Bahan Mata Kuliah Civic Education

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. 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. WHAT VALUE ?
The
value system taught in
Civic Education teaches
students with
 Democracy,
 Human rights
 Civil society.

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. The
to
ultimate goal of this education is
produce
good,
responsible,
independent, educated and strong
character citizen.

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. 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. 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. 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. 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. 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. 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.
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Bandung : Alumni.
5. Sharp, Gene. (1997). Menuju Demokrasi tanpa Kekerasan.
Terjemahan: Sugeng Bahagiyo. Jakarta : Pustaka Sinar
Haraoan.

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)