MODEL OF CIVIC EDUCATION LEARNING BASED ON THE LOCAL WISDOM FOR

REVITALIZING VALUES OF PANCASILA

Bambang Sumardjoko and Muhamad Musyiam

Universitas Muhammadiyah Surakarta
email: [email protected]

Abstract: The objectives of this study are to describe the existing civic education learning, develop
the model of civic education learning, and measure the effectiveness of the model of civic education
learning based on the local wisdom. This research and development study was carried out in three
stages, i.e., preliminary study, development, and model effectiveness test. The data in this study were
collected through interview and observation. The results of the research are, first, there are strength,
weaknesses, chances, and obstacles in civic education learning. Second, the development of the model
of civic education learning based on the local wisdom is presented in the form of the syntax of learning
model through the practice of cooperative learning of Problem Based Learning and Value Clarification.
Third, the model of civic education learning can be categorized as “effective” based on the criteria of
validity, practicality, and effectiveness. The model of civic education learning based on the local wisdom
is able to improve the score of character and nation identity by 80% and the mastery learning at least
75%.

Keywords: effectiveness of learning model, local wisdom, civics learning

MODEL OF CIVIC EDUCATION LEARNING BASED ON THE LOCAL WISDOM FOR

REVITALIZING VALUES OF PANCASILA (bahasa Indonesia)

Abstrak: Tujuan penulisan ini untuk mendeskripsikan pemataan pembelajaran PKn yang tengah
berlangsung selama ini, pengembangan model pembelajaran PKn, dan efektivitas model pembelajaran
PKn berbasis kearifan lokal. Data diperoleh melalui penelitian pengembangan, dimulai dari studi
pendahuluan, pengembangan, dan uji efektivitas model. Hasil penelitian sebagai berikut, pertama, dalam
pembelajaran PKn terdapat kekuatan, kelemahan, peluang, dan ancaman. Kedua, pengembangan model
pembelajaran PKn berbasis kearifan lokal dikemas dalam sintak model pembelajaran, melalui praktik
pembelajaran kooperatif Problem Based Learning dan Value Clarification. Ketiga, model pembelajaran
PKn tergolong efektif berdasarkan kriteria kevalidan, kepraktisan, dan keefektifan. Model pembelajaran
PKn berbasis kearifan lokal mampu meningkatkan skor karakter dan jati diri bangsa sebesar 80% serta
ketuntasan belajar sekurang-kurangnya 75%.

Kata kunci: efektivitas model pembelajaran, kearifan lokal, pembelajaran PKn

INTRODUCTION Civic education teaches learners to be good

The Law of National Education System of and responsible citizens based on the values and
the Republic of Indonesia Number 20 of 2003 foundations of Pancasila. Thus, civic education
article 3 states that “National education has a is essentially the praxis education of Pancasila.
function to develop the capability and form the Epistemologically, Civic education and Pancasila
character and civilization of the dignified nation is an integrated knowledge system, which has a
in order to educate the nation’s life, aiming to mission to foster the potency of learners to have
develop the potency of learner to being a human, “civic intelligence”, “civic participation”, and
who has a belief and fear to the Almighty “civic responsibility” (Winatapura, 2001). This
God, noble, healthy, knowledgeable, capable, means that the Civic education has a function
creative, independent, and become a democratic to advance as well as form a good Indonesian
and responsible citizen”. Civic education is one citizen, particularly in the context of the character
of the instruments to achieve those objectives of and civilization building of Indonesian based on
national education. the values of Pancasila.

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Pancasila is the foundation of the state and be studied in Civic education learning based
the nation’s way of life. Therefore, the study of on those competencies that must be developed,
the implementation of Pancasila through civic that are civic knowledge, civic skills, and civic
education learning becomes important. There are dispositions. This means that the mission of Civic
several reasons; first, Pancasila is a systematic education as character education essentially
value, which requires its implementation in aims to prepare the learners to be smart and good
the daily life. Second, the implementation of citizens who mastering the knowledge, skills,
Pancasila could be done through various ways; and values, which could be used to enhance the
one of them is through education. Third, the sense of nationality and love to the homeland.
content of Pancasila, which is socialized to the Furthermore, the practice of education
citizens, could be used to establish the national and learning indicates the degradation of the
identity. Fourth, the content of Pancasila in local values and local wisdom, which have
civic education still faces weaknesses in terms been eroded by the flow of global education.
of learning methods. Fifth, Pancasila, which Such conditions result in the diminution of
has various status, meaning, and interpretation, etiquette, ethics, and creativity of the student.
requires a clear structuration and organization The education is considered not able to generate
as a material of civic education. Winarno (2017) a quality graduate as the excellent Indonesian
stated there is no current specific study that man. The decline of morality and values in the
analyzes and formulates the material of Pancasila collective life of nation may be caused by the
in civic education, in which Pancasila is imparted decrease of understanding and implementation
as the core of civic education. of the noble values of Pancasila.
The systemic framework of civic The phenomena in the educational field
education in Indonesia is built based on a show the symptom of a desire to refuse the civic
paradigm that the civic education curricular learning that merely presents moral values. Civic
is designed as a learning subject that aims to education learning is considered to have lost their
develop the potency of individuals to become academic characteristics because of the absence
Indonesian citizens who have a noble character, of adequate scientific theories. Civics education
intelligent, participative, and responsible. learning is considered to be more emphasizing
Therefore, the study of civic education can the interests of certain political regimes with
be done theoretically and programmatically formalistic learning materials. The learning
(Budimansyah, 2008). Theoretically, civic process does not encourage the ability of learners
education is designed as a learning subject that to be able to think critically. The process of
contains cognitive, affective, and psychomotor civic education causes saturation because of the
dimensions, which are confluent or mutually learning material tends to monotone, theoretical,
penetrating and integrated with the context of cognitivist and even literalistic (Samsuri, 2009).
the objectives, values, concepts, and morals The above phenomenon shows the determinant
of Pancasila, democratic citizenship, and state factors that cause the civic education learning
defense. Programmatically, civic education is be less interesting, firstly, the learning material
designed as a subject of learning that emphasizes tends to be literalistic over the moral values of
the substance of the content, which carries the Pancasila as civic virtues. Secondly, civic learning
content of embedding values and learning models tend to be cognitive memorization. Based
experiences in the form of various behaviors that on the above phenomena, it is necessary to find a
need to be realized in the daily life. solution for those problems so the civic education
Several competencies are needed in learning could become more interesting and
Civic education learning. Budimansyah (2008) liked by learners. One of the solutions is through
suggests a number of required competencies the development of the model of civic education
encompassing the mastery of knowledge, the learning based on local wisdom.
development of intellectual and participatory Local wisdom is the values that live in
abilities, the development of character and society, which is believed to be true and become
mental attitude, as well as a commitment to the a reference in the daily behavior of the local
values and basic principles of constitutional community. According to Geertz (1963), the
democracy. Three main components need to local wisdom is an entity that determines the

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dignity of a human within a society. The local the Javanese culture also could become a source
wisdom contains elements of intelligence, to develop the civic culture. The excavation of
creativity, and local knowledge of the elite Javanese culture aims to prove that there are
and the community that would determine the universal values inside of Javanese culture,
development of civilization. The local wisdom which could be accepted comprehensively by
is often conceptualized as local knowledge the Indonesian people and served as a strategy to
and local genius. In the recent theoretical achieve the objective of civic education learning
development, the local wisdom tends to correlate that is to build the identity and character of the
with the contingent product of power relations in nation.
the society (Kalb, 2006). Based on the above description, the
Education based on the local wisdom is revitalization of civic education learning in
an educational model or strategy that has a high accordance with the demands and the needs
relevance for the development of life skills with of the development of national identity and
a focus on empowering skills and local potential character are needed to be done. One of the
in each region. Learning materials have meaning strategies is through the development of civic
and high relevance to the society empowerment education learning in Junior High School based
based on the reality they face in the daily life. on the local wisdom. The students of Junior
The curriculum is prepared in accordance with High School theoretically is on the periods of
the environmental condition, learner`s interest, adolescence in which they were on the period of
learner condition, and attention to sociological cognitive transition as well the crucial period of
and cultural obstacles. The education based character development (Lickona, 1996; Malin,
on the local wisdom is education that teaches Liauw, and Damon, 2017). Because of that, this
learners to embrace the concrete situation that development is intended to produce the model of
they face in their daily life. civic education learning in Junior High School
One of the results of the education based based on local wisdom, as a strategy to revitalize
on the local wisdom could be in form of the the values of Pancasila to strengthening the
knowledge that describes attitudes and behavior character and identity of the nation. In detail, this
that reflect the local-original culture. In the article is limited to the description, first, the initial
case of Surakarta, the local-original culture design of the existing civic education learning.
is the Javanese culture. The wisdom values Second, the development of the model of civic
of Javanese culture such as gotong royong or education learning. Third, the effectiveness of
mutual cooperation, tepo seliro or tolerance, the model of civic education learning based on
and solidarity are good values which should be local wisdom as a strategy to revitalize the values
imparted to the students in the school. Javanese of Pancasila for strengthening the character and
culture is a source of the moral of citizenship. In identity of the nation.
a nation-state, the strong-binding rule in form of
the moral of citizenship is needed, besides of the METHOD
basic rights of citizens. The moral of citizenship This development research was product-
is a life guideline of citizens, which could help oriented, in which the process was thoroughly
the citizens to judge right or wrong actions. described and evaluated. The product is a model
Without any intention to undermining the of civic education learning for Junior High
role of other ethnic cultural communities that School based on local wisdom as a strategy to
supporting the diversity in unity of Indonesia, revitalize the values of Pancasila values and
the Javanese culture and its moral values are strengthening the character and identity of the
interesting to be studied. For example, the idiom Nation. The research site was in Surakarta due to
‘ojo dumeh’ that could be meant that the people the existence of tangible and intangible cultural
should not be arrogant despite having a high construction of this city that had been fabricated
position. Unfortunately, such idiom, which has by its historical process and social change
a moral value of Javanese culture, is no longer (Cowherd, 2012). By the existence of cultural
popular among the Javanese people, even some construction, theoretically, the civic education
of them are not recognized it (Rahyono, 2009). learning in Surakarta could be affected by the
Besides, it can be a moral source of the citizen; cultural construction of the city. The development

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research approach (Gall & Borg, 2003) was knowledgeable citizens, (2) possessing skills, (3)
chosen for its theoretical and practical excellence, developing attitudes and values to grow a sense
especially from its research procedure that could of nationality and love of the nation. Second,
be used systematically and cyclically to observe civic education is multi-dimensional, namely
the needs and real situation of the Junior High (1) civic education as a curricular program, (2)
Schools in Surakarta. The primary and secondary civic education as an academic program, and
data were collected from informants, documents, (3) civic education as a cultural social program.
places, and events (Miles, & Huberman, 1992), In the implementation of classroom learning,
consist of several techniques, namely in-depth these three dimensions occur simultaneously.
interviews with civic education teachers, the Third, civic education as a curricular program
principals of Junior High Schools in Surakarta, is essentially a program that is designed and
and the officials of the National Education Office taught to learners at a certain level of the
of Surakarta. The observation technique was educational unit. Fourth, civic education is
observing the process of civic education learning not merely a subject in the school curriculum
in the classroom in some Junior High School but rather a discipline education that has a
State in Surakarta, furthermore, the researcher comprehensive task. Fifth, civic education is
also scrutinized the learning content and held developed in the context of community life that
focus group discussions. aims at all members of society to become good
Research stages include preliminary citizens in various situations and the changing
studies as the basis for model development. times. Sixth, the existence of political euphoria
Development stage was held in collaborative in 1998 and the symbols of the new order are
and participative (Wiriaatmadja, 2005: 83), regarded as a latent danger, thus it is making the
which consist of some stages: drafting the model, Pancasila Moral Education (Pendidikan Moral
validity tests, limited trials, and major revisions Pancasila) as a subject transformed into Civic
of the draft model. The drafting of the learning Education (Pendidikan Kewarganegaraan)
model was based on the theoretical framework of without Pancasila. Seventh, the coverage of
the literature review, which was combined with material in Civic Education learning becomes
the characteristics of the developed model and one of the obstacles and difficulties for teachers
the characteristic of the civic education subject in preparing the lesson plan and implementation
as well as the learning conditions at the junior of Civic Education learning.
high school. The learning model was developed In the interview, the teachers articulate the
based on the five learning components of Joyce difficulties and obstacles in integrating Pancasila
(2011), encompassing syntax of learning, social values and local wisdom. The difficulties and
system, the principle of reaction, supporting obstacles can be summarized as follows. First,
system, instructional impact, and accompaniment the suitability of civic education materials and
impact. The last stage was the learning model the time allocation contained in the curriculum
testing. At this stage, researcher measured the is less balanced. Consequently, the learning
effectiveness of hypothetical models, which process is monotonous, memorizing, and textual
have been enhanced in the early stages of because teachers tend to use the lecture method.
development, through experiments between Second, teachers are faced with low student
experiment classes and control classes. motivation in following civic education learning
in the classroom. The students’ assumption that
RESULTS AND DISCUSSION the civic education learning tends to memorize
The Mapping of Civic Education Learning in is to be one of the factors causing low student
Junior High School motivation. Third, teachers are faced with
The data of interview and observation students’ perception that civic education learning
show the existing civic education learning and is not very important. This was proved by the
the understanding of civic education teacher. fact that civic education learning is not included
First, the objective of civic education learning in the national final examination. In addition,
is to prepare the learners to be a good and smart the civic education learning in class IX should
citizen. Teachers understand that the objectives be “taken” other subjects because of the focus
of the civic education learning produce: (1) of preparing national final examination. Fourth,

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in instilling the values of Pancasila and local Indonesian context, the basic values of divinity,
wisdom, teachers are sometimes confront with humanity, unity, community, social justice,
the inconsistency between reality in the society competence, respect for others, freedom and
and the subject matter. Fifth, teachers faced peace, need to be developed (Murdiono, 2014).
difficulties in applying student-centered learning In civic education learning, the learners need
methods and strategies. The reason is the low to be helped to live based on true moral values,
motivation of students and materials that tend to have a good character, and responsible for the
be more memorizing. Sixth, the teacher felt that undertaken activities.
the learning material of civic education is less In line with the Hutabarat`s (2014)
meaningful and the compatibility between the research, the findings of this study also confirmed
civic education learning and the implementation that the implementation of civic education
in the field is not maximal yet. learning could be used to elevate the moral and
Some of the preliminary findings above characters values in junior high school students.
illustrate the strengths and weaknesses of civic The results of Sitompul`s research revealed that
education learning and are at the same time, those the civic education learning takes an important
findings also become a rationale for developing role as a device to instill the character of
a model of learning while integrating the values junior high school students. On the other hand,
of Pancasila and the values of local wisdom for Angraini (2017) supports the orientation of
the strengthening of national identity. civic education learning, which has a substance
The findings that the New Order to shape the students` moral. Angraini stated
government tried to correct any form of the that the civic education as value education is a
deviation of the Old Order regime. However, the subject that aims to shape the students to become
New Order tended to practice the liberalistic- moral beings. In order to achieve this purpose, an
capitalistic stance in managing the state, which is appropriate learning media is needed. Basically,
mean they also caught deviate from the political civic education is the value education that aims to
lines of Pancasila and the 1945 Constitution. This shape the human beings to be able to respect the
finding is interesting, therefore the reformation others according to their dignity and build perfect
movement is considered able to correct the human. The development of the intellectual
deviations that have been made by the New thinking or Intelligence Quotient of students
Order. However, in the present day, the meaning through a myriad of sciences is not enough to
of Pancasila appears to be shifting back to the form a perfect human. The development should
interests of particular power and political groups. be accompanied by the enactment of behavior
Consequently, the promises of independence, and moral awareness.
which contains in Pancasila, have not been fully Based on those findings and reviews,
realized. Various phenomena in society should the practice of civic education learning should
be considered by teachers and observers of civic be combined with various value approaches.
education learning as the sign that the dynamic The main characteristic of civic education is
of national politics is always changing. not merely transferred the knowledge, but it
The findings of the preliminary stages of should be oriented to educate the society to
this study showed the importance of the values, live in a good manner. Thus, the substance of
which contain in each principle of Pancasila, to be learning Civics is not only knowledge but it also
implemented in civic education learning. These contains moral and values learning. Teachers are
findings are reasonable because the character expected to understand and apply various models
education could build the nation’s personality. of value education. Furthermore, teachers are
Education for children should include the values also expected to have a correct understanding
of nationality and love of the homeland, in of Pancasila and the concept of the unity of
which it would flourish the spirit of the struggle Indonesia. This becomes important as Supeni`s
of the Indonesian nation to fill the independence finding (2015) that the understanding of Pancasila
as well as face a massive globalization. To build and the unity if Indonesia of pre-school teachers
the global insight of young citizens within the in Surakarta was in low level.

Model of Civic Education Learning Based on The Local Wisdom for Revitalizing Values of Pancasila
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The Development of the Model of Civic jero’, which are the attitudes that should be
Education Learning understood and developed by the learners.
The finding of the development of civic
education learning model is based on SWOT The social system
analysis, focus group discussion, and workshops In the design of the social system, the civic
from various components of educational teacher behaves democratic and cooperative
stakeholders in Surakarta. The developments by giving freedom to the learner to express
of the model of civic education learning based their opinion, open to accept the opinions of
on the local wisdom in Junior High School the learners, giving the learner the opportunity
of Surakarta are as follow. First, the content to reflect the learning material, and responsible
informal in civic education is contextual and for the ideas that appear in learning groups. In
in accordance with the social and cultural addition, civic teachers also become facilitators
background of learners that is Javanese culture. to support the achievement of the learning
Second, the core values of Javanese culture, process. In this activity, teachers are required
which originate from the principle of respectful to have high creativity in order to create a fun
and harmonious, are described and mapped with learning atmosphere.
the values of Pancasila and character values.
Third, in preparing the learners to be smart The principle of reaction
and good citizens, the civic education learning The principle of reaction is intended to
is done by learning by doing, social problem- provide learners to be convenience during the
solving learning, socio-participatory learning, learning process in the classroom. Therefore,
and enculturation and socialization. Fourth the the learners have a high spirit, active, and able
learning processes as the authors mentioned to thinking critically about various issues. The
in point 3, are realized by the Problem Based teacher’s roles include are providing learning
Learning, Project Based Learning, and value resources and media that are videos and articles
clarification approach. Fifth, the learning related to the model, delivering the civic learning
process through habituation and social-cultural material of class VII and its relation to the
interaction are realized by the school culture and principles of freedom of opinion, and guiding
role models of teachers, principals, and parents. learners to analyze the relevance between the
In order to achieve the objectives of civic values and their daily life.
education learning, the initial design of the model
of civic education learning based on the local The supporting system
wisdom is developed into the learning syntax that The civic education learning model based
includes some components such as the learning on local wisdom requires a supporting system,
structure, social system, the principle of reaction, which consist some elements: (1) the lesson plan
supporting system, and impact accompaniment. that contains the learning steps and the learning
resources and media; (2) a group worksheet
Learning stages as a tool to implement the model based on the
The learning structure consists of six cooperative learning strategy, Problem Based
stages: (1) preparing the classroom and learners Learning (PBL), and Value Clarification;
to follow the learning model, (2) delivering the (3) instrument of evaluation to measure the
learning materials, (3) guiding the learners to sort competence of learners and the attitude scale
and choose the values and attitudes that need to to measure the level of character and national
be developed in freedom of opinion, (4) guiding identity.
group and class discussions, (5) evaluating and
reflecting the result of discussion, (6) giving The impact accompaniment
rewards and reinforcement. In the process of The impact accompaniment of civic
values strengthening, teachers act as facilitator, learning model is designed to improve the
who explain about freedom of opinion by character and identity of the Nation and as a
keeping in mind the wisdom values of Javanese strategy of revitalizing the values of Pancasila.
culture, such as ‘sepi ing pamrih rame ing gawe’, The development of the civic learning model
‘berbudi bowo leksono’, ‘mikul duwur mendem derives from contextual learning that prioritizes

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the meaningfulness of learning, in which it because it corresponds to the learning objectives.

would only be obtained through the development The integration of the values of Amanat
of knowledge by learners, and not through Galunggung manuscript in the civic education
indoctrination and memorization. Through these learning, especially in Darul Falah 2 Junior
activities, the learners are not only trained to High School, is implemented by studying and
achieve academic objectives but also to achieve incorporating the value of local wisdom in each
the social objectives. In exploring the learning of the basic competencies.
resources, the learner will gain intellectual In the context of the Surakarta society, the
experience, while in the activities of explaining, values of the local wisdom of Javanese culture
discussing and debating of a particular topic, they need to be explored more deeply, thus, it can
will be trained to organize their ideas rationally be socialized to the younger generation. The
and artistically express their opinions local wisdom values, such as gotong royong or
Besides giving scores according to the mutual assistance, tepo seliro or tolerance, and
indicators of each aspect of the learning model, solidarity, are very important to be imparted to
the validator asked to give a conclusion regarding the learners through civic education learning.
the feasibility of the learning model as well This is consistent with Ghufron’s (2017) research,
improvement notes. The improvement notes from who states that the relevant learning approach
validator are as follows: (1) the learning syntax to be used for to cultivate the cultural values
needs to be adapted with the model of Problem in Yogyakarta is through the non-directional
Based Learning and Value Clarification; (2) the learning of Carl Rogers`s version. The values
lesson plan should correspond with the syntax of of local wisdom essentially are the core of
Problem Based Learning and Value Clarification; Pancasila values. Therefore, civic education
(3) the Javanese phrase and idiom should be learning based on local wisdom is expected to
translated in language that can be understood by produce the learners, who have are cultured as
junior high school students. well as have Indonesian personality.
The results of the development stages show Based on the aspect of assessment and 32
the importance of teachers` roles in observing indicators that had been validated, obtained an
the wisdom values of the Javanese culture. average value of 4.18. The indicators represent
This in line with Feriandi`s (2017) research the four components of learning model,
that reveals some idiomatic expressions such as encompassing the indicator of the learning
aja dumeh, mendhem jero mikul dhuwur, or jer stages, the social system, the teacher and student
basuki mawa bea, have universal moral values role, the supporting system, and the nurture
of citizenship so those could be the character or effects (Joyce, Weil, and Calhoun, 2011). This
identity of the Indonesian people that is the part shows that the developed learning model is well
of the civic culture. The Javanese culture also categorized. The finding that the lesson plan is
constructs Indonesian civic culture, because of needed to develop in some procedure that leads
the values that include in the civic culture are to the cooperative learning stage, Project Based
then brought by political actors (executive and Learning, and Value clarification is interesting.
legislative) to be reflected in their behavior as It because of the Problem Based Learning is
the representative of the people in the context of developed to support the students to enhance
social development, politic, economy, and politic the problem-solving skills and the intellectual
culture. It means the Javanese culture, civic skills, real experiences or stimuli and become
culture, and politic culture have a continuous autonomous and independent learners (Ibrahim,
attachment. 2000). The aspects, which are validated by the
Another substantive finding is that the expert includes the format of the lesson plan,
values of local wisdom, which contains in content, and language of the lesson plan. The
manuscript, could be used as a device in civic aspects are outlined in the revised lesson plan,
education learning in junior high school. This in which the researchers collaborate with the
is supported by Ramdani & Sapriya`s (2017) subject teacher by attempting to refine the
research that the values, which contains in the steps, especially in terms of content. Overall,
Amanat Galunggung manuscript, could be the percentage of the scale that has been made
integrated into the civic education learning is can be categorized in good category 53.33%

Model of Civic Education Learning Based on The Local Wisdom for Revitalizing Values of Pancasila
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and very good 40%. Based on the results of the had met the requirements of strong theoretical
assessment, the lesson plan is classified in a good basis and interrelatedness of components in
category, so it is feasible to be used in the civic the learning model. The interrelatedness of the
education learning process. learning components is proved by the results of
The civic education learning model based observation in the first test and the second test
on local wisdom requires good supporting system, as well as in the validation test. The design of
such as syllabus, learning implementation plan planning, implementation, and evaluation are
(lesson plan), student worksheet, and assessment interrelated. Between the syntax of learning
tools. The tools contain learning steps, learning to each other are also interrelated. Between
resources, learning media to the teacher’s value teachers` activities with learners` activity are
system. The importance of instructional tools interrelated, between the activities of learners in-
is also expressed by Mannan, Sopyan, and group activities with the activities of learners in
Sunarno (2015), whose states that local wisdom- the activities of individuals are also interrelated.
based learning is one of the innovations in the Based on the test results, the civic learning
development of learning tools. The learning model based on the local wisdom has fulfilled
tools, which are developed include a syllabus, the validity requirements of a feasible learning
lesson plan, student worksheet, and learning model.
outcomes that are integrated with local wisdom The second aspect is about the practicality
in Kandri area, Gunungpati. of the civic learning model based on the local
The local wisdom of Javanese culture wisdom. The learning model is considered
is packaged in an interesting way in shaping practical because it meets the criteria: (1) at least
the character values of learners. It just takes two of the three experts give consideration that
the skills of teachers in assembling the value the learning model can be applied in class; (2)
of local wisdom so that in accordance with the teacher states that they were able to apply the
the achievements of learning Civics. This is learning model in front of the class; (3) the level
supported by Fajarini (2014) research, which of implementation of the learning, the model
states that digging and preserving various is included in the high category. The results
elements of local wisdom results in an effective of a limited trial show that the validator of the
function in character education while conducting practitioner, who is the civic teacher and asked
studies and enrichment with new of wisdom. to validate, had stated that the draft of civic
learning model is feasible and applicable in the
The Effectiveness of Civic Education Learning classroom.
Model Based on the Local Wisdom The results of the limited trial showed
The results of the effectiveness of civic that the observation of teacher activity indicates
education learning model based on local wisdom very well criteria. The results of the analysis of
as revitalization strategy of Pancasila values and student`s activity show very good and average
improve the character and identity of Nation mastery of competence or learning result of
refers to Nieveen (1999) criteria, which observe mastery learning by 70 and indicator of learner
the validity, practicality, and effectiveness of who reaches mastery reach 75%. The increase
the model. The first aspect is the problem of the of the score of national identity reached 80%.
validity of the model of civic education learning Similarly, with the results of extensive trials,
based on local wisdom. The model is classified the results of observation of teacher`s activities,
to be valid if it meets the criteria: (1) at least two learners, and learning outcomes of learners show
of the three experts (validators) state that the an average value above 70. The criteria for the
model is based on a strong theoretical basis; (2) practicality of learning model have been fulfilled
at least two of the three validators state that the so it can be concluded that the learning model
model components are consistently interrelated; could be practically applied in the classroom.
(3) the test results show that the components are The third aspect is about the effectiveness
interrelated. of civic learning model based on local wisdom.
The result of expert and practitioner The model is categorized to be effective because
validation on the limited trial phases show that it meets 4 of the 5 following criteria: (1) average
the initial draft of the civic learning model of activity on the task of learners at least by

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90%; (2) the average of learners` activity is at there are nine values of characters that have been
least 40%; (3) there is a tendency to increase test applied in civic learning Junior High School
scores; (4) more than 50% of learners respond Budi Murni 1 Medan, namely religious, honest,
positively; and (5) the teacher responds positively democracy, curiosity, peace love, tolerance, the
to the model. spirit of nationalism, love to read, and love the
The effectiveness of the model of homeland. Thus, the civic education learning can
civic education learning could be seen in the be used as a device to apply character education
development of learners` activity, teachers` to junior high school students.
activity, as well as teacher and learner’s response
to the implementation of the learning model. CONCLUSION
The results of the teacher and student`s activity The conclusions of the research are briefly
assessment in the implementation of the model at described as follows. First, there are strength,
each stage of the test have progressed and reach weaknesses, chances, and perils in civic
a very good standard. Similarly, the tendency to education learning. Some obstacles that faced by
improve students’ learning outcomes in trials the civic education teachers are the suitability of
and extensive trials shows an increasing trend civic education materials with less balanced time
in the components of competence, character allocation, low student motivation in following
and national identity. Thus, the implementation the civic education learning in the classroom,
of civic learning model based on the local the students’ perception that civic lesson is not
wisdom, especially in State Junior High School very important, the reality of society is not in
10 Surakarta and State Junior High School 21 accordance with the subject matter of civics, and
Surakarta have been running in accordance the implementation of student-centered learning
with the developed model and able to increase methods and strategies.
the students` character score and the students` Second, the initial design of the civic
national identity score as much as 80%. The learning model based on the local wisdom is
model is able to increase learning mastery of at in accordance with the syntax of learning that
least 75%. Therefore, it can be concluded that includes the structure of learning, social system,
the model of civic education learning based on principles of reaction, supporting systems, and
the local wisdom had fulfilled the requirements impact accompanist. The structure includes
of the effectiveness of a learning model. several stages. The social system is embodied
The utilization of local wisdom values, in the roles of teachers who are democratic and
which is adopted in the civic education learning, cooperative by giving students the freedom to
is often done by the teachers. In fact, the value argue. The principle of reaction is realized with
of local wisdom appropriate to be integrated the teacher to facilitate the learners during the
with civic education learning. The result of learning process. The supporting system of the
the effectiveness test of the learning model lesson plan acts as the tool to support the learning
is in line with the results of Mannan, Sopyan, model and evaluation sheet to measure the
and Sunarno`s (2015) research. They stated competence of learners` competence and attitude
that based on the observations using several scale to measure character and national identity.
indicators, the average gain for the first meeting The impact of companions based on contextual
until the third meeting was 0.33. The analysis of learning that prioritizes the meaningfulness of
character indicates a moderate increase so it can learning.
be said that learning tools based on local wisdom Third, the effectiveness of civic education
can improve the students` character. learning model based on the local wisdom in
Sitompul (2014) does another research improving the character and identity of the Nation
that supported this research. The results of his as a strategy of revitalizing Pancasila values is
research concluded that there are 10 values shown by the fulfillment of criteria of validity,
of characters that have been applied in civic practicality, and effectiveness. The effectiveness
learning in Junior High School State 37 Medan, test at State Junior High School 10 Surakarta
namely religious, honest, curiosity, tolerance, and State Junior High School 21 Surakarta has
nationalism, reading, discipline, environmental been run in accordance with the developed
care, social care, and responsibility. Meanwhile, model and able to increase the character score

Model of Civic Education Learning Based on The Local Wisdom for Revitalizing Values of Pancasila
210

and the national identity score as much as 80%. Jurnal Cakrawala Pendidikan from the Institute
The model of civics learning education based on of Community Service of the State University of
local wisdom can improve learning mastery of Yogyakarta who has the pleasure to publish this
at least 75%. article.
Furthermore, the recommendations are
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