Teaching and Learning Process of Pancasila and Citizenship Education Subjects: A Case of SMKN 5 Mataram, Indonesia

Abstract

The objectives of the paper are: (1) To identify the lesson  plan of  Pancasila and Citizenship Education Inclusion Classs in SMKN 5 Mataram, (2) To know the teaching-learning process, (3) To identify the evaluation, and (4) To highlight the difficulties faced and solutions suggested by the teacher in the teaching-learning process of Pancasila and Citizenship Education inclusion class in SMKN 5 Mataram .The research method is qualitative with the research subject Pancasila and Citizenship Education teacher level X, XI. Research informants are the headmaster, curriculum vice headmaster, student level XI, and level XII. Collected method techniques are observation, interview, document, and focus discussion group. After that, the data analysis was done by reduction, display, and conclusion with data validation. The study showed seven main results: (1) The lesson plan of Pancasila and Citizenship Education uses a scientific approach, cooperative learning model, problems-based learning, (2) The teaching-learning process Pancasila and Citizenship Education teacher level X uses challenging questions, explanation, group discussion, browsing literacy, and class communication. The teacher level  XI uses video observation, group discussion, problems identification, problems analysis, data collecting, rationing, conclusions, and presentation to the class, (3) Evaluation teaching-learning process tests 50 %, rating skills 30 %, and product of project 20 %, and (4) The difficulties faced and solution by the teacher are: (1) Some of the student lazy by persuasive to manage the time, (2) Less of learning readiness by motivation given, (3) Monopoly clever student by spread opportunities, (4) Difficulty to HOTS question by introduction clue, (5) Abnormal student minder and bullying her/his classmate by remembering to tolerance and self-confident, (6) the abnormal student difficulties faced on oral explanation by speech to text, and (7) Literacy culture is low by observation book record to develop reading motivation. The conclusion based on the lesson plan teacher document is the teaching-learning process of Pancasila and Citizenship Education has applied innovative learning process by a scientific approach, problem-based learning, L4C (Literacy, Critical thinking, Collaborative, Creative, Communication), High Order Thinking Skills by challenging question as well as revolution industry and 21 centuries required.