Peer-reviewed article
Civic Education and Nationalism Attitudes of Elementary School Students: Implications for Child Well-Being and SDGs in Indonesia
Mikyal Hardiyati, Noni Putri, Asroruddin Lubis ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how civic education (PPKn) instruction in Indonesian elementary schools shapes students' nationalism attitudes and contributes to child well-being. The research surveyed 312 Grade V and VI students, 24 teachers, and 9 principals across six schools in Southeast Sulawesi. The quality of civic education teaching, particularly through participatory methods and contextual content, significantly predicted positive nationalism attitudes. However, gaps in digital literacy and inconsistent teacher competencies limited the effectiveness of the approach.
Key points
- PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001)
- Participatory methods and contextual content were the strongest mediators of the relationship
- Extracurricular integration amplified the effect of civic education on nationalism attitudes
- Digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes
- Strengthening civic education through innovative, inclusive pedagogy contributes to democratic citizenship and child well-being
Limitations
The study focuses only on elementary schools in one region of Indonesia (Kendari, Southeast Sulawesi), so findings may not generalise to other regions or education levels. The cross-sectional survey design cannot establish causation or explain how nationalism attitudes influence other aspects of child well-being beyond the measures used.
Abstract
Previous studies on civic education and nationalism have predominantly focused on secondary or tertiary levels, leaving a critical gap regarding how Pancasila and Civic Education (PPKn) shapes nationalism attitudes among elementary school students and its connections to child well-being aligned with Sustainable Development Goals (SDGs). This study investigates the role of PPKn instruction in cultivating nationalism attitudes among elementary school students in Kendari, Southeast Sulawesi, Indonesia, and explores implications for child well-being and SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). A quantitative survey design was employed, involving 312 Grade V and VI students, 24 PPKn teachers, and 9 school principals across three public and private elementary schools selected through stratified random sampling. Data were collected using validated Nationalism Attitude Scales (Cronbach's α = .87) and PPKn Learning Quality Inventory (α = .83), then analysed via multiple regression and structural equation modelling (SEM). Results reveal that PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001), with participatory methods and contextual content as strongest mediators. Extracurricular integration amplified this effect. However, digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes. These findings suggest that strengthening PPKn through innovative, inclusive pedagogy contributes not only to nationalism formation but also to broader child well-being and democratic citizenship, advancing Indonesia’s SDG commitments.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Implementation of Pancasila and Civic Education (PPKn) instruction using participatory methods, contextual content, and extracurricular integration
- Population
- 312 Grade V and VI students (ages approximately 10-12) across three public and private elementary schools in Kendari, Southeast Sulawesi, Indonesia
Key finding
PPKn instructional quality significantly predicted nationalism attitudes (β = .61, p < .001)