JRSSEM 2022, Vol. 01, No. 8, 1133 – 1140

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i8.127 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

DEVELOPMENT OF “SI PANCA" BASED ON VALUE

CLARIFICATION TO IMPLEMENT NATIONALISM AND

CRITICAL THINKING

Nining Pasju1*

Hadiwinarto2

1,2Secretary of the Department of Education and Culture at Kepahiang, Bengkulu University

e-mail: niningfpasju72513@gmail.com1, hadiwinarto@gmail.com2

*Correspondence: niningfpasju72513@gmail.com

Submitted: 23 February 2022, Revised: 05 March 2022, Accepted: 15 March 2022

Abstract. The purpose of national education in shaping the character of the Indonesian nation is

through the subjects of Citizenship Education (PKn). Instilling character values in the eyes of

Citizenship Education (PKn) in schools must start early. This is very influential on the survival of

students. Various improvement efforts have not achieved optimal results. Improvement efforts are

needed to instill and think critically by using the application of Si Panca based on Value Clarification

Technique (VCT). This study uses a quantitative approach with a population of 81 students. Based

on the results of research on the impact of the application of Si Panca based on Value Clarification

Technique (VCT). In this literature study, several things will be learned, including: Civics Learning,

Si Panca Applications, Value Clarification Technique (VCT) Models. The results of the literature

analysis show that the application of Si Panca based on Value Clarification Technique (VCT) can

instill the character of love for the homeland and critical thinking skills.

Keywords: Si Panca Application; Value Clarification Technique (VCT) model; Love for the

Motherland Character; Critical Thinking Ability.

Nining Pasju, Hadiwinarto | 1134

DOI : 10.36418/jrssem.v1i8.127 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

The formation of people who believe

and have noble character is the goal to be

achieved from education. This is not an

easy thing to achieve without a long

process of education. Therefore, education

must start from infancy until throughout

life. The education system in Indonesia is

regulated in the Law of the Republic of

Indonesia number 20 of 2003 article 3

concerning the national education system

(UU Sisdiknas). To achieve the goal of

national education in shaping the character

of the Indonesian nation is through the

subject of Citizenship Education (Civil

Education). Civics is a subject that focuses

on the formation of citizens who are able to

carry out their rights and obligations to

become good, intelligent, skilled and

national citizens, language, and ethnic

groups by Pancasila and the 1945

Constitution.

Education is an alternative to shape

one's character (Wening, 2012), education

is the process of creating a value system

that focuses on building individual

characters to face future challenges. The

inculcation of character values must start

early, especially important for the ages of

students. Then character education in

schools has a great influence on the

survival of children, later they are directly

involved in social life. The character has a

subjective nature, because it is related to

the anthropological structure of humans

and their actions in interpreting their

freedom so that they emphasize their

uniqueness when compared to other

people. One of the main problems in

shaping the character of children in school

is the problem of discipline. Discipline is the

steps or efforts needed by the components

of educational institutions, parents, and the

community to develop the success of

children's behavior academically and

socially. Discipline of students in

elementary schools is a difficult task for

educators to be able to direct and guide

them.

In implementing Civics learning in

several Kepahiang sub-districts, teachers

still experience obstacles and difficulties. In

applying learning that can stimulate and

direct the student's learning process to

acquire attitudes, knowledge, and skills that

result in changes in behavior and student

personal growth. This is because Civics

learning is only done by reading texts or

listening to teachers, which results in the

objectives of Civics learning not being fully

achieved. Civics learning should be

developed through a learning process that

is able to foster the formation of students'

personalities as a whole, which includes

fostering students' affective, cognitive, and

psychomotor potentials that are instilled in

students from an early age (Kurniati,

Nurdin, & Nurasmawati, 2020).

The purpose of Civics learning is in line

with the goal of character education,

namely to form a dignified character and

national civilization in order to educate the

nation's life. In (Samani & Hariyanto, 2011)

the purpose of character education is to

develop the basic potential to be kind,

think well, behave well, strengthen and

build the behavior of a multicultural nation,

improve the nation's competitive

civilization in world relations.

At present, with the development of

information and communication

1135 | Development of “Si Panca" Based on Value Clarification to Implement Nationalism and

Critical Thinking

technology, as well as globalization, it has

resulted in many advances such as the ease

of finding information and communicating,

but also resulting in a decline in the attitude

of some of the nation's children. This can

be seen from mutual respect for fellow

friends of different cultures which lead to

fights between students, low sense of

belonging to the environment in which

they are located, littering resulting in

environmental damage, lack of

appreciation of students during flag

ceremonies. Various problems that arise

from the lack of love for the homeland

increasingly encourage the government to

prioritize character education (Saidek &

Islami, 2016), one of which is the character

of love for the homeland.

In the learning process, a teaching

material is needed that internalizes

character values that have begun to fade to

students. According to (Khairunisa, 2017)

that character values can be instilled in

students, one of which is through the Value

Clarification Technique (VCT) value

cultivation technique. VCT is a value-

planting technique that students are

trained to find, choose, analyze, decide, and

take their own stand for the values of life

that they want to fight for. Students are

helped to clarify, clarify or clarify their life

values through value problem solving,

discussions, dialogues and presentations.

For example, students are helped to realize

which values of life should be prioritized

and implemented, through discussing

issues that are full of conflicting values or

morals.

The VCT value planting technique can

assist students in finding and determining

a value that is considered good, through

the learning process by giving problems

that exist in the surrounding environment

through discussion, dialogue and

presentation and formulating these values

themselves according to their choice and

directed to find out the intent. value of a

given problem. In order for the VCT value

planting technique to be carried out

properly, it needs to be supported by the

availability of available applications, one of

which is using the Si Panca application. The

Si Panca application is an application that

contains the points of Pancasila and the

application of Pancasila values in everyday

life to help and facilitate teachers in

teaching and learning activities so that

effective interactions will be formed

between students and teachers, so as to

increase the activities of students in the

learning process. learning. Based on the

explanation that has been explained, the

purpose of the presentation of this article is

as follows:

1. Describe the characteristics of the Si

Panca application

2. Describes the characteristics of Si Panca

application based on Value Clarification

Technique (VCT).

3. Describe the impact of the application of

Si Panca based on Value Clarification

Technique (VCT).

METHODS

This study uses a quantitative approach

with a population of 81 students. The

number of samples in this study were 41

students in the experimental class and 40

students in the control class. The sampling

technique in this study was simple random

sampling. The data collection used is an

Nining Pasju, Hadiwinarto | 1136

independence questionnaire.

RESULTS AND DISCUSSION

The demands of Civics learning in

elementary schools are to shape the

character to educate the nation's life. The

purpose of Civics learning is in line with the

goal of character education, namely to

form a dignified national character and

civilization in order to educate the nation's

life. The purpose of character education

(Nurjaya, Sobarna, Affandi, Erlangga, &

Sarwani, 2020) is to develop the values that

shape the nation's character, namely

Pancasila, including: (1) developing the

potential of students to become human

beings with good hearts, good thoughts,

and good behavior; (2) build a nation

characterized by Pancasila; (3) develop the

potential of citizens to have self-

confidence, be proud of their nation and

country and love mankind. Therefore,

supporting applications are needed to

achieve Civics learning objectives.

The Si Panca application is an android-

based application on Pancasila material for

grade IV elementary school students. In line

with (Qoidah, Lailatul Umi & Paksi, 2021) in

making learning media for Si Panca based

on Android, it is expected to produce a

product that meets the following

specifications: 1) In learning media for Si

Panca based on Android, there are media

application titles, instructions for use, the

play button, materials, games consisting of

a knowledge quiz containing 10 questions

and puzzle games containing 5 questions,

and developer profiles; 2) The Android-

based Si Panca Learning Media is packaged

using an application that uses the Android

operating system with the existence (apk);

3) Android-based Si Panca learning media

can only be run on Android with a

minimum version 5.0 (Android Lollipop); 4)

In operating the Android-based Si Panca

learning media, it does not require an

internet network; and 5) The size of Si

Panca's learning media application is 14

MB. The development of Si Panca's learning

media based on Android has limitations.

The limitations of research and

development of Si Panca's learning media

based on Android are: 1) This Android

based Si Panca learning media only

contains material about Pancasila which

includes the understanding of Pancasila,

the Pancasila symbol, the precepts and the

Pancasila symbol according to the material

in grade IV Elementary School; 2) This

android-based Si Panca learning media can

only be accessed on android smartphones

with a minimum version 5.0 (Android

Lollipop); 3) This android-based Si Panca

learning media uses a children's theme and

uses semi-standard language to attract

students' attention and students can more

easily capture the content of the material

quickly; 4) The Android-based Si Panca

Learning Media is declared feasible if it

obtains a minimum validity score of 61%.

The Value Clarification Technique (VCT)

based Si Panca application can be used to

instill and express certain values of

students. In line with (Tibaná-Herrera,

Fernández-Bajón, & De Moya-Anegón,

2018); (Setiawan, Luthfiyah Nurlaela, &

Yundra, 2020), suggest that VCT is a way to

instill and express certain values from

students. (Bahar, 2008) said that this model

is a clarification of attitudes in accordance

with the demands of today's social studies

1137 | Development of “Si Panca" Based on Value Clarification to Implement Nationalism and

Critical Thinking

learning developments. (Decker et al.,

2013) adds that VCT can help students find

and determine a value that they think is

good in dealing with a problem through

the process of analyzing values that already

exist and are embedded in students.

VCT learning models include; pilot

method, value analysis method, list or

matrix method, belief card method,

interview method, jurisprudence method

and value inquiry method (BP, Ananda, &

Fatimah, 2021), explains that VCT has

advantages for affective learning, in the

sense: 1) Able to foster and instill values

and morals in students in real life, 2) Able

to provide learning experiences from

various lives, 3) Able to counteract, negate,

intervene and integrate various moral

values in the system of values and morals

that exist within a person, and 4) Provide an

overview of moral values that should be

accepted and guide and motivate to live a

decent and high moral life.

The weaknesses of VCT are expressed

by (Uzochukwu, Uguru, Ezeoke,

Onwujekwe, & Sibeudu, 2011), among

others: 1) If teachers and lecturers do not

have the ability to involve students with

openness, mutual understanding and full of

warmth, students will bring up attitudes.

pseudo or imitation or fake, 2) The value

system that is owned and embedded by

teachers or lecturers, students and the

community is not standard can interfere

with the achievement of the standard value

targets to be achieved or ethical values, 3)

Requires creativity of teachers and lecturers

in using the media available in

environment, especially the actual and

factual so that it is close to the daily lives of

students.

The purpose of using the VCT model in

Civics learning according to (Komalasari,

2019), are: (1) knowing and measuring the

level of awareness of students about a

value; (2) instilling awareness of students

about the values they have; (3) instill certain

values in students through rational (logical)

ways and are accepted by students; and (4)

train students in accepting and assessing

their own value and the value position of

others. Based on the theory revealed by the

experts, it can be concluded that VCT is a

model for clarifying attitudes that is in

accordance with the demands of today's

Civics learning development. which can

help students find and determine values

that are considered good in dealing with a

problem through the process of analyzing

values that already exist and are embedded

in students. The use of this method is

hoped that there will be a change in the

attitudes and behavior of students from an

attitude of moral degradation.

The Si Panca application based on

Value Clarification Technique (VCT) can be

used by students to learn and understand

Pancasila material. tense and less

enthusiastic and easily bored with

monotonous and passive learning media.

Because learning media is a tool used by

teachers to convey and provide messages

or information in education to students so

that they can stimulate students' attention

and thoughts. This is relevant to (Rowe et

al., 2015).

Based on the use of the Value

Clarification Technique (VCT) based Si

Panca Application described above, it is

expected that students will find and

determine the value that is considered

good in dealing with a problem through

Nining Pasju, Hadiwinarto                                                                                                 | 1138 
 
the  process  of  analyzing  the  values  that 
already  exist  and  are  embedded  in 
students. 
 
CONCLUSIONS 
 
From  the  results  of  the  study  of  the 
application  of  Si  Panca  based  on  Value 
Clarification  Technique  (VCT).  Can  be 
concluded that: 
1. The  characteristics  of  the  Si  Panca 
application only contain material about 
Pancasila  which  includes  the 
understanding  of  Pancasila,  the 
Pancasila symbol, the precepts and the 
Pancasila  symbol  according  to  the 
material in grade IV Elementary School. 
This  android-based  Si  Panca  learning 
media uses a children's theme and uses 
semi-standard  language  to  attract  the 
attention of students and students can 
more easily capture the content of the 
material quickly. 
2. The  characteristics  of  the  Value 
Clarification  Technique  (VCT)-based  Si 
Panca application can be used to instill 
and  express  certain  values  from 
students, an attitude clarification model 
that is in accordance with the demands 
of today's Civics learning development, 
which  can  help  students  find  and 
determine  values  that  are  considered 
good in dealing with a problem through 
the process of analyzing the values that 
already  exist  and  are  embedded  in 
students.  The  use  of  this  method  is 
hoped that there will be a change in the 
attitudes and behavior of students from 
an attitude of moral degradation. 
3. The  impact  of  the  Value  Clarification 
Technique  (VCT)  based  Si  Panca 
application,  students  can  find  and 
determine  values  that  are  considered 
good in dealing with a problem through 
the  process  of  analyzing  values  that 
already  exist  and  are  embedded  in 
students. 
 
REFERENCES 
 
Bahar,  Asmaniar.  (2008).  Penilaian  Ranah 
Afektif  Pembelajaran  PKn  melalui 
Model  Value  Clarification  Technique 
(VCT) Permainan.  Jurnal Pembelajaran, 
30(2), 121–126. 
 
BP,  Silvia  Anggreni,  Ananda,  Azwar,  & 
Fatimah, Siti. (2021). Value Clarification 
Technique  Short  Video  (VCTSV) 
Learning Model to Increase the Value of 
Affective Learning of Collage Students 
in  Pancasila  Subject.  The  International 
Journal  of  Social  Sciences  World 
(TIJOSSW), 3(1), 190–199. 
 
Decker,  Sharon,  Fey,  Mary,  Sideras, 
Stephanie,  Caballero,  Sandra,  Boese, 
Teri,  Franklin,  Ashley  E.,  Gloe,  Donna, 
Lioce, Lori, Sando, Carol R., & Meakim, 
Colleen.  (2013).  Standards  of  best 
practice:  Simulation  standard  VI:  The 
debriefing  process.  Clinical  Simulation 
in  Nursing,  9(6),  S26–S29. 
https://doi.org/10.1016/j.ecns.2013.04.
008 
 
Khairunisa,  Ninis.  (2017).  The 
Implementation  of  Value  Clarification 
Technique  (VCT)  Learning  Model  to 
Improve Social Care Character in Social 
Science Learning. International Journal 
Pedagogy  of  Social  Studies,  2(1),  153–
161. 
https://doi.org/10.17509/ijposs.v2i1.86
89 
 
Komalasari,  Kokom.  (2019).  Living  Values 

1139 | Development of “Si Panca" Based on Value Clarification to Implement Nationalism and 
Critical Thinking 
 
Based  Interactive  Multimedia  in  Civic 
Education  Learning.  International 
Journal of Instruction, 12(1), 113–126. 
 
Kurniati,  Kurniati,  Nurdin,  Nurdin,  & 
Nurasmawati,  Nurasmawati.  (2020). 
Improving  Students’  Cognitive  and 
Affective  Domains  Students  through 
Fostering  Teacher  Development. 
International  Journal  of  Contemporary 
Islamic  Education,  2(2),  56–70. 
https://doi.org/10.24239/ijcied.Vol2.Iss
2.20 
 
Nurjaya,  Nurjaya,  Sobarna,  Akhmad, 
Affandi,  Azhar,  Erlangga,  Heri,  & 
Sarwani,  Sarwani.  (2020). 
Edupreneurship  management  in 
shaping  the  nation’s  character.  Jurnal 
Konseling  Dan  Pendidikan,  8(3),  198–
206. https://doi.org/10.29210/151200 
 
Qoidah,  Lailatul  Umi  &  Paksi,  Pandu 
Hendrik. (2021). Pengembangan Media 
Pembelajaran  Si  Panca  Berbasis 
Android  Pada  Materi  Pancasila  Untuk 
Siswa  Kelas  Iv  Sekolah  Dasar.  JPGSD, 
9(7).  
 
Rowe,  Matthew  P.,  Gillespie,  B.  Marcus, 
Harris,  Kevin  R.,  Koether,  Steven  D., 
Shannon,  Li  Jen  Y.,  &  Rose,  Lori  A. 
(2015).  Redesigning  a  general 
education  science  course  to  promote 
critical  thinking.  CBE—Life  Sciences 
Education,  14(3),  30. 
https://doi.org/10.1187/cbe.15-02-
0032 
 
Saidek,  Abdul  Rahim,  &  Islami,  Raisul. 
(2016).  Character  Issues:  Reality 
Character  Problems  and  Solutions 
through Education in Indonesia. Journal 
of  Education  and  Practice,  7(12),  158–
165. 
 
Samani, Muchlas, & Hariyanto, M. S. (2011). 
Konsep dan model pendidikan karakter. 
In Bandung: Remaja Rosdakarya. 
 
Setiawan,  Ariyono,  Luthfiyah  Nurlaela, 
Meini Sondang, & Yundra, Eppy. (2020). 
Application  of  Value  Clarification 
Technique  (Vct)  Models  in  Improving 
Learning  Outcomes  in  Dangerous 
Goods  Regulation.  Education,  3(2),  1–
12. 
https://doi.org/10.12928/joves.v3i2.24
82. 
 
Tibaná-Herrera, Gerardo, Fernández-Bajón, 
María Teresa, & De Moya-Anegón, Félix. 
(2018). Categorization of E-learning as 
an  emerging  discipline  in  the  world 
publication system: a bibliometric study 
in  SCOPUS.  International  Journal  of 
Educational  Technology  in  Higher 
Education,  15(1),  1–23. 
https://doi.org/10.1186/s41239-018-
0103-4 
  
Uzochukwu,  Benjamin,  Uguru,  Nkolika, 
Ezeoke,  Uche,  Onwujekwe,  Obinna,  & 
Sibeudu,  Tochi.  (2011).  Voluntary 
counseling  and  testing  (VCT)  for 
HIV/AIDS:  a  study  of  the  knowledge, 
awareness  and  willingness  to  pay  for 
VCT  among  students  in  tertiary 
institutions  in  Enugu  State  Nigeria. 
Health  Policy,  9(3),  277–284. 
https://doi.org/10.1016/j.healthpol.201
0.11.007 
 
Wening, Sri. (2012). The nation’s character 
building  through  value  education. 
Jurnal Pendidikan Karakter, 2(1), 55–66. 
 
 
© 2022 by the authors. Submitted  
for possible open access publication  
under  the  terms  and  conditions  of  the  Creative 
Commons  Attribution  (CC  BY  SA)  license 
(https://creativecommons.org/licenses/by-sa/4.0/). 
 