MARSIGIT PHILOSOPHY 2019
ONTOLOGI, EPISTEMOLOGY, AXIOLOGY OF CIVIC EDUCATION IN PRIMARY
RAFHI FEBRYAN PUTERA
19706261003
A.
Ontology
of Civics
Civics
is a multifaceted field of study with a cross-scientific context. But in terms
of scientific philosophy, it has the main Ontology of political science,
especially the concept of "political democracy" for the aspects of
"duties and right citizens" (Chreshore: 1886). From this basic
ontology the concept of "Civics", which is literally taken from the
Latin language "civicus" which means citizens of ancient Greece,
which was later recognized academically as an embryo of "civic
education", which was later adapted in "education" citizenship
"(Civics). At present the tradition has developed rapidly into a
"Body of knowledge" which is known to have a systemic paradigm, in
which there are three domains of "Citizenship education", namely the
academic domain, the curricular domain, and the socio-cultural domain.
All
three domains have structural and functional interrelationships that are bound
together by the conception of "civic virtue and cultere" which
includes civic knowledge, civic disposition, civic skills, civic confidence,
civic commitment and civic competence. Therefore the Civic Education ontology
is now broader than the embryo, so the Civic Education scientific studies, Civic
Education curricular programs, and Civic Education socio-cultural activities
are truly multifaceted or multi-dimensional. The multidimensional nature of
this makes the field of Civics study can be addressed as: civic education,
political education, values and moral education, national education, social
education, legal education and human rights, and democratic education.
According
to the opinion above, civic education is a field of study that includes
cross-cutting scientific fields because in civic education there is also the
subject of political science and then the concept of civics develops which
means citizens then develop into civics education which is subsequently adapted
to citizenship education. However, Civics in Indonesia, in addition to basing
on the basic Ontology, namely Political Science, also depart from Pancasila and
other citizenship conceptions, therefore in Indonesia Civics are often also
referred to as PPKn (Pancasila Education and Citizenship). The development of
Civics in Indonesia must also not be out of the ideological foundation of the
Pancasila, the constitutional foundation of the 1945 Constitution, and the
operational basis of the current National Education System Law, namely Law
Number 20 of 2003.
Another
opinion says Civics have the two dimensions ontologically, namely the object of
study and the object of development (Winataputra, 2001). The object of study is
all the idiotic, instrumental, and practical aspects of Civics that internally
and externally support the curriculum and learning systems of Civics in schools
and outside of school, as well as the format of the socio-cultural movement of
citizenship citizenship. While the object of development or target formation is
the whole socio-psychological domain of students which, according to Bloom et
al, are categorized into cognitive, affective, conative, and psychomotor
domains, which concern their status, rights and obligations as citizens which
need to be glorified and programmatically developed in order achieve the
quality of citizens who are "smart, and good" in the sense of
religious, democratic and civilized in the context of community, nation and
state life.
What
is meant by the idiotic aspect of the object of Civics Study is the
philosophical foundation and framework which becomes the starting point and at
the same time as the center of citizenship education in Indonesia. Included in
the idiosyncratic aspect of Civics is the basis and objectives of national
education, as stated in the 1945 Constitution, Law no. 20 of 2003 concerning
the National Education System. The instrumental aspects in the object of Civics
Study are educational programmatic tools that are deliberately built and
developed to describe the substance of idiotic aspects. Included in this aspect
are; curriculum, learning materials, teachers, media and learning resources,
learning assessment tools, learning spaces and the environment. Whereas what is
meant by practical aspects in the object of Civics Study is a tangible
manifestation of the visible educational programmatic means, which in essence
is the application of concepts, principles, procedures, values, in civic
education as a "poetic" dimension that interacts with beliefs,
enthusiasm, and the ability of practitioners, as well as the context of civic
education, which is bound by idiotic substance as a "pronesist"
dimension, namely truth and justice. Also included in this practical aspect are
learning interactions in the classroom and or outside the classroom, and
social-cultural relationships in the life of the community, nation and state
which have an educational impact on citizenship.
The
development of these three aspects in citizenship education is intended to
produce students who have character and always think critically in responding
to the issue of citizenship and always participate actively and responsibly and
act intelligently in the life of society, nation and state so that it will
create a good character of Indonesian society and active in life between
nations and nations
B.
CIVIC
EDUCATION Epistemology
The
epistemology aspect of civic education is closely related to the ontology
aspect of civic education, because it is indeed an epistemological process,
which is basically manifested in various forms of systematic activities in an
effort to build knowledge in the scientific field of citizenship education
should be related to the object of study and the object of its development. The
epistemological activities of civic education include research methodology and
development methodology. The research methodology is used to gain new knowledge
through:
1. Quantitative
research methods that highlight the process of measurement and generalization
to support the conceptualization process.
2. Qualitative
research methods that highlight a holistic understanding of natural phenomena
to build a theory.
Meanwhile,
the development methodology is used to obtain relevant pedagogical and curricular
engineering paradigms in order to develop the social-psychological aspects of
students, by organizing various instrumental and contextual elements of
education.
Historically-epistemologically
the United States of America (USA) can be noted as a pioneering country of
academic and curricular activities in the development of "civics"
concepts and paradigms. Civics lessons began to be introduced in 1970 in the
framework of Americanizing the nation (nation building), because the American
nation consists of various ethnic groups, races, and ethnicities. This effort
is called the "theory of americanzation". Then in the 1880s began
introducing civics lessons in schools containing material about government. An
expert named Chresore (1886), at that time interpreted "civics" as
"the science of citizenship" or the science of citizenship, the
contents of which studied the relationship between individuals and between
individuals and the state. Subsequently in the 1900s developed civics subjects
filled with material on the structure of state and federation government.
Winataputra
said that besides the term "civics", in the 1900s the terms
"citizenship education" and "civic education" were
introduced. The terms "civics" and "civic education", are
more likely to be used in a similar sense for subjects in schools which are a
formal educational institution whose primary purpose is to develop students as
smart and good citizens. While the term "Citizenship education" is
more likely to be used in a broader vision informally and informally starting
from the family environment, social organizations to the workplace environment,
which is to indicate "instructive effects" and "nurturant effects"
of the entire educational process towards the formation individual character as
a smart and good citizen, intended to help students become active, broad-minded
and responsible citizens.
Seen
other visions of the development of citizenship education and civic education,
in reality historically-epistemologically can not be separated from the
development of thinking about social studies / social studies education, as can
be seen in the USA. Regarding the interrelationship between citizenship
education and civic education and social studies, there are basically two main
views. The first view sees citizenship education and civic education as part of
social studies, and the second view sees citizenship education and civic
education as the essence or core of social studies. Meanwhile,
epistemologically, actually "Social studies" also has a close
relationship with "social sciences", because of that their position
and relevance must also be clearly understood.
Observing
the explanation above, the concept of civics has never been separated from
civic education and citizenship education, as well as its development in
Indonesia, civics and civics education have appeared in 1957, under the term
Citizenship, then in 1962 civics lessons were included in the school curriculum,
with the book " new Indonesian people "composed by Mr. Doepardo, with
the aim of forming good citizens. in 1968 a new 1968 education curriculum came
out, then the term civic-citizenship subject was changed again to citizenship
education (CIVIC EDUCATION), at this time the method was no longer
indoctrinated. But in 1975 through the GBHN which said that "Pancasila
education entered into the moral education of Pancasila was included in the
school to college level curriculum", the name of citizenship education
changed to Pancasila Moral Education (PMP). In 1994, the PMP changed back to
Pancasila and Citizenship Education (PCivic Education). Its mission was to
educate Pancasila moral values, citizenship education, legal education, and
society as political education. Until 2003, all levels of education used the
new name and curriculum as Civic Education to date. Up to now the subject of
Civics has 3 dimensions, namely:
1.
The Civics Knowledge dimension that
covers politics, law and morals.
2.
The Dimensions of Civic Skills (Civics
Skills) include participation skills in the life of the nation and state.
3.
Dimensions of Civic Values (Civics
Values) include among others self-confidence, mastery of religious values,
norms and noble morals.
Based
on the description above, I am of the opinion that in the subject of
Citizenship a student not only receives lessons in the form of knowledge, but
in students themselves must develop attitudes, skills and values. In accordance
with the Ministry of National Education which states that the aim of Civics for
each level of education is to develop the intelligence of citizens which is
realized through understanding, social and intellectual skills, and achievement
in solving problems in their environment. To achieve the goal of Citizenship
Education, the teacher strives through the quality of learning he manages, this
effort can be achieved if students want to learn. In learning, the teacher
tries to direct and shape students' attitudes and behaviors as desired in
Civics learning.
C.
Axiology
of CIVIC EDUCATION
Citizenship
education currently 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 the
Pancasila and the 1945 Constitution.
Citizenship
Education is grown and developed in the tradition of Citizenship Education, the
aim of which is in accordance with the national goals of the country. However,
in general, according to Nu'man Somantri in his opinion above the aim of
developing citizenship education (Civic Education) is so that every citizen
becomes a good citizen (to be good citizens), namely citizens who have
intelligence (Civic Intelligence) both intellectual, emotional, social or
spiritual; have a sense of pride and responsibility (Civic Responsibility); and
able to participate in civic and state life (Civic Participation) in order to
grow a sense of nationality and love for the motherland. Meanwhile, in the
opinion of A. Kosasih Djahiri (1994/1995: 10), the goals of Civics Education
are as follows:
-
In general, the aim of Civics must be to
support the success of the achievement of National Education, namely: Educating
the life of the nation and developing the Indonesian people as a whole, that
is, men of faith, devoted to God Almighty and virtuous character, have
knowledge and skills of physical and spiritual health, a steady and independent
personality and a sense of social and national responsibility.
-
Specifically Civic Education aims to:
foster morals that are expected to be realized in daily life, namely behavior
that radiates faith and piety towards the One God in a society consisting of
various religious groups, humanitarian behavior that is just and civilized,
behavior that supports unity a nation and society that is culturally diverse
and diverse in common interests above the interests of individuals and groups
so that differences of opinion can be overcome through consensus agreement and
behavior that supports efforts to realize efforts to realize social justice for
all Indonesians.
According
to the opinion above, the main purpose of citizenship education is to form a
society that has character and always thinks critically in responding to
citizenship issues and always participates actively and responsibly and acts
intelligently in the life of society, nation and state so that it will create
the character of Indonesian society good and active in life between nations and
nations.
From
the objectives owned it is clear that citizenship education has very vital
benefits for the nation and country, and of course citizenship education is
available at every level of education in Indonesia because it can produce
successive generations that are expected to be able to anticipate the day the
future that is constantly changing and is always related to the context of
cultural dynamics, nation and state, and has the insight of state awareness to
defend the country based on national political understanding, and sensitivity
to developing national identity and morals in the life of the nation and state.
All of that was treated in order to remain intact and the establishment of the
Unitary Republic of Indonesia
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