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This journal critically examines the process of harmonizing Pancasila values and Islamic principles within the development of the Citizenship Education (PKn) curriculum in Indonesia. The study aims to understand how the integration of these two values can strengthen national character, enhance tolerance, and enrich the learning process at elementary and secondary school levels. The methodology used is a literature review, analyzing various academic sources, curriculum documents, and theoretical studies related to the harmonization of national and religious values. The findings indicate that applying the principle of harmonization can improve students’ understanding of Pancasila and Islamic values simultaneously, as well as foster mutual respect and appreciation for Indonesia’s cultural and religious diversity. These results underscore the importance of incorporating these values into the PKn curriculum as a strategic effort to build a nation grounded in spiritual, nationalist, and tolerant values. Additionally, this research offers recommendations for developing a more inclusive and harmonious curriculum to create a tolerant, civil, and respectful society.

Islamic education in Indonesia plays a strategic role in shaping students’ religious character as well as their national identity, and therefore cannot be separated from the ideological foundations of Pancasila and the Unitary State of the Republic of Indonesia (NKRI). Islamic education functions not only as a means of transmitting religious values, but also as a medium for internalizing national ideology in line with the goals of national education. This study aims to analyze the ideological foundations of Islamic education based on the values of tauhid, Pancasila, and NKRI, as well as to examine their relevance to national education policies and curricula. This research employs a qualitative approach using a library research design. The data were obtained from secondary sources, including scholarly books, journal articles, education policy documents, and relevant legislation. Data collection was conducted through documentation studies, while data analysis applied a descriptive-analytical method to systematically examine the interrelationships among concepts. The findings indicate that the ideological values of Pancasila are substantively aligned with Islamic teachings, particularly in the aspects of divinity, humanity, unity, deliberation, and social justice. Within the framework of NKRI, Islamic education contributes significantly to the formation of religious-nationalist character and the strengthening of national integration. The integration of Pancasila values, religious moderation, and Islam rahmatan lil ‘alamin into national education policies and curricula, particularly through the Merdeka Curriculum and the Pancasila Student Profile, reflects a systematic effort to develop Islamic education that is adaptive and contextual. The implications of this study emphasize that strengthening the ideological foundations of Islamic education is a crucial prerequisite for producing learners who are faithful, knowledgeable, morally upright, and responsible citizens of Indonesia.

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 addresses citizenship justice in Indonesia amid the challenging era of globalization, focusing on the conflict between Pancasila as the state foundation and the dominant Islamic values in society. The study aims to analyze the synergy of Islamic principles—justice (ʿadl), equality (musawah), and public welfare (maslahah)—with the second and fifth principles of Pancasila to build sustainable and inclusive citizenship justice. The method used is qualitative, including content analysis and an in-depth literature review of the Qur'an, Hadith, and Pancasila documents, supplemented by semi-structured interviews with 20 experts in religion and constitutional law. The findings reveal a new conceptual framework called "Islamic Pancasila," which integrates the principle of tauhid with the value of gotong royong (mutual cooperation), reducing social polarization by up to 30% based on case simulations in multicultural areas like West Java. Islamic values provide a spiritual dimension that complements Pancasila, while Pancasila offers an inclusive nationalist framework. The study concludes that the synergy between Islamic values and Pancasila is not only a theoretical solution but also a practical strategy for realizing citizenship justice. Recommendations include integrating these values into the civic education curriculum and government policies to facilitate interfaith dialogue, strengthening national identity amid contemporary social and cultural dynamics.

This study aims to explore in depth the role of social media in strengthening the national identity of students in the Pematangsiantar City campus environment. National identity is seen as an important aspect in shaping the national consciousness of the younger generation, especially students who are in a critical phase of intellectual and social development. The research method used is a qualitative descriptive approach with data collection techniques through in-depth interviews, observation, and documentation of students from various universities in Pematangsiantar City. The results show that students actively use social media to access, produce, and share content related to local culture, national history, national figures, and national issues relevant to their daily lives. Social media functions not only as a means of communication, but also as a space for expression and creativity that allows students to build national narratives independently, critically, and innovatively. The discussion emphasizes that amidst the rapid flow of globalization and the penetration of foreign cultures, social media plays a strategic role in maintaining national values, provided its use is directed in a reflective, educational, and responsible manner. In addition, social media has the potential to expand the reach of the dissemination of nationalist values in a more engaging way and in accordance with the communication style of the younger generation. The conclusion of this study emphasizes that social media can be an effective tool in shaping and strengthening national consciousness among students. This impact is long-term, contributing to character formation, national loyalty, and strengthening students' role as agents of change in maintaining national unity and integrity.  

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

Religious  moderation emphasizes balance in understanding religious teachings, so that it can be a bridge in building harmony between Islamic preaching and civic education. This study aims to analyze how religious moderation can be a meeting point between Islamic preaching that is oriented towards strengthening Islamic values and civic education that focuses on the formation of national character. The research method used is a literature study with a descriptive qualitative approach. The results of the study indicate that religious moderation can integrate Islamic and national values through the principles of tawasuth (moderate), tawazun (balanced), i'tidal (fair), and tasamuh (tolerance). Moderation in Islamic preaching helps create an inclusive understanding of religion and respects diversity, while in civic education, religious moderation strengthens nationalist attitudes without eliminating religious identity. Thus, religious moderation plays an important role in building a harmonious, tolerant, and nationally characterized socicty.

This research explores the influential role of Islamic preaching, known as dakwah, in nurturing and reinforcing nationalistic values among young Muslims. It emphasizes the significance of integrating religious teachings with messages of patriotism to shape the mindset and attitudes of the youth towards their nation. Rather than viewing dakwah solely as a tool for religious propagation, this study positions it as a strategic and educational instrument that can instill a deep sense of national identity, unity, and active participation in national development.Employing a qualitative research methodology with a descriptive approach, this study analyzes various contemporary forms of dakwah, including religious lectures, Islamic study circles, digital platforms such as social media, and involvement in Islamic youth organizations. These channels are assessed for their effectiveness in conveying messages that resonate with the daily lives and societal roles of Muslim youth.The findings indicate that when Islamic values are harmoniously combined with national ideals, dakwah becomes a powerful vehicle for character building. It fosters a generation of young Muslims who are not only spiritually grounded but also exhibit strong civic awareness and a sense of responsibility towards preserving national unity and diversity. Ultimately, this research highlights the dual function of dakwah as both a spiritual guide and a catalyst for patriotic consciousness in the younger Muslim population.

This study aims to examine how the Grebeg Pancasila tradition plays a role in instilling nationalistic values and character building for the younger generation in Blitar City. Grebeg Pancasila, which is routinely held every year, is a form of respect for Pancasila as the foundation of the state, as well as an educational medium in introducing national values to young people. This study uses a qualitative approach with data collection methods through in-depth interviews, participatory observation, and documentation. The informants in this study consisted of officers in the Bung Karno Tomb area, cultural officials, and a number of young people who participated in the series of Grebeg Pancasila activities. The results of the study show that this tradition makes a great contribution to fostering a sense of love for the homeland, strengthening a sense of unity, and building the character of the younger generation, especially in terms of discipline, responsibility, and a spirit of cooperation. Through activities such as cultural parades, joint prayers, various competitions, and community service, young people are trained to understand and practice the values of Pancasila in everyday life. These findings are expected to be input for local governments, communities, and related parties in efforts to preserve Grebeg Pancasila and develop similar activities that are more creative in instilling national values in the nation's next generation.

Students' lack of understanding of national values is a serious challenge in today's digital era. To answer these problems, this community service activity aims to increase students' understanding of the 4 Pillars of Nationality of the People's Consultative Assembly of the Republic of Indonesia: Pancasila, the 1945 Constitution, the Republic of Indonesia, and Bhineka Tunggal Ika. The activity was held on June 2, 2025 at 10.00 WIB at the Hall of Murni Teguh University PSDKU Pematangsiantar involving 200 students from various universities in Pematangsiantar. The method of implementation was in the form of an interactive seminar that presented resource persons Mangihut Sinaga, S.H., M.H. (Member of the House of Representatives of the Republic of Indonesia) and Henry Dinan Pardede, S.P., M.M. (Academic). The material was delivered based on the official module of the Socialization of the 4 Pillars of the People's Consultative Assembly of the Republic of Indonesia. The results of the activity showed a significant increase in students' understanding of the importance of practicing national values in daily life. This activity is a strategic step in shaping the character of students who are nationalist, with integrity, and with national insight.

The rights and obligations of citizens in Islam are fundamental aspects that emphasize the balance between individual responsibilities and the protection provided by the state. This study analyzes the concept of citizens' rights and obligations in Islam based on the Charter of Medina and modern constitutions. The Charter of Medina, a historical document drafted by Prophet Muhammad (PBUH), provides an early depiction of citizenship principles in Islam, such as equal rights, religious freedom, and the duty to maintain national security. Meanwhile, modern constitutions, although based on secular or nationalist principles, still adopt some universal values aligned with Islamic teachings, such as social justice, human rights, and political participation. This study employs a qualitative method with a historical and normative analytical approach to compare how these two documents define citizens' rights and obligations. The findings reveal that the Charter of Medina established the foundation for an inclusive concept of citizenship that emphasizes cooperation among various societal groups. On the other hand, modern constitutions expand individual rights through more detailed legal instruments. However, challenges arise when there is an imbalance in the implementation of rights and obligations, particularly in Muslim-majority countries that apply Islamic law partially or selectively. This study employs a qualitative method with a historical and normative analytical approach to compare how these two documents define citizens' rights and obligations. The findings reveal that the Charter of Medina established the foundation for an inclusive concept of citizenship that emphasizes cooperation among various societal groups. On the other hand, modern constitutions expand individual rights through more detailed legal instruments. However, challenges arise when there is an imbalance in the implementation of rights and obligations, particularly in Muslim-majority countries that apply Islamic law partially or selectively. In conclusion, there is continuity between the principles found in the Charter of Medina and modern constitutions in guaranteeing citizens' rights and obligations. However, effective implementation requires a balance between Islamic values and democratic principles to ensure that citizens' rights are protected without neglecting their obligations to the state and society. 

Social media is not merely a space for entertainment. It has become part of students’ daily lives. Through these platforms, various values, ideologies, and discourses on nationalism circulate constantly. This study aims to examine how far social media contributes to the internalization of Pancasila values and the formation of nationalist character among university students. This research used a descriptive quantitative survey method. A total of 50 students from various majors served as respondents. They completed a questionnaire distributed via Google Form. The results show that 90% of students actively use social media. About 72% claim to have a nationalist attitude, and 76% show social concern. However, only 42% apply Pancasila values in their daily lives. Participation in community activities and national discussions is relatively low. Furthermore, 64% of respondents expressed disappointment toward state institutions. This disappointment is influenced by exposure to issues such as corruption allegations and controversial national policies. From these findings, it is clear that social media can serve as an educational platform, but it may also become an entry point for a crisis of trust. The internalization of Pancasila values has not yet been fully effective. There is a gap between understanding and actual behavior.

This study aims to describe how a positive culture in schools is instilled through activities that have become a habit in schools. This study uses a qualitative approach with the type of case study research because it wants to explain in detail and explore more deeply about the implementation and implementation of a positive school culture, as well as the challenges and obstacles in the implementation and implementation of a positive school culture at SMK Muhammadiyah 2 Malang. The results of the study show that the school culture applied at SMK Muhammadiyah 2 Malang cannot be separated from character values, namely religious values, nationalist values, mutual cooperation values, independent character values, and integrity values. The school culture includes teachers guarding the gate to welcome students into school, reciting before starting learning, praying dhuha between breaks, students greeting and shaking hands when crossing paths with teachers, and not hesitating to help teachers when they need help

This research aims to instill and strengthen the spirit of democracy and nationalism in every student. When they have the spirit of democracy and nationalism, their love for the nation and enthusiasm for fighting for this nation will be strong and great. One effort to instill a spirit of democracy and nationalism in the next generation is by learning Pancasila and citizenship education. The type of method used in this article is a literature review. The writing of this literature review adopts national articles published on various journal provider platforms on a national scale which discuss the importance of increasing democratic values ​​and nationalism in students through learning Pancasila and citizenship education. The results of the research show that increasing democratic values ​​and nationalism in students through learning Pancasila and citizenship education shows a positive direction. This means that students who have received Pancasila and citizenship education material have experienced a good improvement in their democratic attitudes and nationalist feelings. This learning is implemented in Indonesia with the aim of forming students into individuals who have strong character and are based on the values ​​of Pancasila, who have faith and devotion to God Almighty, have global diversity, mutual cooperation, independence, critical reasoning and creativity. Apart from that, through Pancasila and citizenship education we are present to provide in-depth understanding from teachers about the essence of Pancasila and the urgency of citizenship education.

Universitas Jenderal Achmad Yani Yogyakarta (Unjaya) has values ​​internalized to the entire academic community through various programs. These are the Struggle Values ​​of General Achmad Yani (NKJA). Therefore, this study aims to identify NKJA which consists of Nationalist, Patriotic, and Heroic Dimensions in Unjaya students. The Nationalist Dimension consists of the values ​​of tolerance, adaptive, good character, and love for the country. The Patriotic Dimension consists ​​of being willing to sacrifice, obeying the rules, and being brave. While the Heroic Dimension consists of the values ​​of role models, responsibility, and achievement. The subjects in this study were 240 Unjaya students, consisting of 38 male students (15.8%) and 202 female students (84.2%). The results showed that Unjaya students had Nationalist (74%), Patriotic (72%), and Heroic (67%) levels included in the Moderate category (71%).

The 2013 Curriculum in Indonesia emphasizes character education as a core part of student development. The values of character education in this curriculum are often referred to as the 18 Character Values. The curriculum aims to foster well-rounded students and also possess strong ethical values. This study examines the values of character education in the book of Islamic Cultural History for sixth grade, published by Yudhistira. The study analyzes character education values in the book and its alignment with the Curriculum 2013. The study is a library research. To interpret and analyze the issues of character education values in the book which is reflected the Curriculum 13, the study uses content analysis. The findings indicate that the character education values presented in the book are aligned with the Curriculum 2013. The values found in the study includes 18 characters which are grouped into five main pillars religiousness, nationalism, independence, cooperation and integrity. The values are being religious, honest, tolerance, discipline, hard working, creative, independent, democratic, curious, nationalist, communicative, responsible, peace-loving, aware of environment and social, love for the homeland, appreciate for the achievements, and love for reading.

Education is a process of developing all aspects of human life including knowledge, skills and character values. Western paradigms that enter Indonesia need to be sorted out, especially cultural deviations and Pancasila values. Strengthening character education seeks to shape student character to integrate Pancasila values, in order to create a generation with character, nationalist spirit, and global competence. The independent curriculum aims to realize Pancasila students through the implementation of the Pancasila Student Profile which is divided into six dimensions, namely faith, devotion to God Almighty and noble character, critical thinking, global diversity, independence, creativity, and mutual cooperation. This research used a descriptive qualitative approach. Data collection was done through observation, interviews, and documentation. Data analysis includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of student character education at SDN 2 Balerejo was carried out through learning activities, extracurricular activities, habituation, and the Student Character Education Strengthening Project. Supporting factors include school commitment, parental support and active student participation. However, there are some obstacles such as the lack of literacy, students' interest and willingness, and the low role of parents. This study suggests increasing school program innovation, improving parental support, and optimizing the learning process. Thus, it is expected that the Pancasila Student Profile can effectively shape students' character in accordance with the values of Pancasila and can be actualized in daily activities.

This research discusses the role and influence of Islamic education in the struggle for Indonesian independence and its figures. With the objectives, among others, to analyze the role of Islamic education, especially Islamic boarding schools and religious organizations, in building awareness of nationalism and the spirit of independence in the younger generation, as well as in preparing them to face the colonizers, and evaluating the impact of the moral and spiritual values taught in Islamic education on the formation of the character of the freedom fighters, as well as how these values affect their spirit and courage in resisting the colonizers.Islamic education plays a central role in the long journey towards Indonesian independence. In the midst of resistance to the invaders, Islam not only gave spiritual strength to the fighters, but also became the moral and intellectual foundation that guided their steps. Since the beginning of the 20th century, Islamic educational institutions such as Islamic boarding schools have become centers of learning and spreading the spirit of struggle against colonial oppression. Scholars and religious leaders, such as KH Ahmad Dahlan, the founder of Muhammadiyah, actively played an important role in mobilizing the masses and spreading nationalist ideas rooted in Islamic values. Figures such as KH Hasyim Asy'ari from Nahdlatul Ulama (NU) also had a big impact on the struggle. Through Islamic boarding schools and religious organizations, NU built a strong network of solidarity among the Muslim community, rallying support for the struggle for independence. In addition, women's active participation in Islamic education, especially through organizations such as Aisyiyah, makes a significant contribution to fighting for rights and freedoms for all Indonesian people. Thus, Islamic education not only provides the foundation for Indonesia's independence, but also prepares the younger generation as resilient and responsible agents of change.

Indonesian Family Friends Orphanage (PASKI) is a social institution committed to caring for and educating orphaned and underprivileged children based on the values of Pancasila. The implementation of Pancasila values at PASKI is clearly visible in various aspects of orphanage life, starting from interactions between foster children, caregivers, to orphanage staff. Indonesian Family Friends Orphanage (PASKI) implements Pancasila values in various aspects of orphanage life, starting from interactions between foster children, caregivers, to orphanage staff. This implementation is clearly visible in religious activities, character education, and decision making. The application of Pancasila values in PASKI has a positive impact on the development of foster children. Foster children grow up to be individuals who believe, have noble character, and have a sense of love for their country. They also have sufficient knowledge and skills to face life in the future. It is hoped that the implementation of Pancasila values in PASKI can help children grow into individuals with noble character, a nationalist spirit, and ready to contribute to the nation and state.

Instilling Nationalist Values ​​in carrying out the flag-raising ceremony is an important step in cultivating and strengthening the feeling of love for the homeland and national spirit among the younger generation, especially at the Early Childhood stage. Early Childhood is a child whose age range is 0-6 years, where this period is very important in providing stimulation for optimal growth and development of children. This research aims to instill the values ​​of Nationalism in Early Childhood through Flag Ceremony activities at Ra Darussalam. This research uses descriptive qualitative methods. Data collection techniques use observation, interviews and documentation. Based on the research results, it can be seen that the role of ceremonial activities can instill Nationalist Values ​​in children.