CAKRAWALA PENDIDIKAN

(“THE IMPLEMENTATION OF PANCASILA EDUCATION THROUGH

FIELD WORK LEARNING MODEL”, Eny Kusdarini, Sunarso Sunarso,
Iqbal Arpannudin,2020)

NAMA MAHASISWA :_______________________

NIM :_______________________
DOSEN PENGAMPU : Apiek Gandamana, S.Pd., M.Pd.
MATA KULIAH : Pendidikan Pancasila

PROGRAM STUDI ………………………………….

FAKULTAS ………………………………
UNIVERSITAS NEGERI MEDAN
Bulan…….. 2021
 FOREWORD

Praise and gratitude we pray to the presence of God Almighty, because it

is His grace that has given me the opportunity to be able to complete this Critical
Journal Review (CJR) on time.
The CJR is used as the completion of the task given by our lecturer,
namely Mr. Apiek Gandamana, S.Pd., M.Pd. in handling the tasks of the Pancasila
Education course. This CJR is intended as the embodiment of six mandatory tasks
related to one of which is the Critical Journal Review which is an individual task
by each student to be carried out as well as possible.
I hope for the readers concerned that any information obtained in this CJR
can be understood and can be applied or applied to everyday life.If there are errors
in the writing or completion of this CJR for the reader concerned, I apologize
profusely and I also hope that readers can attach more criticism in the form of
suggestions so that I can maximize the completion of this CJR properly and in
accordance with what is expected reader. Thank you very much for your attention.

Medan, 23 September
2021

Writer

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 TABEL OF CONTENTS

FOREWORD............................................................................................................i
TABEL OF CONTENTS.........................................................................................ii
CHAPTER I.............................................................................................................1
PRELIMINARY......................................................................................................1
A. Rationalize the importance of CJR...............................................................1
B. Purpose Of Writing CJR...............................................................................1
C. CJR Benefits.................................................................................................1
D. Identity Of The Reviewed Article And Journal............................................1
CHAPTER II............................................................................................................3
SUMMARY OF ARTICLE CONTENTS...............................................................3
A. Introduction...................................................................................................3
B. Content Description......................................................................................4
CHAPTER III..........................................................................................................6
DISCUSSION..........................................................................................................6
A. Journal Content Discussion...........................................................................6
B. Strengths and weaknesses of the contents of Journal Articles......................7
CHAPTER IV..........................................................................................................8
CLOSING................................................................................................................8
A. Conclusions...................................................................................................8
B. Recomendations............................................................................................9
REFERENCES.......................................................................................................10
ATTACHMENT....................................................................................................11

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 CHAPTER I
PRELIMINARY

A. Rationalize the importance of CJR

Critical journal review is one of the tasks given to students, the point
of which is to review one or more journals that are relevant to the subject in
question. With this CJR, students can broaden their horizons in comparing
journals and reviewing and demanding students to think critically and
carefully.

B. Purpose Of Writing CJR

1. In terms of completing the task of Pancasila Education course in

accordance with the RPS
2. Increase The author's knowledge or insight regarding the material presented
3. Increase creativity in thinking and increase criticality in comparing and
processing data
4. Strengthening opinions with standard language and of course politeness.

C. CJR Benefits

Assists in analyzing a journal, as well as being able to get the gist of a

journal, adding insight into the material. And train writers in strengthening
opinions.

D. Identity Of The Reviewed Article And Journal

Main journal
1. Article Title : The Implementation Of Pancasila Education
Through Field Work Learning Model
2. Journal name : Cakrawala Pendidikan

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 3. published edition :-
4. article author : Eny Kusdarini, Sunarso Sunarso dan Iqbal
Arpannudin
5. publisher : State University Of Yogyakarta
6. rising city : Yogyakarta
7. e-ISSN : 2442-8620
8. SITE ADDRESS :
https://journal.uny.ac.id/index.php/cp/article/view/31412/pdf

Comparison journal
1. Article Title : Implementation of Pancasila Values in Character
Education: A Literature Review
2. Journal name : International Journal Pedagogy of Social Studies
3. published edition :-
4. article author : Veronica Eka Desi Natalia , Anisa O.S Pratama ,
Margareta Dewi Astuti
5. publisher : Lampung university
6. rising city : Lampung
7. e-ISSN : 2549-6530
8. SITE ADDRESS :
https://ejournal.upi.edu/index.php/pips/article/view/32569

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 CHAPTER II
SUMMARY OF ARTICLE CONTENTS

A. Introduction

Pancasila education in higher education is necessary considering that

students are the next generation who carry out the mandate to continue the
struggle of the nation in the future. As a course subject, Pancasila education is
a guideline for every Indonesian to study, analyze, and solve the problems of
the nation in the perspective of the basic values of Pancasila as the ideology of
the Republic of Indonesia. Article 35 paragraph (5) of Act Number 12-year
2012 concerning higher education states that the curriculum of higher
education must include religious education, Pancasila education, citizenship
education, and Indonesian language. It indicates that the state wishes Pancasila
education to be implemented and included in the university curriculum as a
single subject (is not integrated to another subject).
As the next generation, students carry the life of the nation in the midst
of the existence of various ideologies in the world that can erode the existence
of the values of Pancasila. In this globalization era with the advances in
information technology that can no longer be prevented, students can quickly
get any information. Recently, there are many things, events, and cases as seen
in electronic media that show the vanish of the Pancasila’s values. It makes
some students feel uncertain about the existence of the values of Pancasila.
For this reason, political and character educations are necessary as they are
important factors for the formation of citizens’ attitudes and behaviors to
support the implementation of good government system.
The importance of political and character education is that new
countries or newly emerging democracies need education facilities that enable

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young generation to understand the knowledge, values, and expertise needed
to preserve democracy (Print, 2013). Political education is the preparation of
the younger generation to think independently of the essence of power and its
pillars, the factors that influence institutions, and the factors that influence the
society through those institutions. The essential part of political education is to
link educational activities with the practice of power in balance, useful and
democratic manner.
As the development of the era, the lecturing method such a monologue
is no longer appropriate in teaching Pancasila. Nowadays, students should not
be considered as the objects of learning, but subjects who are the partner of the
lecturer in learning Pancasila. In learning Pancasila, a dialogical method is
needed among fellow students, and between students and teachers who are
equal as partners in learning. The form of learning activities can be done with
variation including; lectures, interactive discussions, inquiry, case studies,
field work, small seminars and various other activities, so it is expected to
mature the students by applying the education of the values of the Pancasila in
their lives, in society, as well as in nation and state .
One of the learning models to study Pancasila is by learning outside
the classroom or field work. Through this learning model, students can
identify the practice of Pancasila values in Indonesian society. This learning
model can be applied in Pancasila villages which can be easily found in Bantul
regency. Bantul regency is one of the districts in Special Region of
Yogyakarta where Pancasila villages have been formed as those in other
regions in Indonesia. By identifying the practice of the values of Pancasila in
Pancasila village, it is expected that students will have a comprehensive and
in-depth knowledge as well as understanding of the implementation of
Pancasila precepts in the community.
Therefore, the purpose of this study is to analyze the implementation
of Pancasila education through fieldwork learning model by training students’
skills on searching, interpreting, and giving the meaning on the social reality
that appears based on in-depth observations. Thus, the observed facts and
phenomena are the reality which are full of inherent meanings and will be

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 comprehensively studied to find the true meaning by identifying the
implementation of the Pancasila values in the social and national life in the
Pancasila village.

B. Content Description

This research is an educational research that focuses on the

implementation of field work learning model. Outdoor activities carried out by
students are included in the category of descriptive research with a qualitative
approach. Furthermore, such activity is considered as case study since it
focuses on the search for the meaning of the implementation of the values of
Pancasila in a community as the research object. There are three Pancasila
villages in Bantul district has been chosen as the research area. The qualitative
approach will refer to the question of what, how, when, where and why
something happens. In addition, such approach interprets the meaning in the
context of literature and the accompanying atmosphere as a qualitative result.
The preparation of this field work research on the implementation of
Pancasila education was done in the first meeting with the students who take
Pancasila class. This pre-designed agenda was then announced to the students
after the discussion of the lecture plan for one semester. In this stage, all
students, having been divided into three groups, accompanied by three groups
of research team visited three villages to obtain comprehensive and detail
portrayal. At the end, it crystalized into three villages decided as research site.
The first group visited Sub-village of Tegaldowo, Village of Bantul, District
of Bantul. The second was Sub-village of Nogosari, Village of Trirenggo,
District of Bantul, and the third was Sub-village of Panggang, Village of
Argomulyo, District of Sedayu. During visitation, students accompanied by
research team analyzed social and national life of residents, particularly
identifying whether or not they had implemented Pancasila’s principles in
their social and national life.
Each group of students, represented by 2 members of groups
respectively guided and directed by research team, in this phase, reported and

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 explained their result. Whereas any issues necessary to be clarified and
questions from other groups, other members of such groups assisted to answer
question from other groups and explained in detail their result in Desa
Pancasila, the research site.
Pancasila education, as part of general education representing the
Indonesian constitutional mandate which is applied in a fully-aware and
organized attempt, is basically aimed to create a comprehensive learning
activity that supports the students to actively explore their potentials, followed
by broad knowledge, good personality, and advanced skills, which fits to their
study majors. In this case, a public higher education institution plays an
important role in enacting many social or political agenda. One of the
purposes of higher education is to develop as well as to support the students to
be a good citizen who will actively participate and contribute to the
community.

CHAPTER III
DISCUSSION

A. Journal Content Discussion

This journal discusses Pancasila Education which is part of general

education which plays an important role in transferring values according to the
nation's personality. This study aims to describe the implementation of
Pancasila Education through a field work learning model by looking at the
practice of Pancasila values in the life of society, nation and state in Pancasila
Village, Bantul Regency. This research is a descriptive type with a qualitative
approach with a case study in Pancasila Village. The subject of research in
learning is a first semester student of Communication Science at a state
university in Yogyakarta who is taking the Pancasila Education course. The
research subjects used as learning venues were determined purposively. Data
was collected through interviews, observation, and documentation, while data
analysis was carried out using qualitative descriptive techniques. The results

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 showed that students got a lot of meaningful experiences from the results of
the field work learning model by looking at social realities directly practicing
the values of the Pancasila precepts in society. The next finding is that
students can identify the implementation of the values of the Pancasila
precepts, both the first, second, third, fourth, and fifth principles in the life of
society, nation and state in the area studied.
However, the comparative journal explains about Pancasila Education
Subjects , which before the Reformation era (1998) were widely known by
the Indonesian people, have now experienced a process of marginalization in
the life of society, nation and state. This is due, one of the factors, that
Pancasila Education subjects were used as a means of indoctrination and the
political needs of authorities in carrying out development in the New Order
era (1966-1998). Although the subject of Pancasila Education has not been out
of the education curriculum in Indonesia since 2003, it is now recognized that
there is a need to raise awareness about Pancasila. noble values towards
students as future leaders of the nation. From the appropriate content of
Pancasila Education subjects to instill noble values in Indonesian students,
namely the results of the study indicate that respondents agree by re-
emphasizing matters relating to: (1) the basis and objectives of Pancasila
Education; (2) "Pancasila" in the context of the history of the Indonesian
struggle; (3) Pancasila as a philosophical system; (4) Pancasila as political
ethics; (5) Pancasila as the national ideology; (6) "Pancasila" in the Indonesian
constitution of the Republic; and (7) Pancasila as a paradigm of social,
national and state life in Indonesia continues to develop in Indonesian society.

B. Strengths and weaknesses of the contents of Journal Articles

. This study aims to describe the implementation of Pancasila

education through field work learning model by looking at the practice of
Pancasila values in the real community life in Pancasila village, Bantul
regency. This research is a descriptive qualitative study through a case study
in Pancasila village.

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 A further research related to this type of learning model is considerably
performed, mainly concerning on implementation of Pancasila’s principles in
other villages by students. It considers that this learning model does not only
require active learning from students, but can also interpret social reality in
surrounding and transfer values of Pancasila’s principles to society
Another advantage of this journal is that it uses a grammar that is not
complicated to understand so that its objectives are conveyed, as well as the
availability of methods and steps as well as the results that show the
implications of its application.
As for the weakness of this journal, it is a typo in the journal which
should be in English, but there is Indonesian language, the writing style in this
journal is also less attractive, thereby reducing the interest of the readers.

CHAPTER IV
CLOSING

A. Conclusions

This journal discusses Pancasila Education which is part of general

education which plays an important role in transferring values according to the
nation's personality. This study aims to describe the implementation of
Pancasila Education through a field work learning model by looking at the
practice of Pancasila values in the life of society, nation and state in Pancasila
Village, Bantul Regency. This research is a descriptive type with a qualitative

8
 approach with a case study in Pancasila Village. The subject of research in
learning is a first semester student of Communication Science at a state
university in Yogyakarta who is taking the Pancasila Education course. The
research subjects used as learning venues were determined purposively. Data
was collected through interviews, observation, and documentation, while data
analysis was carried out using qualitative descriptive techniques. The results
showed that students got a lot of meaningful experiences from the results of
the field work learning model by looking at social realities directly practicing
the values of the Pancasila precepts in society. The next finding is that
students can identify the implementation of the values of the Pancasila
precepts, both the first, second, third, fourth, and fifth principles in the life of
society, nation and state in the area studied.
This study aims to describe the implementation of Pancasila education
through field work learning model by looking at the practice of Pancasila
values in the real community life in Pancasila village, Bantul regency. This
research is a descriptive qualitative study through a case study in Pancasila
village.
A further research related to this type of learning model is considerably
performed, mainly concerning on implementation of Pancasila’s principles in
other villages by students. It considers that this learning model does not only
require active learning from students, but can also interpret social reality in
surrounding and transfer values of Pancasila’s principles to society

B. Recomendations

This reviewed journal is highly recommended to be used as a learning

reference source, related to Pancasila education and in this journal you can
also learn about direct research in the community to increase understanding
related to Pancasila education and deepening Pancasila values.

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 REFERENCES

Kusdarini, E., Sunarso, & Arpannudin, I. (2020). THE IMPLEMENTATION OF

PANCASILA EDUCATION THROUGH FIELD WORK LEARNING MODEL.
Cakrawala Pendidikan , 359-369.

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Taniredja, T., Afandi, M., & Faridli, E. M. (2012). The Appropriate Pancasila
Education Contents to Implant Lofty Values for Indonesian Students .
International Journal for Educational Studies , 107-116.

ATTACHMENT
Main Journal

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Comparison journal

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13