The pandemic has resulted in a learning crisis, demanding a curriculum change. A comparative analysis between the 2013 Curriculum and the Merdeka Curriculum at the Secondary School level in civic education becomes relevant to evaluate the education system's response to these challenges. This research aims to identify the differences and similarities in the approaches of both curricula towards civic education and understand their potential in addressing potential learning disparities and inequalities arising from the pandemic. Focusing on the values of Pancasila and intracurricular learning, this study provides profound insights into the adaptability and effectiveness of the curriculum during a crisis. The results are expected to offer guidance for the development of a responsive and inclusive curriculum in facing the dynamics of learning amid global challenges.

Social Studies learning in rural contexts remains largely abstract and disconnected from students’ real-life experiences, limiting their engagement and creativity development. This study aimed to develop a regional-potential-oriented community-based learning (CBL) model for Social Studies education that leverages local coffee potential to enhance students’ creativity in rural contexts. This study employed a Research and Development (R&D) approach based on Borg and Gall, focusing on three main stages: research and information collecting, planning, and developing a preliminary product. The model was validated through expert judgment involving learning model specialists, subject-matter experts, practitioner teachers, and community representatives, followed by a Focus Group Discussion (FGD) to refine the model and its supporting components. Data were analyzed using qualitative descriptive techniques to interpret findings from the preliminary study, expert validation, and FGD, and quantitative descriptive analysis to evaluate the model’s validity and feasibility, as the study had not yet proceeded to the effectiveness testing stage. The findings indicate that the developed learning model is pedagogically coherent, contextually relevant, and practically feasible to implement within the existing Social Studies curriculum. Overall, this study contributes a validated and context-responsive pedagogical model that advances creativity-oriented Social Studies instruction through Community-Based Learning grounded in regional potential.

This study addresses a critical gap in the literature on cultivating participatory civic skills in higher education in the digital era. While the importance of such skills is widely acknowledged, little is known about how educators practically conceptualise and assess them. Employing a qualitative phenomenological approach, this research collected data through open-ended questionnaires completed by Civic Education lecturers from diverse higher education institutions across Indonesia. The data were analysed using reflective thematic analysis. The findings show that lecturers demonstrate a robust theoretical understanding of participatory civic skills; this conceptual grasp does not systematically translate into assessment practices that effectively measure participatory learning outcomes. Although pedagogical innovations such as project-based learning and digital platform integration are being adopted to create more authentic learning experiences, their implementation is hindered by structural barriers. These include excessive administrative workloads, inflexible curricula, and inadequate technological infrastructure. Theoretically, this study contributes by highlighting the critical disconnect between pedagogical theory and assessment praxis in civic education. In practice, it underscores that fostering participatory skills necessitates not only classroom-level innovation but also institutional reforms, specifically rationalising workloads, increasing curricular flexibility, and developing authentic assessment models tailored for digital-era civic learning.

Civic disposition plays a crucial role in shaping students into responsible and active citizens, but its characteristics in the school environment require further study. This study aims to analyze the civic disposition of junior high school students and the factors influencing its development. A quantitative survey method was used involving 120 seventh-grade students from three public junior high schools in Magelang, Indonesia. A structured questionnaire measured five dimensions of civic disposition: responsibility, participation, politeness, empathy, and patience. The results showed that responsibility, politeness, and empathy were in the high category, while participation was in the medium category, and patience was the lowest dimension. These findings suggest that although students possess good ethical and social awareness, they still need encouragement to participate more actively in civic activities and to increase their patience in social interactions. Civic education should prioritize the balanced development of responsibility, participation, and patience to strengthen students' overall civic character. Recommendations are provided for strengthening learning programs that foster moral character and encourage active student involvement.

Literacy mastery is an important foundation for developing superior, creative, and responsible human resources. However, various results from international and national studies indicate that literacy skills of students in Indonesia still face challenges, both in terms of reading interest, critical understanding, and character development. This research aims to analyze the planning, implementation, and success rate of the literacy movement in shaping creative and responsible student character in Pancasila Education subjects at SMP Negeri 1 Ciawigebang. This research uses a mixed methods approach with a sequential exploratory strategy, employing observation, interviews, documentation, and questionnaires. The results of the qualitative analysis research indicate that the school literacy movement plan has been implemented systematically and integrated with Pancasila Education, involving all school stakeholders. The implementation of school literacy movements through the stages of habituation, development, and learning is able to encourage active student involvement, enhance creativity, and foster a sense of responsibility. The success rate of the school literacy movement is not only measured by the final results, but also by the learning process experienced by students. Quantitative analysis reveals a strong and significant relationship between the school literacy movement and the development of students' creative and responsible character. Thus, the role of the school literacy movement, consistently integrated into Pancasila Education learning, is proven effective in shaping students' creative and responsible character, in line with the Pancasila Student Profile.

This study explores the integration of local coffee potential into Social Studies learning through a Community-Based Learning (CBL) approach to enhance students’ creativity in junior high schools located in coffee-producing areas of Jember Regency, Indonesia. Employing a qualitative phenomenological design, the study was conducted in eight public junior high schools across five coffee-producing subdistricts Sumberbaru, Tanggul, Bangsalsari, Silo, and Ledokombo. Data were collected through classroom and field observations, indepth interviews with students, Social Studies teachers, and community stakeholders (coffee farmers, coffee communities, creative economy actors), as well as documentation analysis of learning activities and student projects. The findings indicate that integrating local coffee potential into the Grade 8 Social Studies topic of natural resource conservation created meaningful and contextually grounded learning experiences. Students’ creativity emerged as a multidimensional learning outcome encompassing imagination as a cognitive dimension, collaboration as a skill-based dimension, and persistence as affective dispositions. Community engagement enabled students to connect textbook concepts with real-world environmental, social, and economic contexts, fostering deeper understanding and sustained learning engagement. This study contributes to Social Studies education by demonstrating that community-based, locally grounded instruction can enhance creativity while maintaining alignment with the formal curriculum, offering practical insights for contextualized learning in rural and agrarian settings.

The era of globalization has fundamentally transformed modern society, creating greater cross-national interdependence and increasing the need for cross-cultural understanding. This article examines the concept of global citizenship and its role in fostering social cohesion within increasingly pluralistic societies. Using a comprehensive literature review approach, the study analyzes the definition of global citizenship, the characteristics of global and pluralistic societies, and the role of citizens in responding to contemporary social challenges. The findings indicate that Global Citizenship Education (GCE) serves as a strategic instrument for developing the knowledge, skills, values, and attitudes required for active participation in an interconnected world. The study identifies several key challenges in implementing GCE, including curriculum integration, educator capacity, local cultural resistance, unequal access to educational resources, and difficulties in assessing learning outcomes. As a contribution to the existing literature, this article offers an integrated analytical framework that connects global citizenship, pluralism, implementation challenges, and educational strategies within a single discussion, providing a more comprehensive understanding of GCE in contemporary contexts. Strategic recommendations include curriculum development, teacher professionalization, multi-stakeholder collaboration, and the effective use of educational technology. The study concludes that GCE represents a long-term investment in preparing future generations to become responsible global citizens capable of contributing to a more peaceful, inclusive, and sustainable world.

Teachers often face several challenges in developing instructional materials, which can impact graduate profiles. The objective of this training is to enhance graduate profiles by implementing AI-based deep learning for social studies teachers. The community service program was implemented using an inductive approach in two phases: direct and indirect training, targeting social studies teachers who are members of the Social Studies teachers’ working group (MGMP IPS) in Bandung City, West Java. The training results indicate that AI-based deep learning through chatbots can integrate the principles of mindful, meaningful, and joyful learning, thereby creating a meaningful learning experience. The success of learning depends on teachers’ attention to students’ potential to ensure an efficient learning process, support self-development, and shape character. The training was conducted continuously by encouraging Social Studies teachers to plan, implement, reflect on, and select learning models, methods, and strategies appropriate to students’ characteristics and curriculum requirements. The outcome of this training is the development of graduate profile dimensions encompassing faith, piety, citizenship, critical thinking, creativity, collaboration, independence, health, and communication—all resulting from deep social studies learning oriented toward strengthening national character.

This study investigates global trends and collaboration patterns in Community-Based Learning (CBL) and Civic Engagement (CE) research in higher education between 2015 and 2025, focusing on fragmented civic engagement practices, limited student participation, and weak university–community partnerships as the central rationale. Employing a bibliometric approach, 110 Scopus-indexed publications were examined using VOSviewer and Publish or Perish to identify publication trajectories, influential authors, productive institutions, and emerging thematic clusters. Results indicate steady growth in research outputs, with peaks in 2023–2024, and journal articles as the primary dissemination medium. The United States emerges as the largest contributor, followed by India, South Africa, and the United Kingdom. Keyword analysis highlights five thematic clusters: civic engagement, interdisciplinarity, health, sustainability, and community capacity building. These findings reveal regional disparities and emphasize the importance of digital integration and stronger collaboration among universities, communities, and students to advance inclusive and transformative civic learning.

Banalitas kejahatan kerap dipahami secara psikologis, bahwa Eichmann dan para penjahat perang dunia kedua di pihak Nazi-Jerman bersalah karena tidak berpikir dalam melakukan tindakan kejahatan kemanusiaan pada kebijakan solusi akhir di akhir perang dunia kedua. Perlu pembacaan kembali dan peninjauan ulang atas banalitas kejahatan ini, karena ternyata struktur zaman dari modernitas seringkali luput dari para pembaca Arendt. Dengan menggunakan hermeneutika filosofis yang dikembangkan oleh Hans-Georg Gadamer, penulis berhasil melihat jika ada cara membaca Arendt yang sama sekali lain yakni menggeser penekanan tafsirnya pada masalah yang muncul dalam dua karya besarnya yakni Asal-Usul Totalitarisme dan Eichmann in Jerusalem yaitu modernitas itu sendiri. Modernitas sebagai zaman dimana rasionalitas terbit dalam bentuk instrumentalnya, seperti pada birokrasi dan sistem administrasi di negara-negara modern. Menjadikan kejahatan harus dihayati secara berbeda, ia menjadi asing dan banal, melampaui segala teori dan rumusan etika yang dikembangkan umat manusia sebelumnya. Sekaligus ini merupakan masalah serius yang terus tampil dan perlu dimasukan dalam diskursus kontemporer mengenai modernitas dan problema kemanusiaan modern.

The era of disruption has brought fundamental changes to the education system, including Social Studies learning in Indonesia. The rapid development of digital technology, increasingly complex social dynamics, and the demand for twenty-first-century competencies have positioned Social Studies as a strategic subject in fostering learners who are critical, adaptive, reflective, and socially responsible. This study aims to analyze the transformation of Social Studies learning in Indonesia in the digital era by highlighting instructional strategies, teacher readiness, curriculum adaptation, technology integration, and educational policy support. This research employs a literature review approach by examining various relevant scholarly publications published between 2022 and 2025. The findings indicate that the era of disruption has encouraged Social Studies learning to become more interactive, student-centered, contextual, project-based, and integrated with digital literacy. However, this transformation still faces several challenges, including infrastructure disparities, uneven teacher digital competencies, resistance to pedagogical change, and limited access to technology across different regions. On the other hand, the Merdeka Curriculum provides significant opportunities to strengthen Social Studies learning so that it becomes more flexible, relevant to both local and global contexts, and oriented toward the development of twenty-first-century competencies. This study confirms that strengthening Social Studies learning in the era of disruption requires synergy among teacher capacity building, pedagogical innovation, equitable digital infrastructure, and adaptive as well as inclusive education policies in order for learning transformation to take place effectively and sustainably.

This study examines the effect of a human rights awareness education model delivered through a digital campaign on university students’ understanding of Online Gender-Based Violence. The growing prevalence of online gender-based violence among students has become a critical concern due to its implications for digital security, privacy, and gender equality. Employing a quantitative approach with a correlational design, the study collected data through a questionnaire administered to 277 students at Universitas Pendidikan Indonesia. The digital campaign utilized an educational animated video titled Aku Ingin Rasa Aman as the primary intervention instrument. Descriptive analysis indicates a strong positive response from participants, with more than 90 percent of respondents agreeing or strongly agreeing that the video effectively enhanced their understanding of online gender-based violence. The findings demonstrate a positive and statistically significant influence of the human rights awareness education model implemented through digital campaigning on students’ comprehension of online gender-based violence. These results affirm the effectiveness of digital campaigns as an educational strategy for strengthening human rights awareness and promoting safer and more equitable digital spaces among university students.

Civic Education in higher education is a strategic factor in influencing civic awareness, national commitment, tolerance and character of the students. The actuality of Civic Education is, however, in a way often perceived as a normative and less relevant course because the teaching materials available are not yet rich enough contextually, participatory and connected with the social realities of the students. This paper seeks to explore how important it will be to come up with teaching materials on Civic Education that will be accompanied by the values of religious moderation especially national devotion and tolerance. This research utilized a qualitative research design using case study as its design. Data were gathered via interviews, observation, documentation and field notes and analyzed using the Miles and Huberman model which involves data reduction, displaying data and drawing conclusions. The results indicate that the current Civic Education instructional resources already include the necessary civic issues, including the national identity, democracy, rights and duties of the citizens, the life of a constitutional system, and the multicultural society. Though, these materials remain mostly normative and descriptive, are not adequately tied to learning experiences of students, and have not systematically incorporated values of religious moderation into learning objectives, activities, and assessment. The study concludes that teaching materials in Civic Education should be re-oriented to contextual, participatory and value integrated learning. This kind of development will help reinforce the civic character of students, critical consciousness, devotion to the nation and even tolerance within the multicultural Indonesian society.

Tradisi budaya yang mengandung nilai-nilai sosial dan budaya dapat dimanfaatkan sebagai sumber belajar dalam bentuk bahan ajar IPS guna membangun sikap sosial peserta didik. Penelitian ini dilakukan dengan tujuan mengetahui tradisi budaya di Kota Singkawang yang digunakan sebagai sumber bahan ajar IPS kelas VIII SMP agar peserta didik dapat menghayati dan menerapkan nilai-nilai sosial dan budaya dalam kehidupan sehari-hari. Dalam penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data yang digunakan adalah informan, pelaksanaan tradisi budaya, dan literatur. Validitas data yang digunakan adalah triangulasi data dan triangulasi metode. Sedangkan teknik analisis data menggunakan teknik analisis model interaktif. Hasil penelitian diketahui bahwa berbagai tradisi budaya yang dilakukan masyarakat di Kota Singkawang seperti Cap Go Meh, Saprahan, Naik Dango, dan Ngabayotn merupakan sumber belajar yang dimanfaatkan sebagai sumber bahan ajar IPS kelas VIII SMP. Hal tersebut sebagai upaya penanaman nilai-nilai sosial dan budaya kepada peserta didik agar tercipta keharmonisan dalam kehidupan.

This study aims to describe the conceptual model, develop a model product, and assess the effectiveness of the Living Green Values Activities project-based learning model in enhancing students’ ecological citizenship. The research utilized a Research and Development design on students and teachers at junior high schools in Bandung, Indonesia. The findings reveal that the living green values activities project-based learning model integrates living green values, living values education principles, project-based learning, and cross-disciplinary approaches. The model’s syntax includes the steps of preparation, project design, action, demonstration, reflection, and publication. The model significantly influences the development of students’ ecological citizenship.

The problem in Civics Education learning often lies in the gap between the material delivered in the classroom and the realities experienced by learners in their daily lives. The introduction of Indonesia's new curriculum, namely Deep Learning, presents new challenges for educators in teaching Civics Education. Therefore, the purpose of this study is to explore the concepts of Design Thinking and Deep Learning comprehensively and to offer innovative contributions to Civics Education learning through the application of the Design Thinking approach in the learning process. This research employs a qualitative method utilizing a literature study approach. Data collection was conducted an examination of books, journals, articles, and other credible sources. Data analysis was carried out in three stages: data reduction, data display, and conclusion drawing. The results of the study show that a Design Thinking-based learning strategy for Civics Education using the Double Diamond Process Model is an innovative step to encourage the realization of Deep Learning that is relevant to the challenges of 21st-century learning. This model actively engages learners in the process of critical and creative thinking through four main stages: Discover, Define, Develop, and Deliver. By promoting a deep and reflective understanding of civic issues, this approach aligns with the principles of Deep Learning, which underscore the importance of meaningful, joyful, and mindful learning. Furthermore, it effectively cultivates learners into critical, creative, and responsible citizens in the global context.

This study aims to examine the development and trends of research related to deliberative models in learning approaches in the digital era. Research data were obtained using the Publish or Perish 8 application by taking references from journals indexed by Google Scholar. A total of 1000 articles relevant to the keywords "deliberative model" AND "digital era" from 2018 to 2025 were successfully collected. The data was then analyzed and visualized using the VOSviewer application. The results provide insight into the development of deliberative model research in the digital technology era. Bibliometric analysis reveals research trends from year to year, the main contribution of the number of citations, and the development of key concepts in the literature. The results of this study can provide a foundation for future research to understand better the deliberative model in the education approach in the digital technology era.

This study analyzes the strengthening of participatory citizenship skills among Generation Z students in the digital age, with a particular focus on their abilities to engage with public issues, monitor policies, and influence political processes. Using a qualitative approach with 150 participants, data were collected through open-ended questionnaire-based interviews and analyzed using thematic techniques. The research findings indicate that although students demonstrate advanced discursive skills and actively engage in online discussions, their participatory practices exhibit a spectrum of sophistication ranging from basic digital deliberation to more strategic forms of collaboration, such as advocacy, investigation, and documentation. However, these skills often face significant internal and external barriers, including public apathy, misinformation, and unsupportive socio-political practices. The study underscores the urgent need for innovative citizenship education that embraces experiential learning, digital collaboration, and project-based approaches that are adaptive to the characteristics of Generation Z. Recommendations The findings of this study make an important contribution to education because they offer ways to shape responsible citizens through digital integration, participatory pedagogy, and critical digital literacy.

This study sought to describe the conceptual framework, design, validation, and effectiveness of a deep learning model integrated into Pancasila Education to strengthen the digital citizenship competencies of junior high school students. A Research and Development methodology was employed, involving junior high school students and teachers in Purwakarta Regency, Indonesia. The findings indicate that the deep learning model for digital citizenship is a learning approach that integrates the principles of mindful, meaningful, and joyful learning; provides experiences of understanding, applying, and reflecting; leverages the environment, technology, and partnerships; and incorporates the principles of digital citizenship education. The model was found to be valid for use based on the validation results and demonstrated a significant effect on strengthening digital citizenship competencies.