Published date: Dec 29 2021

Journal Title: KnE Social Sciences

Issue title: The 2nd International Conference on Meaningful Education (2nd ICMEd)

Pages: 552–566

DOI: 10.18502/kss.v6i2.10015

Reno Wikandarurenowikandaru@ugm.ac.idFaculty of Philosophy, Universitas Gadjah Mada

Shely CathrinUniversitas Negeri Yogyakarta

Husin HusinSekolah Tinggi Ilmu Alquran (STIQ) Amuntai Kalimantan Selatan

Indah ListianaUniversitas Lampung

Pribawa E. PantasUniversitas Ahmad Dahlan

Widyoningsih WidyoningsihSTIKES Al Irsyad Al Islamiyyah Cilacap

Fajar BilqisUniversitas Indraprasta PGRI, Jakarta

Astrid Veranita IndahUniversitas Islam Negeri Alauddin Makassar

The implementation of Pancasila education faces major challenges during distance learning. The lack of meeting face-to-face and the high level of human dependence on technology makes it difficult for students to internalize the values of Pancasila. Therefore, efforts to realize the goal of meaningful education are hampered. The purpose of this study was to describe and analyze the contribution of the pragmatism educational philosophy as a solution to overcome the obstacles in implementing Pancasila education. This was field research based on philosophical perspectives combined with library research. Description, analysis, synthesis, interpretation, internal coherence, and heuristics were used. The results showed that experience supports the success of education according to the pragmatism educational philosophy. In order for the values of Pancasila to be effectively internalized, these values need to be integrated into the learning process experience. The pragmatism perspective of “learning by doing” can be a strategy to integrate the process of internalizing the Pancasila values into the interaction patterns of educators and students through technology.

Keywords: meaningful education, Pancasila, values, internalization, pragmatism, experience

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