Playful Civic Learning for Pancasila Education in the Early Grades of Elementary School
DOI:
https://doi.org/10.22437/gentala.v11i1.58195Keywords:
Playful Civic Learning, Pancasila Education, Early Grades, Elementary SchoolAbstract
Teaching Pancasila values in the early grades is pedagogically challenging because the concepts are abstract, whereas children aged 6-8 learn most effectively through concrete, joyful, social, and contextual experiences. This qualitative case study examined the implementation of Playful Civic Learning in early-grade Pancasila Education, students' experiences in understanding and enacting values, and the teacher's pedagogical role. The study was conducted at SDN Lemahbang, Bendo District, Magetan Regency, in November 2025, involving the principal, two early-grade teachers, and Grade I-II students. Data were collected through classroom observations, semi-structured interviews, and documentation of teaching modules, student work, teacher reflection notes, and classroom activities. Data were analyzed thematically using the interactive procedures of data condensation, data display, and conclusion drawing. The findings indicate that Playful Civic Learning was implemented through social role-play, interactive value-based storytelling, classroom-rule games, simple deliberation simulations, value songs and movements, concrete media, and recurring classroom routines. The approach made Pancasila values more concrete, broadened student participation, and supported the emergence of early civic dispositions in everyday interactions. Teachers functioned as designers, social-linguistic scaffolders, and reflective facilitators. The study's main contribution is a five-stage conceptual cycle comprising value elicitation, meaningful play, social interaction and rule negotiation, simple value reflection, and habituation in classroom routines. The cycle explains how play, reflection, and habituation operate continuously to support the early internalization of Pancasila values.
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