ANALISIS KRITIS MATERI DALAM BUKU MKWU PENDIDIKAN PANCASILA BERDASARKAN PERSPEKTIF TEORI PENDIDIKAN KEWARGANEGARAAN KAELAN

Fahmi, Muhammad Nur. A Critical Analysis of the Material in the Pancasila Education Textbook for the Mandatory Curriculum Course (MKWU) from the Perspective of Kaelan's Civic Education Theory. Master's Thesis. Master of Pancasila and Civic Education Program, Graduate School, Universitas Muhammadiyah Ponorogo. 2026.
Advisor 1. Dr. Sulton, M.Si 2. Dr. Ardhana Januar Mahardani, M.KP
Pancasila learning materials play a strategic role in fostering students' civic competence through the development of civic knowledge, attitudes, and responsibility. This study aims to analyze the representation of fundamental values, instrumental values, and practical values in the Mata Kuliah Wajib Kurikulum (MKWU) Pancasila Education textbook and to evaluate the quality of those value representations from the perspective of Kaelan's Civic Education Theory. This research employed a qualitative approach using content analysis. The research data consisted of the contents of the MKWU Pancasila Education textbook, which were analyzed through the stages of data collection, data reduction, coding, categorization, interpretation, synthesis, and conclusion drawing.
The findings reveal that the learning material systematically represents fundamental, instrumental, and practical values, establishing an integrated relationship among the philosophical, normative, and practical dimensions of Pancasila Education. Fundamental values constitute the most dominant category, followed by practical values and instrumental values. The critical analysis indicates that the primary issue does not lie in the completeness of value representation, but rather in the limited pedagogical mediation that connects value representation with the development of students' civic competence. Although the learning material provides a solid foundation for civic competence development, the transformation of values into civic competence and ultimately responsible citizenship still requires reinforcement through contextual, participatory, reflective, and experiential learning strategies. This study proposes a pedagogical evaluation framework for Pancasila Education learning materials based on value transformation, demonstrating that evaluating learning materials should not only focus on the completeness of value representation but also on the capacity of pedagogical mediation to transform values into students' civic competence. The proposed framework is expected to contribute theoretically to the evaluation of Pancasila Education learning materials and to serve as a foundation for developing more contextual, participatory, and transformative learning practices in higher education.
Keywords: Pancasila Education, Content Analysis, Value Transformation, Civic Competence, Pedagogical Mediation.