Recontextualizing Pancasila-Based Citizenship Education through an Instructional Design Model: A Design-Based Study in Indonesian Elementary Schools

Amid growing concerns over the gap between national character education mandates and their implementation in elementary school classrooms, this study aims to develop and validate an instructional model for strengthening Pancasila character within the Pancasila Education subject in Indonesian elementary schools. The study addresses challenges in aligning cognitive competencies with character objectives, inconsistent instructional practices, and the lack of context-responsive character education models. Using a mixed-method Research and Development (R&D) design adapted from Borg and Gall (1983), the research was conducted at Elementary School Plus 2 Al Muhajirin Purwakarta from March to November 2025. Data were collected through classroom observations, questionnaires, interviews, and character assessment rubrics, and analyzed using qualitative analysis and descriptive statistics. The findings show that teachers consistently integrated Pancasila values into learning objectives, applied active pedagogies, and aligned instruction with character-based assessment. The school’s SI MUGIA RAYA program supported value internalization through structured extracurricular activities. The developed five-phase instructional model—Value Orientation, Knowledge Exploration, Collaborative Inquiry, Moral Reflection, and Character Action—proved effective in enhancing students’ tolerance, cooperation, honesty, responsibility, and moral awareness. Teachers demonstrated high readiness in implementing the model. The study concludes that integrating instructional design, school culture, and reflective learning is essential for effective character formation. The validated model offers a culturally grounded framework for strengthening Pancasila character in primary education.

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