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Edunity

Volume 3 Number 7 July 2024

p- ISSN 2963-3648- e-ISSN 2964-8653

IMPACT OF INTEGRATIVE LEARNING ON CRITICAL REASONING AND

CIVIC CULTURAL LITERACY

Nanang Kusmayana

, Mukhamad Murdiono

, Hendrawati

Universitas Negeri Yogyakarta

1,2

, SMA Negeri 1 Cisaga

E-mail: nanangkusmayana.2022@student.uny.ac.id

, mukhamad_m[email protected]

hendrawati.kusmayana@gmail.com

ABSTRACT

Abstract: This study aims to examine (1) the effect of integrative learning model application in

Pancasila and Civics Education (PPKn) subjects on students' critical reasoning ability and (2) the effect

of integrative learning model application in Pancasila and Civics Education (PPKn) subjects on

students' civic cultural literacy. This research deployed a quasi-experimental design with a non-

equivalent control group, the research involved 60 grade XI students from SMA Negeri 1 Cineam in

Tasikmalaya Regency, West Java. The sample was selected through purposive sampling, the

experimental group consisted of 30 students from class XI IPA 3, while the control group included 30

students from class XI IPS 3. The validity of the test and questionnaire instruments was confirmed with

a value of 0.548. The results showed that (1) the integrative learning model significantly enhanced

students' critical reasoning ability, with average scores increasing from 59.67 to 80.67. The paired

sample t-test showed a t-value of 11.664, exceeding the t-table value of 2.048 (p ≤ 0.05). (2) Additionally,

the model significantly improved students' civic cultural literacy, with scores rising from 80.10 to 87.43.

The t value here was 7.215, also surpassing the t-table value (p ≤ 0.05). The integrative model facilitated

interdisciplinary connections, enriched understanding, and promoted the development of critical

reasoning ability. It also deepened students' appreciation of tolerance, empathy, and civic

responsibility, encouraging respect for diverse opinions and collaborative problem-solving. These

findings suggest that the integrative learning model is effective for enhancing critical reasoning and

civic cultural literacy in PPKn education.

Keywords: critical reasoning, civic cultural literacy, integrative model

Introduction

The 21st century is characterized by the widespread integration of information and

communication technologies into several sectors of life, including education. In the world of

work, individuals need to develop new abilities, such as critical reasoning, problem-solving,

and collaboration. 21st-century learning is defined by acquiring knowledge (learning to

know), developing practical ability (learning to do), cultivating a strong personality (learning

to be), fostering social cohesion (learning to live together), and fostering religious observance,

piety, and upholding ethical values (P4TK PPKn dan IPS, 2019; UNESCO, 2015).

The 21st-century competency framework states that being knowledgeable about science

alone is not enough. The knowledge possessed must be accompanied by creative, critical, and

adaptive abilities as part of the times. To support this ability, competence in utilizing

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information technology as a learning resource is also required. Learning in the 21st century

encourages learning that emphasizes the core concepts in each lesson and is useful in the lives

of students. This is intended to provide learning abilities or experiences that are authentic and

felt directly by students. Thus, teachers must prepare tools, materials, and learning models

that develop learning ability in the 21st-century context and use appropriate assessments to

measure 21st-century ability (Pitsikalis et al., 2022; Sulaiman & Ismail, 2020).

Developing strong characteristics, characterized by traits such as accountability,

commitment, efficiency, open-mindedness, and proficiency in utilizing technological and

information advances, are assets that benefit learners and teachers in the context of 21st-

century competencies. The goal of education in Indonesia is to develop individuals who have

strong religious faith and devotion to God, exhibit noble character, maintain good health,

possess knowledge and skills, show creativity, demonstrate independence, and become

responsible, democratic citizens (Republik Indonesia, 2003). These objectives show the process

of education shaping Indonesian society. The Ministry of Education, Culture, Research and

Technology, which is responsible for the national education system, has established a

Pancasila learner profile to support the national education goals.

The Pancasila student profile reflects individuals who have a lifelong commitment to

learning and demonstrate global competence while adhering to the ideals of Pancasila. This

profile represents the culmination of the educational journey and becomes a representation of

learners who embody the principles of Pancasila. Therefore, the Pancasila learner profile is

implemented by embedding it into the school culture and incorporating it into extracurricular,

co-curricular, and extracurricular activities.

Critical reasoning is one of the elements of the Pancasila learner’s profile. Critical

reasoning is the ability of learners to analyze information using both qualitative and

quantitative methods to design connections between various information to be analyzed,

evaluated, and concluded objectively. Critical reasoning ability has an important role for

learners in dealing with and solving problems. The ability to reason critically arises by

reading, studying, connecting, and reviewing problems from various points of view. (Hidayat

et al., 2022). Critical reasoning ability refers to a systematic and specialized thinking process

in analyzing problems, expertise in recognizing relevant issues, and the ability to identify

information needed to design problem-solving strategies (Dickman, 2021; Vaughn, 2021;

Watson et al., 2024). Critical reasoning ability requires strong basic literacy so that learners

can reason critically and creatively as well as communicate and collaborate well.

The literacy ability of students in Indonesia tested in the Program for International

Students Assessment (PISA) has not shown a significant improvement in 2018 compared to

the PISA results in 2015 (Kemdikbudristek, 2022). Indonesia ranks 71 out of 77 countries that

are members of the PISA institution. One of the policies to improve students' literacy ability

is through the computer-based national assessment (ANBK) which focuses on measuring

students' basic literacy ability. This ANBK does not become a reference for students'

graduation, but instead provides an overview to the government and especially schools

regarding the basic literacy ability of students.

Literacy is the capacity to communicate effectively through skills like reading, writing,

listening, and speaking. It includes language skills such as listening, speaking, reading,

writing, and critical reasoning (Baleiro, 2011). Thus, having literacy ability helps a person to

access various information, interact with others positively, and improve communication

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fluency. Basic literacy encompasses essential skills that everyone should have, including

literacy, numeracy, science, financial literacy, digital literacy, and cultural and civic literacy

(Nursyamsudin & Jaelani, 2021).

Strengthening literacy in schools is an important part of learning as a prerequisite for

students to master knowledge and ability. Literacy in schools teaches students to become

experts in exploring available information, both in written and non-written forms, so that

students can understand the information correctly and precisely. In its methods, student

literacy is taught by developing the ability of students to create texts of various types

according to the situations that students observe and learn (Hunaifi, 2022). The ability to read

and write is a fundamental skill that affects the development of students' critical reasoning

abilities. Therefore, low literacy levels indicate that the learning process has not been able to

develop students' competencies and learning that create lifelong learners (Abdulkarim et al.,

2018).

The results of interviews with teachers at SMA Negeri 1 Cinema indicate that students

encounter difficulties in several areas, including asking questions, answering material

questions from teachers or classmates, re-explaining learning material, expressing opinions

based on facts and data, drawing conclusions, and reflecting on learning. In addition, the

indicators of a decrease in the score of students' literacy ability are caused by learning methods

carried out by teachers that are still not optimal in interactive learning in accordance with

learning objectives and the characteristics of students. Variations in learning models and the

teacher's ability to present learning in accordance with the facts of everyday life are not visible.

This can be proven in the education report card of SMA Negeri 1 Cineam in 2022 for the score

of the learning model carried out by the teacher 50.64 (Kemdikbudristek, 2023).

Civics teachers need to employ creative learning models to foster critical thinking in

students. This demonstrates that developing 21st-century literacy ability is a responsibility

shared by all subjects in school, including Civics. Pancasila and Citizenship Education (Civics)

plays a crucial role in shaping students' character, helping them understand and fulfill their

rights and responsibilities as good, intelligent, skilled citizens. This education, guided by

Pancasila and the 1945 Constitution, also emphasizes the importance of diversity in religion,

socio-cultural, language, age, and ethnicity.

Pancasila and Civic Education represent a method of character education that is aligned

with the state ideology, namely Pancasila. Pancasila and Citizenship Education is a

multifaceted educational program that encompasses a range of competencies, including civic

knowledge, civic dispositions, civic ability, civic competence, civic confidence, and civic

commitment. These competencies are integral to the development of civic competencies

(Winataputra, 2016). PPancasila and Citizenship Education is a subject that aims to educate

citizens in accordance with the state constitution, equipping them with the knowledge,

attitudes, and abilities necessary to become informed and responsible members of society

(Murdiono & Wuryandani, 2021).

The development of civic competencies can be improved through a learning process that

is based on learning to know, learning to do, learning to be, and learning to live together

(Delors, 1998). The four pillars can answer the complexity of 21st-century learning challenges

in Indonesia which requires students as citizens to have 7 (seven) abilities. The seven abilities

that learners (citizens) must have in the 21st century are (1) the ability to reason critically and

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solve problems; (2) creativity and innovation; (3) the ability to collaborate and work in groups;

(4) have cross-cultural understanding; (5) have the ability to communicate and process

information well; (6) have the ability in computerized technology; (7) have care and learn

independently. (Trilling & Fadel, 2009)

The capacity of Civic knowledge, Civic ability, and Civic disposition as an entity of

Pancasila and Citizenship Education must be reconstructed in the learning process within the

classroom. One of the civic knowledge abilities that must be developed is the capacity for

critical reasoning. The capacity to reason critically, solve problems, and collaborate is an

essential competency for individuals entering the 21st century. This is in keeping with the

mission of Pancasila and Citizenship Education in the context of globalization (Murdiono,

2022).

It is essential that the critical reasoning ability of students is developed during the

learning of the subject of Civics. In addition to the ability to comprehend concepts, students

must also be able to interpret, analyze, and evaluate to reflect on their learning. The process

of critical reasoning is a metacognitive one, whereby an individual can analyze, evaluate, and

infer to produce logical conclusions about an argument or solution to a problem (Dwyer et al.,

2014). This critical reasoning ability is important for learners to enable them to solve problems

effectively in an ever-changing world (Bailin et al., 2020). The goal of students' critical

reasoning ability is to be able to solve high-level problems. (Istianah, 2013). The results of this

study indicate that students' critical reasoning abilities can be observed in Table 1.

Table 1

Critical reasoning ability indicators

Components

Description

Understanding the Problem

Seek information, formulate questions and

problems clearly and precisely

Identify Information

Identify the truth or validity of information

Analyze Information

Precisely and relevantly outline how these

elements interrelate and contribute to form a

deeper understanding.

Drawing Up Conclusions

Generate conclusions based on inductive or

deductive reasoning

Reflection

Asserting the truth of a statement and self-

reflecting on the conclusions reached

Source: processed from various sources, 2024

In this modern era, the progress and quality of a nation is measured by literacy ability

as a national culture that gives birth to a superior civilization and plays a role in the socio-

cultural life of citizens (Machfiroh et al., 2018; Permatasari, 2015). Indonesia, a country

characterized by its diversity, requires an understanding of both its culture and its civic

responsibilities. The ability to engage with these concepts is essential to develop a national

identity. Indonesia, a pluralistic country, requires citizens who can identify, categorize, and

selecting accurate and appropriate information.

The development of cultural and civic literacy is of paramount importance in preventing

the dissemination of disinformation and hate speech on social media (Pratiwi & Asyarotin,

2019). The younger generation, in particular learners, are intimately acquainted with social

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media due to the pervasive influence of information technology in their daily lives.

Consequently, learners must be furnished with the capacity for cultural and civic literacy.

Indicators of cultural and civic literacy in learners include fostering a sense of patriotism,

tolerance, and responsibility, which are part of the learning challenges in the 21st century. The

indicators of learners' cultural and civic literacy are presented in Table 2.

Table 2

Indicators of Cultural and Civic Literacy

Components

Description

Tolerance

Appreciating diversity in school and society

Empathy

Demonstrate a caring attitude towards the school culture

environment

Responsibility

Actively participate in school activities, respect the opinions of

others, and accept different opinions.

Source: processed from various sources, 2024

In learning Pancasila and Citizenship Education (Civics), it is very important to pay

attention to the diverse ability levels of students. Each individual has different backgrounds,

experiences, and learning needs, which are influenced by their living environment and

previous experiences. At SMA Negeri 1 Cineam, Tasikmalaya Regency, West Java Province,

there is significant homogeneity in terms of ethnicity, religion, and culture among learners.

This homogeneity limits learners' understanding of cultural diversity and citizenship, which

in turn can affect learners' ability to think critically and appreciate different perspectives. This

phenomenon poses a challenge in introducing the concept of diversity and heterogeneity in

the Indonesian nation.

To overcome this challenge, it is important for teachers to develop teaching methods

that accommodate learners' diverse backgrounds. Inclusive and adaptive approaches can help

overcome homogeneity and introduce the concept of diversity in a more effective way.

Furthermore, learners should not only learn about culture and citizenship through theory, but

also through hands-on experiences that enable learners to better understand and appreciate

differences.

Facing these challenges, Civics teachers as the spearheads of the educational change

process must try to find alternative learning model solutions that affect the ability to critically

reason and the cultural and civic literacy of students. Civics teachers must be able to become

directors in creating active, creative, and critically reasoning students so that they can compete

in 21st-century ability (Ten Dam & Volman, 2004; Willemse et al., 2015). The creativity of Civics

teachers is required to present a transformative learning model. A learning model that

positions the teacher more as a facilitator and learning based on the realities of students' real

lives so as to present critical and reflective knowledge (Murdiono, 2022).

The integrative model was created by Don Kauchak and Paul Eggen, building upon the

conceptual framework of Hilda Taba's thinking. This approach advocates for the

advancement of learning frameworks that cultivate critical reasoning abilities in students.

(Kauchak & Eggen, 2012). Constructivism learning theory influences the development of

integrative models that emphasize the active learning process based on the learning

experience of learners. Learning The principle of constructivist learning that appears in the

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integrative model is the active involvement of learners in learning, learners learn based on

experience and facts and learners construct each. Therefore, the integrative model guides

learners to develop critical reasoning ability by making connections between concepts so that

they can generalize or make conclusions (Milman & Kilbane, 2014). The learning steps of the

integrative model are presented in Table 3.

Table 3

Steps of the Integrative Model

Integrative Model

Steps

Teacher Role

Students Role

Describe, compare,

and find patterns

The teacher asks students to

describe, compare, and

look for patterns in the

information that the students

have searched for.

The teacher guides students

in creating data banks in the

form of journals,

infographics, and notes.

Students search for

information which is then

described and compared.

The results of the work are

compiled to make a data

bank in the form of journals,

infographics, and notes.

Explaining similarities

and differences;

The teacher asks students to

explain the similarities and

differences contained in the

data bank that has been

compiled.

Students explain the

similarities and differences

contained in the data bank.

Generate hypotheses

The teacher asks students to

develop hypotheses based on

the sources of information that

have been obtained.

The teacher asks students to

develop hypotheses based

on the sources of

information that have been

obtained.

Generalize any

conceptual

relationships

The teacher asks the learners to

generalize the learners'

conclusions

Learners generalize to show

an understanding of the

broad relationships between

the content studied.

Source: (Kauchak & Eggen, 2012; Milman & Kilbane, 2014)

In previous research, the integrative model can improve student learning outcomes that

affect critical thinking ability in history and science subjects (Fazriyah et al., 2017; Wulandari,

2019). In addition, integrative learning methods can foster intellectual, emotional, spiritual,

and social intelligence (Lubis, 2016). The development of integrative learning methods as an

alternative solution to learning during the pandemic has been able to provide benefits in

mastering the concept of learning Islamic Religious Education for students (Sari & Surana,

2022). Other research on cultural and civic literacy shows that cultural and civic literacy in

Pancasila and Civics learning is not optimal because teachers lack understanding of the

content and consider this material not very important, so it is not a priority in the curriculum

and learning. In addition, students are also less sensitive to diversity and tolerance, indicating

that cultural and civic values have not been well-embedded (Yusuf et al., 2020). In addition,

the impact of PPKN learning on improving citizenship literacy concluded that students'

citizenship literacy is strongly influenced by the implementation of civic education learning

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in the classroom (Dewi & Budimansyah, 2020). However, this research focuses on the

implementation of an integrative learning model in Civics learning with the aim of improving

critical reasoning skills. In the context of cultural and civic literacy, the implementation of an

integrative learning model in Civics learning aims to overcome obstacles in understanding

cultural and civic literacy by teachers and increase students' sensitivity and tolerance for

diversity.

The integrative model can combine facts into a stimulus to stimulate learners' cognition

(Zhou et al., 2023). Thus, the implication of applying the integrative model is not only to

increase understanding, but learners are able to apply the knowledge and ability gained in

their lives. Applying the integrative model opens up great opportunities for innovation in

education. Teachers have the opportunity to make careful preparations in designing and

implementing lessons that integrate various disciplinary concepts relevant to the subject

matter.

This paradigm shift not only directs learning to be more learner-centered but also

encourages Civics teachers to adapt and meet the knowledge needs of students more

effectively. The application of integrative learning models in the context of Civics is also in

line with the demands of the times that demand a more contextualized learning approach that

is relevant to the real lives of students. By incorporating cultural elements and socio-political

realities into learning, Civics teachers can help students understand their role in society and

the state. Therefore, the integrative model can create a dynamic learning environment and

influence learners' critical reasoning ability and cultural and civic literacy.

Consequently, further investigation is required to ascertain the impact of the integrative

model on the critical reasoning ability and cultural and civic literacy of students in high

schools. The objective of this research is to gain a more profound comprehension of the impact

of the integrative model on the attainment of Civics learning objectives, namely the formation

of a generation that is not only academically proficient but also possesses robust critical

reasoning and literacy abilities in the context of culture and citizenship.

Research Method

This research employs a quantitative methodology, utilizing a quasi-experimental or

pseudo-experimental approach. The quasi-experimental research method represents a

variation of pure experimental research. The objective of experimental research is to ascertain

the impact of an intervention on two groups, with one of these being subjected to special

treatment. This allows researchers to identify interactions between two or more variables.

(Creswell, 2011). The research design used is an initial test and final test with a non-equivalent

control group design type.

In this study, there are two classes that will be studied with different treatments. The

two classes studied are classes that are considered to have equality in cognitive, affective, and

psychomotor. One class will be an experimental class by giving special treatment according

to learning using an integrative model. While the control class is not given special treatment,

the learning model used is the direct learning model. The research design is shown in table 4.

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Table 4

non-equivalent control group design

Group

Pretest

Treatment

Posttest

Experiment

Control

Information:

Pre-test in the experimental group

Pre-test in the control group

Post-test in the experimental group

Post-test in the control group

Learning treatment with integrative learning model implementation

The population in this study were all students of class XI SMAN 1 Cinema Tasikmalaya

Regency with a total of 177 students who were divided into 3 science specialization classes

and 3 social specialization classes. The sample of this study were students from class XI IPA 3

and XI IPS 1, each of which amounted to 60 students. The sampling technique uses purposive

sampling which samples without considering the levels in the population.

This study uses independent variables and dependent variables. The independent

variable is the integrative learning model (X). The dependent variables in this study are critical

reasoning ability (Y1) and cultural and civic literacy (Y2). The dependent variable will be

calculated to find the success of critical reasoning ability and cultural and civic literacy seen

from the score of students' answers to multiple choice questions in accordance with basic

competencies and questionnaires regarding cultural and civic literacy focused on building

tolerance in class and school.

This study utilized both test and non-test instruments to assess students' critical

reasoning abilities and cultural and civic literacy. Test instruments in the form of multiple-

choice questions were administered to experimental and control classes to obtain data in the

form of scores from the initial and final tests. The multiple-choice question instruments were

prepared based on the material or basic competencies being studied, namely the examination

of cases of threats to ideology, politics, economy, society, culture, defense, and security, and

the strategies to overcome them within the framework of Unity in Diversity. The multiple-

choice questions that will be administered to students contain 20 items.

The non-test instrument used is a self-assessment questionnaire which aims to

determine the level of cultural and civic literacy. The use of Likert model graded scale in this

study is used to collect and analyze social phenomena with a scale score of 1 = strongly

disagree (STS), scale 2 = disagree (TS), scale 3 = undecided (R), scale 4 = agree (S) and scale 5 =

strongly agree (SS) (Anjaria, 2022).

Result and Discussion

The normality test in this study used Shapiro-Wilk statistics because the research

sample used was less than 100. The confidence interval used is 95% (α = 0.05) with the

following hypothesis formulation Ha: the data is not normally distributed and Ho: the data is

normally distributed. Classification of acceptance or rejection if -ASymp sig> 5% ≥ Ho is

accepted, meaning that the data is normally distributed. Meanwhile, if -ASymp sig < 5% ≥ Ho

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is rejected, it means that the data is not normally distributed. The results of the normality test

of critical reasoning ability data on the sample are presented in Table 5.

Table 5

Normality Test of Critical Reasoning Ability Question Data

Category

Levene

Statistic

Df1

Df2

Sig

Description

Control class critical

reasoning ability

3,024

0,87

Homogen

Experimental class

critical reasoning ability

questionnaire

1,587

0,213

Homogen

Cultural and civic

literacy questionnaire

control class

0,007

0,933

Homogen

Experimental class

cultural and civic

literacy questionnaire

0,210

0,649

Homogen

Source: Researcher's primary document, 2024

Homogeneous test data on critical reasoning ability questions in the control class and

experimental class showed a value of 0.87 and 0, 213. The homogeneous test data on the

cultural and civic literacy questionnaire in the control class and experimental class showed a

value of 0.933 and 0, 649. This shows that the data is homogeneous because the sig value >

0.05. Therefore, the homogeneity test data on critical reasoning ability and cultural and civic

literacy questionnaires have met the requirements for analysis.

The first hypothesis of this study is a significant effect on the application of an

integrative model with a discovery learning model on students' critical reasoning ability in

Civics learning in Class XI high school. The results of the paired samples t-test of the first

hypothesis are presented in table 8.

Table 8

First Hypothesis Paired Sample Test Results

Mean

Std.

Deviation

Std. Error

Mean

Sig.(2-tailed)

Pair Pretest – Post

-21.000

9.86110

1.80038

-11.664

0.000

Source: Researcher's primary document, 2024

Based on the table, it is known that the experimental class has an average value before

and after treatment has a value of 59.67 and 80.6. The r square value is 15.6% which means

that the integrative model variable (X) affects the critical reasoning ability variable (Y1) by

15.6% and 84.4% is influenced by other factors. The number of respondents (N) is 30 with a

standard deviation value of 9.820 and 7.849. For the P value (sig) of 0.000 ≤ 0.05 and has a t

value of -11.664 and t table 2.048. The t value is negative because the average value of the

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initial test critical reasoning results is lower than the average final test critical reasoning

results, therefore a negative t value can be positive. So the t value is 11.664> t table 2.048, it can

be concluded that Ho is rejected or Ha is accepted, which means that there is a significant and

positive effect on the application of the integrative model on critical reasoning ability.

The second hypothesis of this study is a significant effect on the application of an

integrative model with a discovery learning model on cultural and civic literacy in Civics

learning in Grade XI High School. The results of the paired samples t-test of the second

hypothesis are presented in table 9.

Table 9

Second Hypothesis Paired Sample Test Results

Mean

Std. Deviation

Std. Error

Mean

Sig.(2-

tailed)

Pair Pretest –

Post

-7.33333

5.56673

1.01634

-7.215

0.000

Source: Researcher's primary document, 2024

Based on the table, it is known that the experimental class has an average value before

and after treatment has a value of 80.10 and 87.43. The r square value is 16.5% which means

that the integrative model variable (X) affects the cultural and civic literacy variable (Y2) by

16.5% and 83.5% is influenced by other factors. The number of respondents (N) is 30 with a

standard deviation value of 5.517 and 4.559. For the P value (sig) of 0.000 ≤ 0.05 and has a t

value of -7.215 and t table 2.048. The t value is negative because the average value of the initial

test critical reasoning results is lower than the average final test critical reasoning results,

therefore a negative t value can be positive. So the t value is 7.215> t table 2.048, it can be

concluded that Ho is rejected or Ha is accepted, which means that there is a significant and

positive effect on the application of the integrative model on cultural and civic literacy.

The gateway to critical reasoning begins with the ability to understand problems by

identifying information that requires strong reading literacy (Bean & Melzer, 2021). Creativity

and critical reasoning ability are part of high-level thinking ability in humans, so critical

reasoning ability is obtained from the learning experience process to be used as a means to

solve problems (Wechsler et al., 2018). This indicates that the ability to reason critically is one

of the basic competencies of students in understanding, identifying, and evaluating all forms

of information received (Butler et al., 2017; Simonovic et al., 2023).

Youngerman's research (2018), on the integrative model in the learning process of

essay writing by students, concluded that integrative learning is able to produce students'

cognitive abilities in making concept connections, uniting writing sources, and integrating

them into one essay. In the essay, it turns out that students are able to integrate sources of

information ranging from two sources of information, more than two sources of information,

and metacognitive information sources. The ability of learners to integrate apparently

includes the ability to connect, apply, and synthesize information.

This is reinforced by research conducted by Mujianto (2019) on improving student

learning outcomes with an integrative model, showing an increase in student learning

outcomes marked by an increase in learning completeness and critical reasoning ability in the

form of managing information as material for suggestions and criticism of the environment.

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In addition, in the integrative model, teachers are required to better understand the socio-

psychological conditions of students and prepare attractive learning media so that learning is

more meaningful and involves students. Thus, the integrative model is one of the learning

innovations that can be applied by teachers as one of the demands of the times. Integrative

learning can improve students' ability to reason critically which is needed in facing world

challenges (Handayani, 2018).

The integrative model is a learning approach that develops learners' knowledge

systematically through training critical reasoning ability. It connects, applies, and synthesizes

information from multiple contexts and perspectives, enabling learners to apply new insights

in a variety of situations. (Illeris, 2018; Perry-Hazan & Somech, 2023). The integrative model

is an alternative for students to improve the critical reasoning ability needed in the modern

era because students are invited to make connections between concepts so that the

information obtained is more complete (Selznick et al., 2022).

The integrative model, in view of constructivism theory, emphasizes the importance

of learning that allows learners to build their own understanding through a process of

reflection and critique of the subject matter. (Doychinova, 2023; Malhotra et al., 2022). By

applying an integrative model in learning Pancasila and Citizenship Education (PPKn) with

the topic of Threats to the Unitary State of the Republic of Indonesia (NKRI), students are

invited to link various concepts from other subjects. The integrated subjects include Islamic

Religious Education, Economics, Geography, and Sociology as materials for analysis. Through

this approach, learners not only learn about the threats to NKRI separately but also

understand how various aspects of science contribute to understanding and dealing with

these threats. For example, from the perspective of Islamic Religious Education, learners can

learn moral and ethical values that can be used to counter radicalism and extremism that

threaten national unity.

From an Economics perspective, learners can analyze how economic instability can be

a threat to the country. Geography offers a different perspective by allowing learners to study

physical and environmental threats to the Republic of Indonesia, such as natural disasters,

climate change, and environmental damage. Meanwhile, from Sociology, learners are invited

to analyze social and cultural dynamics that can pose a threat to national unity. Learners can

learn how social conflict, discrimination, and social injustice can divide society. The

integrative learning design in Civics learning is shown in Figure 1.

Figure 1

Civics Integrative Learning Design

Source: Processed by researchers, 2024

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In addition, integrative learning emphasizes the application of knowledge in real

situations. One of the indicators of successful learning is applying the knowledge that has

been learned in various life contexts (Gallagher, 2019). This is in line with contextual learning

theory emphasizing the importance of learning that is relevant to the context of learners' real

lives. This approach recognizes that learners learn better when learning materials are

presented in a context that is meaningful to them, and that matches their experiences, needs,

and interests. Therefore, teachers are expected to present learning materials in a context that

is familiar and meaningful to students, so that they can relate these concepts to their own life

experiences (Daragmeh & Dawwas, 2017; Selvianiresa & Prabawanto, 2017). The process also

encourages critical and creative thinking, which is indispensable in an ever-changing and

complex world (Vermunt et al., 2023).

Critical reasoning ability must be possessed by every learner in accordance with the

spirit of the Pancasila learner profile. Critical reasoning abilities that learners must have are

the ability to process information objectively and correctly, build correlations between

information, analyze information, and make conclusions (Satria et al., 2022).

The implementation of the integrative model of Civics learning in the 21st century leads

to the ability of students to reason critically in response to world challenges and as part of

global citizens (Cogan & Derricott, 2012; Setiarsih, 2017; Somantri, 2001). Critical reasoning ability

is a process of rationality that consists of analyzing and evaluating information to produce

logical conclusions. This rationality is needed by learners to understand and deal with the

phenomena of everyday life both scientifically and socially (Cederblom & Paulsen, 2011;

Thomson, 2002). Therefore, Civics learning should include elements of physical environment

learning; social; financial economy; legal politics and government; religious ethics, and

technological knowledge. This supports the learning objectives of Civics in today's modern

era, namely forming good, religious, intelligent, and ideological citizens (Balogun & Yusuf, 2019;

Santoso et al., 2022).

International Civic and Citizenship Education Study (ICSS) reveals that civic

education has the scope of the organization of government and the economic system of the

country, the principles of citizenship, citizen participation, and civic identity. (Schulz et al.,

2023). Each scope has a cross-disciplinary study of social science which certainly requires the

teacher's ability to mix learning materials. This is what strengthens Civics learning to fulfill

the dimensions of students who not only discuss politics and state ideology but economics

and socio-culture, as well as the ability to uphold the values of law, democracy, nationalism,

and tolerance with the ability to reason critically. (Doğanay, 2012; Murdiono & Wuryandani,

2021).

The results of research conducted by Ma’ruufah (2023) that strengthening cultural and

civic literacy aims to improve national insight that students, as young citizens can live in

accordance with the values of Pancasila, are carried out through interactive and fun learning

models. The use of interactive learning models helps students become active learners, increase

their interest in reading, and have a broader insight into Pancasila and citizenship.

Aziza dan Amrazi (2017) revealed that teachers have an important role in strengthening

cultural and civic literacy in classrooms and schools. Teachers must be able to plan,

implement, and evaluate effective and fun learning in strengthening cultural and civic literacy

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to improve understanding of tolerance, empathy, and responsibility in the classroom. In

addition, teachers can provide exemplary attitudes in tolerance, empathy, and responsibility.

Civics subjects have an important role as lessons that provide strengthening of cultural and

civic literacy to students (Sujastika & Abdulkarim, 2022). Civics teachers have a central role in

strengthening cultural and civic literacy during the challenges of massive information flows

that can create conflicts. (Keegan, 2021).

Building an attitude of tolerance, empathy, and responsibility in learners requires

holistic efforts in the school environment and the environment of learners' daily lives.

Supporting the strengthening of learners' cultural and civic literacy in schools can be done

with a school program based on learner activeness in the form of religious activities, social

service activities, cultural arts activities, and extracurricular activities. The program will have

an impact on strengthening students' cultural and civic literacy in understanding cultural

differences and citizenship awareness of their rights and obligations (Maylitha et al., 2024).

Pancasila and Civic Education teachers should train students to respect and accept

Indonesia's cultural diversity, even though students are in a homogeneous environment. This

includes getting to know the different tribes, customs, languages, and religions that exist

across the country. This understanding will be an important provision for them in living in

the wider society. The integrative model encourages collaboration between learners so as to

build tolerance, and respect for differences and build an inclusive attitude in social interaction

(Graham & Longchamps, 2022; Kumar Shah, 2019). In addition, integrative learning

encourages a contextual learning process that encourages learners to have empathy and social

responsibility. The development of tolerance, empathy, and responsibility of learners as part

of cultural and civic literacy is very important to be built in learners as an effort to build a

society that is aware of its rights and obligations and could actively participate in the

democratization process. (Natil, 2021; Schulz et al., 2023).

Conclusion

The results showed that first, the application of the integrative model in learning

Pancasila and Citizenship Education (PPKn) at SMAN 1 Cineam affects the critical reasoning

ability of students. This finding is consistent with previous research showing that the

integrative model can improve important ability such as collaboration, creativity, decision-

making, and critical reasoning ability. This model encourages learners to link concepts from

various disciplines, enriches understanding, and facilitates the development of critical

reasoning ability.

Second, the application of the integrative model in learning Pancasila and Citizenship

Education (PPKn) at SMAN 1 Cineam affects students' cultural and civic literacy. The

integrative model also encourages the development of important interpersonal and

intrapersonal abilities, such as tolerance and empathy, through discussions and group work

involving various points of view. Learners learn to listen to and respect others' opinions and

work together to solve problems. Civic responsibility is strengthened through an

understanding of rights and responsibilities and an active role in the community. More

research is needed to expand the range of materials taught. In addition, it is important to

recognize that each school has different ethnic, religious, and racial diversities that may affect

learners' understanding of and responses to civics materials. Therefore, further research that

explores the application of integrative models to the cultural and civic literacies of high school

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students in the context of diversity will provide deeper insights and be relevant to inclusive

and learner-centered learning practices.

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