Revitalizing Pancasila Learning through Critical Pedagogy: Fostering Civic Awareness and Participation in the Contemporary Era

Abstract

The teaching of Pancasila in Indonesian higher education remains heavily dominated by a banking model that emphasizes memorization of principles rather than the cultivation of critical consciousness and democratic participation. This study explores the revitalization of Pancasila learning through critical pedagogy to foster students’ civic awareness and active citizenship. A qualitative case study approach was employed, involving two lecturers and forty undergraduate students at a public university in Java. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis over one semester, and were analyzed using Braun and Clarke’s thematic analysis. Findings reveal four overarching themes: (1) the persistence of a banking model in conventional Pancasila instruction; (2) the integration of critical pedagogy principles such as problem-posing, dialogic circles, and real-world controversial issues; (3) a significant shift in students’ civic awareness, manifested through critical consciousness, empathy, and personal connection of Pancasila values to social injustices; and (4) the emergence of participatory citizenship evident in student-initiated community projects and advocacy. The discussion highlights how critical pedagogy transforms Pancasila education from a ritualistic symbolic exercise into a praxis for democratic life. The article concludes with implications for policy, curriculum design, and lecturer professional development, advocating for a dialogic, problem-posing Pancasila pedagogy that aligns with the Merdeka Belajar vision.