Validity of Inquiry-Based Citizenship Learning Model in

Strengthening Student Social Concern at College

Hendrizal

, Azwar Ananda

and Maria Montessori

Doctoral Program in Educational Sciences, Universitas Negeri Padang, Indonesia

Faculty of Social Sciences, Universitas Negeri Padang, Indonesia

Keywords: Citizenship Education, College, Inquiry-Based, Validity.

Abstract: This study aims to reveal the validity of the inquiry-based Citizenship Education Learning model to increase

students' social awareness in College. The Inquiry-based Citizenship Education Learning Model is a learning

model that provides opportunities for students to carry out scientific investigations, knowledge construction,

problem-solving experiences, instilling attitudes, collaboration, and communication. This research is research

and development using the ADDIE model. The instrument used was a questionnaire, and data were analyzed

descriptively based on the validation score sheet. The products are validated by pedagogy experts, civic

education experts, learning technology experts, and language experts. Observation results were analyzed with

the V Aiken formula. The analysis results show that the average value of Aiken's V is 0.78. The validity

results show that the Inquiry-based Citizenship Education learning model meets the valid criteria. These

findings indicate that the Inquiry-based Citizenship Education Learning Model is appropriate for use in

Citizenship Education learning to increase students' social awareness in College.

1 INTRODUCTION

According to Joyce, Weil & Calhoun (2016), a

lecturer must choose the learning model for character

education learning to be effective and efficient. The

learning model referred to includes the discovery

learning model, where the emphasis on this model

students are more active in finding learning

outcomes. At the same time, the lecturer plays an

active role in facilitating students to learn, the inquiry

learning model where the emphasis on this model is

that students learn to respond to learning. In contrast,

the lecturer plays an active role in facilitating students

learning, the problem-based learning model where the

emphasis on this model students play an active role in

solving problems. In contrast, lecturers play an active

role in facilitating students in solving problems, and

there are many other learning models.

While courses that emphasize character building

are Citizenship Education courses (Kautz & Working,

2013), Citizenship Education (often abbreviated as

Civics) is a field of study that discusses civic values.

Citizenship Education in several countries is one of

https://orcid.org/0009-0004-0510-2935

https://orcid.org/0000-0003-3870-4348

https://orcid.org/0000-0002-9712-0353

the subjects that can shape the personality and

character of students, and specifically there are six

countries in question, namely Australia, Hong Kong,

Japan, Taiwan, Thailand and the United States

(Morris et al., 2013). Citizenship Education

strategically increases national insight and the spirit

of nationalism (Soekarno & Mujiwati Sri, 2015).

Therefore, to strengthen the role of Citizenship

Education, the government in Indonesia requires

schools at every level of education to provide

Citizenship Education lessons, including at the

tertiary level (Komara, 2017). It is as stipulated in the

Law of the Republic of Indonesia Number 20 of 2003

concerning the National Education System article 37

paragraph (1), which reads, "Citizenship Education is

intended to form students into human beings who

have noble morals, believe in God and have a sense

of nationality and love for the motherland"

(Permendiknas, 2003).

Citizenship Education has been implemented and

developed worldwide, although using different terms

or names. These terms include civic education,

citizenship education and some even call democracy

140

Hendrizal, ., Ananda, A. and Montessori, M.

Validity of Inquiry-Based Citizenship Learning Model in Strengthening Student Social Concern at College.

DOI: 10.5220/0012197800003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 140-145

ISBN: 978-989-758-669-9; ISSN: 2975-9676

education. This Citizenship Education course has a

strategic role in preparing intelligent and responsible

citizens. A nation can be called a developed and

strong nation if the fundamental values that guide it

are indeed manifested or applied in people's daily

behavior. So that in the nation's life, there will be no

more deviations, abuses, colonialism, discrimination,

and other negative behaviors. The Indonesian nation

now seems to be in a position that is vulnerable to

various influences and problems. The existence of

Citizenship Education in tertiary institutions can help

build student character, especially in social care.

Based on the results of the researchers'

observations in the preliminary study on students at

Bung Hatta University in Padang City, it appears: (1)

There are still students who do not want to help their

friends when they are in trouble, and this statement is

supported by the research results of Oktariani et al.

(2020) which states that students' social care attitudes

greatly influence the development of the student's

character. Social awareness that needs to be

developed is an attitude of respecting the opinions of

others and an attitude of caring about what other

people feel. Furthermore, there is also research by

Wahyuni & Reswita (2017) which states that the

emotional maturity of students will be stable if their

existence is appreciated and accepted by other

students, meaning that the attitudes and behavior of

students in the campus environment must show

mutual respect for one another. (2) Less concerned

with disaster-stricken areas (Soekarno & Mujiwati

Sri, 2015). (3) Lack of respect for the opinions of their

friends, and this statement is supported by the results

of research by Chang et al. (2019), which states that

students of different races tend to be less valued for

their opinions. This statement is also supported by the

results of research by Mwangi et al. (2018).

Likewise, the situation of students at Bung Hatta

University is motivated by various things, one of

which is the lack of students' understanding of the

1945 Constitution article 28F that every citizen has

freedom of expression (Republic of Indonesia, 1945),

lack of understanding students of the existence of a

plural Indonesian nation, namely different languages,

different religions, different ethnicities and races (Ali

Imron & Nugrahani, 2019) so that they are still bound

by idealism and maintain their respective egos

(Hefner, 2020). (4) Students are less involved in

community activities and are more likely to act

individually because they are preoccupied with

gadgets. This situation of students is supported by the

results of research by Schwartz et al. (2018) at

universities in the United States, which stated that

students tend to be more individual and do not want

to be involved in discussion groups on and off

campus. Students choose groups of friends who are

equal to their lives, while groups of students whose

economic level is at a low level, the average student

does not want to socialize. According to Rifat et al.

(2017) gadgets or information and communication

technology tools should be used by students to

accelerate social action and disseminate information

to their friends to do good (Pratiwi et al., 2019).

Students as social beings cannot live alone, but

need other people in various ways such as getting

along, doing assignments, helping each other, caring

for each other, working conscientiously and having

noble character (Wijaya et al., 2019). Students are

individual beings and social beings. Students as

individuals mean that each student has the right to

own personal property and adapts to the surrounding

environment. In contrast, students as social beings

mean that everyone cannot live alone but needs one

another (Lockwood, 2016). Students' social concern

will exist if they understand the values and meaning

of social care (Betzler, 2019). Caring is an attitude or

behavior of students that can be observed as actual

behavior in helping others who require help

(McElmeel, 2002). In fact, social care is a

participation or participation of students in building

relationships with the surrounding environment

(Kemendikbud Language Center, 2016). Social

concern is an attitude of openness with humans in

general which is shown by caring for every human

being who needs help (Bloom, 2017).

Forms of social care are (1) Concern for joy and

sorrow, meaning concern that arises without

differentiating between good and bad situations and

feeling what others feel. (2) Personal and shared

concern, meaning concern that arises because of

personal impulses in helping someone and also

concern that is carried out together in feeling what

others experience. (3) Urgent concerns, namely

concerns that are in the common interest that must be

prioritized for action (Tal Saban & Kirby, 2019).

Social concern will arise if students understand

the forms of concrete action in implementing social

care (Crowley & Fleury, 2019). This concept is based

on the cognitive domain. Namely, the lecturer

provides students with examples of cases in narrative

form. Students are encouraged to feel what other

people feel (affective), and finally, what is known and

felt is then manifested in the form of behavior (De

Vignemont & Jacob, 2012), including 1) if someone

asks for alms then they are willing to give it, 2) if

there are parents who need a seat on public

transportation then they are welcome to sit, (3) if a

friend is sick then come to visit, 4) if there is a dirty

room, they are moved to clean it even though it is not

on a picket schedule, 5) if someone experiences a

disaster, they collect funds as a form of social action

to ease the burden on others, 6) if a friend needs a pen

or something else, he is moved to help, 7) if someone

Validity of Inquiry-Based Citizenship Learning Model in Strengthening Student Social Concern at College

141

has an accident, they are moved to seek help (Bove,

2019).

Based on the above, Citizenship Education

lecturers have an essential role in facilitating students

recognize and understand forms of social care so that

students have high awareness and concern in feeling

what other students and the general public feel (Matto

& Bennion, 2017; Jaber et al., 2018). In order for

learning objectives to be easily achieved, a lecturer

must adopt a learning model or can also develop an

Inquiry learning model that will be used during the

learning process (Mulyana et al., 2018). One of the

learning failures is not achieved effectively and

efficiently when lecturers are still bound by

conventional learning methods, namely still bound by

lecture teaching methods, where the learning process

is still dominated by lecturers so that students sit

quietly listening to the lecturer's lectures

(Margunayasa et al., 2019 ). Research by education

experts says that conventional teaching methods are

no longer effectively applied (Bagus et al., 2020).

Lecturers must have creativity in choosing a suitable

learning model so that students are more active in the

learning process (Walker & Warfa, 2017).

Based on the problem regarding the level of social

awareness of students who are still lacking,

Citizenship Education lecturers need to change their

learning model from conventional to student-

centered. The learning model that will be developed

in this study is the Inquiry learning model to increase

the social care values of students at Bung Hatta

University.

2 METHODS

The research conducted was design research using the

ADDIE model of development study type. The

development study is at the prototype stage, namely

product validation. The components of the Inquiry-

based Citizenship Education Model learning model

validity include content, construction, and language.

The validity assessment of Inquiry-based Citizenship

Education Model carried out by experts who are

experienced in their fields. Before evaluating the

validity of Inquiry-based Citizenship Education

Model, the validity of the instrument used is tested

first. The questionnaire that was filled in by the expert

review was analyzed to determine the validity of the

instrument. A valid instrument is used to assess the

validity of Inquiry-based Citizenship Education

Model. Furthermore, the questionnaire that was filled

in by experts was then analyzed to determine the

validity of the developed Inquiry-based Citizenship

Education Model. Validity analysis uses a Likert

scale with steps (a) Giving a score for each answer;

strongly agree (4), agree (3), disagree (2), and

strongly disagree (1), (b) Adding up the total score of

each expert review for all indicators, (c) Providing

validity values using the Aiken's V formula:

(1)

with: s = r - lo, lo = the lowest validity score (in

this case = 1), c = the highest validity score (in this

case = 4), r = the number given by the expert review.

Validity categories can be seen in Table 1.

Table 1: Validity Category.

Value Category

≥ 0.60 Valid

< 0.60 Valid Invalid

Based on Table 1, it can be seen that the criteria

of the agreement value of the validity obtained. This

validity is done using Aiken’s V formula and is

categorized into two values: valid and invalid. The

Inquiry-based Citizenship Education Model

instrument and the learning model developed are

valid when the value obtained exceeds or equals 0.6.

3 RESULTS AND DISCUSSION

The validity of the Inquiry-based Citizenship

Education Model learning model begins with the

development stage, namely designing an Inquiry-

based Citizenship Education Model learning model in

the form of a draft guide containing background,

concepts, and characteristics of the model comprising

syntax, principles of reaction, social systems, support

systems, instructional effect, and nurturant impact.

This draft refers to the results of the analysis at the

preliminary research stage that has been carried out.

This draft first carried out a self-evaluation to check

for errors in design, to get relevant product criteria

and based on science, consistency, and have the

expected practicality. After that, this draft was asked

for opinions from four lecturers of Universitas Negeri

Padang and Universitas Bung Hatta to provide input

so that a prototype of the Inquiry-based Citizenship

Education Model learning model was obtained, which

would be validated by experts in the related field.

Details of the results of the validity are explained as

follows.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

142

Table 2: Summary of the Book Validation Results of the Inquiry-Based Civics Learning Model.

No Rated Aspect Aiken-V Categor

1 Book Format 0.80 High

2 Lin

uistics 0.77 Hi

3 Rational Model 0.77 Hi

4 Su

ortin

Theor

0.77 Hi

a. Syntax 0.81 Very High

. Social Syste

0.78 High

c. Principle of Reaction 0.71 High

d. Su

ort S

stem 0.75 Hi

e. Interactional and Accom

animent Im

acts 0.80 Hi

6 Implementation in Learning 0.85 Very High

Avera

e 0.78 Hi

Table 3: Validator Suggestions.

Validator Suggestions and Feedback Repair Efforts

Validator

- It should also be linked to 21st-century competencies,

namely the 4C formula: Critical thinking, Collaboration,

Communication, and Creativity.

- Confirm whose expert constructivism theory is used.

- It is necessary to emphasize what the indicators of student

activity are

- There are still words found that are not operational

- All principles are written in operational language, not

theoretical lan

- Added to the rational model of the

4C formula

- Using John Piaget's theory of

constructivism

- Reinforcing student activity

indicators in model book

- Operationalize the words in the

model book

Validator

- The book's construction needs to improve its layout so it

does not seem too congested.

- We recommend selecting the color of the image with a

background or writing with a contrasting background.

- There are several tables that are not given a number and

name should be completed For the model structure, there

are 3 main activities, namely: planning, implementing and

evaluating activity, of which there are only two in the

book, namely implementing and evaluating. We

recommend that you add a planning structure to it.

- Fixed book layout

- Changed the color and text on the

cover page

- Completing the numbering table in

the model book

- Changed the model structure chart

Validator

- Numbering according to the rules of scientific writing

- Please pay attention to writing sentences and adjust them

to the rules of Indonesian grammar

- There are still sentences not according to SPOK

- Must be consistent in font size and type of writing used

- Citation of source names, please correct

- Writing words/foreign language in italics

- Adjust numbering based on

scientific rules

- Correct sentences that are not

appropriate

- Consistent font sizes and fonts used

- Fixed quoting

- Check and revise foreign language

writing and italics

Validator

- Cover design to make it even more attractive

- Double-check typing errors

- Re-check several sentences in the book so that readers can

easily understand them.

- Clarify the difference in syntax between the original model

and the developed model.

- Check back the supporting theory for a more complete

- Improved the description of the model component

elements

- Check the suitability of the bibliography and citations

- Clarify Supporting Theory

- The rational model needs to be clarified from the

curriculum aspect, the characteristics of higher education

students, the material, social conditions, etc.

- Revised the cover design by

changing the color and background

- Fixed typing error

- Fixed sentences in the book

- Details the difference between the

original syntax and the developed

model syntax

- Delete and add appropriate

supporting theories

- Fixed model components

- Check and revise the bibliography

- Revise the rational model based on

curriculum aspects, characteristics of

higher education students, material,

social conditions, etc.

Validity of Inquiry-Based Citizenship Learning Model in Strengthening Student Social Concern at College

143

3.1 Results of Instrument Validity

The instrument to validate the prototype of the

Inquiry-based Citizenship Education Model learning

model was assessed first by three experts using the

instrument validity assessment sheet. The

components of the instrument validity assessment

include the suitability of the statement with the

instrument grid, the instrument can reveal the quality

of the content, language, and the construction of the

Inquiry-based Citizenship Education Model learning

model, and the instrument is straightforward to use.

The results obtained from the assessment of this

validity instrument were 0.83. The average validity

value (Aiken’s Values) of the Inquiry-based

Citizenship Education Model learning model

instrument from experts is more significant than 0.6

in the valid category. Thus, the instrument of the

validity of the Inquiry-based Citizenship Education

Model learning model can validate the Inquiry-based

Citizenship Education Model.

3.2 Results of the Inquiry-Based

Citizenship Education Model

Five experts in their field logically validate the

prototype of the Inquiry-based Citizenship Education

Model, while the results of these experts are shown in

Table 2.

Based on the validation sheets collected from the

validators, all validators stated that model books and

learning tools for the Inquiry-Based Civics Learning

Model were in an Outstanding category. All

validators agree that the model can be used with

minor revisions, meaning that all aspects assessed are

at acceptable criteria, so they do not require

significant revisions and re-validation. The results of

each validator above show that the Inquiry-based

Citizenship Education Model has an average validity

(Aiken’s Values) of 0.78 and can be used in Civic

Education learning with minor revisions. The revision

is related to the suggestions the experts provided, as

seen in Table 3.

4 CONCLUSIONS

Based on the process and results of the study, it is

concluded that the design of the Inquiry-based

Citizenship Education Model of students' Civic

Education in university is valid in terms of content,

construct, and language with an average validity

value (Aiken’s Values) of 0.78. It means that the

Inquiry-based Citizenship Education Model can be

applied on Civic Education in university.

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