ENHANCING CIVIC COMPETENCE IN PRIMARY EDUCATION THROUGH AN INNOVATIVE CIVIC LEARNING MODEL

Abstract

This study investigates the effectiveness of an innovative civic learning model in enhancing civic competence among primary school students. Civic competence, encompassing knowledge, skills, and dispositions, is essential for preparing students to become active and responsible citizens in the 21st century. A quasi-experimental design with a non-equivalent control group was employed, involving 40 students divided into an experimental group (n = 20) and a control group (n = 20). Data were collected through pre-test and post-test instruments measuring civic knowledge, civic skills, and civic dispositions. The results revealed a significant improvement in students’ civic competence in the experimental group compared to the control group (p < 0.05), with a large effect size. The findings indicate that the innovative civic learning model, which emphasizes student-centered, collaborative, and contextual learning, is more effective than conventional teaching methods. The model successfully facilitated active engagement, critical thinking, and the internalization of civic values among students. This study contributes to the literature by providing empirical evidence on the role of instructional innovation in civic education at the primary level. It also offers practical implications for educators and policymakers to design more effective and relevant civic learning practices.