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Characteristics of competence and civic education materials curriculum

in primary school in Indonesia
To cite this article: Harmanto et al 2018 J. Phys.: Conf. Ser. 953 012150

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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018)
1234567890 ‘’“”012150 doi:10.1088/1742-6596/953/1/012150

Characteristics of competence and civic education materials

curriculum in primary school in Indonesia
 

Harmanto1; Listyaningsih1; R Wijaya1

1
Pancasila and Civic Education Department, Faculty of Social Sciences and Law,
Universitas Negeri Surabaya, Ketintang Street, 60231, Surabaya, East Java, Indonesia,
Telp. +6231 8280009, Fax. +6231 8281466
Email: [email protected]

Abstract: Civic education is a compulsory subject within the structure of the primary school
curriculum, junior high, and high schools in Indonesia. This study aimed to analyze the
characteristic of the subject matter and competence of civic education in primary schools in
Indonesia. The approach used in this study is a qualitative research. The results showed that the
subjects of civic education at Indonesia serves as education, legal, political and educational
value. Civic education as an education program in primary schools as a primary vehicle and
have the essence of a democratic education carried out in order to achieve competency in the
civic aspects of Intelligence, civic responsibility, and civic participation. Core competencies in
civic education in primary school psychological-pedagogical competence of learners to
integrate fully and coherently with the planting, development, and strengthening moral values
of Pancasila; values and norms of the Constitution of the Republic of Indonesia 1945; values
and the spirit of unity in diversity; as well as the insight and commitment of the Republic of
Indonesia.

1. Introduction
Civic Education is an important component of education that encourages citizens to participate in the
lives of democratic societies to exercise their rights and release their responsibilities with the necessary
knowledge and skills. Civic education covers all aspects of school life, including extracurricular
activities such as activities inside and outside the classroom, discussion and organizational activities of
learners. "... citizenship education as an important task in all contemporary societies …. the future
educational poIicy must be based upon a conception of what we describe as multidimensional
citizenship, with all its implications for all aspects of education including curriculum and pedagogy,
governance and organization, and school-community relationships[1].
In some countries the concept of Civic Education differs from Citizenship Education. In general
civic education is “... the kinds of course work taking place within the context of the formalized
schooling structure. Civic education is the foundational course of work in school designed to prepare
young citizens for their active role in their committees in their adult lives [1]. Citizenship education has
been described as ‘the contribution of education to the development of those characteristics of being a
citizen’ and the ‘process of teaching society’s rules, institutions, and organizations, and the role of
citizens in the well-functioning of society’ ... when individuals andor social groups pass on to the
younger generation their views about and values of what is right and what is wrong [2]. Citizenship
education the more inclusive term and encompasses both these in school experiences as well as out of
school or “non formal/in formal” learning wich takes place in the family, the religious organization,
community organization, the media ect ..which help to shape the totality of the citizen [1]. Civic
education in schools is necessary in democratic society, so as to produce citizenship who are able to
participate in the system of self- government[3].
The results of research conducted [4], each country has a unique systemic civic education
framework, as in table1 1.

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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018)
1234567890 ‘’“”012150 doi:10.1088/1742-6596/953/1/012150

Table 1. Organisation of citizenship education in the primary phase

Country Terminology Approach Hour per week
England Education for Citizenship Non-statutory, cross curricular Schools to decide
Canada Social studies Non-statutory, Integrated Not specified
France Civics as part of Statutory core Separate and 4 hours out of 26
“Discovering the World” Integrated
Germany Sachunterricht Non-statutory, Integrated Not specified
Hungary People and society Statutory core Integrated 4 to 7% of curriculum
time
Italy Social sciences Statutory core Integrated Not specified
The Netherland Social structure and life skills Statutory core Integrated 80 to 100 hours per year
Spain Knowledge of natural, social, Non-statutory, Integrated 170 hours per year
and cultural environment
Sweden Social sciences Noncore Integrated 885 hours over 9 years of
compulsory education
Switzerland Social sciences Non statutory Integrated Not specified
USA: Kentucky Social sciences Statutory core Integrated Time specified per week
varies a
Indonesia[5] Pancasila and Civic Integrated Average 70 minute per
Education week

The purpose of learning civic Education is operationally are (1) to promote increased understanding
of American constitutional democracy and its fundamental values and principles, (2) develop the skills
necessary to participate as informed, effective and responsible citizens, (3) increase the willingness of
student to use democratic procedures whem making decisions and managing conflicts [6]. Meanwhile
in view [7] that our goal is to create a nation of able, informed and empowered citizens who, on the one
hand, know, understand and can enforce their rights; and on the other, recognise that the path to greatest
personal fulfilment lies through active involvement in strengthening their society. The purpose of civic
education in Hong Kong to enable students to understand how the inditndual, as a citizen. relates to the
family, the neighbouring community, the regional community, the national community and the world;
and to develop in them positive attitudes and values conducive to the development of a sense of
belonging to Hongkong and China so that they are ready to contribute to the betterment of the society,
the state and the world[8].
In the purpose of civic education includes aspects of knowledge, skills, attitudes / beliefs, civic
dispositions. Aspects of knowledge, skills, attitudes/beliefs, civic dispositions as one unity in
competence. (1) Knowledge: The Content of Civic Education: (a) why do we need a government?, (b)
The purpose of government, (c) constitutional princilples, (d) structure of government, (e) concepts,
principles, and values underlying the political system, i.e. authority, justice, dioersify, rule of law, (f)
individual rights (personal, political, economic), (g) responsibilities of citizen, (h) role of citizen in a
democracy, (i) how the citizen can participate in community decisions. (2) Skills: What a citizen needs
to be able to do to participate effectively: (a) critical thinking skills: gather and assess information,
clarify and prioritize, identify and assess consequences, evaluate, reflect, (b) participation skills:
communicate, negotiate, cooperate, manage conflicts peacefully and fairly, reach consensus. (3)
Attitudes/Beliefs: character or dispositions of citizen: (a) personal character: Moral responsibility,
Self discipline, Respect for individual dignity and diversity of opinion (empathy), (b) public character:
Respect for the law, Willingness to participate in public affairs, Commitment to the rule of the majority
with respect for the rights of the minority, Commitment to the balance between self- interest and the
common welfare, (c) willingness to seek changes in unjust laws in a peaceful and legal manner. (4)
Civic Dispositions: (a) civility, (b) respect for the rights of other individuals, (c) respect for law, (d)

 
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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018)
1234567890 ‘’“”012150 doi:10.1088/1742-6596/953/1/012150

honesty open mindedness, (e) critical mindedness, (f) negotiation and compromise, (g) persistence,
(f) compasion, (g) patriotism, (h) courage, (i) tolerance of ambiguity [6].
In the context of this research the concept of civic education and citizenship education is limited as
a school subject specifically designed to prepare students to become good citizens. Learning outcomes
in PCE to be achieved both in the cognitive, affective, and psychomotor domains embodied in the form
of capabilities. Learning outcomes are categorized into five: (1) intellectual skill, (2) cognitive strategy,
(3) verbal information, (4) attitude, and (5) motor skill. That attitude is an internal state which affects
an indiviudal's choice of action toward some object, person, or event. Examples might be: Choosing to
visit an art museum, writing letters in pursuit of a cause. Verbal Information include: (1) Labels and
Facts and (2) Bodies of Knowledge. Labels and facts refer to naming or making a verbal response to a
specific input. The response may be naming or citing a fact or set of facts. The repsonse may be vocal
or written. Examples: Naming objects, people, or events. Recalling a person's birthday or hobbies.
Stating the capitals of the United States. Bodies of Knowledge refers to recalling a large body of
interconnected facts. Example: paraphrasing the menaing of textual materials or stating rules and
regulations. Example: Paraphrasing the menaing of textual materials. Stating rules and
regulations.Cognitive Strategy is an internal process by which the learner controls his/her own ways of
thinking and learning. Example: Engaging in self-testing to decide how much study is needed; knowing
what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of
the problem. Intellectual Skills include (1) Discrimination (2) Concrete concept (3) Rule using and (4)
Problem solving. These are the four levels within the intellectual skills domain that Gagné identified as
his taxonomy[8].
The objectives of this research are: (1) to analyze the characteristics of competency in Pancasila
and Civic Education (PCE) subjects in the primary school curriculum in Indonesia, in the attitude,
knowledge, and skill domains, (2) to analyze the breadth and depth of subject matter Pancasila and
Civic Education (PCE) in the primary school curriculum in Indonesia.

2. Methodology
This research uses qualitative approach. The method used is description. Data collection techniques use
documentation and Focus Grups Disscusion (FGD). The required documentation in this research is the
national curriculum of Pancasila and Civic Education subjects in elementary school in Indonesia. The
first section analyzes the national curriculum on the subjects of PCE of elementary school in Indonesia.
In the second stage, the results of the analysis will be FGD with Citizenship Education experts from
State University of Surabaya, State University of Malang, and Indonesia Education University of
Bandung.

3. Results and discussion

There are two main concepts in the name of Civic Education subjects in the national curriculum (in
Indonesia namely Pancasila and Civic Education-PCE), namely the concept of Pancasila and the
concept of Citizenship Education. The concept of Pancasila relates to its role and position as the basis
of the state and as the nation's life view. Pancasila contains values that will contribute to civic education.
The second concept is civic education that aims to form good citizens.
PCE is a subject that focuses on the establishment of citizens who understand and are able to exercise
their rights and obligations to become intelligent, skilled, and characteristic Indonesian citizens. The
subjects of PCE have a mission: (1) developing learners into human beings who have a sense of
nationality and love of the country, (2) through the process of accepting and carrying out the religious
teachings it embraces; have honest, disciplined, responsible, polite, caring, and confident behavior in
interacting with family, friends, and teachers, (3) understanding and applying factual and conceptual
knowledge of citizenship, (4) present the factual and conceptual knowledge of citizenship skillfully .
PCE competencies in the primary school curriculum include four domains: attitudes (religious and
social), knowledge domain, and skill domain. At the attitude domain developed religious attitude and
social attitudes.

 
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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018)
1234567890 ‘’“”012150 doi:10.1088/1742-6596/953/1/012150

Structure of Observed Learning Outcome (SOLO) Taxonomy is used as the basis for classifying the
Competency Level for the knowledge aspect. In SOLO Taxonomy there are five stages passing by
learners to master a knowledge, namely pre-structural, un-structural, multi-structural, relational and
abstract expansion. These five stages can be simplified into three stages: surface knowledge, deep
knowledge and conceptual or constructed knowledge. Especially for elementary school level in
Indonesia only developed at the stage of surface knowledge[9]. In the national curriculum in Indonesia,
PCE subjects at elementary level are presented in an integrated manner based on the themes. These
themes include myself, experiences with friends, school experiences, my surroundings, memorable
experiences, natural events, and so on.
The results of identification and FGD indicate that the competence of religious attitudes in the
national curriculum on PCE subjects in elementary school in Indonesia includes: (a) be grateful for the
symbol of the country Burung Garuda as a gift of God Almighty, (b) respect the obligations and rights
as family members and school members as a form of gratitude to God Almighty, (c) be grateful for the
diversity of individual characteristics in the environment as a gift of God Almighty, (d) be grateful for
the united meaning in diversity in the environment as a gift of God Almighty. Whereas social attitudes
in the national curriculum of primary school PCE subjects include: (a) implement the rules that apply at
home, school, and country, (b) featuring togetherness and cooperation in diversity and individual
characteristics, ethnic diversity, cultural diversity, religious diversity, and tolerance at home, school and
the environment, (c) perform obligations and rights as family members, schools, and citizens, (d) dare
to admit mistakes, apologize, forgive others.
Characteristics of knowledge domain in PCE primary school level include: (a) recognize,
understand, and identify symbols of the Pancasila precepts in the state symbol, (b) identify rules that
apply in everyday life at home, school, environment and country, (c) identify obligations and rights as
family members, school residents, and citizens, (d) identify the diversity of individual characteristics,
ethnic diversity, cultural diversity, religious diversity, and tolerance in schools, the environment, and in
Indonesia, (e) explain the benefits of the diversity of individual characteristics, ethnic diversity, cultural
diversity, religious diversity, and tolerance in schools and the environment, (f) identify and analyze the
implementation of obligations and rights as family members, schools, and citizens, (g) dare to admit
mistakes, apologize, forgive others, (h) explore the benefits of unity and unity to build harmony in life
and its effects.
Based on the results of the analysis and FGD, the characteristics of competency skills in the
national curriculum of PCE subjects at the school level include: (a) narrated the symbol of the Pancasila
precepts, in the symbol of the state, (b) presents the results of identification of Pancasila values in
everyday life, (c) recounting activities in accordance with the rules that apply in daily life at home,
school, environment and country, (d) narrated experience in the diversity of individual characteristics,
ethnic diversity, cultural diversity, religious diversity, and tolerance in schools, the environment, and in
Indonesia, (e) presents the results of identification of obligations and rights as family members, school
residents, and citizens, (f) presents the results of excavation of the benefits of unity and unity to build
harmony of life and its effects.
Based on the results of data analysis shows that the characteristics of the material in the curriculum
PCE of primary school in Indonesia consists of four contents, namely of Pancasila, Constitution of the
Republic of Indonesia 1945, Values and the spirit of unity in diversity, and The Unitary State of the
Republic of Indonesia. (1) Pancasila, its scope consists of: (a) picture on the state symbol of Garuda
Pancasila, (b) the relation of the image to the state symbol with the precepts of Pancasila (Ketuhanan
yang maha esa/the Supreme Godhead, Kemanusiaan yang adil dan beradab/the just and civilized
humanity, Persatuan Indonesia/the unity of Indonesia, Kerakyatan yang dipimpin oleh hikmat
kebijaksanaan dalam permusyawaratan perwakilan/the people led by the wisdom of wisdom in
deliberation, Keadilan bagi seluruh rakyat Indonesia/social justice for all Indonesians), (b) The meaning
of the image on the state symbol of Garuda Pancasila, (c) The symbolic relationship with Pancasila's
precepts in everyday life, (d) The values of Pancasila in everyday life, (e) Application of Pancasila
values in everyday life.(2) Constitution of the Republic of Indonesia 1945, its scope consists of: (a)

 
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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 953 (2018)
1234567890 ‘’“”012150 doi:10.1088/1742-6596/953/1/012150

rules that apply in everyday life at home, (b) the rules and rules that apply in school, (c) obligations and
rights as family members and school members, (d) implementation of obligations, rights, and
responsibilities as citizens in daily life, (e) impact Implementation of obligations, rights, and
responsibilities as citizens in daily life. (3) Values and the spirit of unity in diversity, its scope consists
of: (a) Diversity of individual characteristics at home, (b) types of diversity and characteristics of
individuals in schools, (c) the meaning of diversity and individual characteristics in everyday life, (d)
the diversity of religious, socio-cultural, and economic communities. (4) The Unitary State of the
Republic of Indonesia, its scope consists of: (a) form of cooperation in diversity at home, (b) the meaning
united in diversity in schools and the environment, (c) forms of ethnic, social, and cultural awareness in
indonesia, (d) the benefits of unity and unity to build harmony in life, (e) the impact of unity and unity
on the life of nation and state.

4. Conclusion
Based on the data analysis, the conclusion can be elaborated that (1) the competence of PCE subjects in
the national curriculum of elementary school covers the domain of religious and social attitudes,
knowledge, and skills. This means that the competence of PCE to develop civic knowledge, civic skills,
and civic virtue. (2) the characteristics of the material in the curriculum PCE of primary school in
Indonesia consists of four contents, namely of Pancasila, Constitution of the Republic of Indonesia
1945, Values and the spirit of unity in diversity, and The Unitary State of the Republic of Indonesia.

5. Acknowledgment
Thank you to the Dean Faculty of Social Sciences and Law, Universitas Negeri Surabaya for the
cost of research activities in 2017.

6. References
[1] Cogan J 1999 Developing the Civic Society: The Role of Civic Education (Bandung: CICED)
[2] Eleonora V R 1994 Working Papers, No.3. Education and Human Resources Division, Bureau
for Latin America and the Caribbean Civic Education in the School Systems of Latin America
and the Caribbean
[3] Ketcham R 1989 Civic Education: An Annotated Bibliography in CIVNET
[4] Kerr D 1999 Citizenship Education: an International Comparison
[5] Harmanto 2017 Characteristics of Education Curriculum Pancasila and Citizenship Primary
School Level
[6] Education C for C We the People. The Citizen and The Constitution
[7] Authority Q and C 1998 Education for Citizenship and The Teaching of Democracy in Schools
[8] Lam Ting Kwai 2004 Confuscianism and Democracy in the Civic Education Guidelines in
Hong Kong
[9] Biggs J 1995 Assessing for learning: Some dimensions underlying new approaches to
educational assessment Alberta J. Educ. Res. 41 1–17

 
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