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This study aimed to develop a Pancasila education textbook model based on Indonesia's Bhinneka Tunggal Ika "Unity in Diversity" as teaching materials for compulsory subjects in Indonesian universities. The study used a Research and Development approach, where the data were collected through focused group discussions and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at nine universities in Indonesia. The findings reveal that 1) the conceptual model of the Unity in Diversity-based Pancasila education textbook is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian diversity. This model integrates tolerance values in the diversity of religious, physical, social, cultural, linguistic, and ideological aspects; 2) The content of book constitutes the following components: chapter titles, introductions, keyword and concept map, material presentation and elaboration of Bhinneka Tunggal Ika values, competence performances, summaries, reflections, authentic assessments, feedback, and followup activities.

The relevance of the research stems from the need to construct literacy information technology in the 21st century learning. The essential idea of this article was improving students` information literacy through "Civicpedia" as a civic education e-learning media (learning material on website, e-dictionary, video, poster, valued story, and interactive quiz). This research aims to describe: 1) the design of civicpedia as a civic education e-learning media to improve students' information literacy; 2) the intensity of the use of Civicpedia in the learning process, and 3) the responses of the civicpedia users. Qualitative and quantitative approach with research and development design was used in the study. The data were obtained through observation, documentation, interview, and questionnaire. Data collection, data reduction, and data presentation were performed to analyze qualitative data, and quantitative data analysis were shown in percentage. The participants of the research were 447 students from 11 Junior High School (SMP) and 1 Islamic Junior High School (MTs) in Bandung, West Java, Indonesia. The following was results of studied: 1) the concept of the civicpedia design consists of home page, dictionary page, media page, quiz and contact page; 2) steps in developing teaching materials were designed based on Curriculum of 2013, compiled on the basis of the formal education level, and contextually formulated on the current real-life controversial cases, collaborated with authentic assignments, which enhanced the students' critical thinking, and related to unknown terms with suitable images and videos; 3) the students' responses regarding the implementation civicpedia in the learning process were positive. The program display was considered good and the interactivity aspect was deemed very good. Most students very positively perceived the use of Civicpedia in civic education learning to improve information literacy.

This research presents a literature review about the integration of local wisdom into Civics learning in junior high schools with an independent curriculum to strengthen Indonesia's national identity. Through a deep understanding of local wisdom, students can develop a sense of pride in their cultural heritage. This can help strengthen national unity and prevent social disintegration. Besides, the integration of local wisdom can also help raise students' involvement in the Civics learning process, because material that is relevant to the local context will be easier for students to understand and identify. The literature used in this study comprises 2 books and 30 articles from relevant journals. Based on the results of the review, it can be concluded that the integration of local wisdom into Civics learning can be done by incorporating local wisdom values into Civics material according to the "Theme" or "Topic". Meanwhile, the hidden curriculum of local wisdom can be included in regulations, norms, and learning rules; for example, in the learning process, students must behave based on existing local wisdom values. This will make learning more meaningful because the material studied is relevant to the context of community life and students discover local values that are relevant to life through interaction with their environment. [ABSTRACT FROM AUTHOR]

This study aims to describe the conceptual model of digital-based living values activities project learning, students' perceptions of implementing this model, and the reinforcement of students' Pancasila character. The research utilised a mixed methods approach on students and teachers at junior high schools in Bandung, Indonesia. The findings reveal that the digital-based living values activities project learning model integrates project-based learning, living values education and digital learning. Students perceived the implementation of this model quite positively, and the reinforcement of students' Pancasila character was categorised as good. This model can be used to strengthen students' character. [ABSTRACT FROM AUTHOR]

With the changes in the curriculum in Indonesia since 65 years ago, the Civic Education curriculum name and its substance has been changed 9 times 1947-2022 years, The longest-used Civic Education curriculum is the education plan or curriculum created in the year 1994, which is 16 years. Turnover by change curriculum affects the growth of a civic education. This is a change in the curriculum that is due to the time of the development of the civic education paradigm that is typical of Indonesian citizen as a national identity and state. Improving and strengthening Civic Education at the school, comprehensively challenges and poses implications for improving the qualifications, competence, certification, and performance of the teachers. Teachers are required to master deeply and comprehensively the background and spirit of such changes from the name, of mission, substance, strategy, learning, and appraisal of Civic Education. Strengthening the curriculum of Civic Education also demands the change of mindset, patterns of attitudes and patterns of action, and professional culture of teachers, related to integrative development of the dimension of citizenship knowledge, citizenship attitude, citizenship skills, citizenship determination, citizenship commitment, and citizenship competence, to produce intelligent personal citizenship, well and responsible. [ABSTRACT FROM AUTHOR]

With the changes in the curriculum in Indonesia since 65 years ago, the Civic Education curriculum name and its substance has been changed 9 times, from 1947-2013 and 2022 year. The longest-used Civic Education curriculum is the education plan or curriculum created in the year 1994, which is 16 years. Turnover by change curriculum affects the growth of a civic education. This is a change in the curriculum that is due to the time of the development of the civic education paradigm that is typical of Indonesian citizen as a national identity and state. The strength of high school Civics is in the material, name, scientific structure, legal basis, and scientific center. The weaknesses of Civics in SMA are the change in the name and structure of scientific content, unfavorable reevaluations and the separation between Civics and Pancasila ideology. The Civic Education paradigm in SMA is a changing global trend, student cultural trends, and teacher-to-student communication styles that still touch on affective, cognitive, and psychomotor aspects perfectly and continuously internalized in students' lives. [ABSTRACT FROM AUTHOR]