103
Civic Education Based on 21st Century Skills in Philosophical, Theoretical and Futurist Resolution Dimensions at Muhammadiyah University of Jakarta
(UMJ)
Gunawan Santoso
Lecturer at PGSD FIP Muhammadiyah Jakarta University Student of Education Indonesia University
mgunawansantoso@gmail.com
Abstrac
The implications of international politics on the role of citizenship, global trends, and bloody geopolitical issues on the borders of 21st century countries that contain international issues such as terrorism attacks, economic crises, and clashes between secular and religious social customs have highlighted the need for understand global issues, global politics, and global collaboration. This conference represents the last gathering of civic education academics in a series of conferences held over the last decade and this particular topic of minority rights allows participants to apply some of the basic tenets of civic education to today's world realities. So International Politics that brings international issues automatically becomes a reality of challenges which at the same time becomes an obstacle to Citizenship Education in Indonesia and the world. Furthermore, the implications of international politics have given changes to technological developments, especially information and communication technology (ICT) and openness in its use are two important phenomena that are predicted to be the main characteristics and have implications for changing the learning paradigm of the 21st century. It also provides social infrastructure and people to enhance collaboration, interaction, and participation in their learning activities, and support them to create a constructive learning environment. The objectives of this research are; (1) To find out the results of the SWOT analysis (strengths, weaknesses, opportunities and threats) that can be analyzed from the content model of Citizenship Education courses in 21st century skills-based Higher Education in 1961-2013 seen from the dimensions of theoretical demands and future challenges. (2) To find out the philosophical analysis of results (strengths versus weaknesses, opportunities versus threats) from the content model of Citizenship Education courses in 21st century skills-based Higher Education. (3) To find out the futurist resolution analysis (strengthening strengths, addressing weaknesses, answering opportunities and against future threats) from the 21st century skills-based Civics Education course content model in terms of the dimensions of theoretical demands and future challenges. This research is expected to contribute theoretical thinking to the scientific development of Citizenship Education in order to strengthen the body of knowledge, especially with regard to: a. Produce a SWOT analysis of Citizenship Education Curriculum Materials as a MKWU (General Compulsory Course) program in Indonesia. b. To improve the quality of content by combining local/regional, national, and international content in the Citizenship Education Curriculum as a MKWU (General Compulsory Course) program in Indonesia. c. As a contribution to the alternative model of Citizenship Education curriculum content as a MKWU (General Compulsory Course) program to shape the spirit of scientists, statesmen, and leadership.
Keyword:
21 century, Civics curriculum, Philosophical theoretical futurist resolution.
1. Introduction
The fact is that Muhammadiyah Higher Education is one of Muhammadiyah's Charities as a place for Muhammadiyah's propaganda. The da'wah targets include students through AIK learning which is one of the characteristics of PTMA. The achievement of Muhammadiyah da'wah at PTMA is not only a burden for AIK, but also needs to be supported by non-AIK courses that internalize Islamic values in their learning activities. This is one of the efforts to make Muhammadiyah's da'wah at PTMA a success. AIK is a hallmark of education. Muhammadiyah to form learning human beings who are pious, have good morals, progress and excel in science and technology as the embodiment of tajdid da'wah amarma'ruf nahi munkar in accordance with the mandate contained in the 46th Muhammadiyah Conference Decision on the Revitalization of Muhammadiyah Education. This vision indirectly obliges all PTMs to improve quality in various aspects including Al-Islamic Education and Kemuhammadiyahan as one of Muhammadiyah's missions in da'wah. We must move AIK in every subject including Citizenship Education.
The name of the high school level CE curriculum from 1975-2013 in Indonesia is Curriculum Renewal (PK) (in 1975 and 1984), Process Skills Curriculum (KKP) (1994-19 Competency Based Curriculum (KBK)
104
(2002-2004), Education Unit Level Curriculum (SBC) (2006), Curriculum 2013 (KUTILAS) (2013). (G, 2020) civics powers in the 1975-1994 curriculum were on moral values as character formation, then in the 2004 Civics curriculum lay in political power, while the strength of the Civics curriculum in 2006 was in the legal field, but in the 2013 curriculum there were combinations of these three forces that is carried out from moral, political, and legal values. (Santoso, G., & Sari, 2019) Civics solution through a process of learning and practice of students in the school are monitored and assessed as a form of moral evaluation and student behavior. Civics is the best material is original from Indonesia is not copied from other countries, including the Pancasila, the 1945 Constitution, the Republic of Indonesia, national unity, and the Red and White. (Gunawan Santoso, Suwarma Al Muchtar, 2013) Law No. 20 of 2003 on Indonesian national education system explains that national education has the function to develop the ability and shape the character and civilization of the nation dignified in order to educate the life of the nation. Further, in the chapter it is also explained that the purpose of national education to develop learners to become human beings who believe and fear to God Almighty, noble, healthy, knowledgeable, capable, creative, independent and become a citizen of a democratic and responsible. (Gunawan Santoso, 2021) Citizenship education is strongly influenced by the global world so that it can have an impact on the attitudes and mindset of learners in their daily lives. Thus the 21st Century Citizenship Education develops civic competence which includes knowledge of civic knowledge, civic skills, and civic disposition are multidimensional. (Martini, E., Kusnadi, E., Darkam, D., & Santoso, 2019) Civics curriculum from year 1975-2013 are ultimately aims to make citizens say, act, and behave, based on Pancasila or spirit in everyday life that are run from the time school education to become a high school mature and become the pride of the nation bless yourself, family, school, state and nation with the moral soul/good and intelligent character who can advance and competitive in national and international era. (Santoso G, 2019) It is hoped that the Cooperative Integrated Reading and Composition (CIRC) model can be used as an effort to improve the ability to understand the reading content of school students. (Diyanti, R., & Santoso, 2020) Growth, pro poor, pro job, and pro-environment) was proclaimed by President Susilo Bambang Yudhoyono in an introductory speech in the 2013 RAPBN. What draws his ideas is to carry out the national development paradigm, the government wants to evaluate (again) the national education curriculum, especially from elementary to high school. The reason, according to the Minister of Education and Culture Muhammad Nuh, is "many problems in society are closely related to education", evaluation is intended to make learning more effective. For this reason, the government formed a curriculum evaluation team and asked various professions and expertise to conduct evaluations independently. (Santoso, 2021)
1.1 SWOT Analysis Content (Srength , Weaknesses, Opportunities and Threats)
SWOT analysis (Strengths, Weaknesses, Opportunities and Threats ), SWOT analysis is used to see the strengths, weaknesses, opportunities and threats that will be faced (Nababan, E., Putra I., 2015). According to Rangkuti, (2006), SWOT stands for the internal environment strengths and weaknesses as well as the external environment Opportunities and Threats faced. SWOT Analysis comparing the external factors Opportunities ( Opportunities ) dn Threats ( Threats ) with internal factors strengths ( Strengths ) with weaknesses ( Weaknesses ) While the Territorial Command (2002) suggested that the SWOT analysis is the evaluation of the overall strengths, weaknesses, opportunities and threats is called SWOT analysis (Shrimp, P., Pt, B., Mina, M., Aurora, N., Mustika, PT, Nusa , M., Tarakan, A., & Borneo, 2015). The analyzes carried out include:
1) SWOT analysis: This analysis is useful for knowing the results based on the strengths, weaknesses, opportunities and threats they have
2) Method of SWOT analysis: Research shows that performance/results can be determined by a combination of internal and external factors, both factors must be considered in a SWOT analysis (Elyarni, 2016).
1.2 College Education
Dewantara, (1977) states that education is a demand for children's growth. Education demands all the natural forces that exist in children, so that they as human beings as well as members of society can achieve the highest safety and happiness. According to Dewantara, (1977), education must be based on respect for the independence of the child's soul. Children must be able to grow and develop according to their natural nature (natural innate) and there should be no coercion on the independent nature of the child. Education must be Tut Wuri Handayani, which means guiding from behind which fosters the child's independence and not frightens, punishes which kills the independence of the child's soul. Then Law no. 20 of 2003 concerning the National Education System, it states the definition of education that: Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential so that they have religious spiritual strength, self-control, personality, intelligence, noble character, as well as the skills needed by himself, society, nation and state (UUSPN No. 20 of 2003). Furthermore, Law Number 12 of 2012 concerning Higher Education; convey the message that; "The mandate of Law Number 12 of 2012 concerning Higher Education requires education that is able to develop science and technology as well as produce intellectuals, scientists, and/or professionals who are cultured and creative, tolerant, democratic, have strong character, and dare to defend the truth for the benefit of the nation. Article 1 paragraph 1 that; Education is a conscious and planned
105
effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. Article 1 paragraph 2 that Higher Education is a level of education after secondary education which includes diploma programs, undergraduate programs, master programs, doctoral programs, and professional programs, as well as specialist programs, organized by universities based on Indonesian culture (Law Number 12-year 2012). Education is the most important element of a country that must be considered. (Pahlavi, 2017)
The implementation of Pancasila Education and Citizenship Education in Higher Education is even more important because Higher Education is an agent of change that gives birth to young intellectuals who will later become the core force of development and holders of the nation's leadership relay in every strata of institutions and state agencies, regional institutions, political and social infrastructure institutions, business institutions, and others. (Gunawan Santoso, Suwarma Al Muchtar, 2013). According to H.A.R Tilaar, (2007) education is an important factor to foster nationalism in addition to language and culture. Civic education is closely related to the values of nationalism and patriotism. It's not a myth. Because it is substantive that civic education aims to form good citizens, one of the characteristics of which is a strong shade of nationalism. (Jr, 2016)
1.3 Legal Basis of MKWU in Higher Education
The legal basis for the General Compulsory Courses (MKWU) through the Dikti circular conveys its message about the Pancasila Education and Citizenship Education courses as in tertiary institutions are;
1) The 1945 Constitution of the Republic of Indonesia; convey that;
" Amanah in the Constitution NRI 1945 in the Article 27 paragraph (3)," Every citizen is entitled and obliged to participate in the efforts of state defense "and Article 30 paragraph (1)," Every citizen is entitled and obliged to participate in the defense and national security". As citizens, we must always be alert in an effort to defend the nation and state, maintain defense and security so that peace and comfort are always realized in society” (Constitution of the Republic of Indonesia Year 1945).
2) Law Number 3 of 2002 concerning National Defense; convey that;
" Law Number 3 of 2002 concerning National Defense, considering that national defense is based on the philosophy and way of life of the Indonesian people to ensure the integrity and upholding of the Unitary State of the Republic of Indonesia based on Pancasila and the 1945 Constitution. In article 9, defending the state is the effort of every citizen to defend the Republic of Indonesia against threats both from outside and within the country, and forms of service in accordance with their profession. In the success of national defense through defending the country, the support of lecturers and students both physically and non-physically is directed to produce quality graduates who are ready to face the challenges of globalization who have a tolerant attitude, are responsive to the environment, understand national insight and are responsible for the integrity of the Unitary State of the Republic of Indonesia (NKRI). " (Law Number 3 Year 2002).
3) Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System; mentions Article 1 paragraph 2 that;
Delivering the mandate National education is education based on Pancasila and the 1945 Constitution of the Republic of Indonesia which is rooted in religious values, Indonesian national culture and is responsive to the demands of changing times (UUSPN No. 20 of 2003).
4) Government Regulation of the Republic of Indonesia Number 19 of 2005 as amended by Government Regulation of the Republic of Indonesia Number 032 of 2013 concerning National Education Standards.
5) Decree of the Director General of Higher Education Depdiknas RI No. 43/Dikti/Kep/2006 concerning Signs for the Implementation of Personality Development Course Groups in Higher Education.
6) Circular of the Director General of Higher Education No. 914/E/T/2011 concerning the Implementation of Pancasila Education Lectures in Higher Education
7) Permendikbud No 49 of 2014 concerning National Standards for Higher Education
8) Government Regulation of the Republic of Indonesia Number 5 of 2010 concerning the National Medium Term Development Plan 2010-2014.
9) Law Number 12 of 2012 concerning Higher Education; convey the message that;
"The mandate of Law Number 12 of 2012 concerning Higher Education requires education that is able to develop science and technology and produce intellectuals, scientists, and/or professionals who are cultured and creative, tolerant, democratic, have strong character, and dare to defend the truth for the benefit of the nation. In article 35 paragraph 2, the higher education curriculum is a guideline for the implementation of learning activities to achieve the goals of higher education, which must contain the following subjects:
a. Religion b. Pancasila
106 c. Citizenship
d. Indonesian language which is implemented through curricular, co-curricular, and extracurricular activities (Law Number 12 of 2012).
10) Regulation of the Minister of Research, Technology and Higher Education Number 44 of 2015 concerning National Standards for Higher Education;We respectfully convey the following: “… we hereby instruct universities to integrate and internalize the content of Pancasila values, national morals and national culture in the learning process of each subject and student activity as part of defending the country (PERMENRISTEKDIKTI Number 44 of 2015).
11) Presidential Instruction Number 12 of 2016 concerning the National Movement for Mental Revolution; convey the message that;Taking into account the Presidential Instruction Number 12 of 2016 concerning the National Movement for Mental Revolution, in implementing the fifth point, that in order to create a generation of Indonesians who have strong character, love the homeland, defend the country and are able to improve national identity, education is compulsory general course (MKWU) strengthened as one of the components forming the nation's culture (Presidential Instruction Number 12 of 2016).
1.4 Core / core Citizenship Education in Higher Education
The philosophical foundation of national education is Pancasila as stated in the Preamble to the 1945 Constitution. Pancasila is a separate school of philosophy that is used as the basis of education for the Indonesian people as outlined in the Law on the National Education System in article 2, which states that national education is based on Pancasila and the 1945 Constitution (Sutono, 2015).
According to the Aris Junaidi, (2020) with the implementation of Pancasila Education in Higher Education, it is hoped that a learning vehicle can be created for students to academically study, analyze, and solve problems of nation and state development in the perspective of the basic values of Pancasila as the ideology and basis of the Republic of Indonesia. Indonesia. Dikti also conveyed Pancasila Education as part of national education aimed at realizing the goals of National Education. The existing national education system is a series of concepts, programs, procedures, and efforts to realize the national goals mandated by the 1945 Constitution, namely the intellectual life of the nation. So, the purpose of implementing Pancasila Education in Higher Education is also part of the effort to educate the nation's life. Specifically, the objectives of implementing Pancasila Education in Higher Education (Gunawan Santoso, Suwarma Al Muchtar, 2013) are to:
1) Strengthening Pancasila as the basis of the state philosophy and ideology of the nation through the revitalization of the basic values of Pancasila as the basic norm of social, national and state life.
2) Providing understanding and appreciation of the soul and basic values of Pancasila to students as citizens of the Republic of Indonesia, as well as guiding them to be able to apply them in the life of society, nation and state.
3) Prepare students to be able to analyze and find solutions to various problems of social, national and state life through a system of thought based on the values of Pancasila and the 1945 Constitution of the Republic of Indonesia.
4)
Forming the mental attitude of students who are able to appreciate the values of divinity, humanity, love for the homeland and national unity, as well as strengthening a democratic, just, and dignified civil society based on Pancasila, to be able to interact with the internal and external dynamics of the Indonesian people.Activity Matrix of Pancasila Course Competencies: Students are able to build a new paradigm in themselves based on Pancasila values through the ability to explain the history, position and nature of the Pancasila precepts, respond to actual problems of the nation and state, and apply Pancasila values in life (Gunawan Santoso, Suwarma Al Muchtar, 2013).
The five principles of Pancasila were a response to the history and peoples living in the area that the leaders were trying to bring together into the nation named “Indonesia.” The first and most important principle is a religious one;
1) Belief in One Supreme God. The other four principles connect all other aspects of social and political life to that first principle
2) A just and civilized humanity 3) Indonesian unity
4) A peoples democracy led by wisdom through deliberation and representation 5) Justice for all Indonesian People
107 1.5 21st Century Skills-Based Citizenship Education
Rhetoric about 21st-century skills emphasizes an awareness of the diversity of human cultures, the physical and the natural world, the ability to analyze issues from multiple perspectives, the capacity to work collaboratively with others, and a sense of civic and social responsibility (Tritelli, 2007, Hilary Landorf and Stephanie Paul Doscher, 2015) These skills contribute to an individual's global competency or “the capacity and disposition to understand and act on issues of global significance (Grotlüschen & Zimper, 2011). Twenty-first-century skills, and in particular global competency, are facilitated through global citizenship education and are supported by the knowledge, skills, and dispositions developed in social studies education. However, in the United States, current educational reform focuses on college and career readiness (National Governors Association Center for Best Practices, 2010) privileges literacy and mathematics instruction, while decreasing the importance of the social sciences and humanities . This trend is most apparent at the elementary level (Bosland, P, W., 2000, (Paul G.
Fitchett, Tina L. Heafner, 2012) and suggests that students enter adolescence deficient in skills necessary to understand and participate in society. (Mathews, 2016) The CCSS integrated the framework of 21st century education prepared by The Partnership for 21st Century Skills (P21). P21 (2006) advocated integrating core academic knowledge, critical thinking, and social skills in teaching and learning to help students master the multi- dimensional abilities that are required in the 21st century. These skills can help students succeed in their future careers by supporting 21st century learning systems to improve outcomes. Integrating the CCSS with P21 can help to complement the 3Rs (core academic content mastery) and 4Cs (critical thinking, communication, collaboration, and creativity) (P21 Framework Definitions, 2006).
NCREL identifies broader 21 st century skills as achieving 21 st century learning through digital age literacy, inventive thinking, effective communication, and high productivity. The Partnership for 21 st century skills identifies six key elements for fostering 21 st century learning:
1) Emphasize core subjects, 2) Emphasize learning skills
3) Use 21 st century tools to develop learning skills 4) Teach and learn in a 21 st century context 5) Teach and learn 21 st century content
6) Use 21 st century assessments that measure 21 st century skills. (Pacific Policy Research Center, 2010).
Technological Pedagogical Content Knowledge (TPCK) model is developed by Mishra & Koehler (2006). This model can be used as a starting point to find a ”co n ce ptualhome" of the technology in the SS which is able to build on the concepts of pedagogical knowledge as well as to facilitate the teacher's role as a ” cu rr icu lu gate ke eper , " and as a framework for teachers to discuss the intentions, actions, and outcomes in the context of technology-rich classroom, and is also suitable and applicable to the fields of study of SS. Theoretically, it emphasizes the interrelationship of three principal components of the learning environment: the content, pedagogy, and technology (Keeler, 2008; Thornton, 2001). Secure emphasizes integrating 21st century competences into the curriculum. Thereon, synthesis curriculum approaches proposed by (Voogt & Roblin, 2012) which approaches/models of the competences' synthesis as follows: 1) be added to the already existing curriculum as new subjects or as new content within traditional subjects.
2) be integrated as cross-curricular competences that both underpin school subjects and place emphasis on the acquisition of wider key competences, or (2) be part of a new curriculum in which the traditional structure of school subjects is transformed and schools are regarded as learning organizations. According to them, although three different approaches are acknowledged, most frameworks recommend integrating 21st century competences across the curriculum due to its complex and cross-disciplinary nature.
The skills of classroom inquiry include careful observation and reasoned analysis, as well as dispositions toward an open and searching mind and a sense of responsibility and commitment to children's learning (eichner, K. M., & Liston, 1996). (Hammond, 2006) In the 21st century, science and technology have led to so many negative situations as well as positive developments for humanity. These negativities also affect human beings in a very intense way and in a natural result of this, people affect other's livings negatively. The general belief that the decelerating the events, actions and moral corruptions which lead to missing the peace of communities and the abolition of this negative situation will be ensured only by the development of the values which the individual possesses. Also, states are taking precautions and making plans for this issue. So, the value of education in many countries has recorded a rapid acceleration in recent years. In Turkey, there are also some sections which have theoretical course curriculum and some scientific activities about values. However, it is considered that development in value and value education concepts are not enough and the applied courses such as physical education and sports, which aim to improve the individual as a whole, do not take place as much as within the scope of value education. For this reason, it is time to establish a point of view in the light of the works done in the Turkish science literature and the activities carried out by the related stakeholders for value education. Research was prepared as a document analysis form. Resources related to the physical education and value education in Turkey were collected and general evaluations were made through the obtained data and finally some suggestions were made. (Görgüt, 2018)
108
1.6 The Importance of Studying Global Citizenship Education
Citizenship education has become an increasing salient aspect of governments' agendas for student formation, since it does not only provide civic skills and knowledge, but it also promotes political participation (Brogdon et al., 1998; Cohen et al., 2012; Delli Carpini, 2009; Diana Owen & Sezanne Soule, 2010; Galston, 2001; McLeod & Schell, 2007; Torney-Purta et al., 2010) (Bascopé, M., Bonhomme, M., Cox, C., Castillo, JC,
& Miranda, 2013) Education with a global perspective can be studied based on two perspectives: Curriculum and reform perspective, the curricular perspective of global education means presenting a curriculum that is interdisciplinary, multidisciplinary and transdisciplinary. Based on the reform perspective, education with a global perspective demands that education policy is not merely a social policy, but a policy that is between social policy and policies based on market mechanisms. Therefore, education must have freedom and be democratic, flexible and adaptive. (Mappalotteng, 2011)
According to some world experts, Recognition that separating models of citizenship education from global education may perpetuate a less relevant understanding of citizenship and a deficient view of global education has motivated calls for an alignment of these forms of education under the banner of global citizenship education (Davies et al., 2005). The suggestion that citizenship education can be placed on a continuum, from minimal to maximal, can be extrapolated to global citizenship education. Education about global citizenship provides students with knowledge of global issues, cultures, international institutions and systems and is indicative of a minimalist approach that could take place exclusively in the classroom. This involves passive elements of global citizenship education involving a sense of global identity and solidarity with others around the world (Bourke et al., 2014).
Then the challenges as well as trending topics for up-to-date Citizenship Education according to Cogan et al., (1999) convey that several trend lines dominate the global scene at the end of this millennium which are handled by new citizens. These trend lines are interrelated and can be grouped into four broad categories: the global economy; technology and communication; population and environment; and global movements. This was conveyed in his message as follows; Several trend lines dominate the global scene at the end of this millennium that will need to be addressed by citizens of the new one. These trend lines are interrelated and can be grouped into four broad categories: the global economy; technology and communications; population and environment and global movements. (Cogan et al., 1999).
These global movements i.e., Global migration, the rise of populist nationalism, and the efforts of diverse racial, ethnic, cultural, linguistic and religious groups for recognition, civic equality, and structural inclusion in their nation-states have made it difficult to achieve citizenship in countries around the world. In a number of countries, including Canada, Britain and France, populist nationalism and the drive for social cohesion have emerged in response to globalization, migration, and "super-diversity".
Global migration, the rise of populist nationalism, and the efforts of diverse racial, ethnic, cultural, linguistic, and religious groups for recognition, civic equality, and structural inclusion in their nation-states have made it difficult to achieve citizenship in countries around the world. In a number of countries, including Canada, the United Kingdom (Carol ann tomlinson & Jane Jarvis, 2009), and (Bozec, 2012), populist nationalism and the drive for social cohesion have emerged in response to globalization, migration, and “super-diversity.” (Vertovec, 2007). (Banks & Milestone, 2011) (Duman, 2014)
The development of the desired values has always been the main concern of education. Many educational scholars have recognized the role of schools in values education and in moral development (Joan F. Goodman &
Howard Lesnick, 2001; McKenzie et al., 2012; Nucci, 2001; Wynne, 2016). This was conveyed, namely the development of desirable values has always been a central concern of education. Many educational scholars have recognized the school's role in value education and in moral development (Joan F. Goodman & Howard Lesnick, 2001; McKenzie et al., 2012; Nucci, 2001; Wynne, 2016)
2. Methodology Research
Research methodology is a technique to obtain the data needed in research. Data sources are categorized into three groups. First, the source of printed materials (literature), including books, journals, papers and literature of research results on Citizenship Education. Second, the data source is an analysis document that includes the results of state documents on the content of Citizenship Education. Third, data sources of respondents (human resources), from Citizenship Education experts, lecturers, teachers and students. Data and information collection techniques used are qualitative data collection techniques that include documentation studies, literature studies and interviews. Meanwhile, the data analysis process used by researchers is data reduction, data display, verification and drawing conclusions.
Grounded theory is a research strategy in which research by researchers produces general and abstract theories of a process of action, or certain interactions that come from the views of participants. This design requires the researcher to go through a number of stages of data collection and filtering the categories of information obtained (A. Strauss & Corbin., 1990; Katty Charmas, 2006). This design has two main categories namely;
109
1) Constant comparison between data and emerging categories and,
2) Theoretical sampling (theoretical sampling) of different groups to maximize similarities and differences in information (Creswell & W, 2010).
3. Results and Discussion
This analysis is based on the logic that maximizes the strengths (strengths ), owned and capitalize on opportunities ( opportunity ) are there, but at the same time to minimize your weaknesses ( weaknesses ) and threats ( threats ). The strategic decision-making process is always related to the development of missions, goals, strategies, and policies Establishing a strategy with SWOT analysis, will be very relevant to the problems studied, it is also easy to get the data or information needed
The implications of international politics on the role of citizenship, global trends, and bloody geopolitical issues on the borders of 21st century countries that contain international issues such as terrorism attacks, economic crises, and clashes between secular and religious social customs have highlighted the need for understand global issues, global politics, and global collaboration. This conference represents the last gathering of civic education academics in a series of conferences held over the last decade and this particular topic of minority rights allows participants to apply some of the basic tenets of civic education to today's world realities. So International Politics that brings international issues automatically becomes a reality of challenges which at the same time becomes an obstacle to Citizenship Education in Indonesia and the world.
Furthermore, the implications of international politics have given changes to technological developments, especially information and communication technology (ICT) and openness in its use are two important phenomena that are predicted to be the main characteristics and have implications for changing the learning paradigm of the 21st century. It also provides social infrastructure and people to enhance collaboration, interaction, and participation in their learning activities, and support them to create a constructive learning environment. So to clarify the challenges of learning citizenship as well as human resource development.
A recently discovered fact according to the National Council for Social Studies (NCSS), technology has become an educational necessity in the digital global era. Facing this phenomenon, Social Studies (SS) must make innovations related to changes in 21st century skills and learning paradigms, which are characterized by the principles of information disclosure, computing, automation, and communication. The integration of technology into Social Studies (SS) learning is one of the learning innovations in the digital global era, and strongly supports the National Council for Social Studies (NCSS) as stated in their vision: meaningful, powerful, values-based, challenging and active. It also strongly supports the development of the three core skills of the 21st century, including learning and innovation skills information, media and technology skills; life and career skills developed in partnership with the Partnership Forum for 21st Century Skills (P 21). So it should be that the best responsiveness of learning and Education in facing the challenges of the 21st century should start at the campus/school, to meet this challenge, the campus/school must be changed in a way that will enable students/students to acquire creative thinking, flexible problem solving, collaboration, and the innovative skills they need to be successful in work and life.
Dewantara, (1977) states that education is a demand for children's growth. Education demands all the natural forces that exist in children, so that they as human beings as well as members of society can achieve the highest safety and happiness. According to Dewantara, (1977), education must be based on respect for the independence of the child's soul. Children must be able to grow and develop according to their natural nature (natural innate) and there should be no coercion on the independent nature of the child. Education must be Tut Wuri Handayani, which means guiding from behind which fosters the child's independence and not frightens, punishes which kills the independence of the child's soul. Then Law no. 20 of 2003 concerning the National Education System, it is stated that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential so that they have religious spiritual strength, self- control, personality, intelligence, noble character, as well as the skills needed by himself, society, nation and state (UU No. 20, 2003). Furthermore, Law Number 12 of 2012 concerning Higher Education; convey the message that; "The mandate of Law Number 12 of 2012 concerning Higher Education requires education that is able to develop science and technology as well as produce intellectuals, scientists, and/or professionals who are cultured and creative, tolerant, democratic, have strong character, and dare to defend the truth for the benefit of the nation. Article 1 paragraph 1 that; Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. Article 1 paragraph 2 that Higher Education is a level of education after secondary education which includes diploma programs, undergraduate programs, master programs, doctoral programs, and professional programs, as well as specialist programs, organized by universities based on Indonesian culture (Law number, 2012).
Indonesia's national education system can be a new alternative in building a more holistic education system throughout the world because it is considered an important link between science, religion, state interests and global demands. This is known as moderate Islamic education. The essence of Pancasila Education from the five
110
principles of Pancasila is a response to history and the people living in the area that the leaders sought to unify into a nation named "Indonesia." The first and most important principle is religion;
1) Believe in One God Almighty. The other four principles relate all other aspects of social and political life to the first principle
2) Just and civilized humanity 3) Indonesian unity
4) People's democracy led by wisdom through consideration and representation 5) Justice for all Indonesians.
These skills can help students succeed in their future careers by supporting 21st century learning systems to improve outcomes. Integrating CCSS with P21 can help complement the 3Rs (mastery of core academic content) and 4Cs (critical thinking, communication, collaboration, and creativity) (Partnership for 21st Century Skills).
Muhammadiyah education is the preparation of an environment that allows a person to grow as a human being who is aware of the presence of Allah SWT as Rabb and master’s science, technology and art (IPTEKS). Awareness of spiritual wisdom (faith / monotheism) and mastery of science and technology), a person is able to fulfill his life needs independently, cares for others who suffer from ignorance and poverty, always spreads righteousness, prevents evil for the glorification of humanity within the framework of an environmentally friendly shared life in a nation and a just, civilized, and prosperous world association as worship to Allah.
Muhammadiyah education is a modern Islamic education that integrates religion with life and between faith and holistic progress. From the womb of Muhammadiyah education, it is hoped that a generation of educated Muslims will be born with strong faith and personality, as well as being able to face and answer the challenges of the times.
Pancasila and Citizenship Education have a very important role and function in instilling the values of the Pancasila Ideology, especially the second principle, in which there are basic human values that are just and civilized which of course become the basis for the concept of global citizenship, this is in the purpose of civic education forming the character and character of citizens to be able to compete in the global era, have a local spirit, and serve the nation.
4. Conclusion
Indonesia's national education system can be a new alternative in building a more holistic education system throughout the world because it is considered an important link between science, religion, state interests and global demands. This is known as moderate Islamic education. The essence of Pancasila Education from the five principles of Pancasila is a response to history and the people living in the area that the leaders sought to unify into a nation named "Indonesia." The first and most important principle is religion;
1) Believe in One God Almighty. The other four principles relate all other aspects of social and political life to the first principle
2) Just and civilized humanity 3) Indonesian unity
4) People's democracy led by wisdom through consideration and representation 5) Justice for all Indonesians.
These skills can help students succeed in their future careers by supporting 21st century learning systems to improve outcomes. Integrating CCSS with P21 can help complement the 3Rs (mastery of core academic content) and 4Cs (critical thinking, communication, collaboration, and creativity) (Partnership for 21st Century Skills).
References
A. Strauss, & Corbin., J. (1990). Qualitative Research; Grounded Theory Procedure and Techniques. Sage Publications.
Aris Junaidi. (2020). Panduan Penyusunan Kurikulum Pendidikan Tertinggi di Era Industrusi 4.0 untuk Mendukung Merdeka Belajar. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan Dan Kebudayaan. https://dikti.kemdikbud.go.id/wp-content/uploads/2020/10/Buku-Panduan-Penyusunan- Kurikulum-Pendidikan-Tinggi-Mbkm.pdf
Banks, M., & Milestone, K. (2011). Individualization, Gender and Cultural Work. Gender, Work & Organization, 18(1), 73–89. https://doi.org/10.1111/J.1468-0432.2010.00535.X
Bascopé, M., Bonhomme, M., Cox, C., Castillo, JC, & Miranda, D. (2013). National Curricular Guidelines and Citizenship Education in Schools in Latin American Countries. The 5th IEA International Research Conference, 1, 26–28.
Bosland, P, W., dan E. J. V. (2000). Peppers vegetable And Spice Capsicum. CABI.
Bourke, L., Bamber, P., & Lyons, M. (2014). Global citizens : Who are they ? Education, Citizenship and Social Justice. 1(1), 1–30. https://doi.org/https://doi.org/10.1177/1746197912440858
111
Bozec, R. (2012). The use of governance indexes in the governance-performance relationship literature:
International evidence. Canadian Journal of Administrative Sciences, 29(1), 79–98.
https://doi.org/10.1002/CJAS.201
Brogdon, W.G., & McAllister, J. C. (1998). Brogdon, W.G. dan J.C. McAllister Synopses Insecticide Resistance and Vector Control. Emerging Infectious Diseas., 6(6), 605–613.
Carol ann tomlinson, & Jane Jarvis. (2009, January). Differentiation : making curriculum work for all students through responsive planning and instruction | Request PDF. Creative Learning Press Inc.
https://www.researchgate.net/publication/307929321_Differentiation_making_curriculum_work_for_all_st udents_through_responsive_planning_and_instruction
Cogan, J. J., David Grossman, & Mei-hui-Liu. (1999). Citizenship: The Democratic Imagination in a Global/Local Context. National Council for the Social Studies/NCSS, 1(1), 1–8.
http://www.socialstudies.org/sites/default/files/publications/se/6401/640111.html
Cohen, K, A., W, B., & Chaffe. (2012). The Relationship Between Adolescents civic knowledge, civic attitude, and Civic Behavior and Their Self. Reported Future Likeleehood of Voting, Education, Citizenship and Social Justice, 8(1), 43–57.
Creswell, & W, J. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Pustaka Pelajar.
Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of ‘global education’ and
‘citizenship education.’ British Journal of Educational Studies, 53(1), 66–89. https://doi.org/10.1111/J.1467- 8527.2005.00284.X
Delli Carpini, M. X. (2009). It Takes a Village: Taking Greater Advantage of Our Scholarly Diversity. Television
& New Media, 10(1), 46. https://doi.org/10.1177/1527476408325722
Dewantara, K. H. (1977). Karya Ki Hajar Dewantara. Majelis Luhur Taman Siswa.
Diana Owen, & Sezanne Soule. (2010). Civic Education and Development of Participatory Norms. Association.
https://www.researchgate.net/publication/228198775_Civic_Education_and_Development_of_Participatory _Norms
Diyanti, R., & Santoso, G. (2020). Kusumawardani, S., Improving the Ability to Understand Reading Content with the Cooperative Integrated Reading and Composition (CIRC) Learning Model for Class VB Students at SDN Pondok Pinang 10. National Seminar on Research LPPM UMJ, 1(23), 140–151.
Duman, R. S. (2014). Pathophysiology of depression and innovative treatments: remodeling glutamatergic synaptic connections. Dialogues in Clinical Neuroscience, 16(1), 11–27.
https://doi.org/10.31887/DCNS.2014.16.1/RDUMAN
eichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwa.
Elyarni, R. (2016). SWOT Analysis of Marketing Strategy for SAP Express Services at PT. SAP. The Metris Journal, 17(1), 81–88.
G, S. (2020). The Structure Development Model of Pancasila Education ( Pe ) and Civic Education ( Ce ) at 21 Century 4 . 0 Era in Indonesian. Proceedings of the 2nd African International Conference on Industrial Engineering and Operations Management Harare, 1(1), 175–210.
Galston, W. A. (2001). Political Knowledge, Political Engagement, and Civic Education.
www.annualreviews.org
Görgüt. (2018). Values Education and Physical Education in Turkey. International Education Studies, 11(3), 18–
28. https://doi.org/https://doi.org/10.5539/ies.v11n3p18
Grotlüschen, A., & Zimper, D. (2011). Alphabetisierung und Grundbildung Literalitäts-und Grundlagen- forschung. Waxmann.
Gunawan Santoso, Suwarma Al Muchtar, A. A. (2013). Analysis SWOT Civic Education Curriculum for Seniaor High School Year 1975-2013. Jurnal Civicus, 15(1).
Gunawan Santoso. (2021). The Philosophical Power of Civic Education 21st. International Journal of Entrepreneurship and Business Development IJEBD, 4(1), 72–79.
H.A.R Tilaar. (2007). Mengidenisakan etnisitas dan Identitas Bangsa Indonesia. PT Rineka Cipta.
Hammond, L. (2006). Constructing 21st-Century Teacher Education the American Association of Colleges for
Teacher Education. Journal of Teacher Education, 57, 1–5.
https://doi.org/https://doi.org/10.1177/0022487105285962
Hilary Landorf and Stephanie Paul Doscher. (2015). Defining Global Learning at Florida International University
| Association of American Colleges & Universities. Association of American Colleges & Universities a Voice and a Force for Liberal Education. https://www.aacu.org/diversitydemocracy/2015/summer/landorf
Joan F. Goodman, & Howard Lesnick. (2001). Moral Stake in Education, The: Contested Premises and Practices.
Pearson. https://www.pearson.com/us/higher-education/program/Goodman-Moral-Stake-in-Education-The- Contested-Premises-and-Practices/PGM166626.html
Jr, B. Z. (2016). The Phenomenological Make – up of Solo Parents Dependents in Regions 2 and 3 in the Phillipines. International Refereed Research Journal ■, 7(4), 2231–4172.
112
https://www.academia.edu/32500364/The_Phenomenological_Make_Up_Of_Solo_Parents_Dependents_In _Regions_2_And_3_In_The_Philippines
Katty Charmas. (2006). Constructing Grounded Theory a Practical Guide Through Qualitative Analysis.
http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Charmaz_2006.pdf
Keeler, C. G. (2008). When Curriculum and Technology Meet: Technology Integration in Methods Courses.
Journal of Computing in Teacher Education, 25(1), 23–30.
Law number. (2012). Law Of The Republic Of Indonesia Number 12 Year 2012 On Higher Education With God’s Mercy President Of The Republic Of Indonesia, House Of People’s Representatives Of The Republic Of Indonesia And President Of The Republic Of Indonesia Has Decided.
Mappalotteng, A. (2011). Global And Its Challenges In The Future. Medtek Journal, 3(1), 1–6.
Martini, E., Kusnadi, E., Darkam, D., & Santoso, G. (2019). Competency Based Citizenship 21st Century Technology in Indonesia. International Journal of Recent Technology and Engineering, 8(1c2), 759–763.
https://doi.org/https://doi.org/10.35940/ijrte.b1483.0882s819
Mathews, S. (2016). Using digital participatory research to foster glocal competence: constructing multimedia projects as a form of global and civic citizenship. Journal of Social Studies Education Research, 7(2), 1–29.
https://doi.org/https://doi.org/10.17499/jsser.39702
McKenzie, J. M., Siegel, D. I., Lautz, L. K., Otz, M. H., Hassett, J., & Otz, I. (2012). Water Quality, Contamination, and Wetlands in the Croton Watershed, New York, USA. Open Journal of Modern Hydrology, 02(01), 7–14. https://doi.org/10.4236/OJMH.2012.21002
McLeod, R., & Schell, G. P. (2007). Management Information System (10th ed.). Pearson Prentice Hall.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge PUNYA MISHRA. Teachers College Record, 108(6), 1017–1054.
Nababan, E., Putra I., dan R. (2015). Pemeliharaan udang vaname (Litopenaeus Vannamei) dengan persentase pemberian pakan yang berbeda. Jurnal Ilmiah Perikanan Dan Perlautan, 3(2).
National Governors Association Center for Best Practices, C. of C. S. S. O. (2010). Branding Guidelines | Common Core State Standards Initiative. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. http://www.corestandards.org/about-the- standards/branding-guidelines/
Nucci, L. P. (2001). Education in the Moral Domain. Education in the Moral Domain.
https://doi.org/10.1017/CBO9780511605987
P21 Framework Definitions. (2006). 21st Century Student Outcomes.
Pacific Policy Research Center. (2010). 21 st Century Skills for Students and Teachers. Research & Evaluation, 1–25.
Pahlavi, F. (2017). The Existence of Citizenship Education in Higher Education in Strengthening the Character of the Indonesian Nation. Journal of Science-Based Islamic Basic Education, 2, 1–4.
Paul G. Fitchett, Tina L. Heafner, R. G. L. (2012). Examining Elementary Social Studies Marginalization: A Multilevel Model. Sage Journals. https://doi.org/https://doi.org/10.1177/0895904812453998
Rangkuti, F. (2006). Analisis SWOT tenik membelah kasus bisnis. PT. Gramedia Pustaka Utama.
Santoso, G., & Sari, P. (2019). Proceedings of Educational Initiatives Research Colloquium 2019.
Santoso, G. (2021). Model Analysis ( SWOT ) of Curriculum Development From Civic Education at 21 Century , 4 . 0 Era in Indonesian. International Journal of Entrepreneurship and Business Development, 4(2), 250–
256.
Santoso G. (2019). Philosophical curriculum of civic education in 1975-2013 in Indonesia. Proceedings of the UMJ FIP Seminar, 2(24), 236–249.
Shrimp, P., Pt, B., Mina, M., Aurora, N., Mustika, PT, Nusa , M., Tarakan, A., & Borneo, N. (2015). Swot Analysis in Determining The Tarakan Strategy North Kalimantan Swot Analysis in Determining. The Marketing Strategy of Frozen, 4(1), 60–67.
Sutono. (2015). Affirming Pancasila as the Philosophy of National Education. CIVIS Scientific Journal, 5(1), 666–
678.
Thornton, A. (2001). The developmental paradigm, reading history sideways, and family change. Demography, 38(4), 449–465. https://doi.org/10.2307/3088311
Torney-Purta, J., Amadeo, J. A., & Andolina, M. W. (2010). A Conceptual Framework and Multimethod Approach for Research on Political Socialization and Civic Engagement. Handbook of Research on Civic Engagement in Youth, 497–523. https://doi.org/10.1002/9780470767603.CH19
Tritelli, D. (2007). 2007 Annual Meeting | Association of American Colleges & Universities. Association of American Colleges & Universities a Voice and a Force for Liberal Education.
https://www.aacu.org/liberaleducation/2007/summer
UU No. 20. (2003). Sistem Pendidikan Nasional. http://simkeu.kemdikbud.go.id/index.php/peraturan1/8-uu- undang-undang/12-uu-no-20-tahun-2003-tentang-sistem-pendidikan-nasional
113
Vertovec, S. (2007). Super-diversity and its implications. Https://Doi.Org/10.1080/01419870701599465, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
https://doi.org/10.1080/00220272.2012.668938
Wynne, B. (2016). Unruly Technology: Practical Rules, Impractical Discourses and Public Understanding:
18(1), 147–167. https://doi.org/10.1177/030631288018001006
