Giri Harto Wiratomo, Kokom Komalasari , Rahmat, Iim Siti Masyitoh

Persepsi Mahasiswa Generasi Z Terhadap Pembelajaran Pendidikan Kewarganegaraan Di Universitas Negeri Semarang

Introduction

Persepsi mahasiswa generasi z terhadap pembelajaran pendidikan kewarganegaraan di universitas negeri semarang. Penelitian ini menganalisis persepsi mahasiswa Gen Z terhadap Pembelajaran Pendidikan Kewarganegaraan di Universitas Negeri Semarang. Temukan masalah, materi, metode efektif, dan hasil positif pembelajaran PKn.

Abstract

Pendidikan Kewarganegaraan berperan penting dalam membentuk warga negara yang memahami hak dan kewajibannya. Penelitian ini bertujuan menganalisis persepsi mahasiswa generasi Z terhadap pembelajaran Pendidikan Kewarganegaraan di Universitas Negeri Semarang. Metode penelitian yang digunakan yaitu metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dengan wawancara, observasi, dan dokumentasi. Wawancara terstruktur dilakukan terhadap 487 responden mahasiswa yang terdiri atas 114 laki-laki dan 373 perempuan berasal dari 9 fakultas di Universitas Negeri Semarang angkatan masuk 2022, 2023, dan 2024. Dokumentasi dengan menggunakan kajian studi pustaka yang relevan. Indikator yang diteliti yaitu 1) permasalahan yang dihadapi mahasiswa, 2) materi pembelajaran, 3) metode pembelajaran, dan 4) efektivitas pembelajaran Pendidikan Kewarganegaraan. Hasil penelitian ini menunjukkan bahwa 1) permasalahan yang dihadapi responden sekarang ini yaitu sifat individualis, pelanggaran terhadap tata tertib, kurangnya penghormatan terhadap nilai-nilai moral, dan sosial. Sementara itu, 2) materi pembelajaran yang penting menurut persepsi responden yaitu materi bela negara, hak asasi manusia, dan demokrasi., 3) persepsi resonden terhadap metode/model pembelajaran yang disukai yaitu diskusi berbasis opini dalam bentuk esai, metode tatap muka (luring), pembelajaran kooperatif, dan pendekatan aktif yang mendorong mahasiswa menjadi kritis, 4) persepsi responden terhadap efektifitas pembelajaran Pendidikan Kewarganegaraan memiliki skor cukup positif berada pada interval 7-9. Kesimpulan penelitian ini yaitu persepsi responden terhadap pembelajaran Pendidikan Kewarganegaran cukup positif dengan keinginan responden untuk memberikan pelatihan pendidikan karakter dan kurikulum kewarganegaraan global.

Review

This study, titled "Persepsi Mahasiswa Generasi Z Terhadap Pembelajaran Pendidikan Kewarganegaraan Di Universitas Negeri Semarang," addresses a highly relevant topic concerning the role of Pancasila and Citizenship Education (PKE) in shaping informed citizens, particularly among the Gen Z cohort. The paper clearly articulates its objective to analyze the perceptions of Gen Z students at Universitas Negeri Semarang regarding PKE learning. Utilizing a qualitative approach with a case study design, the research employed a robust data collection strategy involving interviews, observation, and documentation. The ambitious scope of structured interviews conducted with 487 student respondents from diverse faculties and academic years provides a broad and valuable perspective on the student experience, making a significant contribution to understanding the current landscape of PKE. The findings presented are particularly insightful and offer practical implications for curriculum development and pedagogical strategies. The identification of prevalent student issues such as individualism and a lack of moral values highlights critical areas that PKE aims to address. Moreover, the study effectively maps student preferences for PKE content, emphasizing topics like *bela negara* (state defense), human rights, and democracy, and their preferred learning methods, including opinion-based discussions, face-to-face interaction, and active, critical approaches. The "quite positive" perception of PKE effectiveness, coupled with the students' desire for character education and a global citizenship curriculum, signals a constructive engagement from the Gen Z demographic, providing a strong foundation for future educational enhancements. While the study offers rich insights, certain aspects could benefit from further elaboration in the full paper. The methodology, described as a qualitative case study, utilized structured interviews with a substantial sample size of 487 respondents. Clarifying how this large-scale interview data was qualitatively analyzed to maintain the depth characteristic of a case study would strengthen the methodological rigor. For instance, explaining the specific techniques used to analyze such a large volume of interview transcripts or how the "score" for effectiveness was derived within a qualitative framework would enhance clarity. Additionally, while the findings delineate what students perceive, a deeper exploration into the "why" behind these perceptions, particularly regarding their preferred learning methods and materials, could further enrich the study's theoretical contribution. Despite these minor suggestions, this research provides a commendable and comprehensive analysis of Gen Z's perceptions of PKE, offering valuable guidance for educators and policymakers.

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