and procedural understanding (Saepudin & Jatnika, 2019). In this context, apart from
implementing the concept of vocational civic education, learning also supports the
implementation of 21st-century skills. The main role of education is to prepare future workers
and citizens to face the challenges of their time; therefore, education is the key to economic
survival in the 21st century with competence in learning and innovation skills, information,
media, and technology skills, as well as life and career skills (Trilling & Fadel, 2009).
The following is how the citizenship campaign model is implemented in project-based
learning: 1) forming heterogeneous groups, 2) students sort and select problems, and 3)
students examine these problems using various information media. 4) Students make decisions
in the form of proposing solutions; 5) Students create works using a variety of digital media;
and 6) Students present their work as well as present ideas using a variety of digital media.
Through this learning, it is hoped that it can accommodate typical learning in the vocational
realm as well as developing student character.
CONCLUSION
Civic education learning is related to the implementation of vocational education, which
is realized through vocational civics. In addition, in its implementation, vocational civics can
be used as a means of developing student character. These characters are critical thinkers,
creative, disciplined, appreciative of work, and curious. Learning is carried out contextually,
cooperatively, and project-based within the framework of a citizenship campaign. In addition,
learning supports the development of 21st century skills characterized by communication,
collaboration, and creative and critical thinking.
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