborate with friends (Istianah & Susanti, 2021). Fourth, being independent means that students must be able to take responsibility for the process and learning outcomes that have been achieved (Lubaba & Alfiansyah, 2022).…”