IMPLEMENTING INNOVATIVE INSTRUCTIONAL STRATEGIES FOR CIVIC EDUCATION IN PRIMARY SCHOOLS

Abstract

This study aims to analyze the implementation of innovative learning strategies in Civics (PKn) instruction at the elementary school level and to identify the supporting and inhibiting factors influencing their application. The research employed a qualitative method with a descriptive approach and was conducted at SDN Daarul Qur’an International. The participants consisted of the school principal, three Civics teachers, and six third-grade students. Data were collected through classroom observations, in-depth interviews, and documentation, while data validity was ensured through source triangulation and technique triangulation. Data analysis followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that teachers applied several innovative learning strategies, including project-based learning, role-playing, and the utilization of interactive digital media. These strategies were found to enhance students’ learning motivation, strengthen their understanding of Pancasila values, and contribute to the development of civic character. The supporting factors included adequate facilities, teacher competence, and strong professional commitment. Conversely, limited instructional time and variations in student abilities served as inhibiting factors. In conclusion, the study highlights that innovative strategies are effective in improving the quality of Civics learning, and recommends continuous professional training for teachers, the development of innovative learning modules, and increased collaboration between schools and parents to further reinforce character education.