Blended Learning-Based Pancasila Education: Spaces for Practice and Reflection
Experiences of reflection and practice in blended learning
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.523Keywords:
Blended Learning, Pancasila Education, Value Practice, Reflective Experience, Reflexive Thematic AnalysisAbstract
Civic and Pancasila Education tends to emphasize value understanding as a primary learning outcome, while the connection between reflection and value practice in blended learning remains insufficiently explained. This study analyzes students’ reported experiences, reflection, meaning-making, and practice of Pancasila values in blended learning. The study employed reflexive thematic analysis of 871 response units from 67 students at Universitas Pendidikan Indonesia, comprising 47 Elementary School Teacher Education students and 20 Accounting Education students, based on 13 open-ended narrative questions. The analysis identified five categories: learning experiences and self-regulation; social interaction and value practice; value understanding, reflection, and application; contexts and challenges of value practice; and implications for learning design. The findings indicate differentiated pedagogical functions between online and face-to-face spaces. Online spaces primarily supported reflection and self-regulation, whereas face-to-face spaces provided contexts for value practice through interaction, deliberation, and collaboration. Tensions between Pancasila values and social realities also formed part of the experiences that prompted further reflection and meaning-making. These findings are synthesized to explain the relationship between reflective and practical spaces within students’ blended learning experiences.
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