Implementasi Fungsi POAC dalam Manajemen Pendidikan Kewarganegaraan pada Enam Program Studi di STKIP Kusuma Negara Jakarta­

Abstract

Citizenship Education in higher education plays a strategic role in developing intelligent, democratic, and responsible citizens. However, the effectiveness of its implementation depends not only on the quality of instructional content but also on the effectiveness of management functions that integrate planning, organizing, actuating, and controlling (POAC). Studies examining the comprehensive implementation of management functions in Citizenship Education across multiple academic programs remain limited. This study aims to analyze the implementation of the POAC management functions in Citizenship Education across six study programs at STKIP Kusuma Negara, Jakarta. A qualitative approach with a case study design was employed. The participants consisted of 42 informants, including one Vice Chair for Academic Affairs, six Heads of Study Programs, five Citizenship Education lecturers, and thirty students representing six study programs. Data were collected through semi-structured interviews, observations, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing and verification. The trustworthiness of the findings was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that the implementation of the POAC management functions has been carried out in an integrated manner. The planning function was reflected in the preparation of course learning plans, the formulation of learning outcomes, the provision of instructional materials, and the use of adaptive learning media. The organizing function was implemented through the assignment of lecturers based on their expertise, class allocation, scheduling, and coordination among academic units. The actuating function was demonstrated through active learning strategies, the integration of digital technology, and the internalization of citizenship values. Meanwhile, the controlling function was carried out through monitoring, evaluation, academic supervision, and continuous follow-up aimed at improving instructional quality. This study concludes that the implementation of the POAC management functions supports the systematic, adaptive, and sustainable delivery of Citizenship Education while strengthening the integration between academic governance and the development of students' civic competencies. These findings provide an empirical contribution to the advancement of Citizenship Education management in higher education, particularly in teacher education institutions that implement Citizenship Education across multiple study programs.