The Pancasila Ideology Development Agency (BPIP), in collaboration with Universitas Katolik Widya Mandala Surabaya (UKWMS), held a workshop titled “Acceptance of Pancasila Learning Methods in Higher Education Curricula” on Saturday, 18 October 2025. The workshop, conducted at the UKWMS Dinoyo Campus Auditorium, was attended by lecturers from 14 universities in Surabaya and featured two BPIP speakers: Dr. Surahno, S.H., M.Hum., and Dr. Johanes Haryatmoko, S.J., R.P.
The event was opened by RD. Dr. Aloysius Widyawan, Head of the Virtues Institute of UKWMS. He expressed appreciation for the collaboration with BPIP. He emphasized the need for Pancasila learning to move away from traditional, indoctrinative approaches. “This event marks a significant step forward, enabling lecturers and students to engage with Pancasila more critically and reflectively,” he stated. The workshop was then moderated by Wigbertus Labi Halan, Head of the UKWMS General Education Center.
Revisiting the History of Pancasila as a Foundation for Thought
In the first session, Dr. Surahno invited participants to revisit the historical process of drafting and ratifying Pancasila. He outlined the political dynamics leading up to independence, from Japan’s promise of independence and the formation of the Investigating Committee for Preparatory Work for Independence (BPUPKI), an investigative body established in 1945, to the key sessions that produced the nation’s foundational ideas. He emphasized that the debates and proposals at the time reflected the diverse aspirations of Indonesia’s early leaders, shaping the philosophical and ideological framework that would become the foundation of the modern Indonesian state.
He quoted a pivotal question posed by Dr. Radjiman Wedyodiningrat during the BPUPKI session on 29 May 1945: “What will be the foundation of an independent Indonesia?” This question led to the concept of the philosophische grondslag, proposed by Soekarno, which served as the philosophical basis and worldview of the nation. Dr. Surahno stressed that the formulation of Pancasila was the result of profound literacy, cross-group dialogue, and the strong idealism of the nation’s founders.
This historical grounding prepared participants for the workshop’s core discussion: developing more relevant and effective methods for teaching Pancasila to today’s university students.
Reflective, Critical, and Creative Approaches to Teaching Pancasila
The workshop continued with the second session delivered by Dr. Johanes Haryatmoko, S.J., who emphasized that Pancasila education must empower students to critically interpret social realities and respond to them with ethical awareness. Instead of presenting Pancasila as a set of doctrines to memorize, he highlighted the importance of cultivating reflective judgment and intellectual independence.
To support this goal, Dr. Haryatmoko introduced a range of contemporary pedagogical approaches—including abductive reasoning, design thinking, computational thinking, John Dewey’s five-step reflective problem-solving method, and critical discourse analysis. Each of these methods encourages students to investigate the roots of public issues, understand the lived experiences of vulnerable groups, and craft creative yet responsible solutions. Through dialogical and contextual learning, Pancasila becomes not merely a subject but a framework for thinking and acting in response to complex real-world challenges.
These methods align closely with UKWMS’s core values of PeKA (Peduli, Komit, Antusias).
Peduli (Care) comes alive when students train themselves to see issues through the perspectives of communities and individuals directly affected. Komit (Commitment) is demonstrated in their perseverance when testing hypotheses, refining arguments, and designing feasible solutions—going beyond what is required. Meanwhile, Antusias (Enthusiasm) is manifested in their eagerness to explore new ideas, participate actively in discussions, and embrace opportunities for cross-disciplinary collaboration.
By connecting modern learning approaches with UKWMS’s institutional values, the workshop demonstrated how Pancasila education can evolve into a transformative learning experience—one that is relevant, engaging, and attuned to contemporary digital and social complexities.
Throughout the session, Dr. Haryatmoko encouraged open dialogue. Participants were invited to ask questions, offer critiques, and challenge assumptions that emerged during the discussion.
Applied Methods and Inter-University Collaboration
Toward the end of the workshop, participants were grouped according to their respective universities and asked to select one Pancasila learning method to apply using worksheets prepared by the speakers. This activity allowed participants to see how each method could be effectively adapted to their own classroom settings.
Two universities—Universitas Katolik Darma Cendika and Universitas Muhammadiyah Surabaya—had the opportunity to present the results of their group discussions. Dr. Haryatmoko provided direct feedback and reiterated the importance of reflective processes in Pancasila learning.
Towards More Relevant Pancasila Education
At the conclusion of the event, all participants enthusiastically proclaimed the Salam Pancasila. The workshop served not only as a knowledge-sharing platform but also as an essential space for developing Pancasila learning approaches that are more critical, creative, and contextual.
The collaboration between BPIP and UKWMS is expected to encourage lecturers to deliver Pancasila education that is not only informative but also capable of shaping Indonesian students’ ways of thinking—helping them become more aware, reflective, and prepared to face the challenges of the times.
Source: UKWMS