Internalisasi Nilai Demokrasi Pancasila Melalui Pembelajaran PPKn Siswa Kelas VII A SMPN 3 Banyuwangi

Abstract

Internalizing Pancasila democratic values ​​through Pancasila and Civic Education (PPKn) instruction is a strategic effort to shape students into individuals who are democratic, responsible, and capable of respecting differing opinions. However, some students remain passive during lessons, meaning the process of internalizing democratic values ​​has not yet proceeded optimally. This study aims to describe the process of internalizing Pancasila democratic values ​​through PPKn instruction, identify supporting and inhibiting factors, and describe the teacher's efforts to overcome these obstacles among Class VII A students at SMPN 3 Banyuwangi. The study employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation involving the school principal, the PPKn teacher, and Class VII A students. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the internalization of Pancasila democratic values ​​is carried out through participatory instruction that integrates discussion, deliberation, Project-Based Learning (PjBL), Problem-Based Learning (PBL), and contextual learning activities—such as educational visits to the General Elections Commission (KPU) and the Regional House of Representatives (DPRD). Supporting factors include the use of participatory teaching methods, the teacher's role as a facilitator and role model, a supportive school environment, and the cultivation of democratic habits. Inhibiting factors include low self-confidence among some students, the dominance of more active students, a lack of parental support, and the influence of social media. The teacher addresses these obstacles by implementing the "talking stick" strategy, offering appreciation to students, instilling ethics regarding expressing opinions, integrating democratic values ​​into school activities, and utilizing contextual learning. This study makes both theoretical and practical contributions by enriching the body of knowledge regarding the internalization of Pancasila democratic values ​​within PPKn instruction at the junior high school level. From a theoretical perspective, this study confirms that participatory, contextual, and student-centered learning plays a crucial role in the process of internalizing democratic values. Practically, the findings can serve as a reference for teachers, schools, and policymakers in designing more effective Civics Education (PPKn) learning strategies to sustainably strengthen the development of students' democratic character.