CURRICULUM AND LEARNING CIVIC EDUCATION

By

Prof. Dr. Endang Komara, M.Si  and Dr. Purwadhi, M.Pd.

The curriculum is a set of plans and setting the objectives, contens and teaching materials andmethod used the guide the organization of learning activities to achieve specifie education goals. Indonesian nation education goals is for the development of student’s potentials to  become a human of faith and fear of god almighty, noble, healthy, knowledgcable, skilled, creative, independent, and become a democratic and responsible citizens. Learning civic education, teacher are requed to develope the learning process interesting, fun, challenging, and formthe learners to be able to think critically and constructively. Civic teacher should be able to present a contextual learning materials, tingking the subject matter to the real conditions in the field, replacing the theory and practice, between expectation and reality, identify the problems the occur, and encourage learners to bring alternative solution to problems.

Keywords :  Curriculum, Learning and Civic Education

A.   Introduction 

According to the law on national Education System No. 20 of 2003, Article 1 (19) curriculum is a set of plans and setting the objectives, contens and teaching materials and methods used the guide the organization of learning activities to archive specific educationalgoals. Furthermore, the national  education goals as formulated in the Law no. 20 of 2003 isfor the development of student’s potentials to become a human of fath and fear of god almighty, noble, healthy, knowledgcable, skilled, creative, independent, and become a democratic and responsible citizens.

Curriculum 2013 was designed with the aim to prepare the indonesian people in order to have the ability to live as individuals and citizens who have faith, productive, creative, innovative, and affective and able to contribute to society, nation, state and the civilized world. The curriculum is educational instrument to be able to bring the indonesian people who have competence attitudes, knowledge, and skills that can be a personalized andproductive citizens, creative, innovative and affective.

One step in the preparation of Curriculum 2013 is the rearrangement PKn be a PPKn which include; First, rename subject Pendidikan Kewarganegaraan (PKn) be a Pendidikan Pancasila dan Kewarganegaraan (PPKn). Second, put the subject PPKn as an integral part of a group of subject who had a mission of strengthening  nationality. Third, organize SK-KD and indicators PPKn nationally by strengthening moral and values of Pancasila; values and norms the NRI constitution of 1945; values and the spirit of BhinekaTunggal Ika, as well as insights and commitment of the Republic of Indonesia. Fourth, strengthen the development of learners in dimensions: Knowledgeof civics, citizenship, citizenship skill, determination of citizenship , civic commitment, andcompetence of citizenship. Fifth, develope and implement a veriety of learning models that match the characteristic PPKn oriented character development of students as citizens are intelligent and intact not yet. Sixth, develop and implement a variety of models of learningassessment and learning outcomes PPKn.

B.   Discussion

1.    Structure of Civiv Education Curriculum

In Article 3 of Law no. 20 of 2003 on National Education System is imperative Outlined that: “National Education server to develop the ability and character development and civilization of dignity in the context of the intellectual life of of the nation, aimed a developing student’s potentials in order to become a man of faith and fear of God Almighty, noble , healthy, knowledgcable, skilled, creative, independent, and become a democratic and responsible citizens”. Therefore idealsm formation of character and civilization of  dignity in the context of the intellectual life of nation, and made human as a citizensof democratic and responsible manner philosophical, socio-political and psikopedagogis a holy mission (mission sacre) of citizenship education. In particular, as can be observed in the explanation of Article 37 paragraph (1) “civic eduation is intended to from the students to be people who have a sense of nationalsm and love of the homeland”. In thecontext of civic education as a scientific concept , instrumentation, and education paksis intact in turn canfoster “civic intelligence” and “civic participation” and “civic responsibility” as the nation and citizens of indonesia. (idris Affandi in htt://www.lpmpjabar.go.id).

Historically epistemological and pedadogical, citizenship eduaction as a curricular program begins with civics subjects introduced in the senior high school curriculum in 1962 which contains material on the indonesian goverment under the law of 1945 (Dept, P & K: 1962). At that time, the subjects of civics or kewarganegaraan, basically contains learning experiences are explored and selected from the disciplines of human rihts, and knowledge of the United Nations  (somantri,1967 :7). Civics is a formal term is not found in the curriculum in 1957 and  in 1946. However materially curriculum in junior and senior high school curriculum in 1957 there were subjects of constituional and legal order, and in 1946 curriculum subjects are common knowledge within which enter knowledge of the goverment.

Then in 1968 and 1969 curriculum term civics and citizenship eduation in the contry is used to exhange disposable (interchangeably). For example, in 1968 elemntary curriculum used the term citizenship eduation state which is used as subjects, wherein the history of indonesia, Indonesian geography, and civics (trasnlate as knowledge of state citizenship). In  junior high school curriculum citizenship education and the constitutuon, includeing the 1945 constution, while in 1968 ther  were senior high school curriculum subjects citizenship education state containing material, particularly with regard to the constituion 1945. Meanwhile in 1969 SPG curriculum subjects eduation state citizenship content especeally with respect to the history of indonesia, constituional, social science and human rights (Dept. P & K: 1969).

In addition, the curriculum of the school development pioneers project (PPSP), used smeterms, the state citizenship eduation, social studies, civics and law, for elemnatary school 8 years in PPSP used the term state citizenship education is an intgrated social studies an simiar to the intgrated social studies in America. There citizenship education term seems to mean the same state with social education. 4 years in high school social studies used the term as an integrated social teaching for all classes and teaching social.

Separated in the form of the teaching of geography , history and economics as a mayor program in the social science. There are also subject of the state citizenship education as the core subjects that must be taken by all students, while the subject of civic and law was given as a major subject in the social science (PPSP “teachers training collee bandung,1973a).

Furthermore , in terms civic eduaction curriculum 1975 state converted into pancasila moral education (PMP) which contains materil of pancasila as descibed in the guidelizs appreciation and experience of pancasila. There changes are consistent with the educational mission mandated by tap. MPR II/ MPR/ 2973. The subjects of this PMP is a compilsory subject for elementary school. High school. Senior high school, SPG andvocational school. This PMP subjects should be maintence both the term and its contents until the enactment of the 1984 curriculum is basicaly a refinement of curriculum 1975 (department of education 1976).

With the enactment the law no. 2 of 198 on national education system which outlines their curriculum pancasila and citizenship education as study materials required curriculum off all paths, the type and level of eduaction (Aeticle 3), curriculum elemenntary education and secondary education in 1994 in accomondate the mission the new education by introducing subjects pancsilaand citizenship education or PPKn. Unlike the previous currriculum, curruculum 1994 PPKn organize learningmaterials not on the basis of the formulation of a grain of value P4, but on the basis of consep of value disaripatikan of p4 and other official sources, arranged by using a spiral approach extend or spiral of concept development (taba, 1967). This approach articalates the principles of pancasila with a derived value for each level of education and classesas well a quarterly in each class.

According with the provisions of MPR No. II / MPR /1998 on GBHN pancasila eduation includes eduaction implementation guidelines of pancasila (P4). Pancasila moral education, history education  national struggle and the elements that can continue and develope the soul,the spirit and values of particular values kejuangan 1945 to the younger generation. From there i can be seen that the educational dimension education of pancasilaideology, values nad moral education, and education kejuangan.

If ve analyzed carefully, it turns our both the terms used anf the formulation of the mission and organization of subject mater content knowledge citizenship civics of the state the state citizenship eduation, moral eduaction of pancasila, and of pancasila and citizenship education, in the word of schooling taht developed over nearly four decades (1960 sd early 2000s) shows that there has been a fundamental incoonsistency of thought which reflect the occurrence of conceptual crisis, and it turns out it’s impact on the conceptual and operational pedagogical crisis.

By minataputra and budimansyah (2007: 158), it does not have feel strange, because this sotatuion is also silmilar of the sitiuation that had experinced in the united state, where “civics, civic / citizenship eduation, social studies / social science education” since its birth in the 1880s until  the publication of academic documents NCSS (1994) “curriculum standards for social studies; expectations of excelence” however they have now manged to overcome the crisis conseptual and curricular. At least the now have reached a consensus of academic and programmatic which in turn will guide the process more coheret curriculum.

And national responsibility. “ second, specifically goal is to build PKn expected moral realized in everyday life is the behavior that exudes faith and piety towards God almighty in a society consisting of various denominations, the behavior that is just and civilized humanity, a people’s behavior that suport the interests thoughts resolved through consensus, and behaviors that support efforts to achieve social justice all people of indonesia.

While according to sapriya (2001) goal of civic education is the full participation of reason and responsibility in thepolitical life citizens who obey the values and basic principle of consytitutional democracy in indonesia. Effective citizen participation and full responsibility requires mastery of a set of knowledge and intellecual skill as well as skill to participate. Effective participation and responsible even tthen further enhanced through the development of disposition or certain traits that increase an individual’s ability to participated in the poilitcal process and support func-tionality healthy political system and the improvment of society.

General puposeof PKn learning is to educate citizen to be a good citizen, which can be described with a patriotic citizen, tolerant, loyal to the nation and state, religion, democratic , pancasila true (somantri. 2001 : 279) civics is a function of the nation of indonesia to reflect itself in the habit of thinking and acting in accordance with the mandate of pancila and 1945 constituion the NRI.

It can be conclude, that the goal of developing countries so that every citizen civic education being a good citizen (to be good citizens), the citizen who has intelligence (civic inteligence) good intellectual, emotional, social and spritual, have a sense of pride and responsibility (civic responsibility), and able to participate in public life.

C.   Conclusion

1.    The development of civics and civic education in indonesia occured in the year: firt, citizenship (1957) discusses how to gain and loss of state citizenship. Second , civics (1962) appeared in the form of political indoctrination. Third, the state citizenship eduaction (1968) as an element of citizenship eduation nuanced state eduacion social science. Fourth the state citizenship eduation (1973) who identified with the teaching social, sixth, pancaila moral eduaction (1975 and 1984) apear to  replace PKn the content of the P4 discussion. Seventh, of pancasila and citizenship eduacation (1994) as the incorporation of pancila and citizenship eduaction study that appearde in theform of teaching the concept of value in the qiuntessence of pancasila and P4. The eight, PKn (2006) which include  the unity of nation ; norms, laws and regulations; human right; needs of zitizens; the state constitution; power an dpolitical; of pancasila; and globalization. Nirth, PPKn (2013) which the constitutional life of society, nation and state;bhineka tunggal ika as a form of diversity kehiduan society, nation and state in deversity cohesive and intact; unitary republic of indonesia(NKRI) as a form indonesia.

2.    Civic eduation scope covers the entire program of scholl; civic eduation convers awide range of learning activities that can live and grow better behavior in a democratic