Pendidikan Pancasila & Kewarganegaraan

Analyzing the Context (C)
Since the implementation of the national system of education along the line of the history of the Republic of Indonesia in 1945  there have been a national Policies related to the national background of civic for education in Indonesian context (Winataputra, 2015, Somantri and Winataputra, 2017). At the same time, contextual forces and the challenge of civic education at national as well as the concern of citizenship education at the global level has significantly emerged around the world with varied emphases, (Kennedy, 2007) For Indonesia to be noted that civic education is philosophically tied up with the state philosophy Pancasila as the fundamental sources of  ideas and instruments

Analyzing the Input (I)
The first input at the conceptual level is derived as values characterize national goodness derived from related constitutional documents. To mention some are belief, human rights, nationalism, unity in diversity, sense of belongingness to the nation, Various research evidence about civic education done by staff as well as doctorate candidates in civic education at the Postgraduate study level (Sapriya, 2005, Winataputra, 2015). Sumantri and Winataputra (2017) reemphasize all the inputs of the development of civic education along the line of the whole year development of civic education in Indonesia

Analyzing the Process (P)
Instrumentation and Praxis of teaching civic education at all school levels primary, secondary, and high schools (SD/SMP/SMA/SMK) have done a lot such as thesis researches. Most of those researches varied in focus and analysis but generally, those summarize that in general civic education at all levels basically indicate a strong emphasis on low levels of cognitive processes i.e. recall, memorization and practical skills rather than higher cognitive process i.e critical thinking, problem-solving, and creativity. It is also to be the case in higher education. To do so academic and professional collaboration among us the community of civic education about civic education is strongly needed in order to develop knowledge in civic education for Indonesia now and the future. At the higher education level, there have been results of research on the effects of blended learning in the Pancasila Education and Citizenship Education lectures on the online knowledge sharing characters (Budimansyah, 2019). These findings indicate how the use of IT in Citizenship Education course is very important and needs to be developed. Unfortunately, there has been not sufficient information yet about the instrumentation and praxis of teaching religious education and ethics at school levels as well as for nonformal educational settings;

Analyzing the Product (P)
There has been no solid research yet about the general product of education including cognitive learning i.e critical thinking, creativity, and decision-making skill are still doubtful.  There are a number of studies at the school level that have provided preliminary reports on the impact of using Project Citizen on student character development (Budimansyah, 2018, 2019). It is also to be the same for cooperative learning, spirit and team building. For sure all those things further query are needed when they have already been fully active as a member of society. To do so colleagues all institutional of the Association throughout Indonesia are warmly invited.

Analyzing the Output (O)
The output of the evaluation as a whole is intended for reframing civic education, from various sides such as sikopedagogical, sociocultural frame as well as programmatic purposes such as an input for the government or other parties concerned with the area of civic education. It is also to be the case for cooperative learning, spirit and team building. For sure all those things of a further query are needed when they have already been fully active as a leader of society. To do so colleagues and leaders in all institutions of the Association throughout Indonesia are strongly invited.

Writing Guidelines