Implementation of Civics Objectives in Learning Practices in Elementary Schools: A Case Study at SDN 1 Simpang Kanan

Abstract

Civics Education (PKN) plays a vital role in shaping students’ character, civic awareness, and national identity at the elementary school level. This study aims to analyze the implementation of Civics learning objectives in classroom practices and identify the strategies and challenges faced by teachers in achieving these objectives. The research employed a qualitative approach within a mini-research framework using in-depth interviews with three elementary school teachers in Lampung, Indonesia. Data were collected through structured interview guidelines and analyzed using data reduction, categorization, presentation, verification, triangulation, and interpretation techniques. The findings reveal that Civics learning is implemented through active and contextual strategies, including discussions, question-and-answer sessions, visual media, and practical activities that encourage students’ cognitive, affective, and psychomotor development. These practices align with John Dewey’s concept of learning by doing and the Revised Bloom’s Taxonomy. However, several obstacles hinder optimal implementation, including diverse student backgrounds, limited learning resources, inadequate facilities, and restricted instructional time. To address these challenges, teachers adopt innovative learning approaches and strengthen collaboration with parents. The study concludes that effective Civics education requires contextual learning, adequate institutional support, and strong cooperation among schools, families, and communities to foster democratic, responsible, and character-driven citizens