As a matter of fact, the implementation of civic education learning at school was
more oriented on the instructional result which emphasized in mastering the
materials. Truthfully, The principle of civic education learning was aimed to shape a
morally good and thoughtful citizenship. Therefore, civic education learning at
school was expected to shape moral maturity of students. The purpose of this
research was to find out teacher’s role in packing civic education learning to shape
students’ moral maturity, the obstacle faced by civic education learning in shaping
students’ moral maturity, and effort to overcome the obstacle of civic education
learning in shaping students’ moral maturity. The approach employed in this
research was qualitative approach by using case study method. Data collecting was
conducted through interview, observasion, documentation and literature study. Based
on the result, it was shown that civic education learning at school was able to shape
students’ moral maturity as well as to nurture positive attitude. Teachers’ role in
packing civic education learning to shape students’ moral maturity, initiated by
determining learning strategy, method, various media, learning sources, and
correlating civic education with surrounding events and activities as well as local
cultures. Meanwhile, the obstacles in civic education learning was the lack of time
allocation of civic education, the lack of student’s awareness about the importance of
moral education, the lack of learning media, sources, and insufficient facility at
school. Those problems could be overcome by creating the sense of kinship,
affection, and carences to students ad using various civic method, media and sources
in learning civic education.