Analyzing the Effectiveness of the Learning Process of Value Clarification in Pancasila Civic Education Subject for Senior High School Students
DOI:
https://doi.org/10.56294/saludcyt20252215Keywords:
Value Clarification Technique, Civics Education, affective learning, motivation, democratic citizenshipAbstract
Introduction: Pancasila and Civics Education in Indonesia continues to face challenges due to teacher-centered approaches that limit student participation, critical thinking, and value internalization. Although curriculum reforms emphasize interactive and value-oriented learning, implementation in classrooms remains suboptimal. The Value Clarification Technique (VCT) has been identified as a promising strategy to foster both cognitive and affective outcomes in Civics Education.
Purpose:
This study aims to analyze the effectiveness of VCT in enhancing the learning process of Pancasila and Civics at the senior high school level, particularly across the dimensions of interactivity, inspiration, enjoyment, challenge, and motivation.
Methods: A descriptive, non-experimental, observational survey design was applied. Data were collected from 128 students across four senior high schools in Tuban Regency, East Java, using a structured questionnaire based on five dimensions of effective learning. Responses were analyzed with descriptive statistics.
Results: The findings revealed that 115 students (90%) rated interactive learning as high or very high, 109 students (85%) rated inspirational learning as high or very high, and 127 students (99%) rated fun learning as high or very high. Furthermore, 115 students (90%) perceived the learning as challenging, and 117 students (90%) found it motivating. These results indicate that VCT fosters meaningful learning experiences that engage both cognitive and affective domains.
Conclusions: VCT effectively enhances the quality of Civics Education by creating an interactive, inspiring, enjoyable, challenging, and motivating learning process. Beyond knowledge acquisition, it also promotes emotional engagement, moral reasoning, and civic dispositions. The study recommends wider implementation of VCT in Civics Education, while future research should address its long-term impact through broader and more diverse samples.
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