Pancasila
Ideology Investment through Strategy Development Competence Oriented
Learning Model Civic Education
By:
Winarno
(Lecturer at PPKn FKIP UNS Surakarta)
as
Presenter in ITEC July 2013 in University of Lampung
International
Teacher Education Conference
Abstract
Citizenship
education (Civics) plays a role in providing the ability for critical
thinking, rational, and creative in responding to the issue of
citizenship based on the spirit of nationalism. Appreciation of
Pancasila as the national ideology into a serious problem with the
emergence of other ideologies that threaten the unity of the nation.
The fact is encouraging research to ward off the threat of erosion of
nationalism and ideology Pancasila, with the goal of 1) map the
potential threat of erosion of nationalism and Pancasila ideology, 2)
identify problems in college teaching Civics 3) determine Civics
learning model that supports the planting Pancasila ideology. This
research was supported by a qualitative descriptive study and the
development study in the second year. Data sources used were
interviews with informants were selected by purposive sampling,
supported by focus group discussions, observations, document
analysis, and statistical data related. The validity of using
triangulation of sources and methods, whereas the data analysis in
the form of interactive analysis techniques. The results showed that
potential
threats
ideology
among
students have two
:
internal
and
external
threats.
Internal
threat
to
the ideology
of
Pancasila
is
student
doubts
because
it was triggered
by
dissatisfaction with the
state.
External
threats
are
the
efforts of others
in
disseminating
ideologies
in
various ways
in
order to
erode
nationalism.
Support for Pancasila ideology is still strong in most of the
students have established is the belief held. Regulations on
Personality Development Course in Higher Education has supported the
planting efforts ideology, but still leaves the problems related
learning, including learning model which the monotonous lecturer and
assessment instruments are not appropriate competencies measured.
Developed strategy is counter-ideology, which has the typical steps:
explanation reasoning about ideology Pancasila; criticize the
ideology that developed in the community of reason (radical leftist
ideology, right-liberal ideology, Islamic fundamentalism, Islamic
non-mainstream); determine attitudes towards ideology appropriate for
Indonesia; evaluate student confidence to Pancasila ideology and
NKRI; reflect on the learning outcomes of the Pancasila ideology and
nationalism.Key
words: Pancasila ideology, Citizenship Education, Learning of Counter
Ideology
INTRODUCTION
Citizenship
education (Civics) in Higher Education has an important role in
providing the ability for students to think critically, rationally,
and creatively in order to respond to issues of citizenship on the
basis of the national spirit. It thus, in line with the mission of
civic education in Indonesia, developing students into citizens who
have a passion and love for the country of nationality (Article 37 of
Law No. 20 of 2003). Thus, citizenship education in Indonesia is the
national education.
One
charge of learning materials Civics education in Higher Education as
nationality is Pancasila, as contained in the Director General of
Higher Education Decree No. 43 / Dikti/Kep/2006. It can thus be
accepted any way, because the Pancasila national ideology was
subsequently appointed as the basic of state (Pranarka, 1985). The
idea of nationality in the third sila Pancasila was originally a
first principle presented by Ir. Soekarno dated June 1, 1945, the
principle of nationalism (AB Kusuma, 2004). This indicates that the
Pancasila contains principles and spirit of nationality.
Thus
the acceptance and appreciation of Pancasila can be used to build a
spirit of nationalism within Indonesian citizen. However, the
appreciation of the Pancasila ideology becomes a serious problem
today, along with the emergence of other ideologies that may threaten
the unity of the nation. Iriyanto Widisuseno (2009) states, the
phenomenon of post-reformation of the nation currently is
characterized by the occurrence of values disorientation, distortion
nationalism, the nation-state threats, and the lack of basic values
(core values) life. Kalidjernih (2008) states there is a tendency of
various individuals and groups filed their respective values after
Pancasila is no longer a legitimate power. There is a religion that
emphasizes value and non-secularism. There is filed human rights,
traditions, particularism, modernism, liberalism, secularism,
universalism, and cosmopolitanism.
On
the other hand, radicalism among the young people into serious
trouble because they do not make anymore loyal to the Republic of
Indonesia. That can not be separated from the paradigm of civic
education in Indonesia for over 30 years in the New Order era more
emphasized on character building compliance official interpretation
citizens against a political regime. Compliance regime citizens to
interpretation (the government) is considered as a virtue or virtues
citizens (civi virtues) that is attached to the mission of civic
education at the time. This compliance on the one hand gave birth
hypocrisy (hypocrisy) between discourse with civic action (civic
action) are expected. Meanwhile, the size of the primacy of civic
action as a result of earlier hypocrisy is more influenced by
external factors, such as pressure and political and economic
interests in public office, so the act of citizenship that expressed
an individual tend to be false (Samsuri, 2010). These conditions it
is possible to make the people do not appreciate the ideology of
Pancasila, because without a logical approach to planting and because
of weak learning model used.
Planting
and appreciation of Pancasila ideology can be done through learning
civics in college because Pancasila as one substance assessment.
Planting Pancasila ideology through the typical learning models, in
accordance with the appropriate nalaran in turn will bring variation
models are increasingly learning to enrich the wealth of learning
models that already exist so that learning becomes exciting and
achieve high competence. Civics put through a learning model that
fits the needs and challenges are expected to strengthen the values
of Pancasila ideology as policy implementation Personality
Development Course in Higher Education.
Regulations
as the basis for the implementation of civics courses in college has
existed, the Decree of the Director General of Higher Education. 43 /
Dikti/Kep/2006 about Signs-Signage Implementation Course Personality
Development in Higher Education. The existence of an overarching
regulatory Civics courses in universities which inside contained
Pancasila as one substance assessment. Until now the law still
applies prior to the new regulations.
Based
on the above description, then conducted research with the aim 1) to
map potential threats Pancasila ideology and nationalism among the
students 2) identify learning problems Civics, 3) determine the
learning model that supports the planting Civics ideology Pancasila.
Research for the first year are produced in the form of qualitative
descriptive findings according to the problem being studied. Second
year of study is planned in the form of development studies. This
paper will present the results and findings obtained in the first
year of research.
DISCUSSION
Potential
Threats Pancasila ideology and nationalism in Student
Potential
threats to Pancasila ideology and nationalism students, divided into
two, namely the threat that comes from within (internal) and threats
from outside (external).
Internal
threat comes from within the students themselves, in the form of
doubts about the ideology of Pancasila and the Homeland. This happens
because there is no clash between the value they receive as knowledge
with the realities on the ground, which is essentially in the form of
grievances against the state because it is considered not to meet
their expectations. Their hope is the welfare state should be able to
give to each of its citizens and uphold the religious values they
believe. In addition to doubts about the country, they also have the
mistaken belief that the values are believed to be.
External
threats in the form of a very intense efforts of other parties by
utilizing the doubt and idealism in a way students are indoctrinated
with radical ideas through a variety of modes. Modes include play
groups and communities through affiliated student religious
activities that use religion as a pretext. Based on data collected
leaflets and the effort was aimed at eroding irresponsible
nationalism and tried to change the ideology of Pancasila ideology of
Islam in accordance with their interpretation. On the other hand that
radical Islam is seen from the unit of analysis and the historical
political economy, rooted in the existence of gaps in Indonesian
society (Ahmad Rizki, 2010).
In
addition to the potential threat, also found the potential for
student support for Pancasila and the idea of nationalism. Actually,
support for Pancasila ideology and nationalism is still strong in
most students. Internal support in the form of an established belief
in the values of external support in the form of religion and the
role of religious leaders as well as parents who always accompany
them avert unilateral interpretation of a group of people who are not
responsible and try to influence them. The lack of support is
obtained through the study of Pancasila and Civics education, because
they feel that the learning model used is indoktrinatif lecturers as
well as more emphasis on civic knowledge.
Learning Problems in Citizenship Education
Citizenship
Education learning problems in college can be identified as
follows:
1. Increasing the number of classes (regular program, non-regular / self-financing and diploma). This causes not only a lecturer teaching one class, but some classes, and in turn makes learning ineffective.
1. Increasing the number of classes (regular program, non-regular / self-financing and diploma). This causes not only a lecturer teaching one class, but some classes, and in turn makes learning ineffective.
2.
Dearth of qualified faculty. Suit the requirements of the competent
teaching Citizenship Education courses are graduate Suscados,
graduate in Law, graduate in National Resilience and Citizenship
Education. Because of the relatively large number of classroom
teachers who meet these qualifications are not enough so that
administer other lecturers that are considered relevant. This
condition makes the course less controlled substance by pengampunya.
3.
Regeneration lecturer less programmed. Retirement age of lecturers
are not followed by the appointment of new faculty, especially in the
year 2012 there was a moratorium on the appointment of civil
servants, so that universities be careful in this regard. In
addition, many universities tingggi not have its own faculty for
Personality Development Course, making it difficult for the
management and development.
4.
Models or methods of teaching faculty is monotonous. Learning model
performed relatively monotonous lecturer, dominated by lectures and
discussions, but still put Pancasila indoktrinatif learning methods.
This makes the students feel they have a strong argument for
believing Pancasila as the national ideology.
5.
Academic culture or attitude of students towards subjects which tend
to underestimate Civics. Classic problems faced by the common
learning courses is student apathy, general courses they feel are not
important and less support skills, thus making them skeptical
6.
Mid-Semester Exam assessment types, End Semester Examination, Exam
Core competencies are not fully gauge what will be measured.
Assessment should be tailored to the competencies to be achieved, if
the form of civic competence knowledge means using the test, but if
the civic disposition using scale civic attitudes and skills when
using the observation sheet. In reality lecturer assessment has not
been fully implemented appropriately. More professors use essay
writing test for the cognitive domain.
Strategy
Development Competency Model-Oriented Learning Citizenship Education
Formulation
of development strategies oriented learning model Civics competencies
can be explained that based on the findings in the field need a model
that fosters the attitude of believing ideology Pancasila and the
Republic of Indonesia, which allows students to actively and
rationally in criticizing phenomena in society, and as a whole
existing learning design should be consistent up to the judgment. The
model in question is counter-ideology model of learning. To develop a
learning model based on the counter-ideological constructivism
learning theory and findings in the field-oriented.
The
steps of the model is distinctive:
- Rational explanation of the ideology of Pancasila
- Criticize the ideology that developed in the community of reason (radical leftist ideology, right-liberal ideology, Islamic fundamentalism, Islamic non-mainstream)
- Determine the appropriate attitude toward ideology for Indonesia
- Evaluating student confidence to the ideology of Pancasila and the Republic of Indonesia
- To reflect on the learning outcomes of the Pancasila ideology and nationalism.
Development
of the model stems from the Competency Standards Citizenship
Education courses, and then elaborated to the Competency Standards,
Basic Competence, Indicators, Teaching Materials, and the steps the
model in question appeared in the planned learning activities prior
to the lesson plan.
If
seen then competency Competency Standards Civics courses are to be
scientists and professionals who have a sense of nationalism and
patriotism; democratic civilized; become citizens who are
competitive; disciplined, and actively participate in building a
peaceful life based on the value system of Pancasila . The Competency
Standards if not scrutinized using measurable verbs operational,
because the right is showing attitudes and behaviors, and then
lowered to Basic Competence, Indicators, and materials.
Related
to the development of counter-ideology model of learning can be
chosen substance civics studies on national identity, which if
developed competency standard reads: develop an attitude supportive
of national identity, and competence is basically; explaining the
nature of Indonesian national identity; constructing national
identity empowerment; construct revitalizing Pancasila as the
manifestation national identity; analyze the embodiment of national
identity; showing attitudes support the revitalization of Pancasila
as a manifestation of national identity.
Speaking
as a model of the mode can not be separated with the content of
learning materials. For that content or material he taught can be
structured as follows: The nature of national identity; empowerment
efforts of national identity; revitalizing Pancasila as a
manifestation of national identity; leftist ideology (radical, anti
neolib issue), post-reform ideology, the ideology of the right
(Islamic fundamentalist, Salafi); religion and state; ideological
struggle; practice of Pancasila ideology; development of
de-radicalization; embodiment of national identity.
The
design of the learning steps of the model con ideology is structured
as follows;
| No | ACTIVITIES | LECTURER | STUDENT |
1
|
Early
|
Facilitate
student readiness
Providing
motivation toward learning materials is national identity
|
Preparing
yourself physically and psychologically
Focus
to learning materials
|
2
|
Core
|
Explanation
Pancasila as one of national identity and its function as ideology
through impressions
Provision
of information on various ideas / alternative ideology through the
impressions of news media
Facilitate
students to argue
Guide
to determine a positive attitude toward ideology Pancasila
Listening and review material
|
Listening
and
reviewing
material
In
group,
listened
and
argued
for
assessing
various
alternatives
ideology
Presenting insights, attitudes and assessment of the current ideology of Pancasila |
3
|
Final
|
Gives
evaluation of attitudes related to the material, can be done by
self-assessment or attitude scale
Guide
students to reflect Evaluating learning
|
To
evaluate
the
learning
To reflect on the learning experience |
Thus,
the principal contribution of thinking about learning model as an
effort to counter ideological continuously develop rational Pancasila
and Civics responsibility through learning in higher education.
Planting ideology Pancasila ideology as efforts to deter threats can
be developed to create a mode of learning model as well as the
content material to strengthen the mode.
CONCLUSION
Based
on the findings
and
discussion,
it
can be argued
a
number of
conclusions.
First,
the
potential
threat
to the
Pancasila
ideology
and
nationalism
within
students
come
from
internal
factors,
ie,
disappointment
and
conflict
of
values
between
what
they
receive
as a
knowledge
of
the fact
in
the
implementation of
state
and
external
factors
that
solicitation
of
another
party
to
doubt
ideology
of
Pancasila
and
so
switched
to
other
ideologies.
Two,
Learning
Civics
courses
in
order to
develop
a
national
spirit
which
encountered
some
problems
Civics
class
sizes,
lack
of
teachers,
learning
models
monotonous,
apathetic
academic
culture
and
the
lack of proper
assessment.
Three,
required
learning
model
that
is able to
convince
the
students
critically
about
Pancasila
as
an ideology
and
as
well as
national
identity.
Learning
model
is
the
model
of learning
offered
counter-ideology.
Above
three
findings,
it
is suggested
as
follows.
First,
as
a
lecturer
teaching
civics
is
necessary to
identify
the
knowledge,
experience,
beliefs
and
values
when
initial
student
division
courses
Civics,
Civics
lessons
that
can
be
based
on
student
needs
and
prior
knowledge.
Two,
there
needs to be
a
concerted effort
and
systematic
of
relevant
stakeholders
in
order to
optimize
learning
Civics
as
personality
development
courses.
Three,
learning
models
have
been
tested
on
a
counter
ideology
civics
class
so
that
it
can be seen
ketercapaiannya
level.
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*
The article proceeds Research Grants National Strategy, Higher
Education in 2012, delivered the ITEC THE FIRST INTERNATIONAL TEACHER
EDUCATION CONFERENCE, 2013, Guidance and Counseling Unila, Bandar
Lampung, Indonesia 1-4 July 2013
**Lecturer
at PPKn FKIP UNS Surakarta
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