CIVIC EDUCATION

INTRODUCTION AND BASIC CONCEPTS

CITIZENSHIP EDUCATION

IN HIGHER EDUCATION

By: Saeful Bahri

Students Syarif Hidayatullah State Islamic University Jakarta, tarbiyah science faculty and teacher

I. INTRODUCTION

 

Since the onset of the reform movement and demokratisaasi in Indonesia in the late 1990s that it has formally ended the arrangement and instrumentation pseudo democracy in the era of the new order, and slowly climbed the order of a new era of reform, began to develop thinking and the need merekonseptualisasi meresponsisi civic education in context of democratic education in a fundamental sense. And in accordance with the laws no. 2 of 1989 on national education systems in higher education curriculum has been assigned the subject of civic education (civics) as one component of a group of common courses. Until now the general courses include citizenship education materials with the aim to develop students to be able to play an active role as citizens in the context of defending the country. This is understandable because it was originally, ie before the law no. 2 years 1989itu, this course is better known as civics courses. And now has become a civic education that aims of formal education will be citizens who have different abilities to make changes in society and become agents for change in society and able to perform the process of self learning, process pengewanjatahan transfer values ​​and principles in life real.

II. PROBLEM

1. Indonesian citizenship education background.
2. Understanding of civic education.
3. Standards of competence and basic competences of citizenship education in college.
4. The scope of civic education materials.
5. Paradigm of civic education
6. Urgency of building a culture of civic education for democracy in Indonesia.

III.   DISCUSSION

1. Indonesian citizenship education background

Along with the development of democracy in Indonesia, the demands of democratization and reform after the collapse of the New Order regime, civics education as a form of civic education at the college level, the new order. Efforts to replace civics education into citizenship education at college to find momentum, both within the framework of the development of substantive democracy which is the mandate of legal reform movement and the enactment of the national education system uu number 20 of 2003 article 37 which requires that the curriculum of each unit and level of education, including the higher education includes a. Religious education, b. Civic education, and c. Language.

Civic education is intended to form a human learners who have a sense of nationhood and unpatriotic (paragraph 1 of article explanation of Law 20/2003) in the context of national education civic education and the instrument used as a container for menwujudkan national education goals is the development of potential learners to be a man who is faithful, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible.

The purpose of citizenship education is basically how to make an intelligent citizen and well and able to support the sustainability of the nation and state. Citizenship efforts of individuals or people who live within a nation state is a fundamental duty. The concept of an intelligent citizen and the good of course depend on the outlook on life and the political system of the country concerned. Pendidikam citizenship, especially along the new order of government, has been engineered as a tool to perpetuate power by means of indoctrination, manipulation of democracy and the Pancasila, and paradoxically action ruler of the new order. Paradoxical attitude of the new order is not visible from the road between civics education programs and Pancasila with the new order elite behavior in managing the country full of corruption, collusion and nepotism (KKN). The large number of Indonesian society with no knowledge of democracy, it requires a model of civic education to empower and liberate people from the democratic commonness.

It is expected that with the change in civics education and citizenship education fit into the mandate of the national education system number 20 of 2003 chapter 37 we can freely learn good citizenship education in strata sd / mi, smp / mts, aliyah / sma, and colleges so that the realization of proficiency partisifasi and responsible in the life of the nation, making the community as Indonesian citizens who are intelligent, active, critical, and democratic but still has a commitment to maintain and integratis persatuaan nation and develop a civilized democratic culture.

2. Definition of Citizenship Education

Use of civic education can not be separated from the empirical reality of the current Indonesian who still lay about democracy. Zamroni civic education in the view of democracy can be defined as education that aims to prepare citizens to think critically and act domokratis, through awareness activities to instill a new generation of awareness that democracy is a form of community life that most guarantees the rights of society.

According Somantri, civic education is characterized by the following characteristics:

• Civic education is an activity that involves the entire school program.
• Civic education includes a wide range of teaching activities that can nurture life and better behavior in a democratic society.
• In civic education also includes matters relating to the experience, interests of society, personal and objective conditions for the living state.

In other words, citizenship education (civic education) is an educational program that tried to incorporate the substantive elements of the above components of civic education through learning model of democratic, interactive, and humanist in a democratic environment. Substantive elements of civic education is summed up in three interrelated core components of citizenship education, namely: democracy, human rights, and civil society.

3. Standards of competence and basic competence in citizenship education colleges

1. Competency standards.

Standards of qualification or competence is the size of a person's ability or skill that mecakup set of knowledge, attitudes and skills. Thus the competency standards of civic education is to become an intelligent citizen and civilized.

2. Basic competence.

In learning the basic competence or civic education which is often called the minimum competencies that transformed and transmitted to the learner consists of three types:

a). Competence is the ability of citizenship: kemamapuan and skills associated with citizenship education core material (ie democracy, human rights, and civil society).

b). Competence is the ability of citizenship attitudes and skills related to the awareness and commitment of citizens, among others, a commitment to equality, gender, tolerance, pluralism, and a commitment to caring and terlibatdalam solving problems related to citizens human rights violations.

c). Ketamprilan citizenship competence: the ability to articulate the capabilities and skills of citizenship skills such as the ability to participate in the process of making public kebijakaan, kemamapuan exercise control over state officials and the government.

3. The purpose of citizenship education

The purpose of civic education to build the character of the nation Indonesia: (a) develop skills partisifasif citizens of quality and responsibility in the life of nation and state. (B) make Indonesian citizens who are intelligent, active, critical, and democratic but still has a commitment to maintain the unity and integrity of the nation. (c) develop a civilized democratic culture of freedom, equality, tolerance, and responsibility.

Thus After graduating from the formal education will become citizens who have different abilities to perform peubahan in society and become agents for change in society and able to perform the process of self learning, process pengewanjatahan transfer values ​​and principles in real life.

4. The scope of civic education materials in college

Civic education materials consist of three subject matter of democracy, human rights, and civil society. All three materials are elaborated into nine pakok material and berkoherensi interacts with one another. Ninth material is 1. (Preliminary), 2. (Building a civilized country), 3. (Constitution and governance legislation in the life bernegaraan), 4. (National identity and globalization), 5. (Democracy: theory and action), 6. (Regional autonomy within the framework of the Republic of Indonesia), 7. (Clean governance and good governance), 8. (Human rights), 9. (Nasyarakat strengthen civil society).

5. Paradigm of civic education

Demokratis develop civic education paradigm that emphasizes the orientation of efforts penberdayaan students as citizens in a democratic Indonesia. Democratic paradigm in placing education as a subject of active learners, educators, learners as partners in the process of democracy pembelajaran.sedangkan purpose of this paradigm is an effort directed learning so that learners not only mengetahuai something (learning to know) but can learn to be human are responsible as individuals and social beings (learning to be) and to learn to do something (learning to do) is based on the knowledge that has it. Through penbelajaran pattern is expected of students can and ready to learn to live together (learning to live together) in a pluralistic nation and the citizens of the world Indonesia since humans as social beings.

6. Urgency of building a culture of civic education for democracy in Indonesia

According to Ahmad Shafii Ma'arif, democracy is not a discourse, or thought patterns of political behavior that can be built at once, nor the instant stuff, he says, democracy is a process by which society and the State has a role in it to build a culture and system of life that can create welfare, justice social, economic and political. From the point of view in, democracy can be created if communities and governments together develop kesadara the importance of democracy in the people and the nation.

The process of democratization in Indonesia still needs strut genuine democratic culture. Without the support of the democratic culture, the process of democratic transition is still vulnerable to a variety prilakutidak ancamanbudaya and democratic heritage of the past, such as the anarchist behavior in voicing opinions, politics, money (money politicis). Directing the masses for political purposes, and the use of symbols of primordial (ethnic and religious) in politics.

Settings towards genuine democracy and civility the more authentic it is not easy and instant reverse process requires recognition, learning and practice (learning by doing) and deepening (deepening) of democracy. This long process is nothing done in order to develop a democratic culture (Cultur democratic).

 

IV. CONCLUSION

 

The purpose of citizenship education is basically how childbirth learners become citizens of a smart and good, and able to support the sustainability of the nation and state.

Use of civic education can not be separated from the empirical reality of the current Indonesian who still lay about democracy. Civic education.

Civic education is intended to form a human learners who have a sense of nationhood and citizenship education unpatriotic used as containers and instruments to achieve national education goals of the development potential of learners in order to become a man of faith, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible.

 

V. CLOSING

 

Thus this paper we made, may be useful for anyone who read it. If there are errors in terms of content as well as in writing, it is our weaknesses and shortcomings as an ordinary human being.

 

REFERENCES

Azra, Azyumardi, democracy, human rights, and civil society (Jakarta: Prenada Media, 2000)

Rozak, abdul, democracy, human rights, and civil society (Jakarta: ICCE) Syarif Hidayatullah State Islamic University in collaboration with The Asia Foundation, Second Revised Edition. 2006

Ubaidillah, A, et al. Citizenship education. Jakarta: IAIN Jakarta Press. 2000