Mara Ongku Hsb

Urgensi Nilai dan Norma Kesadaran Berbangsa, Beragama dalam Pembelajaran Pendidikan Pancasila Kelas VI SD

Introduction

Urgensi nilai dan norma kesadaran berbangsa, beragama dalam pembelajaran pendidikan pancasila kelas vi sd . Pelajari urgensi nilai & norma kesadaran berbangsa, beragama dalam pembelajaran Pancasila siswa SD kelas 6. Bentuk karakter, etika, dan moral yang baik sejak dini.

Abstract

 The importance of national and religious values ​​and norms must be applied and implemented by generations so that when they grow up they have good ethics and morals and know their rights and obligations in the nation and state. This research uses qualitative research methods, namely research that emphasizes understanding a phenomenon. This research method is designed to collect, analyze and understand, the approach used is descriptive, namely explaining and aiming to describe various conditions and realities accurately and actually. Research results: The urgency of values ​​and norms of national and religious awareness in learning Pancasila education in class 6 of elementary school to form good personal character for students from class 7 to 12 of elementary school which can be manifested by in-depth religious education and following signs and norms.

Review

This paper addresses a highly pertinent and critical subject: the urgency of integrating national and religious awareness values and norms within Pancasila education for 6th-grade elementary school students. The chosen topic is timely, given the global emphasis on character building and civic responsibility from an early age. The abstract effectively conveys the overarching goal of fostering ethical and moral development in younger generations, ensuring they understand their rights and obligations as citizens. This focus on foundational values in elementary education is crucial for shaping well-rounded individuals and responsible members of society. The research employs a qualitative methodology with a descriptive approach, which is appropriate for exploring the nuanced phenomenon of value inculcation. This design allows for an in-depth understanding of the subject matter, aiming to explain and describe conditions accurately. However, the abstract would benefit from providing more specific details regarding the qualitative methods used, such as whether data was gathered through interviews, observations, or document analysis. Furthermore, the findings mention forming good personal character "for students from class 7 to 12 of elementary school," which appears to be a typo given that elementary school typically concludes at 6th grade. Clarification on whether this refers to a broader impact extending into secondary education or a specific interpretation of elementary grades is needed to ensure the scope of the results is precisely understood. Despite these minor areas for clarification, the paper's contribution to the discourse on character education, particularly within the Indonesian context of Pancasila, is significant. The emphasis on linking national and religious values for ethical development provides a valuable framework for educators and curriculum designers. With a more explicit delineation of the research methods employed and a precise clarification of the target age group impacted by the findings, this paper has the potential to offer meaningful insights and practical implications for enhancing value-based education in elementary schools.

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