Memuat jurnal…
Learning Civic Education (PPKn) at the elementary level continues to face challenges such as low student engagement and limited innovation in instructional media. This study aims to describe the implementation of interactive video media in Civics learning, analyze its impact on enhancing students’ understanding of national values, and identify related challenges and possible solutions. A qualitative literature review approach was employed by analyzing eighteen scientific articles published between 2020 and 2025. Data were analyzed using the Miles, Huberman, and Saldana model through data reduction, display, and conclusion drawing. The findings reveal that interactive video media effectively improve students’ comprehension of Pancasila values, including cooperation, responsibility, and tolerance. It also enhances learning motivation and engagement through the integration of visual, audio, and interactive elements. The main constraints include limited technological facilities, insufficient teacher digital literacy, and restricted learning time. Recommended solutions involve teacher training in technopedagogical skills, the development of local wisdom-based digital content, and collaboration among schools, government, and parents. The study concludes that interactive video media serve as an effective character-based learning strategy to foster Pancasila-oriented and technologically adaptive students.
Learning Civic Education (PPKn) at the elementary level continues to face challenges such as low student engagement and limited innovation in instructional media. This study aims to describe the implementation of interactive video media in Civics learning, analyze its impact on enhancing students’ understanding of national values, and identify related challenges and possible solutions. A qualitative literature review approach was employed by analyzing eighteen scientific articles published between 2020 and 2025. Data were analyzed using the Miles, Huberman, and Saldana model through data reduction, display, and conclusion drawing. The findings reveal that interactive video media effectively improve students’ comprehension of Pancasila values, including cooperation, responsibility, and tolerance. It also enhances learning motivation and engagement through the integration of visual, audio, and interactive elements. The main constraints include limited technological facilities, insufficient teacher digital literacy, and restricted learning time. Recommended solutions involve teacher training in technopedagogical skills, the development of local wisdom-based digital content, and collaboration among schools, government, and parents. The study concludes that interactive video media serve as an effective character-based learning strategy to foster Pancasila-oriented and technologically adaptive students.
Teks lengkap tersedia melalui galley PDF apabila diterbitkan oleh jurnal.
Contributor roles recognized in accordance with the NISO Z39.104 international standard.
The research data supporting the findings of this study are available from the corresponding author upon reasonable request or deposited in institutional repositories.
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. This journal adheres to the COPE (Committee on Publication Ethics) Code of Conduct.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
