IMPLEMENTATION OF BHINEKA TUNGGAL IKA IN INCLUSIF EDUCATION THE CONCEPT OF CEATIVITY IN PROJECT-BASED LEARNING

Abstract

High school students, as the nation’s future generation, require serious attention to reduce negative tendencies such as indifference to rules, hate speech, bullying, individualism, apathy, an instant-gratification culture, lack of perseverance, consumerism, and poor time management. If left unaddressed, these attitudes may negatively affect students’ futures and potentially become a source of conflict within Indonesia’s diverse society. This research aims to gain a comprehensive understanding of the factors contributing to these negative attitudes. The purpose of this study is to develop solutions for promoting inclusive education by integrating the values of Bhineka Tunggal Ika (Unity in Diversity) into project-based learning in Pancasila and Civic Education, which serve as personal development subjects. Teachers play a crucial role in determining the success of project-based learning. This study employs a mixed-method approach, combining qualitative and quantitative techniques to achieve comprehensive results. The theoretical foundation of this research is Lev Vygotsky’s sociocultural theory. The qualitative data were collected through observation, participation, interviews, and focus group discussions, while the quantitative data were obtained through the distribution and analysis of questionnaires involving high school and university students. The findings reveal several key issues: (1) reluctance to accept differing attitudes or perspectives, (2) a discrepancy between teaching materials and real-life contexts, (3) boredom resulting from predominantly indoor learning activities, (4) the need for role models, (5) a desire for recognition and attention, (6) difficulty initiating social relationships, and (7) a lack of self-confidence.