Efektivitas Pendidikan Kewarganegaraan dalam Penguatan Identitas Kebangsaan Mahasiswa Perguruan Tinggi Teknik
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Studi ini menganalisis efektivitas Pendidikan Kewarganegaraan (PKn) dalam memperkuat identitas kebangsaan pada mahasiswa teknik dengan membandingkan dua jenjang pendidikan tinggi: Sarjana (S1) dan Diploma 3 (D3). Desain penelitian menggunakan survei kuantitatif-deskriptif dengan stratified random sampling pada populasi 160 mahasiswa (n = 32; proporsional S1–D3). Variabel bebas adalah intensitas pembelajaran PKn, sedangkan variabel terikat adalah tingkat nasionalisme yang diukur melalui kuesioner 20 butir mencakup empat indikator (cinta tanah air, penghargaan keberagaman, kepatuhan aturan, partisipasi kebangsaan). Validitas isi ditinjau melalui expert judgement; reliabilitas internal memadai. Analisis regresi linier sederhana dilakukan terpisah per jenjang. Hasil menunjukkan hubungan positif dan signifikan pada S1 dengan persamaan Y = 0,994 + 0,912X, mengindikasikan bahwa intensifikasi PKn selaras dengan peningkatan nasionalisme yang tercermin pada partisipasi, toleransi, dan komitmen simbol negara. Sebaliknya, pada D3 ditemukan hubungan negatif dan signifikan dengan persamaan Y = 51,6 ? 0,615X; temuan ini menandakan bahwa pendekatan PKn yang cenderung normatif-teoretis kurang relevan dengan orientasi vokasional sehingga memunculkan kejenuhan dan resistensi. Implikasi praktis menekankan diferensiasi pedagogi: pendekatan diskursif-reflektif dan project/experiential learning untuk S1, serta desain berbasis praktik lapangan dan service learning teknis untuk D3. Riset lanjutan disarankan memperluas sampel lintas institusi, menggunakan desain longitudinal/kuasi-eksperimental, serta menguji moderasi–mediasi guna menghasilkan rekomendasi kebijakan yang lebih presisi.
Effectiveness of Civic Education in Strengthening National Identity of Engineering College Students
Abstract
This study examines the effectiveness of Citizenship Education (PKn) in strengthening national identity among engineering students by comparing two higher education tracks: Bachelor (S1) and Diploma (D3). A quantitative descriptive survey with stratified random sampling was applied to a population of 160 students (n = 32; proportional S1–D3). The independent variable was the intensity of PKn instruction, and the dependent variable was nationalism, measured via a 20-item questionnaire covering four indicators (patriotism, appreciation of diversity, rule compliance, civic participation). Content validity was established through expert judgment; internal consistency was adequate. Simple linear regressions were run separately by track. Results revealed a positive and significant association for S1 (Y = 0.994 + 0.912X), indicating that higher PKn intensity aligns with increased nationalism reflected in participation, tolerance, and commitment to national symbols. Conversely, D3 showed a negative and significant association (Y = 51.6 ? 0.615X), suggesting that predominantly normative–theoretical approaches are less relevant to vocational orientations, potentially inducing fatigue and resistance. Practical implications underscore pedagogical differentiation: discursive–reflective and project/experiential learning for S1, and field-based, technically oriented service learning for D3. Future research should expand samples across institutions, employ longitudinal/quasi-experimental designs, and test moderation–mediation mechanisms to derive more precise policy and instructional recommendations.
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