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CITIZENSHIP EDUCATION (CIVIC EDUCATION) IN THE ERA OF

DEMOCRATIZATION

This paper discusses about the linkage of democracy and civic education. Civic education is a vehicle

to sustain and develop democracy. It is important to create democratic citizens and to support

democracy. In response to the process of democracy in Indonesia, civic education should be

reformed in order to prepare students to be good citizens. Effective civic education for democratic

citizenship treats three basic components; knowledge of citizenship and government in democracy,

cognitive skills of democratic citizenship, disposition and development characteristics of democratic

citizenship.

Changes in the political field show that Indonesia has experienced a process of

democratization, namely the change from a non-democratic political system to a democratic

political system. The process of democratization that is currently taking place in Indonesia

is in line with the democratization movements that are taking place in various parts of the

continent which according to Huntington (1995) is currently undergoing a third wave of

democratization. (Huntington, 1995). This democratization process began with the fall of

Marcello Caetano, Portugal's authoritarian government in 1974 which was then followed by

the democratization movement in several European, Latin American, Asian, African and

Eastern European countries as well as the Soviet Union which adhered to communism.

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democratic political system can function properly; (4) The consolidation stage is the

consolidation and maintenance of a democratic political system (Rafni, 2002).

has succeeded in going through the transitional stage and the liberalization stage. The

regime. Since the emergence of the reform movement, Indonesia has experienced a change

of government three times, from President Suharto to Habibie as a transitional government.

From President Habibie to Abdurrahman Wahid who was democratically elected, followed

by Megawati to President Susilo Bambang Yudhoyono. The liberalization stage was marked

by the granting of political freedoms to the people such as freedom of expression

individually or in groups, freedom to establish political parties, freedom of the press, release

of political prisoners, increased guarantees of human rights through the Constitution, laws

and human rights courts, the implementation of the 1999 elections which were relatively

democratic, and the implementation of regional autonomy, and so on (Rafni, 2002).

citizens to uphold and develop democracy. John J. Patrick, a civic education expert from the

United States said, to develop and maintain democracy schools must educate young citizens

to understand and practice democratic principles (Bahmuller & Patrick, 1999).

discussion of the concept of civic education to prepare democratic citizens to face the era of

democratization in Indonesia.

RESEARCH METHODS

is a series of activities related to methods of collecting library data, reading and taking notes,

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RESULTS AND DISCUSSION

experienced a very rapid process of democratization. Within a few years, many countries on

various continents experienced a change from a non-democratic political system to a

democratic system. Huntington (1995) describes this phenomenon with the occurrence of

the third wave of democratization. While the first wave of democratization occurred from

1828 to 1926, then experienced reverse wave I from 1922 to 1942. The second wave of

democratization occurred from 1943 to 1962 and experienced reverse wave II from 1958 to

1975. The third wave of democratization occurred from 1974 (Huntington, 1995).

of democratization in 1974. Democratic movements also hit Asian countries such as India

in 1977, Turkey in 1983, the Philippines in 1986, South Korea in 1987, Taiwan and Pakistan

in 1988. Although somewhat late Indonesia started the democratic process in 1998 (Centre

for Indonesian Civic Education, 2000).

happened to Hungary in 1988, the Soviet Union, East Germany, Czechoslovakia and

Romania in 1989. Within 15 years since the fall of the authoritarian government in Portugal

in 1974 around 30 countries in Europe, Asia, and Latin America experienced a process of

democracy. So the democracy movement has experienced very rapid development towards

the end of the 21st century.

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theory of substantive democracy which is considered a classic emphasizes more. the

meaning of democracy as a form of government that originates from the will of the people

words "democracy is government of the people, by the people and for the people" (Cholisin,

The theory of substantive democracy contains weaknesses because it is difficult to measure

the implementation of democracy empirically. Therefore, since 1970, the theory of

democracy has emerged which emphasizes empirical procedural aspects.

democratic citizens? Patrick (Bahmuller & Patrick, 1999) put forward the substantive

concepts of democracy as the foundation of citizenship education including the following

things (1) Democracy (minimum); (2) Constitutionalism; (3) Citizen rights; (4) Citizenship

(5) Civil Society; (6) Market Economy; (7) Continuing tensions in constitutional (liberal)

democracy. Patrick further argued that effective education to prepare democratic citizens

have the ability to identify, describe, explain information and ideas related to public

issues and determine and defend decisions on these issues.

3. Democratic citizen participatory skills are meant to be able to empower citizens to be

able to influence public policies and decisions and have responsibility towards their

representatives in government. The combination of cognitive skills and participatory

skills can be used as a means for citizens to participate effectively to promote public and

personal interests and defend their rights. The development of cognitive and

participatory skills requires students to learn intellectually both inside and outside the

classroom.

4. The virtues and dispositions of democratic citizens are related to the virtues and

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certain political interests. According to Cholisin (2000) civic education in Indonesia in the

past was more oriented to the interests of the government than the interests of the citizens.

of indoctrination, hegemony, legitimacy and political mobilization. As a result, civic

maintain the status quo rather than developing a critical attitude of citizens, so that the

scientific weight of civics education is very weak. It is not surprising that the attitudes and

culture of citizen democracy are underdeveloped.

in civic education in the past, especially during the New Order. The interests of the state and

government greatly influence the concept and curriculum of citizenship education. Certain

topics such as loyalty, order, national security are emphasized while other topics such as

human rights, political democracy, economic democracy, government responsibility to

society, freedom of speech and so on do not receive proportional attention. The concept of

education concept and curriculum to prepare democratic citizens to face the era of

democratization. The national survey conducted by the Center for Indonesian Civic

Education in collaboration with USIS in 2000 recommended the preparation and

development of citizenship education according to the new paradigm as follows (Center for

Curriculum of the Ministry of National Education, 2001):

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National Education, 2002) is currently compiling and developing a new Citizenship

undergoing a process of democratization. The function of the Citizenship subject is as a

vehicle for forming intelligent, skilled and characterized citizens who are loyal to the

Indonesian nation and state by reflecting on themselves in the habit of thinking and acting

in accordance with the mandate of Pancasila and the 1945 Constitution to realize this

function. competency, namely:

dispositions.

become citizens who have confidence. Citizens who understand and master civic knowledge

and civic skills will become competent. Citizens who have civic skills and civic disposition

will become citizens who have a strong commitment. Meanwhile, citizens who understand

and master civic knowledge, have civic skills, and have civic disposition will give birth to

intelligent citizens who have knowledge, skills, and character or personality.

subject are divided into three groups, namely:

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CONCLUSION

a strategic place to prepare the younger generation to become democratic citizens. The

process of democratization that is currently happening in Indonesia needs to be seriously

addressed through the concept and implementation of a functional civic education

curriculum to prepare ideal citizens to support and secure the ongoing democratic process.

Success in compiling and developing a civic education concept and curriculum that is in

accordance with the new paradigm will affect the continuity and success of the

democratization process in Indonesia.

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tertiary institutions as LPTKs and education managers at the provincial and city or district

levels need synergistic cooperation to develop them continuously.

responsive to various changes and curriculum updates so that they can equip themselves with

SUGGESTION

made. Further research development can be further deepened through the case study method.

Or through quantitative research, namely investigating civic education in certain cases.

BIBLIOGRAPHY

Bahmuller, C., & Patrick, J. (1999). Principles and Practices of Education for Democratic

Center for Indonesian Civic Education. (2000). A Need-Assessment for New Indonesian

cholisin. (2000). Strengthening Scientific Orientation and Empowering Citizens as a New

Ministry of National Education. (2002). Learning Outcomes Curriculum, Basic

Wahab, A. (2000). New Paradigm and Curriculum Design for New Indonesian Civic