Innovation in Citizenship Learning At Rk Makmur Primary
School: Utilizing Technology to Increase Social and Political
Awareness
Rosvilani Saragih1, Sri Rezky2, Rachyana Fahira3, Sri Yunita4, Jacobus Ndona5
1,2,3,4,5

Universitas Negeri Medan, Indonesia
rosvilanisaragih@gmail.com, kikyriezky23@gmail.com

Abstract

Keywords

Citizenship learning at the RK Makmur Elementary School level is an
important part in forming students' social and political awareness to
become active and responsible citizens. In the current digital era,
learning innovation by utilizing technology is becoming increasingly
relevant and important for improving the quality of civic learning. This
research aims to explore the implementation of civic learning innovations
that utilize technology at the RK Makmur Elementary School level and its
impact on increasing students' social and political awareness. Through
literature analysis and related research results, we develop effective
citizenship learning strategies by utilizing technology, such as interactive
e-learning platforms, social media, online games, and educational
applications. We also discuss important components in implementing
civic learning innovations with technology, including selecting
appropriate technology, goal-oriented learning design, using engaging
media, effective classroom management, technology-based evaluation,
and project-based collaborative learning. The research results show that
civic learning innovations with technology have great potential to
increase student involvement, their understanding of socio-political
issues, and their awareness of their rights and obligations as citizens.
However, challenges such as equitable access to technology and required
teacher training also need to be addressed to maximize the potential of
civic learning with technology. This research provides an important
contribution to the understanding of the potential of technology in
improving citizenship education at the RK Makmur elementary school
level and offers an in-depth view of how learning innovations with
technology can form citizens who are active, critical and participate in
democratic life.

learning innovation;
citizenship learning;
technology; social and
political

I. Introduction
Education in Indonesia has experienced dynamic development over time, showing
the country's firm commitment to realizing an education system that supports national
goals as stated in the preamble to the 1945 Constitution, especially in educating the
nation's life. This country strives to create an intelligent and skilled society, distancing
itself from a state of ignorance and backwardness.
Article 31 paragraph 1 of the 1945 Constitution emphasizes the right of every citizen
to receive education, indicating the hope that education can be accessed by all levels of
society in Indonesia. Law no. 20 of 2003 concerning the National Education System
further explains that education is a conscious and planned effort to create a learning
environment that supports students in actively developing their potential, including
spiritual aspects, self-control, personality, intelligence, morals and skills. necessary for
themselves, society, nation and state.
______________________________________________________________

DOI: https://doi.org/10.33258/birci.v7i2.7894

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Budapest International Research and Critics Institute-Journal (BIRCI-Journal)
Volume 7, No 2, May 2024, Page: 399-406
e-ISSN: 2615-3076 (Online), p-ISSN: 2615-1715 (Print)
www.bircu-journal.com/index.php/birci
email: birci.journal@gmail.com

This strong legal basis is the foundation for the development of education in
Indonesia. Concrete efforts to realize this educational vision are not limited to mere
conception, but have been realized through various practical policies developed in the
realm of education. The government is actively making improvements in various aspects of
education, based on studies and reflections on previous policies.
Citizenship education plays an important role in forming a young generation who has
high social and political awareness, and is ready to participate in democratic life. However,
the new challenges faced in the digital era require learning approaches that are innovative
and relevant to the realities of the times. Therefore, the use of technology in the context of
citizenship learning is becoming increasingly important.
RK Makmur Elementary School is an ideal environment for implementing
innovation in citizenship learning. At this level, students are developing their civic identity
and beginning to understand their role in society and politics. Therefore, research that
explores the use of technology in increasing social and political awareness at primary
school level will make a significant contribution to the development of curriculum and
teaching methods.
Meanwhile, developments in information and communication technology (ICT) have
opened up new opportunities in education, including citizenship education. E-learning
platforms, social media, educational applications, and various other innovations enable
learning that is more interactive, dynamic, and oriented to actual socio-political contexts.
However, even though the potential of technology in civics learning is enormous,
there is still a need to examine in more depth how these innovations can be implemented
effectively at the high school level. In addition, it is also important to understand the
impact of using technology in civics learning on increasing students' social and political
awareness.
By identifying and understanding the challenges and opportunities in implementing
innovation in citizenship learning at RK Makmur Elementary School, it is hoped that this
research can provide valuable insights for educational policy makers, teachers and
educational practitioners in an effort to improve the quality of citizenship education in the
future. Social awareness and High politics is the key to strengthening active participation
in community and political life. However, data shows a decline in social and political
awareness among the younger generation, which is caused by various factors such as a lack
of understanding of social and political issues and minimal involvement in the democratic
process.
In this context, innovation in citizenship learning becomes increasingly important.
The use of technology in the learning process can be an effective solution for increasing
social and political awareness among students. Technology not only allows wider access to
information, but also enables learning that is more interactive, collaborative, and relevant
to existing social and political realities.
Educators need to continue to innovate in learning, with the aim of creating learning
experiences that can shape students' competencies in accordance with the targets they want
to achieve. Learning that is interesting, fun, effective, creative, innovative, meaningful,
challenging, and so on are forms of learning that are expected to be developed by
educators. It is important to recognize that in developing citizenship education learning,
media support has a very important role. This is a challenge for educators to be able to
utilize technology in developing citizenship education learning.
Based on the above background, the author is interested in analyzing various
innovations in citizenship learning that utilize technology, as well as examining their
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impact on increasing social and political awareness among students at RK Makmur
Elementary School. By understanding the potential of technology in the context of
citizenship education, it is hoped that more effective learning strategies can be developed
in forming a young generation who have high social and political awareness, and are ready
to play an active role in building an inclusive and just society.

II. Literature of Review
2.1 Citizenship Learning
Citizenship Education is a field of study that includes knowledge, attitudes and skills
related to citizenship. In general, Citizenship Education has a clear vision and mission. The
vision of Citizenship Education is to create a learning environment that supports the
formation of national character (nation and character building) and the empowerment of
citizens. Meanwhile, its mission is to form responsible citizens, namely citizens who are
able to carry out their rights and obligations in the context of national and state life in
accordance with the principles stated in the 1945 Constitution.
According to Sapriya (2007), Citizenship Education (PKn) includes several basic
foundations. First, the main foundation is the Unitary State of the Republic of Indonesia.
Then, the philosophical basis is Pancasila, while the normative basis is the 1945
Constitution. Apart from that, there is also a psychological basis related to citizen behavior.
Furthermore, Udin Winataputra (2008) stated that the formulation of Civics objectives is in
line with the competency aspects to be developed in Civics learning. These competency
aspects include civic knowledge, civic skills, and civic dispositions. This opinion is in line
with the concept of Benjamin S. Bloom's cognitive learning theory which divides the
learning domain into cognitive, psychomotor and affective domains.

2.2 Socio-Political Awareness
Political awareness means a person's knowledge of the social environment or
political situation which concerns a person's interest and attention to their rights and
obligations in society. According to Surbakti (2010: 184) political awareness is awareness
of the rights and obligations as citizens. The same thing was expressed by Milbiath (2001:
143) that political awareness is the awareness of citizens, both individuals and groups, to
take part in political activities. Meanwhile, according to Sasikala & Francisca (2017: 78)
"political awareness is the ability of human beings to acquire and possess political
knowledge through perception, reasoning, or intuition". Political awareness is the human
ability to acquire and possess political knowledge through perception, reasoning, or
intuition.
By referring to the theories mentioned, political awareness can be explained as a
comprehensive understanding of political knowledge, values and political views. This
allows a person to face and resolve various problems that exist in society, make decisions,
and take a stand towards them. Political awareness also gives individuals the ability to
influence change or development in society by making active contributions.

2.3 Learning Innovation
Innovation is a deliberate effort to make changes or improvements to a previously
existing situation. According to Muhammad Yunus, innovation is a form of change that is
carried out intentionally with systemic goals. In other words, innovation is a process of
change that is planned systematically and aims to achieve the desired or expected results.
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More generally, innovation can be interpreted as a transformation from a previously
existing situation to a new situation, which is carried out with full awareness and
deliberately, not just as a result of chance. (Fuad Ihsan, 2003)
Learning is a system that is already running neatly which consists of various
components that are interrelated in the educational process. (Makmur Sukri, 2021) Apart
from that, learning is also interpreted as interaction between teachers and students with the
aim of obtaining new informants related to learning. In another sense, learning is defined
as the process of solving educational problems by utilizing all sources with full
effectiveness. (Arbain Nurdin, 2016) The relationship between learning actors and their
surrounding environment in an effort to lead to a process of learning change is a learning
process.
Based on the explanation above, it can be concluded thatIn the context of learning,
innovation can be interpreted as a tool or technique that produces new ideas or concepts
that are integrated with learning tools. Then, the learning process that involves innovation
is able to create visionary learning excellence. By referring to these definitions, researchers
conclude that learning innovation is an effort to present new ideas or thoughts that have not
previously been used in a learning context.

III. Results and Discussion
The role of teachers at SD RK Makmur is very important in activating students in the
learning process, especially in developing various skills. Thinking skills, social skills and
practical skills can be obtained through interactions between teachers and students, as well
as between students and fellow students in interactive learning situations. In the context of
learning innovation, teachers have a major role in creating a learning environment that
facilitates the development of these skills.
Learning and teaching always emphasize the learning process to achieve maximum
learning outcomes according to targets. The most important thing is to develop strategies,
media and communication in the teaching and learning process. Teachers should
understand the various differences that arise in each student's intellect, especially in
grouping students into certain categories in the class. Students who are deemed to have a
low level of intelligence should not be grouped with students who have a high level of
intelligence. Students must be categorized with students of the same intelligence level as
them. So that the relevance of learning nuances and level of difficulty and the way the
material is presented can be adjusted to the student's level of intelligence.
In the context of technology-based learning, teachers have the ability to develop
learning techniques by utilizing technology. In citizenship learning teachers canexploring
the implementation of innovation in citizenship learning that utilizes technologythereby
encouraging students to think creatively in dealing with certain problems or situations.
There are someImportant components in Citizenship Learning Innovation with the Use of
Technology are:
a. Choosing the Right Technology
One of the key components in civic learning innovation is the selection of
appropriate technology. Teachers need to choose technology that enables effective
interaction, collaboration, and exploration of information, such as interactive e-learning
platforms, mobile applications, or social media that are safe and relevant.

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b. Goal-Oriented Learning Design
Teachers must be able to design learning that utilizes technology by focusing on
civic learning objectives. This involves developing relevant content, challenging activities,
and assessments appropriate to the competencies to be achieved.
c. Use of interesting and multifunctional media
The use of interesting and multifunctional media can increase student interest and
participation in learning. Teachers can utilize videos, images, simulations and interactive
games to present material in an interesting and easy to understand way.
d. Effective Class Management
Teachers need to have skills in managing learning using technology. This includes
the ability to monitor student participation, provide immediate feedback, and manage
learning time efficiently.
The important role of teachers in exploring the implementation of innovation in
citizenship learning that utilizes technology to increase students' social and political
awareness. Based on the analysis carried out, the following are several learning
innovations through the use of technology in citizenship learning that can be carried out by
teachers at the RK Makmur Elementary School level, the research results obtained:
1. Interactive E-learning Platform
Students can utilize interactive e-learning platforms in various ways, such as:
• Access learning material independently and repeat it as needed.
• Participate in online discussions with fellow students and teachers about socio-political
issues discussed in the lesson.
• Take interactive quizzes to test their understanding of citizenship concepts and sociopolitical issues.
2. Use of Social Media
Students can use social media to
• Share articles, videos, or news about socio-political issues they consider important.
• Participate in online discussions with their friends on trending socio-political issues.
• Expressing their own opinions and perspectives on such issues through posts or
comments on social media platforms.
3. Online Games or Simulations
Students can take advantage of online games or simulations to
1) Practical understanding of political processes, such as general elections, legislative
processes, or international diplomacy.
2) Collaborate with fellow students to complete challenges and solve problems related to
socio-political issues in the context of games or simulations.
4. Multimedia Learning Resources
Students can utilize multimedia learning resources to
1) Watch documentary or animated videos that present information about socio-political
issues in a visual and interesting way.
2) Use infographics or illustrative images to understand data and statistics related to these
issues more easily.

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5. Use of educational applications
Students can take advantage of educational applications for
• Access civics learning content tailored to their needs and interests.
• quizzes or challenges designed to test their understanding of civics concepts and sociopolitical issues.
6. Technology-Based Collaborative Projects
Students can utilize technology-based collaborative projects to:
1) Collaborate with their friends in creating blogs, video documentaries, or podcasts about
socio-political issues they consider important.
2) Investigate these issues in depth and convey the results of their research via digital
media to a wider audience.
Through technology-based learning innovations as mentioned above, students can
become more active, involved, and aware of the socio-political issues around them. They
can develop the critical, analytical and collaborative skills necessary to participate actively
in social and political life, both at local and global levels.
3.1 Implementation of Learning Innovations
The research results show that there are various innovations in citizenship learning
that utilize technology. For example, the use of e-learning platforms to provide interactive
learning materials, the use of social media as discussion forums about socio-political
issues, and the use of online games or simulations to understand political processes.
3.2 Student Response to Innovation
The majority of students at RK Makmur Elementary School showed a positive
response to innovation in citizenship learning that utilizes technology. They stated that the
use of technology makes learning more interesting, relevant and easy to understand.
Students also report that technology allows them to be more actively involved in the
learning process.
3.3 Increasing Social and Political Awareness
The results of the research show an increase in social and political awareness among
students at RK Makmur Elementary School who take part in learning using technology.
They are better able to understand complex socio-political issues, develop a critical attitude
towards the information they encounter in the media, and become more active in
participating in socio-political activities in school and society.
3.4 Discussion
The results of this research support theories that show the potential of technology in
improving civic learning and socio-political awareness of students at RK Makmur
Elementary School. The integration of technology in learning not only increases access to
information, but also enables learning that is more interactive, collaborative, and relevant
to the existing socio-political context.
The increase in socio-political awareness observed in students involved in learning
that utilizes technology shows that this approach is effective in forming citizens who are
active, critical, and participate in democratic life. Thus, this research makes an important
contribution to the understanding of the potential of technology in improving citizenship
education.
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However, it needs to be acknowledged that the implementation of innovations in
citizenship learning that utilize technology also faces several challenges, such as unequal
access to technology, required teacher training, and data privacy and security issues.
Therefore, further research is needed to identify effective strategies in overcoming these
challenges and maximizing the potential of technology in civics learning.

IV. Conclusion
The teacher's role in activating students at SD RK Makmur in the learning process has
a significant impact in developing various skills, especially thinking, social and practical
skills. In the context of civic learning innovation, teachers have the primary responsibility for
creating a learning environment that facilitates the development of these skills.
Learning and teaching always focuses on the learning process to achieve maximum
learning outcomes in accordance with the targets set. Teachers must be able to design
effective learning strategies by utilizing technology as the main tool in the civics learning
process.
In addition, in exploring the implementation of innovation in citizenship learning that
utilizes technology, teachers can develop various techniques and approaches that can
encourage students to think creatively in dealing with complex socio-political problems or
situations.
Based on the research results, there are several innovations in civic learning through
the use of technology that can be applied at RK Makmur Elementary School. From
interactive e-learning platforms to online games, these aim to increase student engagement
and their awareness of relevant socio-political issues.
The level of positive response from students to this innovation shows that the use of
technology in civics learning can increase students' interest, involvement and understanding
of the subject matter and socio-political issues around them.
The increase in socio-political awareness observed in students at SD RK Makmur who
are involved in learning that utilizes technology shows that this approach is effective in
forming citizens who are active, critical and participate in democratic life.
However, challenges such as uneven access to technology, required teacher training,
and data privacy and security issues still need to be addressed. Therefore, further research is
needed to identify effective strategies in overcoming these challenges and maximizing the
potential of technology in civics learning.

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