THE INFLUENCE OF EDUCATORS ON ENHANCING CIVIC KNOWLEDGE AMONG JUNIOR HIGH SCHOOL STUDENTS IN PPKN COURSES AT CREDO KOLONGAN CHRISTIAN CHURCH

Abstract

This study seeks to elucidate the role of Pancasila and Citizenship
Education (PPKn) teachers in enhancing students' civic knowledge,
delineate the pedagogical strategies employed, and identify factors
influencing the advancement of students' understanding of civic
knowledge at Kredo Kolongan Christian Junior High School. The research
is concentrated on PPKn instructional practices within the classroom
setting and the dynamics of teacher-student interactions. A qualitative
descriptive methodology with a naturalistic approach was employed. Data

were collected from PPKn teachers and students through observation, in-
depth interviews, and documentation. The data analysis was conducted

systematically through the stages of data reduction, data presentation, and
conclusion drawing to provide a comprehensive and in-depth
understanding of the phenomenon under investigation. Data validity was
ensured through source and technique triangulation. The findings indicate
that PPKn teachers play a pivotal role in enhancing students' civic
knowledge, particularly through their roles as facilitators and moderators
in the learning process. Teachers not only prepare and manage learning
activities but also guide interactions and discussions to be effective and
structured. The pedagogical strategies implemented include discussions,
project-based learning, case studies, and role-playing, which foster active
student participation and reinforce conceptual understanding.
Furthermore, the enhancement of civic knowledge is influenced by several
supporting factors, namely teacher competence, student learning
motivation, and the availability of adequate learning facilities and
infrastructure. These findings demonstrate that the success of PPKn
instruction is significantly determined by the synergy between the role of
teachers, pedagogical strategies, and other supporting factors.