Strengthening Civic Competence through Community-Based Learning: Evidence from Indonesian Secondary Schools

Dimas Alif Ramadhan; Nurul Aisyah Binti Hamzah; Muhammad Haziq Bin Roslan

doi:10.70716/jess.v3i1.739

Authors

Dimas Alif Ramadhan Program Studi Pendidikan Ilmu Pengetahuan Sosial, Fakultas Ilmu Sosial dan Hukum, Universitas Negeri Yogyakarta, Indonesia
Nurul Aisyah Binti Hamzah Department of Educational Foundations and Humanities, Faculty of Education, Universiti Malaya, Malaysia
Muhammad Haziq Bin Roslan Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam

DOI:

https://doi.org/10.70716/jess.v3i1.739

Keywords:

civic competence, community-based learning, PPKn, secondary education, Indonesia

Abstract

Civic competence, which encompasses civic knowledge, civic skills, and civic disposition, remains a persistent challenge in Indonesian secondary education despite the established PPKn curriculum. This study investigates the effectiveness of community-based learning (CBL) as an instructional strategy to strengthen civic competence among senior high school students in Indonesia. A quasi-experimental design with pretest-posttest control group was implemented involving 68 students from two senior high schools in Yogyakarta. The experimental group participated in structured CBL activities integrated with the PPKn curriculum over eight weeks, while the control group received conventional classroom instruction. Civic competence was measured using a validated instrument covering three dimensions: civic knowledge, civic skills, and civic disposition. Results indicate a statistically significant improvement in civic competence among the experimental group, with an overall mean score increase of 36.8% and Cohen's d of 1.72 (large effect). The civic skills dimension recorded the highest gain (42.4%), followed by civic disposition (38.1%) and civic knowledge (31.2%). Qualitative evidence from reflective journals and classroom observations further confirmed that CBL promoted active participation, critical thinking, and community awareness among students. These findings affirm that community-based learning constitutes an evidence-based approach to civic education reform in Indonesian secondary schools.

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