From Values to Process: Strategies for Practising Constitutional Democracy in Schools in Pancasila and Citizenship Education

Abstract

Democratic Civic Education demands a balance between democratic values such as justice, freedom and respect for human rights and democratic processes that emphasise participation and deliberation. However, in learning practices, particularly in the context of school student council elections, there is often a tension between the two. When the outcome of the democratic process contradicts substantive democratic values, then civic education must be able to become a reflective space that is critical of these dynamics. This qualitative research aims to examine how the practice of learning Civics based on the Merdeka Curriculum in schools fosters students' understanding of constitutional democracy, while directing the student council election process as a medium for ethical and civilised political education. Through tracing teachers' practices and reflections as well as student participation, this article highlights the importance of building democratic resilience from an early age through a learning model that is not only oriented towards procedures, but also instils basic democratic values. The concept of wehrhafte Demokratie (fortified democracy) becomes an inspiration in developing value assertiveness amid the dynamics of majoritarianism. The results of this research are expected to contribute to the development of a more critical and transformative Civics practice in schools.