By Udin S.Winataputra, Prof. Dr. M.A. Universitas Terbuka, Jakarta Chairman of: AP3KnI, and Members of HISPISI, NCSS, ISPI,APPJJI

PANCASILA AND CIVIC EDUCATION: LESSON LEARNT FROM CONTINUOUS IMPROVEMENT

(Presented in AP3KnI International Seminar, November 15, 2016)

How have values of Pancasila been transformed

through the Pancasila and Civic Education

(PCE) learning area?

B

How should citizenship education for global

context be included in PCE in schools?

C

How has civic education grown and developed in

Indonesia context?

A

FOCUS OF DISCUSSION

ABSTRACT

Civic education for Indonesian schools has been initially introdued since

1947 when Budi Pekerti or pendidikan Budi Pekerti in 1947 was icluded in

the school curricula. The subject was basically taught as teaching of good

conduct. Since then growing concerns of moral educaion in schools has

dramatically changed in its focus and pedagogical paradigms. Within six

decades (1945-2013) there has been dramatic changing in names and

their emphases of the subjects in the school curricula. However, such

moral education, in fact, has not achieved the ideal level yet, such as

intolerance and conflicts phenomena are still happened in Indonesian

society. This article analyze needs, vision, mission, and strategies for

developing a Pancasila-oriented moral education for school level.

Key words: civic education, goodness, Pancasila values, moral education

How has civic education grown and developed in

Indonesia context?

1

5

Fifty Years Historical Development of Value Education within Indonesian Curriculum

The 1947 Curriculum

Moral Education

The 1964

Curriculum

Moral Education

The 1968 Curriculum

Civic Education

The 1973

Curriculum

Pancasila Moral

Education

The 1975 Curriculum

Pancasila Moral

Education

The 1984

Curriculum

Pancasila Moral

Education

The 1994

Curriculum

Pancasila and

Civic Education

The 1997 Curriculum

Pancasila and Civic

Education

The 2004

Curriculum

Civic Education

The 2006 Curriculum

Civic Education

1945 2015

The 2013

Curriculum

Pancasila and

Civic Education

(After Ministry of National Education and Culture:2012, Udin:2013)

How have values of Pancasila been transformed

through the Pancasila and Civic Education

(PCE) learning area?

2

FOCUS OF DISCUSSION

Religiousity

Believe in

One God

Interfate

tolerance

Humanity

Social respect

Social responsibility

Democracy

People soverignty

Respect for human

rights

Law obedience

Civic responsibility

Social Justice

Equality before the law

Social welfare

Indonesian nationalism

Committment to the

united Indonesia

Respect diversity

National awarenes

Love the nation/

patriotism

Unity in diversity

Multi-ethnicity one

nation

One national

languange

Nusantara awareness

What values of Pancasila should be transformed

through the Pancasila and Civic Education

(PCE) learning area?

3

FOCUS OF DISCUSSION

National Flag, National Language,

Seal of the State, and National Anthem

UNDANG-UNDANG N0.24/2009

Embedded morality in:

How should citizenship education for global

context be included in PCE in schools?

4

FOCUS OF DISCUSSION

PANCASILA

MORAL KNOWING

CONFIDENCE (KEPRC.DIRI)

COMMITTMENT (KETEGUHAN)

PANCASILA

MORAL

ACTION

COMPETENCE (KECAKAPAN)

PANCASILA

MORAL FEELING

CIVIC

VIRTUES

(Udin : 2012)

“STUDENT-WELLBEING”=

WORTH-LIFE LIVING

Harmony in diversity living

EXIT-KRITERIA PRIMARY SCHOOL

(Curriculum 2013)

PRIMARY SCHOOL (SD/MI/SDLB/Paket A)

DIMENSION QUALIFICATION OF COMPETENCE

ATTITUDES Posessing behaviour showing attitudes: religiosity, good conduct,

knowledgeability, self confidence, and responsibility in effective

interaction with social and natural environment at home, in school, and

in playgrouns.

KNOWLEDGE Posessing factual and conceptual knowledges based on curiousity on

science, technology, arts, and culture within the context of humanity,

nationalism, state, and civilization in relation to phenomena and events

at home, in school, and in playground.

SKILLS Posessing thinking ability, productive and creative actions at both

abstract and concrerte levels according to the assigned learning tasks.

( Udin, After Ministruyof Education and Culture:2013)

EXIT-KRITERIA MIDDLE SCHOOL (Curriculum 2013)

MIDDLE SCHOOLS (SMP/MTs/SMPLB/Paket B)

DIMENSION QUALIFICATION OF COMPETENCE

ATTITUDES Posessing behaviour showing attitudes: religiosity, good conduct,

knowledgeability, self confidence, and responsibility in effective

interaction with social and natural environment within the scope of

his/her social interaction and existence.

KNOWLEDGE Posessing factual, conceptual, and procedural knowledges in science,

technology, arts, and culture through the perspectives of humanity,

nationalism, state, and civilization in relation to observable phenomena

and events.

SKILLS Posessing thinking ability, effective and creative actions at both abstract

and concrerte levels according to the assigned learning tasks in school

and through other resources

( Udin, After Ministryof Education and Culture:2013)

EXIT-KRITERIA: HIGH SCHOOL

(Curriculum 2013)

HIGH SCHOOL (SMA/MA/SMK/MAK/SMALB/Paket C)

DIMENSION QUALIFICATION OF COMPETENCE

ATTITUDES Posessing behaviour showing attitudes: religiosity, good conduct,

knowledgeability, self confidence, and responsibility in effective

interaction within social and natural environment and his/her position as

an integral parts of the nation as well as in world comunity.

KNOWLEDGE Posessing factual, conceptual, and procedural knowledges in science,

technology, arts, and culture through the perspectives of humanity,

nationalism, state, and civilization in relation to cause-effect relationships

of phenomena and events.

SKILLS Posessing thinking ability, effective and creative actions at both abstract

and concrerte levels as a further development of the assigned learning

tasks in school and through other resources independently.

( Udin, After Ministryof Education and Culture:2013)

16

KI-3 KNOWLEDGE

(pengetahuan)

CONFIDENCE

(keteguhan)

KI-4 SKILLS

(keterampilan)

COMPETENCE

(kecakapan) KI1 dan KI 1-2

DISPOSITIONS

(sikap)

(Udin : 2013)

COMMITTMENT

(Komitmen)

17

K3 Understand factual and conceptual

knowledge through observation and trial

(listening, seeing, reading), and questioning

based on his/her critical curiousity about

him/herself, God creatures (moral

reasoning)and their activities and things

found i at home, in school, and in

playground.

KI-4 Present factual and conceptual

knowledges using clear, logical,

systematic, l;anguage, dealing with

kinesthetic, aesthetical, showing healthy

children , and in his/her behaviour

illiustrating personal goodness, as a

religious and well-behaved

children.(Moral action)

KI 1: Receive,

respect, and apply

personaly his/her

religious creed.

(Udin : 2013)

K2 Be honest,

discipline,

responsibke,

polite, cocerned,

self confident,

and love the

nation in his/her

interactions

family, fiends,

neighbourhood,

and teachers .

THANKS FOR KIND ATTENTION AND

RESPONS