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Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

Social Studies (IPS) learning in elementary schools plays an essential role in developing students’ critical thinking skills and civic attitudes as part of 21st-century competencies. However, in practice, IPS learning is still commonly teacher-centered and lacks contextual learning experiences, resulting in low student engagement and limited development of higher-order thinking skills. This study aims to analyze the implementation of Project-Based Learning (PjBL) in IPS learning to enhance critical thinking skills and civic attitudes of grade VI students at SDN Prekbun. The research employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with teachers, students, school principals, and parents, as well as documentation of learning activities. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing and verification. The findings indicate that the implementation of PjBL effectively enhances students’ active participation, critical thinking skills in analyzing social issues, and civic attitudes such as responsibility, cooperation, and social awareness. Learning becomes more meaningful as students are directly involved in contextual, collaborative, and problem-based project activities. Despite these positive outcomes, several challenges were identified, including limited learning facilities, time management constraints, and variations in students’ confidence levels. This study implies that PjBL is an effective instructional model for strengthening character education and developing 21st-century skills in elementary social studies learning

This research examines the mentoring of nationalistic activities by students from the Al-Azhar Menganti Gresik Institute and field supervisors at MI Darunnajah Lebani Suko, Wringinanom District, Gresik Regency, in commemoration of Heroes' Day. Thru a descriptive qualitative approach, this program involves four main activities: the red and white parade, patriotic love songs, little warrior strokes (coloring and writing hero stories), and a colossal drama of patriotic fervor. These activities are creatively designed and based on direct experience to instill nationalistic values in elementary school students. The research results show a significant improvement in students in terms of courage, discipline, creativity, cooperation, and respect for national symbols such as the flag and national anthem. Collaboration between students as facilitators, teachers as pedagogical directors, and the school environment creates a conducive learning ecosystem where participatory methods are more effective than conventional approaches. This experiential learning approach not only enhances cognitive understanding of the struggles of national and local heroes but also builds emotional empathy and social skills. Positive impacts include high student enthusiasm, reduced learning boredom, and character strengthening in accordance with the Pancasila Student Profile, such as mutual cooperation and integrity. Overall, this mentoring program serves as a relevant model for non-formal character education that can be replicated in other schools to strengthen nationalism from an early age amidst the challenges of post-pandemic globalization and individualism.

This study aims to analyze the integration of the Pancasila Student Profile (PSP) within Civics Education (PPKn) learning in elementary schools through a descriptive qualitative library research approach. The research draws on 15 national journal articles published between 2020 and 2025 that discuss strategies, challenges, and outcomes of implementing the PSP in learning practices. The findings show that PSP values—such as mutual cooperation, independence, critical thinking, creativity, and noble character—are primarily integrated through classroom activities, project-based learning, and habituation programs aligned with the Merdeka Curriculum. However, several challenges persist, including limited teacher understanding, inconsistent school support, inadequate learning media, and insufficient alignment between curriculum expectations and classroom practices. The analysis also reveals that effective implementation requires strong teacher leadership, contextual learning strategies, and sustained school commitment to character development. The study contributes theoretically by deepening understanding of value-based learning and practically by offering recommendations for teachers and schools to optimize character-based PPKn instruction. Overall, the integration of PSP values strengthens students’ character formation and supports the development of a holistic learning environment consistent with Pancasila principles.  

This study aims to analyze the improvement of students’ knowledge and the alignment of the Civic Education learning model with the characteristics of third-grade students at SDN Kadipiro. The research problem arises from the tendency of Civic Education in elementary schools to rely heavily on lecture-based instruction, which results in low student engagement and limited comprehension of abstract concepts such as rights and obligations. A descriptive qualitative approach was employed through observations, interviews, and documentation to obtain a comprehensive picture of the learning process, the instructional model applied, and classroom dynamics. The findings reveal that the teacher implemented a game-based Discovery Learning model that emphasizes exploration, categorization, verification, and independent conclusion-making by students. This model proved effective, as evidenced by 85% of students being able to understand and distinguish examples of rights and obligations in accordance with the Civic Education learning outcomes. The study also indicates that game-based learning is more compatible with the students’ predominant visual and kinesthetic learning tendencies, enabling them to maintain focus more effectively than when using traditional lecture methods. However, several challenges emerged, including variations in students’ writing literacy skills and the absence of a structured assessment rubric. These findings underscore the need for flexible instructional design, the integration of concrete learning media, and the implementation of more systematic formative assessment practices. Future research is recommended to develop differentiated instructional strategies and to utilize more diverse media to accommodate the needs of heterogeneous classrooms.

Civic Education (PPKn) serves as an essential foundation for cultivating students’ moral character and citizenship values at the elementary level. This study examines the role of PPKn in shaping the noble character of Grade 2 students at SD Negeri 2 Pereng, identifies existing challenges in its implementation, and proposes strategies for improvement. Using a descriptive qualitative approach, data were collected through classroom observations and interviews with the Grade 2 teacher. The findings show that PPKn contributes significantly to developing students’ discipline, responsibility, cooperation, politeness, and patriotism through structured routines such as daily prayers, class duties, simple deliberation activities, and flag ceremonies. The teacher’s modeling and guidance further reinforce value internalization. However, limited audiovisual media, uneven literacy skills, and classroom management issues hinder optimal implementation. Effective solutions include simplifying learning materials, utilizing accessible visual media, strengthening teacher facilitation, and enhancing collaboration between school and parents. Overall, PPKn remains vital in supporting character development when supported by adequate strategies and consistent habituation.

This research uses a qualitative method aimed at examining how the integration of local arts and culture into elementary school learning can enhance students’ national identity. In the rapid era of globalization, preserving local culture becomes essential as a foundation in shaping the nation’s character. Through a case study approach in several elementary schools in Indonesia, it was found that incorporating elements of traditional arts such as dance, regional music, folklore, and local crafts into subjects like Indonesian Language, Arts and Culture, and Civics Education had a positive impact on students’ understanding and appreciation of their cultural heritage. Teachers act as creative facilitators by connecting lesson materials with local wisdom, making the learning process more meaningful and contextual. The results show that students become more proud of their own culture, develop a stronger sense of historical awareness, and foster a deeper love for their country. Therefore, integrating local arts and culture not only enriches the learning process but also serves as an effective strategy in building national identity from an early age.

Anti-corruption education is essential to be introduced from an early age as an effort to build honest, disciplined, and responsible character. Elementary school serves as a fundamental stage to instill these values through the subject of Civics Education (PPKn). This study uses a literature review method by analyzing relevant sources such as journals, books, and official policy documents. The aim is to identify the role of Civics Education in integrating anti-corruption values into elementary education. The findings indicate that Civics Education can serve as an effective medium to foster honesty, care, and responsibility through storytelling, discussions, and role-play methods. Support from teachers, schools, and families, as well as the development of contextual learning media, is needed to make anti-corruption values easier to understand and apply by elementary students.

This study aims to explore the potential of ethnoscience as a contextual source in democratic education in thematic PPKn learning in elementary schools. Ethnoscience, as a representation of local knowledge that develops in the culture of society, can be used as a meaningful, relevant, and contextual learning medium for students. In the context of democratic education, values such as deliberation, mutual cooperation, and social justice contained in ethnoscience practices make a significant contribution to strengthening students' democratic character and understanding. The method used in this study is descriptive qualitative with a literature study approach. The results of the study indicate that the integration of ethnoscience in thematic PPKn learning can increase student involvement, strengthen cultural identity, and foster democratic awareness and participation from an early age. Thus, the use of ethnoscience as a contextual source not only enriches teaching materials,but also becomes a strategic means of instilling democratic values that are in accordance with the local context of students.

This study aims to analyze the effectiveness of Civic and Pancasila Education (PPKn) in instilling the spirit of unity and integrity among elementary school (SD) students. Using a qualitative approach through a literature review method, this research examines various scholarly works and relevant studies to develop effective and contextual PPKn learning strategies. The findings reveal that PPKn plays a strategic role in shaping national character through the understanding of national values, legal norms, and national identity. Programs such as “Sahabat Pancasila” serve as successful examples of implementing unity values in real school settings. However, challenges remain, such as the lack of variety in teaching methods and the low level of students' affective engagement. Therefore, recommended strategies include value-based learning models, contextual approaches, and regular teacher training. This research is expected to contribute to the development of character education policies and strengthen the role of PPKn in nurturing a young generation that is patriotic and tolerant.

Civic Education has an important role in shaping the character of students' citizenship by teaching the rights and obligations as citizens, and basic values ​​in the life of the nation and state. Many of them do not understand the meaning of Indonesian citizenship knowledge, which results in a sense of nationalism in students no longer caring for each other in the school environment or around it. The purpose of this study is to explore the extent to which Civic Education influences the formation of Indonesian citizenship character in elementary school students. The research used in compiling this article is a qualitative approach. Then for the method used is a literature study. The results of the study showed that the subject of Civic Education (PKn) has a significant influence in shaping the character of Indonesian citizenship in elementary school students. PKn contributes to instilling the main character values ​​and citizenship skills that support active and responsible participation in community life. The conclusion of this study shows that the subject of PKn plays an important role in shaping the character of citizenship in elementary school students, through PKn learning, students not only gain knowledge of citizenship, but also develop attitudes and skills that reflect values ​​as good citizens.

This research aims to identify various challenges in teaching Citizenship Education (PKn) in elementary schools and propose solutions to overcome common obstacles in the learning process. The study employs a literature review approach, analyzing various sources such as scholarly articles, journals, and relevant documents. Data collection methods include literature review, listening techniques, and note-taking. The findings indicate several issues in PKn learning at the elementary level, including: (1) teachers’ limited understanding of appropriate learning models aligned with 21st-century education demands, (2) insufficient use of instructional media tailored to students’ characteristics, (3) inadequate supporting facilities such as books and other learning resources, and (4) student learning difficulties influenced by both internal and external factors. This study concludes that implementing innovative learning models, integrating technology into the teaching and learning process, and adopting more flexible and interactive strategies are essential to enhancing the effectiveness of PKn instruction in elementary schools. Moreover, effective communication between teachers, students, and schools plays a crucial role in improving learning quality.

In the era of revolution 4.0, education does not only require intellectual abilities, but critical thinking, creative, communicative and collaboration skills. The problem with Civics learning is that it still prioritizes cognitive aspects, it has not been able to realize the goal of creating critical and responsible students. There needs to be innovation in Civics learning that combines problem-based learning models through games and is integrated with the use of technology in elementary schools. This research aims to find out the influence of problem based learning implemented through the QR code-assisted treasure hunt game on Civics learning. The research method used is descriptive qualitative. The analysis technique used is an interactive analysis model consisting of data reduction, data presentation, and drawing conclusions or verification. The results of data analysis are presented in the form of descriptions supported by observations, interviews and literature studies. The results of the analysis and discussion can be concluded that critical thinking skills emerge in Civics learning using the PBL treasure hunt and QR code models. Critical thinking skills are demonstrated by the emergence of the following indicators: providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. It is hoped that the results of this study can become a reference, especially in the field of education, to create a superior and characterful next generation.