CHAPTER 1

CIVIC EDUCATION: HISTORICAL, JURIDICAL AND

PHILOSOPHICAL REVIEW

Giri Harto Wiratomo, Edwindha Prafitra Nugraheni

INTRODUCTION
Indonesia is known as a multicultural nation. Pancasila as the basic
philosophy of the Indonesian state must be a guideline for all Indonesian citizens in all
areas of life. The implementation of the Pancasila character must be implemented in
every aspect of social, national and state life. Pancasila has been extracted from the
culture of the Indonesian nation. Philosophically and objectively the Indonesian people
before establishing the state had implemented the values of Pancasila, namely as a
religious, humane, united nation, deliberation in dealing with life's problems, and
upholding justice in everyday life. After independence, the values that lived in the
community were determined to be the basis of the Republic of Indonesia by the
nation's founders. Therefore, all Indonesian citizens must know and live Pancasila as
a view of daily life.
The influence of globalization has caused the erosion of some of the nation's
culture. The influence of globalization can make culture more developed and eroded
by the times. In everyday life there are many problems related to nationality. For
example, some young citizens are less proud of their nation's culture, excessive
freedom, and stay away from religious values. The strong character of a nation will
determine the strength or weakness of a nation, and the progress or decline of a
nation. A nation will be easily destroyed only by destroying the character of the nation's
youth. The development of science and technology in the current era of globalization
has made the world more open. Along with the development of science and
technology, it has an impact on the increasing number of crimes that can be committed
by someone.
As the next generation, the nation should have an understanding of the
importance of the meaning of ethical values in Pancasila, as the basis for the use of
increasingly developing science and technology. It is as if the world has become a new
structure, namely a global structure. The development of the era or the era of
globalization and the progress of science and technology is growing rapidly. Science
and technology is a science or a source of information that can be used to improve
and add to one's knowledge and insight regarding various information and knowledge
about technology in various fields of life. In the era of globalization, science and
technology have developed very rapidly, especially in three fields, namely
transportation, communication and information.
The Ministry of Education and Culture (2021) has issued a policy regarding the
profile of Pancasila students. The Pancasila student profile is part of the learning
process. The profile of Pancasila students is a character needed in global competition
such as the ability to adapt and have an interest in learning new things. Civic education
aims to foster insight and awareness of the state, attitudes and behaviors that love the
homeland and respect the noble values of the nation's culture. Civic education is a
person's membership in the control of a particular political unit which carries the right
to participate in political activities. Someone with membership were called citizens. A
citizen has the right to have a passport from a member country. Civic education has
an important role in the life of the nation and the state because with complete
citizenship all aspects of the life of the nation and state will run well, this is of course
related to how the criteria for citizenship are able to provide positive values for the
nation. The positive value in question is a value that can be used as a reference point
to develop the nation and state so that they can progress and achieve all their own
goals and expectations. Smart and good citizens must have a good foundation or
picture as well. The purpose of the basis or description can be said as a guide to how
to become a good citizen, this can be obtained by studying civic education. Civic
education as a subject matter is a compulsory subject that is taught at all levels of
education ranging from primary, secondary to tertiary education. By learning about
civic education, it is hoped that they can become good and intelligent citizens in the
life of society, nation and state. Civic education itself is formed from two words, namely
education and civic. In civic education, you learn a lot of knowledge both from the
history of how the nation was founded and how to become competent citizens in
carrying out and actualizing love for the country. By knowing how the history of the
nation was founded, it will indirectly change the mindset of citizens who study civic
education itself, namely how the heroes struggle to defend the nation and there is a
will in themselves to defend the independence that has been obtained and how to
advance the nation in order to achieve the nation's goals. It can be concluded that civic
education is very important
to learn. What is proof that civic education is important is that all levels of education
must contain civic education in it. This is done or applied not only in Indonesia, but in
every country must implement their own civic education.
According to Sapriya in Faridli (2008) that every nation and state recognizes the
importance of national character building in order to maintain and maintain existence
as a nation-state. Civic education has a close relationship with the social community,
this is because both of them are always faced with social interaction. Social interaction
is a social relationship either individual to individual, individual to group or group to
group. Social interaction can be carried out directly or indirectly, good social interaction
can be obtained by interacting directly or face to face with certain parties because by
interacting directly many positive values are generated as well as a person can
recognize and understand how his opponent's interaction can be seen from the
conversations and attitudes of those who interact.
Good citizens are citizens who know and understand their rights and obligations
as citizens. Civic education has a close relationship with community social relations,
this is because the community is a mover and an agent of change who can implement
civic education well. In civic education there is material that upholds the ideology of
Pancasila. Pancasila is a fundamental state principle in which there are good values
to be actualized by Indonesian citizens. When someone can know and understand the
meaning of the precepts contained in Pancasila, Indonesian citizens will be in a phase
that will experience a phase of peace, wisdom in the life of the nation and state, can
respect each other's differences, and uphold unity and justice.

THE IMPORTANCE OF THE PROBLEM

This article will discuss the importance of civic education in terms of historical,
juridical, and philosophical aspects. Various problems related to social and nationality
always appear in everyday life. Causing citizen conflicts that are both vertical and
horizontal. The impact is very negative for national growth and character building. Plus
there is still a lack of understanding from educators about what civic education is,
making its implementation less than optimal. The order of discussion of this article
begins with a review of the history of the development of civic education. A history
review is needed to track the dynamics of civic education. From this
tracking, it can be seen the advantages and disadvantages of civic education as well
as the challenges faced. Followed by a juridical review, to strengthen the legal basis
for the implementation of civic education. Then a philosophical review, to find the
essence of civic education.

PROBLEM SOLVING METHOD

According to Gulo (2002), the problem solving method is a method that teaches
problem solving by placing an emphasis on solving a problem logically. The steps of
the problem solving method in dissecting this article are as follows:

collect and classify

formulate problems,
data as material for
study problem, proving hypotheses,

hypothesis proofing,
determine problem
solving options and
decisions

Chart 1: Problem Solving Method

In the discussion section of this article, the first is a historical review, the second is a
juridical review, and the third is a philosophical review and adds a civic education
learning model as an addition.

DISCUSSION
According to Baihaqi (2009), the term civics etymologically comes from the Latin
civicus which means citizen (civilians who practice direct democracy in a polis "city
state". In the days of the Roman Empire, the term civics meant "honor". The term civics
romanus sum means "I am a Roman citizen". According to Waite in Baihaqi (2009),
formulating civics with "the science of citizenship, the relation of man, the individual,
to man in organized collection, the individual in his relation to the state". Civics is the
science of citizenship that discusses human relations: 1) with humans in organized
associations (social, economic, political, and others); and 2)
individuals and with the state. According to Winataputra in Yuninato (2018), civic
education as school civics has a strategic role in realizing the development of a
democratic citizenship culture, because civic education is one of the basic capitals in
realizing a cultured and civilized society. Murdiono (2017) states that civic education
aims to form good citizens which are characterized by having three citizenship abilities
including civic knowledge, civic skills, and civic disposition. Character is understood to
have three interrelated components, namely moral knowledge, moral feelings, and
moral behavior. Good character consists of good knowledge, wanting good and doing
good habits from thoughts, habits, and actions. Character education raises universal
values that can be accepted by different religious, cultural and traditional backgrounds,
not only raising theory but also its application in society. Character education is
intended as well as character building. According to an article from UNY (2008), the
historical review of civic education is as follows:

Historical Overview
According to Cholisin (2013), the history of the development of civic education
is divided into three periods of time, namely the period before the proclamation, the
proclamation period, and developments during the reform era until now. And for more
details will be explained below of each time period.

a. Before the Declaration of Independence

According to Daroeso in (Cholisin, 2013), civics lessons before independence or

during the Dutch East Indies era were known as Burgerkunde. At that time there were
two official books in use, namely Indiche Burgerschapcunde and Rach en Plich. From
each of these books, it can be explained in more detail the contents or what is
discussed in the book, namely first, in the book Indische Burgershapkunde, written by
P. Tromp with its publishers: J. B, Wolter Maatschappy N.V. Groningen, Deen Haag,
Batavia in 1934.
The topics discussed in the book are: indigenous peoples, western influence,
social, economic, legal, constitutional and cultural fields of the Dutch East Indies and
world households, agricultural problems, hunting problems, middle class problems in
industry and trade, women's issues, the administration of the Dutch East Indies,
changes and growth with the formation of the People's Council (Volks Raad), law and
its implementation, education issues, public health issues, tax issues, the army and
navy Second, Rech en Plicht (Indische Burgerschapcunde Vooriedereen) by J.B
Vortman with publishers G.C.T van Dorp and Co. NV (Derde, Herzine en
Verneerderdruk) Semarang–Surabaya–Bandung, 1940. Discussed in the book is a
personal body that expresses, among others, the society in which we live, from birth
to adulthood, marriage and family and after the personal body is gone, problems The
bezit of the legal objects discussed include: European eigendom and land rights,
agrarian rights to land, the issue of the king's sovereignty over the obligations of
citizens in the Dutch East Indies government, statutory issues, history of payment
instruments and welfare.
Through teaching, Burgerkende (Cholisin, 2013) further explained that this
lesson was intended by the Dutch East Indies government so that the colonized people
better understand their rights and obligations towards the Dutch East Indies
government, so they do not consider the Dutch government as an enemy (My enemy
is government) but instead provide support. with full awareness in the long term
(diffuse support). Even though at that time, the Indonesian nation was colonized, the
concept of political education and its implementation through formal and non-formal
education continued.
Political education through formal/school education during the national
movement was mainly carried out by private school teachers. Historian Abdurrachman
Surjomihardjo, describes this as follows: "private schools do have their own
characteristics". There are those who really want to impart knowledge purely, but there
are also those who instill the notion of democracy, awareness of the nation and state.
The colonial government found out about this so some illegal schools were closed. In
1932 the Dutch East Indies government issued a regulation, approved by the
Volksraad, that every teacher must have a permit. The basis for consideration is that
many private school teachers are not graduates of private school teacher schools, the
reason for the prohibition being too sought-after. But it is true that in front of the class
the teachers provide political education. Principally, national teachers reject the
regulation (Cholisin, 2013).
Based on the explanation, it can be concluded that in the period prior to the
reform of Civics, the Dutch East Indies government intended to make the colonized
people better understand their rights and obligations towards the Dutch East Indies
government, so it was hoped that they would not regard the Dutch government as an
enemy (My enemy is government), but instead provide support with full awareness. in
the long term (diffusion support). However, along the way in private schools, apart
from those who provide pure knowledge, there are several private school teachers
whose aim is to instill the notion of democracy, national and state awareness. The
result can foster the spirit of nationalism among the indigenous population.

b. After the Declaration of Independence

Cholisin (2013) in more detail traces the history and development of Civics. If it
can be presented the history of Civics and its development in more detail as follows.
1) Citizenship (1957)
Moral education in Indonesia traditionally contains social, customary and
religious values. At first, moral education was carried out through religious education
and character education. There is no explicit moral education. In 1957 the subject of
Citizenship, rights and obligations of citizens was introduced. In addition, from the point
of view of knowledge about the state, the subjects of State Administration and Legal
Administration were also introduced. The three subjects are solely cognitive aspects
(Cholisin, 2013).
2) Civics as a substitute for Citizenship (1959)
In 1959 there was a change in the direction of the political direction in Indonesia,
the 1950 Constitution was invalidated by a Presidential Decree of 5 July 1959, and the
1945 Constitution was re-enacted. With the re-enactment of the 1945 Constitution, it
appears that in the field of education there was a change of direction. This change was
the introduction of Civics lessons in junior and senior high schools, the contents of
which included National History, History of the Proclamation, the 1945 Constitution,
Pancasila, State Speeches of the President. Fostering the unity and integrity of the
nation.
The source books used are "Civic of New Indonesian Humans" and "Seven Basic
Ingredients of Indocritination" which are better known by the abbreviation TUBAPI. His
teaching method is more indoctrinating. There is no handbook for students yet
(Cholisin, 2013), TUBAPI's contents include: The birth of Pancasila, the 1945
Constitution, Manipol, was the President's speech on August 17, 1959 entitled "The
Rediscovery of Our Revolution", the essence of which was emphasized in the
President's speech on August 17, 1960 covering chess, namely: National Spirit,
National Conception, National Security, Actions national. JAREK (Way of Our
Revolution), the speech of the President of the Republic of Indonesia in front of the
United Nations General Assembly on September 30, 1960 entitled "Building a New
World" (The World A New) is considered as one of the milestones in the history of the
establishment of the NAM (Non-Aligned Movement). MANIPOL-USDEK, Presidential
Message on the Development of the Planned Universe in front of DEPERNAS,
January 9, 1960 (Cholisin, 2013).

3) Citizenship (1962)
Furthermore, Cholisin (2013) explained that in 1962 the term Civics was
replaced with the term Citizenship, at the suggestion of Sahardjo, who at that time
served as Minister of Justice. The change was based on the goal he wanted to
achieve, namely to form good citizens. Then in 1965 there was the G 30S/PKI
rebellion, which was then followed by a reform of the order within the government. This
reform of the order was then limited by an official milestone with the submission of the
March 11, 1966 Order from President Soekarno to Lieutenant General Suharto. That
date was later used as a milestone for the New Order government, which contained
the determination to purify the implementation of the 1945 Constitution in a pure and
consistent manner. This change in the state/government system was then followed by
a policy in education, namely the issuance of the Decree of the Minister of P & K No.
31/1967 which stipulates that the Civics lesson consists of: a) Pancasila, b) the 1945
Constitution, c) MPRS Decrees, d) Knowledge of the United Nations (Cholisin, 2013).
4) Citizenship Education (1968)
With the enactment of the 1968 Curriculum, the subject of Citizenship (1962)
was replaced with State Citizenship Education (PKn). According to Ali Emran (1976)
the contents of Civics include: a) For Elementary School: Citizenship Knowledge,
Indonesian History, Earth Sciences, b) For Junior High School, Pancasila, MPRS
Decrees, c) For High School: Description of the articles of the 1945 Constitution which
associated with State Administration, History, Earth Sciences, and Economics. Then
in 1970 PKN was fused into Social Sciences (IPS) subjects. The fused subjects
include: Civics, History, Earth Sciences, Economics, Cultural Anthropology, Sociology
and Law.
5) Citizenship Education (PKN) (1972)
In 1972, the National Seminar on Civics Teaching and Education was held, in
Tawangmangu-Surakarta. The results, among others, set the term Citizenship
Science (IKN) as a substitute for the term Civics, and State Citizenship Education
(PKN) as a substitute for the term Civics Education. IKN is a scientific discipline and
PKN is an educational program. IKN as a scientific discipline provides a description of
the role of citizens, and PKN as an educational program is tasked with fostering this
role. Thus, IKN is more theoretical and PKN is more practical. Between the two is an
inseparable unit, because the development of PKN is highly dependent on the
development of IKN (Cholisin, 2013). Cholisin then explained that the results of the
Tawangmangu Seminar seemed to have greatly influenced the development of the
next PKN. The evidence is, among other things, despite the implementation of the
1975 Curriculum, PKN was replaced with PMP subjects, but both citizenship and PKN
were still raised as subjects in the PMP S1 Program at IKIP and FKIP through the
1982 curriculum. material for deepening the field of PMP study" (Depdikbud Ditjen
Dikti, (1982). Thus, IKN and PKN implicitly exist in PMP subjects. In other words, it
can be stated that IKN and PKN are part of PMP.
6) Citizenship Education (PKn) (1989)
In Law no. 2 of 1989 concerning SPN (National Education System). Chapter IX
on the curriculum, article 39 is stated as follows: a) The content of the curriculum is a
study and lesson material to achieve the objectives of the education unit concerned in
order to achieve the goals of national education. b) The content of the curriculum for
each type, path and level of education must contain: Pancasila Education, Religious
Education, and Citizenship Education. c) The content of the basic education
curriculum contains at least study materials and lessons on: (1) Pancasila Education,
(2) Religious Education, (3) Citizenship Education, (4) Indonesian Language, (5)
Reading and Writing, (6) Mathematics (including arithmetic), (7) Introduction to
science and technology, (8) Earth science, (9) National history and general history,
10). Crafts and arts, 11) Physical education and health, (12) Drawing, and (13).
English. d) The implementation of the provisions as referred to in paragraphs (2) and
(3) shall be regulated by the Minister. In the explanation of article 39 paragraph (2), it
is stated as follows: Pancasila education directs attention to the morals that are
expected to manifest in everyday life, namely behavior that radiates faith and piety
towards God Almighty.
People from various religious groups, human behavior that is just and civilized.
Behavior that supports national unity in a society with diverse cultures and diverse
interests. Behavior that supports the people and prioritizes common interests over
individual and group interests so that differences in thoughts, opinions or
interests are resolved through deliberation and consensus. As well as behavior that
supports the people and prioritizes common interests over individual and group
interests so that differences in thoughts, opinions or interests are resolved through
deliberation and consensus. And behavior that supports efforts to realize social justice
for all Indonesian people. Religious education is an effort to strengthen faith and
devotion to God Almighty in accordance with the religion adopted by the students
concerned by paying attention to the demands to respect other religions in the
relationship of inter-religious harmony in society to realize national unity.
Citizenship Education is an effort to equip students with basic knowledge and
skills regarding the relationship between citizens and the state as well as preliminary
education to defend the state in order to become citizens who can be relied on by the
nation and state. At the higher education level, Preliminary State Defense Education
is held, among others, through Entrepreneurship Education. Whereas in the
explanation of article 39 paragraph (3) it is stated as follows: The terms mentioned in
paragraph (3) are not the names of subjects but are designations that refer to the
formation of personality and elements of abilities that are taught and developed
through basic education. More than one of these elements can be combined in one
subject or vice versa, one element can be divided into more than one subject.
The elements of ability in paragraph (3) are intended to state that basic
education must cover at least all of these abilities. Based on the provisions of article
39 and its explanation, it can be stated as follows. a. Civics, together with Pancasila
Education and Religious Education, are general basic education programs. b. Civics
can stand alone because the mission and scope are emphasized differently from
Pancasila Education and Religious Education (See explanation of article 39 paragraph
(2). c. Civics is possible to be integrated with other subjects (See explanation of article
39 paragraph (3)).
If the author agrees with the analysis revealed by Cholisin (2013) he
commented as follows: for elementary schools, the Civics aspect is integrated with
Pancasila education, it would be appropriate, because basic education is teaching the
content of general/basic education (general education). elementary school students
feel burdened with many subjects that must be studied. As for Middle Schools (SMP
and SMU), because it has led to expansion and deepening as well as preparing to
enter Higher Education, Civics should stand alone. So that through
Civics, adequate knowledge and skills can be provided regarding the relationship
between citizens and the state (the role of citizens in various aspects of life) which are
very important for the formation of democratic attitudes to support the development of
a democratic, humane and socially just state.
7) Pancasila and Citizenship Education (PPKn) according to the 1994 Curriculum The
1994 curriculum, as one of the efforts in implementing Law no. 2 of 1989,
chose to integrate the teaching of Pancasila Education and Citizenship Education
under the name Civics (Pancasila and Citizenship Education) subjects. According to
the 1994 curriculum, the function of PPKn includes the following main things. a)
Preserving and developing Pancasila moral values dynamically and openly, namely
the Pancasila moral values that are developed are able to answer the challenges of
development that occur in society, without losing their identity as an independent,
united and sovereign Indonesian nation. b) Developing and fostering students towards
fully Indonesian people who are aware of the politics, law, and constitution of the
unitary state of the Republic of Indonesia based on Pancasila. c) Fostering
understanding and awareness of the relationship between citizens and the state,
between citizens and fellow citizens, and preliminary education to defend the country
so that they know and are able to properly carry out their rights and obligations as
citizens. d) Equipping students with attitudes and behaviors based on the moral values
of Pancasila and the 1945 Constitution in everyday life.
Furthermore, Cholisin (2013) analyzes that Pancasila Education emphasizes
more on the mission of moral education (moral education), so the first function (a) is
the function of Pancasila Education. Citizenship Education (PPKn) which is a political
education which has the main mission of increasing political awareness and legal
awareness, then the second function (b) and the third function (c) are tasks that must
be carried out. While the fourth function (d) is a function that must be carried out by
both Pancasila education and Citizenship Education. In practice the functions of the
four functions are carried out in an integrated manner, because Pancasila Education
and Citizenship Education have been integrated.
The researcher added that in the fourth function, namely "to equip students with
attitudes and behaviors based on the moral values of Pancasila and the 1945
Constitution in everyday life". Furthermore, Cholisin (2013) analyzes that the material
development model based on the subject in the form of values, has a weakness that
is it does not have a clear scientific stem, so it is often confusing among teachers
and as another result Civics teaching is more indoctrination and just P4 upgrading
which is very dry from scientific nature. This is a fundamental weakness in Civics.

c. The Development of Civics in the Reformation Era until now

IKn-PKn as citizen empowerment, will always be relevant in a democratic

society forever. The reform agenda to develop civil society is the result of citizen
empowerment. Therefore, the IKn-PKn orientation will actually strengthen the
development of civil society. According to Hikam (Cholisin, 2013) an organized society
based on volunteerism, self-sufficiency in the economy, self-reliance in politics, has
high independence in dealing with the state and has an attachment to legal norms or
values followed by its citizens. In simpler terms, the development of civic education is
as follows in the 1989 curriculum, Citizenship Education is regulated in Law no. 2 of
1989 concerning SPN Article 39 paragraph 2, namely Pancasila which leads to morals,
of course, is expected to be realized in everyday life.
Then the 1994 curriculum revolved more on efforts to integrate the previous
curricula. The 1994 curriculum as one of the efforts in implementing Law no. 2 of 1989,
namely choosing to integrate the teaching of Pancasila education and Citizenship
Education into PPKn. The 2004 curriculum / KBK curriculum also brought a change in
name from Pancasila and Citizenship Education to Citizenship Education, its contents
include several aspects, namely, Pancasila, unity and integrity, norms, laws and
regulations, human rights, citizen needs, state constitution, power and politics and
globalization. But with the amendment of Law no. 2 of 1989 which was amended by
Law no. 20 of 2003 concerning the National Education System, the name Pancasila
Education was no longer made explicit, so it changed its name to Citizenship
Education.
This change also seems to be followed by changes in the content of Civics
which further clarify the scientific roots, namely politics, law and morals. The
development of the Civics paradigm is in line with the demands of the reform era and
which is now being developed with content standards. The new paradigm of Civics,
among others, has a clear scientific organizational structure that is based on political
science, law, moral philosophy / Pancasila philosophy and has a strong vision of nation
and character building, citizen empowerment, which is able to develop civil
society. ) which has an important meaning in the renewal of Citizenship Education
which is in line with the democratic political system.
This new paradigm is an attempt to replace the old civics paradigm (PPKn),
which among others is characterized by an unclear scientific structure, the material is
adapted to the regime's political interests, has a vision to strengthen (state building)
(bureaucratic authoritarian state) which leads to the position of citizens as subjects or
objects who are very weak when dealing with the authorities. As a result of these
conditions, Civics is increasingly difficult to develop the character of a democratic
citizen (Cholisin, 2013).
The 2013 curriculum development design that will be implemented in schools
makes Civics position a very priority even in compulsory subjects. For elementary
school students, Civics changed its name from Citizenship Education to Pancasila and
Citizenship Education. For the junior high school level the same from Citizenship
Education to Pancasila and Citizenship Education. For the high school level, the name
Civics remains a Citizenship Education subject. In the 2013 Curriculum Development
Public Test Material, the Ministry of Education and Culture, there is an additional time
allocation for Civics subjects, namely for the elementary level from two hours of
subjects to 3 hours of lessons, for junior high schools it is the same from two hours of
lessons to 3 hours of lessons, while for high school it remains two lesson hours.

Juridical Overview
According to Budi (2018), civic education in a formal legal context cannot be
separated from the essence contained in the ideology and complete conception of a
national education system as enshrined in the 1945 Constitution article 31 paragraph
(3) which reads "the government seeks and organizes an education system. national
education that increases faith, piety and noble character in the context of the
intellectual life of the nation, which is regulated by law. Furthermore, in the provisions
of its derivative Law no. 20 of 2003 concerning the National Education System, article
2 states that "national education is based on Pancasila and the 1945 Constitution of
the Republic of Indonesia".
Specifically, civic education is one of the lessons that must exist at every level
of education according to Article 37 of Law no. 20 of 2003 concerning the National
Education System. In his explanation, it is stated that civic education is intended to
shape students into human beings who have a sense of nationality and love for the
homeland. This provision applies to all levels of education from primary, secondary, to
higher education. Based on this formulation, Pancasila and Citizenship Education
Subjects (PPKn) have been developed which are expected to be an educational
vehicle in developing students to become human beings who have a sense of
nationality and love for the homeland which are imbued with the values of Pancasila,
the Constitution of the Republic of Indonesia of 1945, the spirit of Bhinneka Tunggal
Ika and the commitment of the Unitary State of the Republic of Indonesia.
As a vehicle for formal education at the primary and secondary education levels,
curricular citizenship education aims to develop the potential of students in all
dimensions of citizenship, namely; (1) civic knowledge, (2) civic attitudes, (3) civic
skills, (4) civic constancy, (5) civic commitment, (6) civic competence (Somantri &
Winataputra, 2017). All these goals must be placed in the context of the ideology,
instrumentation and actualization of Pancasila as the basis of the state, national
ideology, and the nation's way of life. Therefore, Pancasila must be conceptualized,
interpreted, and functioned as a core entity, a source of reference and criteria for the
success of the learning and learning process. According to Permendikbud No. 58 of
2014, in general, the objectives of Pancasila and Citizenship Education subjects at the
primary and secondary education levels are to develop the potential of students in all
dimensions of citizenship, namely: (1) civic attitudes including firmness, commitment,
and civic responsibility (civic confidence, civic commitment). , and civic responsibility);
(2) civic knowledge; (3) civic skills including civic competence and civic responsibility.
According to Budi (2018), in Permendikbud No. 58 of 2014 also mentions the
purpose of Civics which contains all these dimensions, so that students are able to:
(1) display characters that reflect personal and social appreciation, understanding, and
practice of Pancasila values and morals; (2) have a constitutional commitment that is
supported by a positive attitude and a complete understanding of the 1945 Constitution
of the Republic of Indonesia; (3) think critically, rationally and creatively, and have the
spirit of nationalism and love for the homeland inspired by the values of Pancasila, the
1945 Constitution of the Republic of Indonesia, the spirit of Bhinneka Tunggal Ika, and
the commitment of the Unitary State of the Republic of Indonesia;
(4) participate actively as members of the community, the nation's buds, and citizens
in accordance with their dignity as creatures created by God Almighty who live
together in various socio-cultural arrangements.
In the 2013 curriculum, the subject of civic education is Pancasila and
Citizenship Education (PPKn). As explained in Permendikbud No. 58 of 2014, the
scope of PPKn includes: (1) Pancasila as the basis of the state, ideology and way of
life of the nation; (2) the 1945 Constitution as a written basic law that forms the
constitutional basis of social, national and state life; (3) the Unitary State of the
Republic of Indonesia, as the final agreement on the form of the Republic of Indonesia,
and (4) Bhinneka Tunggal Ika as a form of the philosophy of unity that underlies and
coloring the diversity of life in society, nation and state. Thus, PPKn has more positions
and functions as follows: (1) PPKn is an education of values, morals/character, and
distinctive Indonesian citizenship which is not congruent with civic education in the
USA, citizenship education in the UK, talimatul muwatanah in Middle Eastern countries
, education civicas in Latin America; (2) PPKn as a vehicle for education of Pancasila
values, morals/character and psychosocial capacity development of Indonesian
citizenship is very coherent (trace and integrated) with a commitment to develop
dignified national character and civilization and the realization of democratic and
responsible citizens as enshrined in Article 3 of the Law. No. 20 of 2003.

Philosophical Overview
According to Winataputra in Budi (2018), philosophically civic education has a
holistic-eclectic vision that harmoniously combines the views of perennialism,
essentialism, progressiveism, and socio-reconstructionism in the Indonesian context.
Sociopolitically and culturally, civic education has a vision of education to educate the
nation's life, namely to develop civic intelligence which is a prerequisite for democratic
development in a broad sense, which requires the realization of civic culture as one of
the determinants of the growth and development of a democratic country.
The concept of civic education, according to Winataputra in Budi (2018), is an
implied meaning of the conception of civic education as an integrated knowledge
system. Starting from this vision, civic education carries out a multidimensional
mission: (1) a psychopedagogical mission, namely a mission to develop the potential
of students progressively and sustainably; (2) a psychosocial mission, which aims to
facilitate the maturity of students to live and live in nation-state society, and (3) a
sociocultural mission which is a mission to build a culture and civility of citizenship as
one of the determinants of democratic life.
According to Budi (2018), conceptually and holistically (psychologically,
pedagogically, and socio-culturally) it is intended that every young citizen has a sense
of nationality and love for the homeland in the context of the values and morals of
Pancasila, the values and norms of the Constitution of the Republic of Indonesia Year
2018. 1945, the values and commitment of Bhinneka Tunggal Ika, and the commitment
to the Unitary State of the Republic of Indonesia. Therefore, in a conscious and
planned manner, students according to their psychological development and life
context are systematically facilitated to learn to live a full democratic life, namely
learning about the concepts, principles, instruments, and praxis of democracy
(learning about democracy), learning in a climate and through a process of learning.
social interaction, communication, and collaboration democratically (learning through
democracy), and learning to build a democratic life (learning for democracy) (Kerr,
1999; Winataputra, 2015).
The ontology element of Citizenship Education has two dimensions, namely the
object of study and the object of development (Winataputra 2001). The object of study
is the overall aspects of ideal, instrumental, and civic education practice that internally
and externally support the Civics curriculum and learning system at school and outside
of school as well as the format of the socio-cultural movement of community citizenship
(Budimansyah & Suryadi, 2008). What is meant by the object of development or the
target of formation is the entire socio-psychological domain of students, namely the
cognitive, affective, conative, and psychomotor domains concerning their status, rights
and obligations as citizens, which need to be glorified and developed programmatically
in order to achieve the quality of citizens. who are “intelligent and good” in the sense
of being democratic, religious and civilized in the context of social, national and state
life.
In that context, Somantri (Somantri & Winataputra, 2017) defines Civics as a
discipline of science in the context of Civics as a "transdisciplinary study/transdicipline
study" namely social sciences with its core disciplines of political science, fundamental
ideas of the nation and the science of education that is organized and organized.
presented psychologically and scientifically for educational purposes. The ontology of
Civics is now wider than its embryo, so that the scientific
studies of Civics, Civics curricular programs, and Civics' socio-cultural activities are
now truly multifaceted/multidimensional. This multidimensional nature makes the field
of Civics study able to be addressed as: civic education, political education, values
and moral education, national education, community education, legal education and
human rights and democracy education (Winataputra, 2012).
According to Somantri and Winataputra in Budi (2018), the epistemological
aspect of civic education is closely related to the ontology aspect of civic education,
because it is an epistemological process, which is basically manifest in various forms
of systematic activities in an effort to build knowledge in the field of scientific studies,
civic education should be related to the object of study. and the object of development.
From an epistemological perspective, civic education as a field of scientific study is
closely related to the epistemological aspects of education in social science
disciplines. Because the fields of scientific study of civic education and social science
education are two studies based on the same two thoughts, namely
(1) the element of "interaceptive knowledge" which is derived from state goals and the
function of national goals. (2) the element of "exterceptive knowledge" which is
extracted from the structure of the disciplines of the social sciences, and is
contextualized in living in society, nation and state.
According to Budi (2018), axiologically, civic education that currently exists in
Indonesia focuses on the formation of citizens who understand and are able to carry
out their rights and obligations to become intelligent, skilled, and characterized
Indonesian citizens mandated by Pancasila and the 1945 Constitution. This civic
education is developed in the tradition of citizenship education whose goals are in
accordance with the national goals of the country. However, in general, according to
Somantri in Budi (2018) the purpose of developing civic education is for every citizen
to be good citizens, namely citizens who have civic intelligence, whether intellectual,
emotional, social, and spiritual; have a sense of pride and civic responsibility; and have
civic participation in the life of the nation and state.

Civic Education Learning Model

According to Samsuri (2011), civic education learning models that can be
used to build citizen competencies are:
1. Controversial Public Issues Discussion Model (Controversial Public Issues)
Hess (2001) mentions several components of the learning activities of the CPI
Discussion model as follows: a) identifying discussion participation skills to develop a
plan with a 'critical friend' (Costa & Kallick, 1993), then periodically testing the progress
of these skills against goals. -agreed objectives, b) participating in a number of CPI
discussions using a variety of discussion formats and models, c) building a conceptual
understanding of "discussion" and "controversial public issues.", d) considering several
pedagogical issues controversial" of CPI discussions,
e) developing a CPI discussion curriculum to suit the context of student teaching and
where possible making use of existing, high quality CPI resources as part of the
curriculum design process (Fless, 2001).
The development of the CPI discussion model in the United States recognizes
various streams. There are six well-known schools in civic education as democratic
education in the United States. The six streams are streams that emphasize
Knowledge, Service, Skills, Issues, Values, and Participation. The difference between
the six streams is only in the expected goals and the focus of the CPI discussion model
that is carried out. However, if you look closely, what distinguishes the six is more
about the method of involving students in achieving the implementation goals of one
form of the CPI discussion model.

2. Model Law -Related Education (LRE)

The LRE model in civic education learning has the basic assumption that civic
education prepares citizens who are aware of their rights and obligations as contained
in the constitution, and are responsible for carrying out their constitutional role. The
purpose of LRE in civic education learning is to provide students with academic and
skill development that will empower students so that at the same time improve society
and understanding of citizenship and commitment to its citizens. The American Bar
Association (1995) explains that IRE elements include aspects: a) Subject
matter/knowledge, namely law, justice, power, equality, ownership, and freedom, as
well as understanding the basic documents of democracy, b) Skills, namely research
skills, thinking skills , communication skills, and social participation skills, c) Attitudes,
beliefs, and values, namely commitment to constitutional democracy and the ideals of
justice; assess information, be active, and participate responsibly in civic life;
respecting human rights and human dignity; appreciate valid values for solving
problems of conflicts and differences in society understand how law supports social
cohesion, influences social change, and shapes and is shaped
by collective values, beliefs and collective dispositions (Miller and Singleton, 1997).
The teacher's role in LRE is to help students become active members of
society who understand the law and its underlying principles, comply with applicable
laws to correct wrongdoing, and develop positively for their society as part of a more
pluralistic and democratic society (Stegenga and Allen). , eds., 1996). Thus, IRE
within the framework of civic education is that students as citizens need to know how
the law and political system function, how the law affects them and how they can
influence the law (Pereira, 1988). In order for the application of LRE learning models
in effective learning, it pays attention to several aspects such as extensive interaction
between students and presenting learning material situations with cases that actually
happened/had happened, and presenting individual models from law enforcement
actors as resource persons in the classroom. Examples of extensive interaction
among students in the LRE model are small group work teaching strategies,
simulations, role playing activities, and mock trials. On the other hand, a
controversial case study in the legal field that is in progress/has received legal
certainty is carried out in the LKE model so that students find a way out of the legal
case in a fair and honest manner. Students are invited to think critically by presenting
all aspects of different thoughts on the selected controversial cases. The use of
resource persons in the classroom is intended to allow interaction with various adult
role models who work in the legal system to add credibility and reality to the
curriculum and have a strong influence on the institutionalization of positive values
and attitudes of students towards the law. Appropriate sources such as judges,
lawyers, police, and members of the legislature are expected to strengthen students'
interest in LRE and shift juvenile delinquency behavior (Pereira, 1988).

3. Project Model
The purpose of the project model in civic education learning is to motivate and
enable students from an early age to like rights and accept the responsibilities of
democratic citizenship. From this model, students are expected to be able to: a. learn
how to monitor (supervise) and influence public policy in their communities; b. studying
public policy-making processes; c. develop the concrete skills and basics needed to
become a responsible citizen participating; d. communicate effectively and creatively;
e. develop a more positive self-concept and self-confidence in exercising their
citizenship rights and responsibilities (Vontz and Nixon, 1999). The project
model in several aspects was developed with the portfolio model. The steps taken
include explaining the problem, assessing alternative policies that are in line with the
chosen problem, developing a class-chosen public policy to solve the problem and
developing an action plan that is supported as a class policy to be accepted by the
government (Vontz and Nixon, 2003). 1999). The Center for Civic Education (1996)
as the initiator and developer of the portfolio learning model for civic education learning
identified at least four basic principles of learning the Portfolio model, namely the
principle of active student learning, cooperative learning groups, participatory learning,
and reactive teaching. The implementation of the portfolio model in the classroom is
explained with the following steps: a. Identify problems; b. Selecting problems for class
study; c. collect information about the problem to be studied by the class; d. Develop
a class portfolio; and e. Portfolio presentation.

CONCLUSION
Civic education can be viewed from various fields. The goal is to be clearer in
studying civic education. Starting from historical, juridical, and philosophical views.
Character building is not as easy as giving advice and instructions, but requires
awareness, habituation, and repetition. The process of character education is the
entire educational process experienced by students as a personality formation
experience through understanding and experiencing for themselves values, moral
virtues, religious ideal values, and moral values.
Character education in schools cannot run without sufficient and consistent
understanding by all school stakeholders. Re-interpreting and reviving the values of
Pancasila is the right way to fight the negative effects of globalization that have a bad
or negative impact on young citizens. For this reason, efforts and efforts are needed
in instilling and internalizing the values of Pancasila through a review of Citizenship
Education from various perspectives. Through education, it is expected to be able to
shape the personal character of the nation's successor who is not easily shaken by the
swift currents of globalization. In addition, it is necessary to actualize the values of
Pancasila in daily life in accordance with the Pancasila ideology.

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