The Meaningfulness of Civic Education in Integrated Education Curriculum From Year 1961-2013 in
Indonesia 21st Century
Gunawan Santoso, Mamun Murod Lecturer at Muhammadiyah University of Jakarta mgunawansantoso@umj.ac.id, mamun.murod@umj.ac.id
Abstract
There are already 10 curriculum; The first curriculum in 1947, curriculum 1952, curriculum 1964, curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, curriculum 2004, which is extended with the inception of the curriculum level of education (KTSP) 2006 and now Curriculum 2013 (Kutilas). This research uses the method of literature analysis with grounded theory is a qualitative research method that uses a number of systematic procedures to develop a theory compiled inductive. Research grounded theory, this research inductive research techniques, emphasizes observation and develops a base of "intuitive" relationship practices between variables. First the philosophical meaning of civic education as a legal pementukan disposition of the nation in the balance of rights and obligations, philosophy of civic education as a value-forming, moral and morality of the nation, the philosophical education of civic as a subject of curricular, philosophical education as the identity of the foundation of the Education of the nation and state of Indonesia and the philosophical education of civic as the mental ligature of multicultural fluralism of the nation in one national ideals and moderate the nation and state of Indonesia. Second meaning of the power of civic education on curriculum 1975-1994 is at its moral value as the formation of character, then in the curriculum year 2004 civic education lies in the political force, while the strength of Kurikulm civic education in 2006 lies in the field of law, but in the curriculum of 2013 there is a combination of these three financial institutions that are carried from the moral, political, and legal values but the main strength in the curriculum is still visible fiber on the political and legal substance but the moral element is even The third meaning of the power of civic education is in Pancasila, the Constitution NRI 1945, Politics, law, value, moral, local wisdom and in culture. Civic education weakness is on the side of teaching that is monotonous and not innovative (overload and overlapping content) and more centered only on the cognitive, while affective and psychomotor abolished and not included in the national examination.
Keywords
Civic Education, In Indonesia, Meaningfulness
1. Introduction
The Covid-19 virus, which is currently endemic throughout the world, is attacking the human body's respiration. This virus is contagious and can infect anyone. Transmission through droplets of fluid that come from the respiratory tract and mouth, such as trouble that comes out when coughing or sneezing. (Faznur et al., 2020).
The curriculum should be able to accommodate the needs of different learners individually, both in terms of time and learning ability. Therefore, formulating a curriculum is certainly not an easy thing. Many factors determine in the process of the birth of a curriculum. In designing the curriculum usually formed a special work team that can be an official institution, such as the curriculum center of the National Education Department. The curriculum center to date is as the only authorised institution to spawn a curriculum for Indonesian national Education organizing schools. There are already 10 curriculum; The first curriculum in 1947, curriculum 1952, curriculum 1964, curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, curriculum 2004, which is extended with the inception of the curriculum level of education (KTSP) 2006 and now Curriculum 2013 (Kutilas). Each curriculum has its own color and distinctive features. The colors and distinctive features of each curriculum show the curriculum is trying to bring the student figure that best suits the hour.
The approach of Indonesian high school curriculum from 1975-2013 in Indonesia is; a) Curriculum 1975:
goal-oriented, integrative, efficiency and effectiveness in terms of power and time, instructional system development procedure (PPSI) approach. b) Curriculum 1984: content-based approach to Process Skills (PKP).
c) curriculum 1994: objective-based curicullum approach, patching of a number of 1994 curriculum materials, as material relevance. d) Curriculum 2004: centralized to desentralistic, student-centered. e) Curriculum 2006:
student-centered, constructivistic. f) Curriculum 2013: using a variety of tests and nontests that are carried out in an integrated and sustainable manner by focused on the realization of the values and morals of Pancasila in daily
life.(Santoso, 2020). 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. (Santoso et al., 2013). Some studies offer insights from an instructional perspective, others locate curriculum analysis with analysis of the developtnent of the educational system while yet others use a political- economy/sociological perspective to ask questions about the privileging of certain types of knowledge within the curriculum, access to certain types of curriculutn for certain groups of students, etc. (Ben-Akiva, M., Walker, J., Bernardino ., Gopinath, D.A., 2002). (Santoso & Sari, 2019). 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. (Santoso, 2021b). 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 develop civic competence which includes knowledge of civic knowledge, civic skills, and civic disposition are multidimensional.(Martini et al., 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, 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.(Kusumawardani et al., 2020).
Growth, pro poor, pro job, and pro environment) 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) 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, 2021a).
In addition, the other problems are the phenomenon of the rise of the KKN, high unemployment rate, buy and sell transaction title and low quality of education, and compounded again with the existence of a brawl, anarchist demonstration, drug abuse, human trafficking, sexual crimes, crime rate increases, the heartbreaking school graduates culture is very easy to find in the life of Indonesia today. (Pahlevi, 2017).
While the Mental Revolution (GNRM) in the field of education. Further Arie Budhiman Convey in the socialization of the strengthening movement of character education that the character as a shaft of education through the program of the training is one of which is done by establishing Civic education (the history of national formation, the values of patriotism and the love of Homeland, the spirit of national defense, and ethics).
The relationship between Civic education and character education cannot be separated, Nur Silay Suggests that the two are discussing moral dealing. Character education as a comprehensive education flow includes Civic education (Haryati & Khoiriyah, 2017).
Character education is essentially a spearhead building the quality of learners, the Indonesian government demands all teachers to implement character education in every subject or course. (Widiatmaka, 2016). Article 1 of 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.
Experience and education cannot be likened to it, as some experiences are not educational (e.g.
educational). An uneducated experience is an experience that inhibits or hinders the growth of subsequent experiences. The optimal learning experience will affect the expected educational objectives. Socrates (469-399 BC) states that the most basic fundamental educational objectives are forming individuals to be good and smart (good and smart).(Dharma & Siregar, 2014).
In an effort to improve the suitability and quality of character education, the Ministry of National Education developed the grand design of character education for each line, level, and type of education unit.
Grand Design became a conceptual and operational reference for the development, implementation, and assessment of each track and level of education. The character configuration in the context of the totality of the psychological process and sosial-kultural is grouped in: Exercise (Spiritual and emotional development), the intellectual development, sports and kinaesthetic (Physical and kinestetic development), and exercise and Karsa (Affective and Creativity development). The development and implementation of character education needs to be done by referring to the grand design.
character is in need of internal intervention (willingness to thrive) and externally (neighborhood). The intervention is carried out in the environment and education. Patimah explains that character education is integrated into the learning process, which is the introduction of values, facilitating the awareness of the importance of values, and internalization of values into the conduct of students as well as through the learning process that takes place both inside and outside the classroom. (Fitriana, Siti. Gregorius Rohastono Ajie, 2016).
Legal and civic education curriculum in Indonesia has undergone a development from 1947 until the year 2012, which is the 2013 curriculum that will be valid today. It is in the early history of the Pancasila education curriculum and civic or PPKn in the curriculum or the People's School lesson plan in 1947, although the fact of the purpose of establishing a citizen that is intelligent, democratic, and religious it has been asserted, it is not hosted by a special subject with the name of nationality, but it is shown in the subjects of the Faculty of Ethics and the High School curriculum in 1950/1951, it seems to be addressed by the subjects of the state of governance, History, and earth sciences. The Civic education curriculum at the time was a curriculum that has not yet provided maximum place and substance in the building of citizens of the Republic of Indonesia. Then after a long time ago, the curriculum of civic education little by little began to arise and developed to fill the needs of nations and countries according to their field and expertise.
The Civic Education curriculum has a vision and mission and a scientific structure. The vision of the Civic Educationcourse is the realization of a subject that serves as a means for the nation and character building and the empowerment of citizens. While its mission is to make good citizens who are citizens who have political awareness and moral awareness. In order to achieve the vision and mission, Civic Educationperforms with a new paradigm of scientific structure covering the dimension of knowledge (civic knowledge), citizenship skills (civic skills) and nationality (civic disposition). Dimension coverage in other scientific structures includes politics, law, constitutional, and moral.
So in the curriculum need to teach the appropriate moral base in each lesson material civic education or Civic Education during time is possible, this technique is a culture that characterizes a supply of the basics of civic to be good, religious, intelligent, idiologist, religious and flesbels. So in the curriculum need to teach the appropriate moral base in each lesson material civic education or Civic Education during time is possible, this technique is a culture that characterizes a supply of the basics of civic to be good, religious, intelligent, idiologist, religious and flesbels.
For the Indonesian nation of Pancasila and the Contitution 1945 has been considered true, the values must be understood, based and implemented by each citizen in various dimensions of his life as a citizen of a democratic and responsible. On the first principle of learning, "What to think", i.e. what will be learned has been prepared, compiled and set apart by the state to be delivered by the school through teachers. Teachers are also
"curriculum developers", or curriculum developers. Teachers have knowledge, ability/competence to encourage students/children to think, can try to raise their own thoughts or opinions and report them, namely known as
"Student active learning" or active students learn. The second principle of learning, "How to think" that is to teach about how to think that, what has been set forth in the curriculum (including a centralistic set curriculum) and what else now has been established in Desentralistik, curriculum materials such as a set of plans and regulations on the purpose, content, and materials and the way used as guidelines for organizing learning activities to achieve certain educational objectives
2. Research Methods
Research Methods is a technique for obtaining the data needed in a study. This research uses the method of literature analysis with grounded theory is a qualitative research method that uses a number of systematic procedures to develop a theory compiled inductive. Research grounded theory, this research inductive research techniques, emphasizes observation and develops a base of "intuitive" relationship practices between variables.
The process involves formulation, testing, and redevelopment of prepositions during the drafting theory. Data sources are categorized into three groups. First, the source of print materials, including books, journals, papers, and literature research results on civic education. Secondly, the data source is an analytical document which includes the results of state documents on the curriculum of high school civic education from 1975-2013. Data collection techniques and information used are qualitative data collection techniques that include documentation studies, and library studies. Meanwhile the process of data analysis used by researchers is data reduction, data display, verification and withdrawal conclusion.
3. Result and Discussion
In this section, will describe the results of the findings of the documentation study results, literature studies and interviews, which are then analyzed and coordinated with the concepts and theories of the library in this study. The following focuses on research studies, namely:
3.1 The meaningfulness of Civic Education material
The material meaning of the curriculum of Civic Educationin 1975 is since the addition of the P4 in Civic Educationin 1978 on the Civic Educationcurriculum in 1975 has the impact of: (1) political burden on national education was increasingly heavy when the PMP lesson was used by the ruler with strong indoctrination as a tool to humanize Indonesia with the guidance of Pancasila on Civic Educationunder the name of Pancasilais, (2) Upgrading P-4 also becomes a new project for the subjects of Pancasila, (3) National education took steps in the passion and practice of Pancasila throughout the society. (4) Pancasila education including the Moral education of Pancasila and the elements that can continue and develop the soul and values 1945 to the young generation is incorporated into the curriculum of schools. (5) The P4 upgrading material for civil servants is essentially the same as the PMP material for the students. The difference is that the PMP is the
"Upgrading of the P4" to the participants of the formal education, while upgrading the P4 itself to the wider public including civil servants.
Then the meaning of the curriculum for Civic Educationin 1984 is: (1) PMP is increasingly indoctrinative when the MPR has set the guidelines for the passion and the practice of Pancasila (P-4). (2) One of the differences 1975 curriculum with curriculum 1984 is a matter of participation of learners to be active in the process of obtaining learning outcomes and processing the acquisition. (3) (P4), Pancasila Moral Education, education history of the struggle of nations and elements that can continue and develop the soul, spirit and values of honesty, especially the values of 1945, continued and increasingly improved in all types and levels of education ranging from kindergarten to college, both public and private. (4) 1984 curriculum materials are continued and improved across all pathways, types and levels including preschool. (5) An overlap between P4, PSPB, PMP, and national history. The overlap will result in the loss of time that can be used for other purposes, or to urge other subjects that have an impact less well.
The meaning of the 1994 Civic EducationCurriculum is: (1) The expansion of the P4 study in schools covers the value, moral, and norms and spiritual values of Indonesia and the behavior of society, nation and state but the consequences of the Civic Educationmodel that brings out the interests of the regime is the PMP or Education of citizenship is becoming very unattractive, fomalistic, learning process does not give many students the ability to think critically of the government (2) Implementing local content lessons, i.e. teaching learning activities established by the region. Local content includes: Local culture education, skills education, and environmental education. (3) Increased practice of a number of attitudes, praises and behaviors according to the moral values and norms of Pancasila and the Constitution 1945. (4) The positive impact of this semester system is the occurrence of simplification of the implementation of the study evaluation, which was originally three times a year, twice. In addition, effective days learn more. (5) Develop and preserve the noble and moral values that are rooted in the Indonesian culture which is expected to be manifested in the form of conduct through the daily life of students. One of the sublime values is the difference of thought, opinions, or interests can be overcome by deliberation and consensus, and behaviors that support the effort to realize social justice for all Indonesian people.
Furthermore, the meaning in the curriculum of 1994 and supplement in 1999 is: (1) The repeal of P-4 in an effort to avoid the indoctrination of pancasila practice. The repeal of P-4 as a substance to the study of Pancasila Education and Citizenship (PPendidikan Kewarganegaraan) is a blessing, because it frees up the ideological-indoctrinative burden in the formation of good citizens. (2) The MPR's tap on P-4 was eventually revoked in the MPR Special Session, the implementation of P4 as an inequality "between practice and word."
On the other hand, community groups who are disappointed by tap's repeal say that Pancasila's values in P-4 are actually nothing wrong. (3) Changes in centralistic education policy to decentralistics characterized by changes in the role of the state in education. (4) the activity of reviewing gbpp Civic Educationinvolving experts of Civic EducationSubjects, curriculum developers, and PPendidikan Kewarganegaraan teachers impacts some subjects in grades II and III of high school are not taught in the Supplement Curriculum 1999 on the grounds of being postponed until the referral. (5) It turns out that the discussion of the material in the textbooks in the 1999 supplement does not reflect the actual articulation of the material. The impact is that many teachers find it difficult to carry out the learning process.
The meaning of the Civic Education curriculum in 2004 is: (1) The emergence of KBK because the 1994 curriculum reaped many assessments that were too fiber material, over lapping, too much memorization, centralistic, and less reflective of decentralized nature. (2) The main difference between conventional curriculum (Curriculum 1994 and earlier) and KBK namely; Conventional curriculum emphasizes content based on competency based, conventional curriculum based on textbook oriented is in KBK selected materials using multimedia assistance, evaluation on conventional curriculum is based on group speed, while KBK sees individual speed. That's why, feed back or feedback in conventional curriculum is done not directly whereas KBK implements feedback instantly, conventional curriculum based on time, while KBK implements performance-based curriculum, conventional curriculum describes learning objectives in general and
outcomes) made objectively. (3) Pancasila and the Constitution of the State of Indonesia need to be instilled in all components of the Indonesian nation, especially the younger generation as the successor to the nation.
Indonesia in the future is not expected to repeat the authoritarian system of government that silences the rights of citizens to live democratic principles in the lives of people, nations, and countries. (4) Civic Education is often identified with ethical education. Whereas the competence expected of Civic Education is to form a good citizen i.e. as a responsible democratic citizen and actively participate in the political life of his country. While the formula in the 2004 Curriculum paper Citizenship (Civic) is a subject that focuses on the formation of various self-establishment in terms of religion, socio-cultural, language, age, and ethnic ity to become an intelligent, skilled, and characterful Indonesian citizen mandated by Pancasila and the 1945 Constitution. (5) Civic Education is considered very dry with a charge of moral values, especially pancasila moral values, but loaded with studies of political and legal concepts. Meanwhile, as national political and legal reforms roll around, the still-hegemonic Civic Education paradigm tends to be unspoytic and marginalized.
Then the meaning of the Civic Education curriculum in 2006 is: (1) In substance KTSP is the same as KBK. KTSP is related to school management autonomy, meaning schools must actively develop curriculums instead of waiting for the central curriculum, in principle focusing on schools and communities and away from centralistic bureaucracy. This model is intended to ensure lower central government control, and on the other hand the increasing autonomy of schools to determine for themselves what needs to be taught and manage existing resources to innovate. (2) Civic Education is a subject that focuses on establishing citizens who understand and are able to exercise their rights and obligations to become intelligent, skilled, and characterful Indonesian citizens mandated by Pancasila and the 1945 Constitution. (3) The scope of Civic Education subject matter in KTSP 2006 includes unity and unity of the nation, Norms, laws, and regulations, Human rights, the needs of citizens, the constitution of the country, power and politics, Pancasila, Globalization. (4) As a result of the Civic Education model that highlights the freedom of Civic Education subjects to be very interesting, the learning process gives birth to many students' ability to think critical of the political system of government.
However, the impact of the freeness of this curriculum is that there are many changes that are not good at the word attitudes and moral attitudes and values in the character character of students in the school environment or outside the school. (5) Civic Education is considered very dry with a charge of moral values, especially pancasila moral values, but loaded with studies of political and legal concepts.
Furthermore, the meaning contained in the Civic Education curriculum in 2013 is: (1) The reason for the change in Civic Education 2013 from Civic Education 2006 because it has a deficiency or weakness i.e.
substantially, Civic Education is more predominantly charged state so that the content of pancasila values and morals lacks proportional accentuation; methodologically, there is a tendency to dominate cognitive learning, so the affective and psychomotor dimensions have not been developed optimally. Sometimes seen as less interesting subjects; less challenging high-level thinking; memorized; the material is considered abstract, difficult, and lacks perceived practical benefits; even many teachers find it difficult to teach students. Sharp criticism of curriculum packaging is limited to material mastery interests, not emphasis on character building.
The 2007 Curriculum Center study also showed that there has been a crisis in Civic Education learning. During this time, the orientation of learning emphasizes more on mastery of scientific concepts, but is very weak on the learning experience of students. (2) Civic Education has several abilities that are a provision for every citizen to consciously participate in civic participation as the embodiment of civic responsibility which is essentially establishing the existence /policy of citizens. (3) In secondary education the name of the subject of Civic Education is adapted into Pancasila Education and Citizenship (PEduccation of Citizenship), which aims to form students into human beings who have a complete sense of nationality and love of the homeland imbued by the values of Pancasila, the Constitution of the Republic of Indonesia year 1945, the spirit of Bhinneka Tunggal Ika and the commitment of the Unitary State of the Republic of Indonesia. (4) There is no longer any separation of Pancasila Education and Civic Education subjects. Idiil and instrumental concepts, visions, and missions and the content of the Civic Education have fully integrated philosophy, values, and morals with the cultural content of Pancasila, The Constitution of the NRI 1945, Bhinneka Tunggal Ika, and NKRI. (5) Civic Education subjects as a whole part of the group of subjects that have a mission of national ity and character education drivers but in reality the number of hours is still too short and not included in the national exams so as to weaken and make the students of PPendidikan Kewarganegaraan less important even though the 2013 curriculum departs from 4 national pillars namely Pancasila, Bhinneka tunggal ika, UUD 1945, and NKRI. However, the praxisnya Civic Education is less noticed by the experts of curriculum makers even feared that the return may be used again by the ruler / government as a means of indoctrination, whereas the indoctrination if used properly will certainly produce the best because indoctrination will lead to obedience and obedience to the nature of citizens to the government.
4. Conclussion
First the philosophical meaning of high school Civic Education focuses on the creation of civilized/thoughtful students in all things, where wise is the highest level of all behaviors, where the meaning is:
philosophical Civic Education as a matter of law-abiding nation in the balance of rights and obligations, philosophical Civic Education as the foundation of indonesian values, morals and morals, philosophical Civic Education as a curricular subject, philosophical Civic Education as the identity of the foundational foundation of indonesian national and state education and philosophical Civic Education as a multicultural ligature of fluralism of the nation in one national ideal and modernization of the nation and state of Indonesia.
The second meaning of the power of Civic Education in the curriculum from 1975 to 1994 is in its moral value as the establishment of disposition, then in the curriculum of 2004 Civic Education lies in political power, while the power of Civic Education curriculum in 2006 lies in the field of law, but in this curriculum 2013 there is a combination of these three powers that are based on moral, political, and legal values but the main strength in this curriculum still looks fiber in the political and legal substance but the moral element is only as small as a small language. Then as another driver was obtained from Pancasila, the Constitution of 1945, the single Bhinneka Ika and the Unitary State of the Republic of Indonesia. A nation that has a vision, of course, needs citizens who also have insight, awareness and behavior that supports the vision of the nation. Civic Education is a form of dissizing individuals in order to become citizens who have the same character as their national vision.
The three meanings of The Power of Civic Education are in Pancasila, The Constitution of the NRI 1945, politics, law, values, morals, local wisdom and cultural ity. The disadvantages of Civic Education exist on the monotonous teaching side of overload and overlapping content and are more focused only on cognitive, whereas affective and psychomotor are fewer and are not included in national exams. Civic Education Opportunities still need a lot of scientific development in the body of knowledge based on the main strengthening of morale. The threat of Civic Education is the large number of students with free sex that makes the morale of the nation's children weak and acts regardless of pancasila value (say and act without value). Civic Education Solutions through the learning and practice processes of students in schools that are supervised and assessed as a form of moral evaluation and behavior of students. The best Civic Education material is native Indonesians not copy from other countries, among others are Pancasila, The Opening of the 1945 Constitution, The Constitution of the NRI 1945, the Unitary State of the Republic of Indonesia, Bhinneka Tunggal Ika, The Oath of Youth and Red and White.
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