Dominasi Metode Ceramah Dalam Pembelajaran Pendidikan Pancasila Di Sekolah Dasar Dan Dampaknya Terhadap Keaktifan Siswa: Kajian Literatur

Abstract

Pancasila Education in elementary schools plays an important role in developing students’ understanding of values, attitudes, and behaviors based on Pancasila principles. However, the learning process still faces challenges due to the dominance of lecture methods, which often create teacher-centered learning and limit students’ active involvement. This study aims to examine the dominance of lecture methods in Pancasila Education learning at elementary schools and its impact on student engagement through a literature review approach. This research employed a qualitative approach using literature study methods by analyzing relevant scientific articles related to lecture methods, student participation, learning media, and interactive learning strategies. The results indicate that lecture methods are still widely applied because they are considered practical for delivering materials systematically. Nevertheless, excessive use of lecture methods causes students to become passive recipients of information, reducing opportunities to ask questions, participate in discussions, express opinions, and connect learning materials with real-life experiences. The literature review also shows that interactive learning media, contextual learning approaches, and student-centered learning strategies can improve students’ engagement and understanding. Therefore, teachers need to develop more varied learning processes by utilizing both simple and technology-based learning media and connecting Pancasila Education materials with students’ daily experiences.