Beyond Classroom Discussion: Developing a Pancasila-Integrated Civil Discourse Model for Elementary Education
DOI:
https://doi.org/10.24114//jk.23.2.74344.528-549Keywords:
Civil Discourse, Pancasila Education, Critical Thinking, Argumentation, Elementary SchoolAbstract
Discussions on Pancasila education in elementary schools have not been effective in encouraging students to express their opinions, provide reasons, and respond to differing viewpoints. This study aims to develop a Civil Discourse learning model integrated with Pancasila values for fifth-grade elementary school students. The study employs a research and development (R&D) approach using the Four-D (4D) model—which includes Define, Design, Develop, and Disseminate—with this article focusing on the first three stages. The Define stage involved five teachers and 171 students from four public elementary schools in Tasikmalaya City through observations, interviews, questionnaires, and document analysis. The Develop stage included validation by six experts and a limited pilot test conducted over two sessions. The results indicated that participation was uneven, students’ ability to provide reasons was still limited, and the integration of Pancasila values into their arguments was not yet optimal. The model was developed with six components, achieving 93.12% expert validation and feasibility rates of 93.33% and 94.16%. The model demonstrates initial feasibility and the feasibility of the learning process for further development and testing.
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