Keywords
Civic identity; content analysis; junior high school; Pancasila and Civic Education curriculum; philosophical perspective
Document Type
Article
Abstract
This article examines the Pancasila and Civic education curriculum at the Junior High School level in Indonesia using a philosophical approach. It analyzes the curriculum's goals, values, and principles to affirm students' civic identity. The study uses a literature analysis of scientific journals, articles, books, research reports, news, and government policies. Findings include the success of curriculum implementation, areas for improvement, and differences in approaches across schools. The authors compare teaching strategies and assessment approaches using a philosophical perspective. The quality of sources is evaluated for reliability, accuracy, objectivity, and relevance. The article recommends future research to strengthen students' understanding and appreciation of Pancasila values and affirm their Indonesian citizenship identity
First Page
98
Last Page
106
Page Range
98-106
Issue
1
Volume
20
Digital Object Identifier (DOI)
10.21831/jc.v21i1.63161
DOI Link
https://doi.org/10.21831/jc.v21i1.63161
Recommended Citation
Sunarso, S., Hidayah, Y., Firmansyah, A., & Arpannudin, I. (2024). Content analysis of Pancasila and Civic Education curriculum at the junior high school level in Indonesia: Philosophical perspectives in affirming civic identity. Jurnal Civics: Media Kajian Kewarganegaraan, 21(1), 98-106. https://doi.org/10.21831/jc.v21i1.63161
References
Abs, H. J. (2021). Options for developing European strategies on citizenship education. European Educational Research Journal, 20(3), 329–347. https://doi.org/10.1177/1474904121994418
Anas Thohir, M., Sukarelawan, M. I., Jumadi, J., Warsono, W., & Citrasukmawati, A. (2021). The effects of instructional design based web course on pre-service teachers’ competencies. International Journal of Evaluation and Research in Education, 10(1), 230–236. https://doi.org/10.11591/ijere.v10i1.20475
Antoun, M., Younes, R., & Salloum, S. (2023). Investigating the status of highly able students through the lens of the Lebanese national policy and the mathematics and science centralized curricula and textbooks. European Journal of Science and Mathematics Education, 11(2), 215–233. https://doi.org/10.30935/scimath/12569
Asiri, A. A. (2022). Training needs to develop the professional of Arabic language teachers. Cypriot Journal of Educational Sciences, 17(9), 3450–3465. https://doi.org/10.18844/cjes.v17i9.8086
Bosio, E. (2021). Global human resources or critical global citizens? an inquiry into the perspectives of Japanese university educators on global Citizenship Education. Prospects. https://doi.org/10.1007/s11125-021-09566-6
Bosio, E., & Schattle, H. (2021). Ethical global citizenship education: from neoliberalism to a values-based pedagogy. Prospects. https://doi.org/10.1007/s11125-021-09571-9
Campbell, A. C., Kelly-Weber, E., & Lavallee, C. (2021). University teaching and citizenship education as sustainable development in Ghana and Nigeria: insight from international scholarship program alumni. Higher Education, 81(1), 129–144. https://doi.org/10.1007/s10734-019-00484-3
Cuenca-López, J. M., Martín-Cáceres, M. J., & Estepa-Giménez, J. (2021). Teacher training in heritage education: good practices for citizenship education. Humanities and Social Sciences Communications, 8(1). https://doi.org/10.1057/s41599-021-00745-6
de Leeuw, R. R. (2023). Student reflections on the curriculum and citizenship education using card sorting in group settings. International Journal of Educational Research Open, 4. https://doi.org/10.1016/j.ijedro.2023.100237
Donbavand, S., & Hoskins, B. (2021). Citizenship education for political engagement: A systematic review of controlled trials. Social Sciences, 10(5). https://doi.org/10.3390/socsci10050151
Estanyol, E., Montaña, M., Fernández-de-Castro, P., Aranda, D., & Mohammadi, L. (2023). Digital competence among young people in Spain: a gender divide analysis . Comunicar, 30(74), 107–116. https://doi.org/10.3916/C74-2023-09
Gibb, J. K., Shokoohi, M., Salway, T., & Ross, L. E. (2021). Sexual orientation-based disparities in food security among adults in the United States: Results from the 2003-2016 NHANES. American Journal of Clinical Nutrition, 114(6), 2006–2016. https://doi.org/10.1093/ajcn/nqab290
Guimarães, F. F., & Finardi, K. R. (2021). Global Citizenship Education (GCE) in internationalisation: COIL as alternative Thirdspace. Globalisation, Societies and Education, 19(5), 641–657. https://doi.org/10.1080/14767724.2021.1875808
Harrison, T., & Polizzi, G. (2022). (In)civility and adolescents’ moral decision making online: drawing on moral theory to advance digital citizenship education. Education and Information Technologies, 27(3), 3277–3297. https://doi.org/10.1007/s10639-021-10710-0
Hernández, E., & Galais, C. (2022). The long-lasting effects of citizenship education. West European Politics, 45(5), 1130–1152. https://doi.org/10.1080/01402382.2021.1917153
Hidayah, Y. (2022). A new version of indonesian citizenship strategies for promoting global citizenship: service-learning approaches in Higher Education. AL-ISHLAH: Jurnal Pendidikan, 14(3). https://doi.org/10.35445/alishlah.v14i3.1178
Huish, R. (2021). Global citizenship amid COVID-19: why climate change and a pandemic spell the end of international experiential learning. Canadian Journal of Development Studies, 42(4), 441–458. https://doi.org/10.1080/02255189.2020.1862071
Irfani, S., Muharam, R. S., & Sunarso, S. (2022). Human Rights Justice in Kamisan Action in Indonesia. Jurnal HAM, 13(1). https://doi.org/http://dx.doi.org/10.30641/ham.2022.13.81-96
Jerome, L., & Kisby, B. (2022). Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education, 63(2), 245–260. https://doi.org/10.1080/17508487.2020.1733037
Khoo, S.-M., & Jørgensen, N. J. (2021). Intersections and collaborative potentials between global citizenship education and education for sustainable development. Globalisation, Societies and Education, 19(4), 470–481. https://doi.org/10.1080/14767724.2021.1889361
Leite, S. (2022). Using the SDGs for global citizenship education: definitions, challenges, and opportunities. Globalisation, Societies and Education, 20(3), 401–413. https://doi.org/10.1080/14767724.2021.1882957
Leksono, S. M., Marianingsih, P., Ilman, E. N., & Maryani, N. (2021). Online Learning Media on Biology Conservation: Rawa Danau Nature Reserve Website. International Journal of Interactive Mobile Technologies, 15(8), 87–100. https://doi.org/10.3991/ijim.v15i08.21567
Liang, H., Cong, L., Hendrich, N., Li, S., Sun, F., & Zhang, J. (2022). Multifingered Grasping Based on Multimodal Reinforcement Learning. IEEE Robotics and Automation Letters, 7(2), 1174–1181. https://doi.org/10.1109/LRA.2021.3138545
Lourenço, M. (2021). From caterpillars to butterflies: exploring pre-service teachers’ transformations while navigating global Citizenship Education. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.651250
Maass, K., Sorge, S., Romero-Ariza, M., Hesse, A., & Straser, O. (2022). Promoting active citizenship in mathematics and science teaching. International Journal of Science and Mathematics Education, 20(4), 727–746. https://doi.org/10.1007/s10763-021-10182-1
Mahadir, N. B., Baharudin, N. H., & Ibrahim, N. N. (2021). Digital citizenship skills among undergraduate students in Malaysia: A preliminary study. International Journal of Evaluation and Research in Education, 10(3), 835–844. https://doi.org/10.11591/ijere.v10i3.21277
Marebane, S. M., & Hans, R. T. (2021). Software engineering ethics competency gap in undergraduate computing qualifications within south african universities of technology. International Journal of Advanced Computer Science and Applications, 12(4), 579–592. https://doi.org/10.14569/IJACSA.2021.0120474
Murdion, M., Kuncorowati, P. W., Arpannudin, I., & Suyato. (2023). Media based on ROTELA-an innovation for teaching Pancasila and Civic Education. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2). https://doi.org/https://doi.org/10.21831/jc.v20i1.59491
Öztürk, T. (2022). Project-based civics education: a case study of a university research center. Participatory Educational Research, 9(2), 53–70. https://doi.org/10.17275/PER.22.28.9.2
Parmigiani, D., Jones, S.-L., Kunnari, I., & Nicchia, E. (2022). Global competence and teacher education programmes. A European perspective. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2022996
Pérez-Rodríguez, N., de-Alba-Fernández, N., & Navarro-Medina, E. (2022). University and challenge of citizenship education. Professors’ conceptions in training. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.989482
Ramos, K., Wolf, E. J., & Hauber-Özer, M. (2021). Teaching for global competence: a responsibility of teacher educators. Journal of Research in Childhood Education, 35(2), 311–330. https://doi.org/10.1080/02568543.2021.1880998
Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: rethinking Citizenship Education. Curriculum Journal, 32(3), 475–494. https://doi.org/10.1002/curj.95
Sarid, A., & Goldman, D. (2021). A value-based framework connecting environmental citizenship and change agents for sustainability—implications for education for environmental citizenship. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084338
Sarkadi, Casmana, A. R., Hisyam, C. J., & Wardatussa’idah, I. (2022). Integrating character education into the RECE learning model through Pancasila and Citizenship Education subjects. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.841037
Seo, J.-T., Yeon, K.-W., Lee, H., Park, B.-N., & Kim, Y.-G. (2022). Analysis of influence factors on the virtues of democratic citizenship according to individual variables of adolescents. International Journal of Advanced and Applied Sciences, 9(8), 118–127. https://doi.org/10.21833/ijaas.2022.08.015
Sonn, I. K., Du Plessis, M., Jansen Van Vuuren, C. D., Marais, J., Wagener, E., & Roman, N. V. (2021). Achievements and challenges for higher education during the covid-19 pandemic: A rapid review of media in africa. International Journal of Environmental Research and Public Health, 18(24). https://doi.org/10.3390/ijerph182412888
Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Afabeta.
Swanson, D. M., & Gamal, M. (2021). Global citizenship education / learning for sustainability: tensions, ‘flaws’, and contradictions as critical moments of possibility and radical hope in educating for alternative futures. Globalisation, Societies and Education, 19(4), 456–469. https://doi.org/10.1080/14767724.2021.1904211
Trisiana, A., & Utami, R. D. H. (2022). “Smart Mobile Civic” based on the project citizen model as an effort to optimize citizenship learning in the independent campus era. Journal of Internet Services and Information Security, 12(4), 74–83. https://doi.org/10.58346/jisis.2022.i4.005
van Werven, I. M., Coelen, R. J., Jansen, E. P. W. A., & Hofman, W. H. A. (2023). Global teaching competencies in primary education. Compare, 53(1), 37–54. https://doi.org/10.1080/03057925.2020.1869520
Weissgerber, T. L. (2021). Learning from the past to develop data analysis curricula for the future. PLoS Biology, 19(7). https://doi.org/10.1371/journal.pbio.3001343
Winarno. (2013a). Paradigma baru Pendidikan Kewarganegaraan panduan kuliah di Perguruan Tinggi. Jakarta: Jakarta.
Winarno. (2013b). Pembelajaran Pendidikan Kewarganegaraan. Jakarta: Bumi Aksara.
Witarsa, & Muhammad, S. (2023). Critical thinking as a necessity for social science students capacity development: How it can be strengthened through project based learning at university. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.983292
Yanniris, C. (2021). Education for sustainability, peace, and global citizenship: An integrative approach. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080430
