Developing a Learning Evaluation Management Model for Pancasila Education to Strengthen Character and Civic Literacy in Indonesian Secondary Schools

Abstract

This study develops and validates a learning evaluation management model for Pancasila Education designed to strengthen students’ character and civic literacy in Indonesian secondary schools. The study addresses the limitation of conventional evaluation practices that tend to emphasize cognitive achievement while giving insufficient attention to affective, behavioral, and civic dimensions of learning. A research and development design combined with a quantitative explanatory approach was employed. Data were collected from 312 respondents, consisting of students, Pancasila Education teachers, and school administrators from public senior high schools implementing the Merdeka Curriculum. The proposed model was examined using Partial Least Squares Structural Equation Modeling. The measurement model demonstrated satisfactory reliability and validity, with indicator loadings ranging from 0.71 to 0.89, Composite Reliability values above 0.90, and Average Variance Extracted values exceeding 0.50. The structural model showed that Learning Evaluation Management significantly influenced Character Strengthening and Civic Literacy. Character Strengthening also significantly affected Civic Literacy and partially mediated the relationship between Learning Evaluation Management and Civic Literacy. The model demonstrated substantial explanatory power, with R² values of 0.58 for Character Strengthening and 0.63 for Civic Literacy. These findings suggest that systematic evaluation planning, implementation, monitoring, and feedback can function as strategic mechanisms for integrating Pancasila values into measurable character and civic learning outcomes. The study contributes an empirically validated framework for improving character-based civic assessment within the Merdeka Curriculum.