Journal of Moral and Civic Education

Sinergi Tripusat Pendidikan sebagai Strategi Penguatan Karakter Ketaatan dan Kewarganegaraan di Era Disrupsi Digital

Andi Puan Maharatu — 2026-01-13

Moral degradation and disobedience to rules in the era of digital disruption are the urgency of this article. This article aims to analyze the synergy mechanisms between families, schools, and communities in strengthening values education. Using a qualitative-analytical literature study method, this study examines literature related to Bronfenbrenner's Ecological Theory and Joyce Epstein's partnership model. The findings indicate that building internal compliance requires coherence between the family's authoritative parenting style, the school's hidden curriculum, and community social capital. This study concludes that revitalizing the Tripartite Education concept through collaboration is necessary to address value dissonance in students. However, the study's limitations lie in the obstacles to generalizing implementation due to parents' lack of digital literacy and teachers' pedagogical readiness. Therefore, strengthening stakeholder capacity and transforming schools as integrators of the character education ecosystem is necessary.

A Systematic Literature Review on Enhancing Democratic Participation Through Civic Skills

Tiara Ernita — 2026-01-22

Research on civic skills has gained growing attention in recent decades, yet comprehensive syntheses of its development remain limited. Civic skills are fundamental to promoting democratic participation, social responsibility, and global citizenship. This study conducts a Systematic Literature Review (SLR) combined with bibliometric analysis to examine the evolution, trends, and thematic focus of civic skills research. Using the term “civic skills” in article titles, abstracts, and keywords within the Scopus database, 287 publications from 2004 to 2025 were analyzed. Data were processed using VOSviewer to identify major clusters, authorship networks, and citation patterns. The analysis reveals a significant increase in civic skills research after 2010, aligning with the rise of digital citizenship and global education. Four key clusters emerged: (1) civic engagement and participation, (2) critical thinking and communication, (3) digital and media literacy, and (4) civic education and curriculum development. Notably, the digital and media literacy cluster fundamentally redefines democratic participation in the 21st century transforming it from conventional civic involvement into digitally mediated, participatory, and network-based engagement. This shift highlights digital competence and ethical online behavior as essential civic skills for modern democracy. The study concludes that integrating digital literacy into civic education is vital for preparing active, critical, and responsible citizens. Future research should include multilingual databases to broaden analytical scope and generalizability.

Keywords: Civic skills, Digital literacy, Civic education, Democratic participation, Bibliometric analysis

Pendidikan Kewarganegaraan Digital sebagai Respon terhadap Cyberbullying di Indonesia

Octavia Wulandari — 2026-01-23

This study aims to analyze the integration and implementation of Digital Citizenship Education (DCE) in Indonesia's national curriculum as a preventive measure against the increasing cases of cyberbullying among teenagers. The study was conducted through a literature review of curriculum policy documents and relevant journal articles. The results show that cases of cyberbullying in Indonesia continue to increase, especially among young people who use social media. Although the government has strengthened regulations through revisions to the Electronic Information and Transactions Law, law enforcement has not been effective enough without the support of digital values and ethics education in schools. An analysis of the Merdeka Curriculum reveals that PKD is not yet a separate subject, but is integrated into certain subjects such as Informatics, Religious Education and Morality, and Pancasila Education, and is implemented across the curriculum. This integration is still implicit and focuses on digital literacy. Therefore, it is necessary to develop a systematic and applicable PKD learning model, emphasizing four main elements in preventing cyberbullying, namely digital communication, digital literacy, digital etiquette, and digital law. These four elements are important in shaping the character of digital citizens who are smart, ethical, and responsible.

Keywords: Digital Citizenship Education, Cyberbullying, Indonesia

Forms of Nationalism Spirit Reflected in Generation Z Students of Indonesian Senior High Schools

Adella Dianprila Putritama — 2026-02-01

National character is a fundamental foundation for fostering nationalism among Generation Z students who grow up in a highly digitalized and globally connected environment. Continuous exposure to global information may weaken students’ awareness of national identity if not balanced by structured character education. This study aims to describe the forms of nationalism reflected in the attitudes, behaviors, and participation of Generation Z students in Indonesian senior high schools. Using a descriptive qualitative approach, the research was conducted in a public and a private senior high school. Data were collected through observations, semi-structured interviews, and document analysis involving Grade X students as primary participants, supported by teachers, school leaders, and extracurricular advisors. The data were analyzed thematically to identify patterns and contextual differences. The findings indicate that students’ nationalism is manifested through values of unity, solidarity, responsibility, independence, and willingness to contribute to collective activities. While public schools emphasize formal and periodic programs, private schools apply more contextual and daily-based practices. Overall, both contexts demonstrate the importance of national character education in sustaining students’ nationalism amid global influences. However, this study is limited by its restricted research scope, as data were collected from only two schools, which constrains the broader generalizability of the findings. In addition, the focus on Grade 10 students does not fully capture the dynamics of nationalism across all senior high school grade levels.

Representing the Humanistic Face of Pancasila Through the Virtue Volunteer Movement

Galuh Ibrahim — 2026-03-05

The Pancasila-inspired humanitarian volunteer movement represents a tangible form of ideology realization in Indonesian society. This article explores the strategic role of volunteers as change agents who revive the spirit of mutual cooperation, deliberation, and social justice amidst growing societal complexity. From the perspective of Pancasila, volunteering is not merely a social activity but an ideological praxis rooted in national values. Adopting a humanist approach, this paper highlights the contribution of volunteers as intermediaries between the government and the people, while also promoting inclusive democratic participation. It further addresses the challenges and strengthening strategies for Pancasila-based volunteer movements in the context of globalization and the digital era. Cross-sector collaboration and community-based education are crucial to sustain this movement as a foundation for national character development.

Integrasi Sosial-Budaya Komunitas Tionghoa di Kota Padang: Studi tentang Adaptasi Lokal dan Perpaduan Budaya dengan Masyarakat Minangkabau

Ovilly Agnesia — 2026-03-18

The Chinese community represents one of the ethnic groups with a long-standing history of socio-cultural interaction with the Minangkabau society in Padang City. This study aims to examine the process of socio-cultural integration of the Chinese community within the Minangkabau society, particularly in relation to local adaptation and cultural assimilation in everyday social life. This research employs a descriptive qualitative approach. Data were collected through participant observation and in-depth interviews with key informants, including the Secretary General of HTT Central Padang, local Minangkabau community members, and individuals from the Chinese community. In addition, document analysis of relevant historical and cultural records was conducted to support the findings. The results indicate that the Chinese community in Padang City has undergone a strong process of cultural localization through intensive interaction with the Minangkabau society. Cultural assimilation is reflected in the use of local language in daily communication, intermarriage practices, and adaptation to local social and cultural norms. One notable form of integration is observed in wedding ceremonies, where the Chinese community accommodates the provision of halal food as a form of respect for Minangkabau cultural values. Despite these adaptations, the Chinese community continues to preserve its cultural identity amid contemporary socio-cultural dynamics. The findings suggest that socio-cultural integration between the Chinese community and the Minangkabau society in Padang occurs harmoniously through processes of adaptation, tolerance, and mutual respect, ultimately enriching local cultural diversity.

Stunting Policy as Civic Education: Reframing Public Policy as a Civic-Embedded Process in Indonesia

Rahmadani Yusran — 2026-05-11

Indonesia’s stunting reduction policies are predominantly framed as technical interventions. This article offers an alternative perspective, positioning these policies as an arena for community-level citizenship education. Employing a qualitative interpretive policy analysis of national documents and scholarly reports, the study utilizes deductive-inductive coding across three dimensions: civic literacy, social solidarity, and participatory negotiation. The findings reveal that implementation generates both technical outputs and critical civic learning processes, where citizens negotiate rights and engage in local decision-making. These insights culminate in the SPACE Model (Stunting Policy as Civic Education), which conceptualizes stunting reduction as a civic-embedded process. This model integrates dual goals of health and empowerment, emphasizing meaningful participation, frontline mediation, and learning-accountability loops. The article concludes that policy success must be evaluated beyond clinical prevalence, accounting for its contribution to strengthening civic capacity and democratic engagement at the community level. Further research suggest that stunting policy reduction needs to look at religious and cultural approaches.

From Barriers to Outcomes: A Systematic Review of Global Citizenship Education in Higher Education Toward Sustainable Development Goals (2015–2025)

Husnul Fatihah — 2026-05-25

Global Citizenship Education (GCE) has become increasingly important in preparing young people with global awareness, intercultural empathy, ethical values, and critical thinking skills needed to address contemporary global challenges and contribute to the Sustainable Development Goals (SDGs). This study aims to provide a comprehensive overview of the implementation of GCE in higher education through publications indexed in Scopus and Web of Science (WoS) from 2015 to 2025. The study employed a Systematic Literature Review (SLR) method based on the PRISMA framework, including data searching, screening, eligibility assessment, and thematic synthesis. A total of 380 articles were identified, and 57 articles met the inclusion criteria for further analysis. The findings reveal that GCE research is still dominated by developed countries, while contributions from developing countries remain limited. Most studies adopted qualitative approaches and highlighted the positive impacts of GCE in promoting peace, tolerance, global solidarity, intercultural competence, and support for the SDGs. However, several challenges persist, including curriculum integration, cultural and ideological barriers, and limited educator capacity. The study recommends strengthening GCE curricula in higher education through approaches that integrate local and global perspectives to foster inclusive and sustainable global citizenship.

Revitalizing Siri’ na Pacce Values through a Culture-Based Civic Education Model: Evidence from the PPKn Field School Prototype in Makassar

Muhajir Muhajir — 2026-06-22

solidarity (pacce) has become increasingly important for strengthening students’ civic competence amid globalization and the continued dominance of cognitively oriented civic education practices. This study aims to: (1) examine the contemporary meanings of Siri’ na Pacce in socio-cultural practices in Makassar; (2) develop a culture-based civic education model through the Civic Education Field School Budaya (FSB) prototype; and (3) assess its initial practicality and potential instructional effectiveness. This research employed a mixed methods Sequential Exploratory design. The qualitative phase involved in-depth interviews, field observations, document analysis, and limited implementation of the FSB prototype, while the quantitative phase consisted of an initial expert-based validation (N=2) to confirm perceptions of relevance, practicality, and perceived effectiveness. The findings reveal a meaningful gap between the philosophical values of Siri’ na Pacce and younger generations’ contemporary understanding, largely due to limited contextual and experiential learning opportunities. In response, the FSB model was developed through four instructional stages: orientation, field exploration, reflection-contextualization, and action-presentation, emphasizing participatory learning and authentic assessment. Initial findings indicate that the model demonstrates high contextual relevance and promising instructional potential, although further refinement is required, particularly regarding logistical arrangements, instructional time allocation, and affective assessment instruments. These findings contribute to the development of ethnopedagogical approaches in civic education by integrating local wisdom into transformative citizenship learning.

Teacher Engagement in Education for Sustainability: Integrating Anti-Corruption Values into Learning in Remote Areas

Monica Tiara — 2026-06-26

Corruption remains a major obstacle to sustainable development, highlighting the importance of educational approaches that cultivate integrity from an early age. Although anti-corruption education has been integrated into the Indonesian school curriculum, its implementation remains inconsistent, particularly in remote schools facing geographical constraints and limited educational resources. This study explores how teacher engagement supports the integration of anti-corruption values into classroom learning within the framework of Education for Sustainability. A qualitative multiple-case study was conducted in three public junior secondary schools in remote areas of West Sumatra, Indonesia. Data were collected through in-depth interviews with school principals and teachers, classroom observations, and reflective group discussions with students, and analyzed using thematic analysis. The findings identified four interconnected dimensions of teacher engagement: teachers' conceptual readiness, structural and institutional conditions, contextual pedagogical strategies, and student integrity development. Based on these findings, the study proposes a Teacher Engagement Framework for Sustainable Integrity Development, demonstrating that teacher engagement functions as the key pedagogical mechanism linking anti-corruption education with Education for Sustainability. The framework provides both a conceptual contribution to the literature and practical implications for strengthening teacher professional development and integrity education in remote schools.