Analysis of Fifth Grade Teachers Readiness In Pancasila Learning Using a Contextual Learning Approach

Abstract

Pancasila learning requires instructional methods that actively engage students in discovering and independently connecting the material they learn with real-life situations. Therefore, teachers’ readiness in understanding, planning, and implementing instruction greatly influences the quality of the learning process. This study aims to analyze the readiness of fifth-grade teachers in designing Pancasila learning using a Contextual Learning approach. This study employs a descriptive qualitative design, with fifth-grade teachers in Wonosari District, Klaten, as the research subjects. Data were collected through interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that teachers’ readiness in understanding contextual learning is generally adequate, although not evenly distributed. However, teachers’ readiness in planning and implementing contextual learning remains suboptimal. In conclusion, overall teachers’ readiness in implementing Pancasila learning using a contextual learning approach is not yet optimal; therefore, stronger teacher commitment and continuous professional development are required.