Academy of Education Journal

Vol. 15, No. 1, Januari 2024, Page: 258-270

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

258

Sri Muryati

material related to the constitution in a character education perspective.

1. Introduction

The curriculum in tertiary institutions contains personality development courses in which

there are subjects: religious education, Indonesian language and citizenship education. These

three courses are mandatory for all college students. These three materials lead to the formation

of the character of students who are religious, cultured and have the personality of the

Indonesian people. The reality in the field is that students are generally less interested in these

three courses, many of the reasons given are not directly related to the knowledge they are

studying, the material is less interesting, and has nothing to do with future work.

studies can be in-depth so as to provide the right solution. The main problem in this study is

formulated: How to analyze Civics material as an effort to strengthen the constitution in a

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character education perspective. The purpose of the research: to describe the analysis of the

material civic education as an effort to strengthen the constitution in the perspective of

character education.

the motherland". Another opinion of Achmad Kosasih Djahiri According to Achmad Kosasih

Djahiri in a book entitled The Essence of Education of Moral Values and Civics in the

Globalization Era (2006), Civics is learning that seeks to humanize and civilize and empower

humans to become good citizens based on the country's constitution. Meanwhile, Noor Ms

Bakry explained that the theoretical meaning of Civics was stated by Noor Ms Bakry in a book

entitled Pancasila Education (2010). According to him, Citizenship Education theoretically is

to educate students to become good and responsible citizens and to be able to participate

actively in a democratic society. Also Winataputra and Budiman U. Winataputra and D.

Budiman in Civic Education: Context, Teaching Materials, and Classroom Culture (2007)

define education Citizenship is substantially and pedagogically designed to develop intelligent

accordance with the provisions of the Pancasila and the 1945 Constitution. According to

Numan Sumantri According to Numan Sumantri in the book Social Science Education

Renewal (2001), citizenship education is education that has the core of political democracy

expanded with other sources of knowledge to train students to think critically, analytically, and

act democratically in preparing for life based on Pancasila and the 1945 Constitution.

According to David Kerr David Kerr in his book Citizen Education: An International

Comparison (1999) states that broadly civic education is a process that prepares youth for their

roles and responsibilities as citizens. Also read: The Role of Citizenship Education in State

Defense Kerr also defines Civics specifically as material that includes the process of education

and teaching in the preparation process youth to become citizens.

Based on some of the views on Civics above, it can be concluded that civics education is

education that reminds us of the importance of the values of rights and obligations of a citizen

so that everything that is done is in accordance with the goals and ideals of the nation and does

not deviate from what is expected.

The legal basis for Civics courses in tertiary institutions includes: 1. Decree of the

Director General of Higher Education No: 267/DIKTI/Kep/2000 concerning Completion of the

GBPP Educational Personality Development Course Citizenship, Decree of the Director

General of Higher Education No. 38/DIKTI/Kep/2002 concerning Signs for Implementing

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Personality Development Courses in Higher Education, 2. . Law No. 20 of 2003 concerning the

national education system, 3. Law No. 12 of 2012 concerning higher education in article 35

paragraph 3, namely that the higher education curriculum must contain subjects on Religion,

Education Course in Higher Education is to help students strengthen their personality, so that

they are consistently able to realize the basic values of Pancasila, a sense of nationality and

love for the motherland in mastering, applying and developing science, technology and art with

a sense of responsibility and morality. competence of Civics courses in Higher Education

Competence is briefly defined as a set of intelligent actions that have the authority to

determine something with full sense of responsibility that must be owned by someone to be

able to carry out tasks in a particular field. The competence of civic education graduates is a set

of intelligent actions, full of responsibility from a citizen in relation to the state and solving

various problems of living in society and nation. and state by applying the philosophy of

Pancasila, applying the Constitution of the State in daily life as well as Indonesian Geopolitics

On the basis of the five behaviors above, imbued with the noble values of Pancasila

which are applied to civics education, it is intended to broaden the horizons of thinking of

students as Indonesian citizens as well as national fighters in an effort to create and improve

national welfare and security. Based on this vision and mission, the purpose of citizenship

According to Edy Haranto, 2020, The Purpose of Citizenship Education Civic education

aims to provide the following competencies: a. Think critically, rationally and creatively in

responding to citizenship issues. b. Participate in a quality and responsible manner, and act

intelligently in community, national and state activities. c. Develop positively and

democratically to shape themselves based on the character of the Indonesian people so that

they can live together with other nations. d. Interact with other nations in the world arena

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directly or indirectly by utilizing information and communication technology (Curriculum

Center, 2003:3). Citizenship Education aims to build the character (character building) of the

Indonesian nation which includes: a. forming participatory skills of quality and responsible

competence, scope, essence, and foundation of Citizenship Education. 2. Insight into the

Archipelago as Indonesia's geopolitics, including the understanding of the nature of the

elements as well the position and function of the Archipelagic Outlook, National Resilience

and Indonesia's Geostrategy. 3. National Resilience and Indonesia's Geostrategy, including a

discussion of the foundations, understanding, principles and characteristics of Indonesian

National Defense, as well as the Asta Gatra approach to embodiment of National Defense.

National Integration, including discussions on the meaning of National Integration, issues of

globalization, multiculturalism, Unity in Diversity, and the integrity of the Unitary State of the

Republic of Indonesia. 5. Indonesian National Identity, including discussion of the meaning of

National Identity, national character, and forms of National Identity, the content of the meaning

implementing democracy in Indonesia. 8. The concept of the state and the constitution,

including discussions on the legal and constitutional instruments of the Republic of Indonesia.

9. Regional Autonomy and Good and Clean Governance, including discussions on

understanding, implementation of the principles of good governance, barriers to preventing

corruption, and achieving national goals and aspirations.

According to Lasiyo, Reno Wikandaru, and Hastangka, the object of the civics education

course is divided into 2, namely: 1) the material object of the Citizenship Education course is

the existence of citizens and their dynamics in the life of society, nation, and Indonesian state.

This material object becomes an important part and is integrated with the values of Pancasila.

The formal object of Citizenship Education relates to the dimensions of the state administration

four amendments since 1999. Quoted from the book 'The 1945 Constitution & Its Amendments

for Students and the Public' by the Grasindo Team, the Amendments to the 1945 Constitution

are intended to improve the Constitution, and not to replace it. Amendments to the 1945

Constitution were carried out with basic rules or agreements in making changes to the 1945

Constitution, namely not changing the Preamble to the 1945 Constitution, retaining the Unitary

State of the Republic of Indonesia, strengthening the presidential system of government, as

well as an explanation of the 1945 Constitution which contains normative matters which will

be included in the articles or body.

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Amendments or changes to the 1945 Constitution were carried out in stages because they

prioritized the articles agreed upon by all factions in the MPR. The amendment process was

then followed by changes to articles that were more difficult to obtain agreement on.

b. Article 7: Limitation of the term of office of the president and vice president

d. Article 13 Paragraphs 2 and 3: Appointment and placement of ambassadors

g. Article 15: Granting titles, awards and other honors

h. Article 17 Paragraphs 2 and 3: Appointment of ministers

i. Article 20 Paragraph 1-4: The People's Representative Council (DPR)

j. Article 21: The Right of the DPR to submit a Draft Law (RUU)

b. Chapter VII regarding the Regional Representative Council

d. Chapter X concerning Citizens and Residents

g. Chapter XV regarding Flags, Languages, National Emblems, and National anthem

Constitution was implemented at the 2001 MPR Annual Session on 1-9 November 2001. The

third amendment to the 1945 Constitution was enacted on 9 November 2001.

The results of the third amendment to the 1945 Constitution include 23 articles in 7 chapters as

The Fourth Amendment to the 1945 Constitution The Fourth Amendment to the 1945

Constitution was implemented at the 2001 MPR Annual Session on 1-11 August 2002.

The results of the second amendment to the 1945 Constitution include 19 articles consisting of

31 provisions and 1 item that was deleted. The results of the fourth Amendment to the 1945

Constitution stipulate:

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1945 Constitution is adjusted to the demands of the times, so that the dynamic 1945

Constitution can accommodate various dynamics in the constitution. The problem is that there

are still many handbooks for both lecturers and students who have not experienced changes,

especially in the material for the 1945 Constitution, so that it often happens that lecturers and

students still use the 1945 Constitution which has not been amended. This is a contributing

factor to the weakness of constitutional material, which is why a solution must be found so that

in the future both lecturers and students use the amended 1945 Constitution, so that there is

compatibility in discussing constitutional dynamics at this time. By conducting an analysis like

this, it can be seen from which side the material of the 1945 Constitution is weak is understood

by both lecturers and students correctly. Because the existence of the 1945 constitution / UUD

of brawls between students, promiscuity, social, economic and political inequalities in society,

legal injustice, violence and riots, and corruption which is endemic and has penetrated all

sectors of society's life, anarchic acts or social conflicts.

Character education is a system of inculcating character values for school members

which includes components of knowledge, awareness or will, and actions to implement these

values, both towards God Almighty (YME), oneself, others, the environment, and nationality

so that they become human beings. In character education in schools, all components

(stakeholders) must be involved, including the components of education itself, namely

curriculum content, learning and assessment processes, quality of relations, handling or

management of subjects, school management, implementation of co-curricular activities or

has good behavior in accordance with the values of morality and diversity." According to

Thomas Lickona, the notion of character education is a deliberate effort to help someone so

that he can understand, pay attention to, and carry out core ethical values. So it can be

concluded that character education is an education system that aims to instill certain character

values in students in which there are components of knowledge, awareness or will, as well as

actions to carry out these values.

Fadlilla said that "the purpose of character education is to prepare children to have good

character, which will become a habit for adult children in their daily lives". In addition, the

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purpose of character education is more intensive in terms of values that can be embedded in the

daily lives of students. The Ministry of National Education states that the goals of character

education are: a. Develop the potential of students to become human beings who have a good

concluded that the purpose of character education is to instill and develop positive values to

form morals that are in line with expectations, also to base and facilitate good and positive

forms of education so that students grow into superior, dignified, and broad-minded

individuals. Benefits of Character Education Instilling character education since childhood is

so important so that students can become better, superior, and dignified people. The

government through the Ministry of Education and Culture provides recommendations to

include a teaching on character building in every teaching and learning activity taking place, so

that it can reduce the moral downturn that is rife at this time and also build the character of

students to be more positive. The benefits of character education according to Fadillah are "to

make humans return to their nature, which is to always decorate their lives with the virtues that

attitude of citizens who love peace, are creative, independent, and are able to live side by side

with other nations in harmony.

In general, the function of this education is to shape the character of a learner so that he

becomes a moral, noble, tolerant, tough, and well-behaved person. The several functions of

character education are as follows; 1. To develop the basic potential in humans so that they

become individuals who think well, have a good heart, and behave well, 2. To build and

strengthen the behavior of a multicultural society, 3. To build and enhance a competitive

nation's civilization in international relations.

According to Thomas Lickona, there are at least six reasons why character education

should be given to citizens from an early age, namely; 1. This is the best way to ensure students

are part of the work of a civilization.

From this explanation it is realized that character education is very important for

everyone. That way, teachers, lecturers and parents should always instill good character values

in their students.

3. Method

This type of research is descriptive qualitative. According to John W. Creswell in the

book Research Design, qualitative research is: "The qualitative research method is a type of

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method for describing, exploring and understanding the meaning that a number of

individuals or groups of people ascribe to social or humanitarian issues. According to

Sugiyono (2008: 15) that descriptive qualitative research is a research method based on the

the situation and condition of the research before and after conducted research. The research

subjects were Civic Education Lecturers and Students at Veterans University Semarang, and

the objects: Civics material, constitution and character education. Data collection methods:

observation, interviews and documentation. Data validation uses source and material

triangulation. Data analysis used interactive analysis techniques which consisted of 3 steps,

namely data reduction, data display and data verification. Miles and Hubermen (1984),

argued that activities in qualitative data analysis are carried out interactively and

continuously until completion, so that the data is saturated. The measure of data saturation is

indicated by the absence of new data or information. Data analysis can be described in the

following chart

Picture 1 Research Methods

4. Result and Discussion

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Perspective of Character Education