Practicality of Inquiry-Based Citizenship Education Learning Model

in Increasing Social Concern Students in Higher Education

Hendrizal

, Azwar Ananda

and Maria Montessori

Doctoral Program in Educational Sciences, Padang State University, Indonesia

Faculty of Social Sciences, Padang State University, Jalan Prof. Dr. Hamka, Air Tawar, Padang, Indonesia

Keywords: Citizenship Learning Model, Inquiry, Social Concern, Higher Education.

Abstract: This study aims to look at the practicality of the Inquiry-Based Citizenship Education Learning Model in

improving students' social care attitudes in tertiary institutions. The process of developing this model refers

to the ADDIE development model. Based on the discussion of the research results, it can be concluded that

the practicality of the Inquiry-Based Citizenship Education Learning Model and its supporting products has

been achieved with an average learning implementation in the sample class of 3.58 with the criteria of all

aspects in the learning model implemented. It means that all aspects observed are in the All Implemented

criteria.

1 INTRODUCTION

Education in tertiary institutions is a conscious and

planned effort to create a vibrant learning atmosphere

for students and develop their potential for spiritual,

and spiritual strength, self-control, personality,

intelligence, noble character, and the skills needed by

themselves, society, nation, and state. It can be

interpreted that education contains an intentional act

to make a complete human being (Ansari, 2015).

The purpose of education is not solely to transfer

knowledge to students but also to shape character

(Bull & Allen, 2018). Character-building activities

aim to form students with moral values that do not

conflict with applicable norms (Andriany, 2017).

Next, Handoyo & Tijan (2010) stated that learning on

campus also shapes student character in various social

actions so that students have knowledge, attitudes,

skills, and noble moral values.

So that character education learning can be

effective and efficient according to B, a lecturer must

choose a learning model that will be applied so that

character education learning can be effective and

efficient. The learning model referred to includes the

Discovery Learning learning model, where the

emphasis on this model is that students are more

https://orcid.org/0009-0004-0510-2935

https://orcid.org/0009-0007-2790-6661

https://orcid.org/0000-0002-7832-3657

active in finding learning outcomes while the lecturer

plays an active role in facilitating students to learn;

the Inquiry Learning model, where the emphasis on

this model is that students learn to respond to learning

while the lecturer plays an active role in facilitating

students to learn; the Problem-Based Learning model

where the emphasis on this model students play an

active role in solving problems while the lecturer

plays an active role in facilitating students in solving

problems; and many other learning models.

While courses that emphasize character building

are Citizenship Education courses (Heckman &

Kautz, 2013), Citizenship Education (often

abbreviated as Civics) is a field of study that discusses

civic values. Citizenship Education in several

countries is one of the courses that can shape the

personality and character of students. Specifically, six

countries are in question: Australia, Hong Kong,

Japan, Taiwan, Thailand, and the United States of

America (Morris et al., 2013). Citizenship Education

has a strategic role in increasing national insight and

the spirit of nationalism (Soekarno & Mujiwati Sri,

2015).

Citizenship Education processes students to

become scientists and professionals who have a sense

of nationality and love for the motherland, are

Hendrizal, ., Ananda, A. and Montessori, M.

Practicality of Inquiry-Based Citizenship Education Learning Model in Increasing Social Concern Students in Higher Education.

DOI: 10.5220/0012201800003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 409-414

ISBN: 978-989-758-669-9; ISSN: 2975-9676

409

civilized and democratic, have competitiveness, are

disciplined, and actively participate in building a

peaceful life based on the Pancasila value system

(Ministry of Education and Culture, 2020).

Citizenship Education is a compulsory subject at all

levels of education in schools and tertiary institutions

in Indonesia because education policy in Indonesia

places Citizenship Education as one of the subjects

focusing on the formation of citizens who understand

and can carry out their duties as well as the rights and

obligations to become citizens. Intelligent, skilled,

and polite Indonesian nation according to the mandate

of the 1945 Constitution (Republic of Indonesia,

1945). At the same time, the purpose of Citizenship

Education in tertiary institutions is to assist students

in developing their potential to master the knowledge,

attitudes, and skills of citizenship and the values

needed in the framework of applying knowledge,

potential, and expertise and participating in the life of

society, nation, and the world (Morris et al., 2013).

Based on the results of the researchers'

observations in the preliminary research on Bung

Hatta University students in Padang City, it appears:

(1) There are still students who do not want to help

their friends when they are in trouble, and this

statement is supported by the results of the study

Oktariani et al. (2020) which states that the attitude of

social care of students is very influential on the

development of the character of the students

themselves. Social awareness that needs to be

developed is an attitude of respecting the opinions of

others and an attitude of caring about what other

people feel. Then there is also research by Wahyuni

& Reswita (2017), which states that the emotional

maturity of students will be stable if their existence is

respected and accepted by other students, meaning

that the attitudes and behavior of students in the

campus environment must show mutual respect for

one another. (2) Lack of concern for disaster-stricken

areas (Soekarno & Mujiwati Sri, 2015). (3) Lack of

respect for the opinion of his friends, and this

statement is supported by research results by Chang

et al. (2019) which state that students of different

races tend to be less valued for their opinions, and this

statement is also supported by research results

Mwangi et al. (2018).

Likewise, the situation of students at Bung Hatta

University is motivated by various things, one of

which is the lack of students' understanding of the

1945 Constitution article 28F that every citizen has

freedom of expression (Republic of Indonesia, 1945),

the lack of students' understanding of the existence of

a plural Indonesian nation, namely different

languages, different religions, different ethnicities

and races (Ali Imron & Nugrahani, 2019) so that they

are still bound by idealism and maintain their

respective egos (Hefner, 2020). (4) Students are less

involved in community activities and are more likely

to act individually because they are preoccupied with

gadgets. The situation of students like this is

supported by research results by Schwartz et al.

(2018) at universities in the United States which state

that students tend to be more individual and do not

want to be involved in discussion groups on or off

campus. Students choose groups of friends who are

equal to their lives, while groups whose economic

level is at a lower level, on average, students do not

want to hang out. According to Rifat et al. (2017),

students should use Gadgets or information and

communication technology tools to accelerate social

action and disseminate information to their friends to

do good (Pratiwi et al., 2019).

Caring is an attitude or behavior of students that

can be observed as actual behavior in helping others

who require help (McElmeel, 2002). Even social care

is a participation or participation of students in

building relationships with the surrounding

environment (Ministry of Education and Culture

Language Center, 2016). Social care is an attitude of

openness with humans in general which is shown by

a sense of care for every person who needs help

(Bloom, 2017).

Forms of social care are (1) Concern for joy and

sorrow, meaning concern that arises without

differentiating between good and bad situations and

feeling what others feel. (2) Personal and shared

concern, meaning concern that arises because of

personal impulses in helping someone and also

concern that is carried out together in feeling what

others experience. (3) Urgent concerns, namely

concerns that are in the common interest that must be

prioritized to be carried out (Tal Saban & Kirby,

2019).

Based on the above, the Citizenship Education

lecturer has a vital role in facilitating students

recognize and understand forms of social care so that

students have high awareness and concern in feeling

what other students and the general public feel (Matto

& Bennion, 2017; Jaber et al., 2018). Then, to

understand more deeply related forms of social care,

students can be trained by carrying out learning

activities, namely discussing moral issues.

In order for learning objectives to be easily

achieved, a lecturer must adopt a learning model or

can also develop an Inquiry learning model that will

be used during the learning process (Mulyana et al.,

2018). One of the learning failures is not achieved

effectively and efficiently when lecturers are still

bound by conventional learning methods, namely still

bound by lecture teaching methods, where lecturers

still dominate the learning process, so students sit

quietly listening to the lecturer's lectures

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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(Margunayasa et al., 2019). Research by education

experts says that conventional teaching methods are

no longer effective (Good et al., 2020). Lecturers

must have creativity in choosing a suitable learning

model so that students are more active in the learning

process (Walker & Warfa, 2017).

Based on the problem regarding students' level of

social awareness, Citizenship Education lecturers

need to change their learning model from

conventional to student-centered. The learning model

developed in this study is the Inquiry learning model

by modifying the syntax and adding learning

activities for discussing moral issues to increase the

social care values of students at Bung Hatta

University, which was eventually named the Inquiry-

Based Citizenship Education Learning Model.

2 METHODOLOGY

This research uses a type of research and

development commonly called Research and

Development (R & D). This R&D research is a

research method that can be used to produce and test

the effectiveness of a particular product (Sugiyono,

2017; Dale & Borg, 1965). Developing the Inquiry-

Based Citizenship Learning Model in strengthening

students' social awareness in tertiary institutions

adapts the ADDIE development model, which

consists of 5 stages: analysis, design, development,

implementation, and evaluation (Kurt, 2017; Brown

and Green, 2011). This ADDIE development model

has 5 (five) phases or stages that are mutually

sustainable.

The stages of analysis were carried out to see how

important it is to develop an Inquiry-Based

Citizenship Education Learning Model for learning

Citizenship Education in universities today. Needs

analysis includes 1) curriculum analysis; 2)

Citizenship Education lecturers as users of the

products being developed; 3) Analysis of students; 4)

Literature review.

The design stage is the creation of product

planning (planning). This stage includes (1) product

target, (2) product target audience, and (3) product

element description and how they will be applied

(Gall et al., 2006). The product developed in this

research is the Inquiry-Based Citizenship Education

Learning Model. The target audience is Citizenship

Education lecturers. The resulting product

components consist of syntax, reaction principles,

social systems, support systems, and instructional and

accompanying impacts. The use of this model is

expected to increase student social awareness.

At the development stage, three steps are carried

out as follows: (a) designing prototypes, (b)

conducting formative evaluations, and (c) revising

prototypes.

The implementation phase is carried out through

limited trials. Limited trials are an initial qualitative

evaluation of the product to be produced (Gall et al.,

2006). At the beginning of this evaluation, the

emphasis was on the content aspect, not the

outcomes. Hence, the tools prepared qualitatively

were in a suitable category and could be applied.

Following the ADDIE model, the evaluation stage

includes obtaining empirical evidence on the results

of implementing the model developed for students,

then diagnosing and revising according to the results.

At this stage, an expanded trial was carried out as an

experiment. At this stage is to determine whether the

product to be produced meets the objectives of its

performance (its performance objectives). Expanded

trials were conducted as investigations (Hardyanto &

Surjono, 2016; Borg & Gall, 1983: 790). This study

conducted field tests using a quasi-experimental

design in a randomized control group pretest-posttest

design.

Three things determine the practicality of this

model for learning Citizenship Education:

implementing the model in learning, the lecturer's

response as a practitioner in using the learning model,

and the student's response. Limited trials and

expanded trials are part of this study. The expanded

trial was carried out through a pretest-posttest control

group design by conducting experiments. The first

group is the experimental group that uses the Inquiry-

Based Citizenship Education Learning Model, and

the second group is the control group using the

learning model commonly used by lecturers. The

research design is described in Table 1 as follows:

Table 1: Research Design.

Group Pretest Treatment Postest

Experiment Class T1

X T2

Control Class T1

Information:

X : Learning Model of Inquiry-Based Citizenship Education

: Pretest

: Postest (Lufri and Ardi, 2015)

Practicality of Inquiry-Based Citizenship Education Learning Model in Increasing Social Concern Students in Higher Education

411

The data analysis technique used to test practicality

uses descriptive analysis by looking for the average

value and percentage of achievement of the

assessment on the prototype to be then given an

interpretation of the assessment. The interpretation

the validation and practicality test results refer to

Table 2, which is modified from Widyoko (2017).

Table 2: Interpretation of Research Product Practicality

Results.

Average Score Interpretation

X > 4,2 Ver

Practical

X > 3.4

–

4.2 Practical

X > 2.6

–

3.4 Pretty Practical

X > 1.8

–

2.6 Less Practical

X < 1.8 Impractical

3 RESEARCH RESULTS AND

DISCUSSION

The practicality test used in the learning process was

obtained based on practitioners' assessments,

observations, interviews with lecturers and students,

responses/impressions from lecturers and students to

the books and models used, and the implementation

process of the models in the learning process.

Observation data was obtained by filling out

observation sheets/field notes. Meanwhile, to get

responses/impressions from lecturers and students,

the interview stage was carried out specifically for

students. A response questionnaire/impression of

students was given while participating in the learning

process.

The practicality of the Inquiry-Based Citizenship

Education Learning Model found three things: the

implementation of the model in learning, the response

of lecturers as practitioners in using the model, and

student responses. The learning model is declared

practical when it is easy to use. The details of the

results of practicality are explained as follows.

The practicality of this model is seen from the

implementation of learning, the practicality of the

learning model according to the lecturer, and the

practicality of the learning model according to

students. First, Table 3 shows the implementation of

the Inquiry-Based Citizenship Education Learning

Model.

Based on Table 3, the average implementation of

learning in the sample class is 3.58, with the criteria

for all aspects of the learning model being carried out.

It means that all aspects observed are in the All

Implemented criteria.

Furthermore, Table 4 shows the practicality of the

learning model according to the lecturer.

Table 3: The Implementation of the Inquiry-Based Citizenship Education Learning Model.

Observed As

ects Avera

e Criteria

1 2 3

Apperception and motivation

3.72

All Done

Submission of competencies, activity plans, and assessments 3.56 All Done

lication of the

rinci

le of model reactions 3.48 All Done

lication of the model s

ntax 3.47 All Done

Utilization of model su

ort s

stems 3.69 All Done

Student involvement in learning 3.69 All Done

Instructional impact models 3.44 All Done

Closing 3.56 All Done

Avera

e 3.58 All Done

Table 4: Practicality of Inquiry-Based Citizenship Education Learning Model According to Lecturers.

No. Rated aspect Average Criteria

1 Ease of implementation of the Inquiry-Based Citizenship Education

Learnin

Model

3.83 Practical

2 Benefits of Inquiry-Based Citizenship Education Learning Model 4.00 Practical

3 Use of Student Books, Student Activity Sheets, and Lecturer Books in

learnin

4.14 Practical

4 Time Allocation 3.25 Pretty Practical

5 Language 4 Practical

Average 3.84 Practical

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

412

Table 5: Practicality of Inquiry-Based Citizenship Education Learning Model According to Students.

No.

Rated as

ect

Aiken-V score Criteria

1 Ease of implementation of the Inquiry-Based Citizenship

Education Learning Model

3.54 Practical

2 Benefits of Inquiry-Based Citizenship Education Learning Model 3.43 Practical

3 Use of Student Books and Student Activit

Sheets in Learnin

3.62 Practical

4 The Role of the Lecturer in Learnin

3.59 Practical

5 Lan

e 3.60 Practical

Average 3.56 Practical

According to the practicality test results shown in

Table 4, it can be seen that the average practicality of

the Inquiry-Based Citizenship Education Learning

Model is 3.84 with very high criteria or very easy to

implement. When viewed from each of the observed

aspects, all have a considerable average value of 3.84.

It means that all practitioners who assess the

practicality of the Inquiry-Based Citizenship

Education Learning Model state that this model is

practical or easy to implement.

Furthermore, the lecturer's response shows the

practicality of the Inquiry-Based Citizenship

Education Learning Model. The lecturer's response to

the model can be seen from the ease of implementing

the model. The lecturer stated that the Inquiry-Based

Citizenship Education Learning Model was easy to

implement. The ease of implementing this model is

because all the components of the model are available

and ready to be used, especially the Student Activity

Sheet (LKM) in the student book. Based on

discussions with lecturers after learning, it was

revealed that the LKM in student books helped

lecturers apply the Inquiry-Based Citizenship

Education Learning Model.

In addition to the ease of implementation,

practicality is seen from the benefits of the Inquiry-

Based Citizenship Education Learning Model. This

model helps train students to make observations,

formulate problems, solve problems, develop

alternative solutions, analyze data, draw conclusions,

and communicate their group work results. In Table

5, data on the practicality of the Inquiry-Based

Citizenship Education Learning Model is shown

according to students.

The results of the practicality tests by students

shown in Table 5 show that the average practicality

value of the Inquiry-Based Citizenship Education

Learning Model is 3.56 with applicable criteria or

easy to implement. It means that all students who

assess the practicality of the Inquiry-Based

Citizenship Education Learning Model state that this

model is practical or easy to implement. Practicality

is determined from the use of student books. Student

books assist lecturers in guiding students to make

observations; assist lecturers in guiding students to

solve problems, develop alternative solutions,

analyze data; draw conclusions; and communicate the

group's work results.

Subsequent practicality is determined from the

allocation of time and language. Based on the time

allocation available in tertiary institutions, it turns out

that the Inquiry-Based Citizenship Education

Learning Model can be implemented according to the

time available. The practicality of the Inquiry-Based

Citizenship Education Learning Model is also

determined based on student responses after learning.

Namely the student's response to the ease of

following the Inquiry-Based Citizenship Education

Learning Model; the benefits of the Inquiry-Based

Citizenship Education Learning Model, the use of

student books in learning; the role of lecturers in

learning; as well as the language in student books,

showing that the Inquiry-Based Citizenship

Education Learning Model is convenient. The results

prove that the Inquiry-Based Citizenship Education

Learning Model is easy for students to follow. In

addition to student responses to the Inquiry-Based

Citizenship Education Learning Model, the

questionnaire also asked about the role of lecturers in

learning. Following student responses, it is evident

that lecturers can perform the role of facilitator and

mentor during learning.

The three tables above show a summary of the

results of the practicality test, the results of the

practicality test of the Inquiry-Based Citizenship

Education Learning Model seen from the

implementation of learning, the practicality of the

learning model according to the lecturer, and the

practicality of the learning model according to

students shows that this model is practical. In the

opinion of Nieveen (Plomp, 2010) that the level of

practicality is seen from the opinion of practitioners

of the learning model, it is concluded that it is

practical if (1) practitioners state that the model can

be applied in the field and (2) the level of

implementation of the learning model is included in

the "good" category. Based on this, the Inquiry-Based

Citizenship Education Learning Model fulfills

practical aspects.

Practicality of Inquiry-Based Citizenship Education Learning Model in Increasing Social Concern Students in Higher Education

413

4 CONCLUSION

This research is a research on the development of the

Inquiry-Based Citizenship Education Learning

Model along with the model's supporting

systems/products in the form of lecturer books and

student books. Based on the discussion of the research

results, it can be concluded that the practicality of the

Inquiry-Based Citizenship Education Learning

Model and its supporting products has been achieved

with the average implementation of learning in the

sample class is 3.58 with the criteria that all aspects

of the learning model are carried out. It means that all

aspects observed are in the All Implemented criteria.

The Inquiry-Based Citizenship Education Learning

Model prototype and the lecturer's and student's book

are already practical according to observers, lecturers,

and students. It illustrates that the learning model can

be carried out well. In learning, there are no

significant problems or runs in everyday situations.

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