PERAN GURU DALAM MENINGKATKAN CIVIC SKILLS SISWA MELALUI PEMBELAJARAN PENDIDIKAN PANCASILA DI SMPN 39 SEMARANG

Abstract

Developing civic skills is essential in Pancasila Education to ensure that students not only understand civic values but also develop critical thinking, communication, collaboration, and responsible participation. Therefore, teachers play an important role in creating learning experiences that encourage active student engagement. This study aims to analyze and describe the role of teachers in improving students’ civic skills through Pancasila Education at SMP Negeri 39 Semarang. This research employed a qualitative method with a descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving Pancasila Education teachers, students in Grades VII, VIII, and IX, and the vice principal for curriculum. Data trustworthiness was established through source and technique triangulation, while data analysis involved reduction, presentation, and conclusion drawing and verification. The findings indicate that teachers performed four roles: facilitator, motivator, evaluator, and innovator. However, implementation remained suboptimal because teaching methods lacked sufficient variety, learning media were underutilized, and the availability of teachers specifically assigned to teach the subject was limited. The study highlights the need to strengthen teachers’ roles through varied, contextual, and participatory learning to support students’ civic skills development.

ABSTRAK

Pengembangan civic skills penting dalam pembelajaran Pendidikan Pancasila agar siswa tidak hanya memahami nilai-nilai kewarganegaraan, tetapi juga mampu berpikir kritis, berkomunikasi, bekerja sama, dan berpartisipasi secara bertanggung jawab. Oleh karena itu, peran guru diperlukan untuk menciptakan pembelajaran yang mendorong keterlibatan aktif siswa. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan peran guru dalam meningkatkan civic skills siswa melalui pembelajaran Pendidikan Pancasila di SMP Negeri 39 Semarang. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi dengan melibatkan guru Pendidikan Pancasila, siswa kelas VII, VIII, dan IX, serta wakil kepala sekolah bidang kurikulum. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data meliputi reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa guru menjalankan peran sebagai fasilitator, motivator, evaluator, dan inovator. Namun, pelaksanaannya belum optimal karena variasi metode dan pemanfaatan media pembelajaran masih terbatas serta ketersediaan guru yang secara khusus mengampu mata pelajaran tersebut belum memadai. Penelitian ini menegaskan perlunya penguatan peran guru melalui pembelajaran yang variatif, kontekstual, dan partisipatif.