Civic Education-Week 1

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Bahan Mata Kuliah Civic Education

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Civic Education-Week 1

  1. 1. CIVICS, CIVIC EDUCATION • CITIZENSHIP EDUCATION • TA’LIMATUL MUWWATANAH, TARBIYATUL AL WATONIYAH • EDUCACION CIVICAS • SACHUNTERNICHT • CIVICS, SOCIAL STUDIES • SOCIAL STUDIES ZEALAND) • LIFE ORIENTATION • PEOPLE AND SOCIETY • CIVICS AND MORAL EDUCATION • OBSCESVOVEDINIE (USA) (UK) (TIMTENG) (MEXICO) (JERMAN) (AUSTRALIA) (USA NEW (AFSEL) (HONGARIA) (SINGAPORE) (RUSIA) Udin : 2004) 1
  2. 2. IN INDONESIA ? KEWIRAAN The idea of change of kewiraan subject with civic education subject in some State Islamic University in Indonesia (STAIN, IAIN and UIN) is along with the reformation in Indonesia, after the ruin of new regime period. (Sirajuddin M : 2012).
  3. 3. WHAT VALUE ? The value system taught in Civic Education teaches students with  Democracy,  Human rights  Civil society.
  4. 4. WHY CIVIC EDUCATION? Civic Education is the answer of various questions in relation with the issues of nation problems such as :  disintegration,  violence,  human resources,  human rights and  political education.
  5. 5. The to ultimate goal of this education is produce good, responsible, independent, educated and strong character citizen.
  6. 6. CIVIC EDUCATION POINTS OF VIEW Philosophical aspect Principally, civic education is expected to contribute positive effect towards nation citizen characters in dealing with phenomena happened at this day. Therefore, it is necessary to find out philosophical foundation which relevant to the condition faced by the society at this moment.
  7. 7. CIVIC EDUCATION POINTS OF VIEW 1. Philosophical aspect  Civic education is expected to be the way out of overcoming various problems in society. In other words, the materials or theoretical concepts of civic education provided at universities will ultimately be essential experience for the students when they mingle with the real society of world or universe.
  8. 8. CIVIC EDUCATION POINTS OF VIEW 2. Basic Competence Aspect Civic Education at University should have clear target which enable to build up students‟ basic competence. Through this competence, they are expected to be citizens who have strong ability to do significant change in society after finishing their study at University.
  9. 9. NEGATIVE BEHAVIOR 1. 2. 3. 4. Apathetic, listless, unintrested people, that is passive person, low motivation and careless personsyaitu. Then there are the flighty, persons who have strong interests on many things but easily change with other new things. Extrem uncertainly, persons who get difficult to decide and always get confused on everything. Then there are very inconsistent people, persons who like to do things inconsistently. This week he/she works hard but next week, she/he is exhausted at all. Today he/she is generous but later day he/she is mean. Now he/she is peaceful but tomorrow he/she is extreme. Rath, Harmin and Simon (1978)
  10. 10. NEGATIVE BEHAVIOR Other might artily be called drifters, persons who have less power in their life 2. A large number are over conformers, persons who have no strong and clear ideas in their life. Such persons are commonly as the followers for the dominant ideas. 3. Some are overdissenters, Persons who always find others‟ guilty, disappointed, against other groups to obtain self status. 4. A. Group of poseurs or role players, persons who always try to play pseudo role in their life. 1. Rath, Harmin and Simon (1978)
  11. 11. Civic Education as new paradigm can not be used as the only one media in strengthening and empowering democracy in Indonesia  but it should contain Civic intelligence which covers three aspects, namely;  Civic Knowledge,  Civic Skills  Civic Disposition as well as Civic Participation through learning in Indonesia Sirajuddin M. (20120. The Urgency of Civic Education at Ptain (State Islamic University) (Evaluative and Methodological Studies) interaction. 
  12. 12. 1. Udin S. Winataputra, H., (2004). Pendidikan kewarganegaraan sebagai wahana psiko- pedagogis untuk mewujudkan masyarakat madani. Makalah Bahan Sajian dan Diskusi Dalam Lokakarya Pendidikan Kewarganegaraan di Perguruan Tinggi. Jakarta : Dirjen Dikti-Depdiknas. 21-22 September 2004. 2. UU. No. 20. tahun 2003 tentang Sistem Pendidikan Nasional. 3. SKep. Dirjen DIKTI – Depdiknas, No. 38/DIKTI/Kep/2002. tentang Rambu-rambu pelaksanaan Kuliah Pengembangan Kepribadian di Perguruan Tinggi. 4. Sudargo Gautama. (1997). Warga Negara dan Orang Asing. Bandung : Alumni. 5. Sharp, Gene. (1997). Menuju Demokrasi tanpa Kekerasan. Terjemahan: Sugeng Bahagiyo. Jakarta : Pustaka Sinar Haraoan.
  13. 13. 6. Beetham, David & Boyle, Kevin. (1995). Demokrasi . Terjemahan : Bern. Hidayat. Yogyakarta : Kanisius 7. Saafroedin Bahar dan A.B. Tangdililing. (Penyunting). ( 1996). Intergrasi Nasional : Teori, Masalah dan Strategi. Jakarta : Ghalia Indonesia. 8. F. Isjwara. (1982). Ilmu Politik. Bandung : Angkasa. 9. Tim Dirjen Dikti-Dep Diknas. (2001). Pendidikan Kewarganegaraan. Jakarta : Gramedia Pustaka Utama. 10. Tim Lemhannas. (1994). Kewiraan untuk Mahasiswa. Jakarta : Gramedia Pustaka Utama. 11. Sirajuddin M. (2012). The Urgency of Civic Education at PTAIN (State Islamic University) in Indonesia (Evaluative and Methodological Studies)

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