Menganalisis KomponenIKN-PKN

Wijianto

Raharjo

Indikator

1. Menjelaskan komponen civic knowledge dalam IKN-PKN

2. Menjelaskan komponen civic skills dalam IKN-PKN

3. Menjelaskan komponen civic disposition dalam IKN-PKN

4. Membandingkan konsep civic knowledge, civic skills, dan civic disposition dalam IKN-PKN

5. menganalisis civic knowledge, civic skills, dan civic disposition dalamPKn persekolahan

(Bryan s. Turner)

Overview Materi: Tipologi Kewarganegaraan

Ilmu Kewarganegaraan-PPKn FKIP UNS

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• Tradisi Jerman

•Tradisi Amerika

• Tradisi Inggris

•Tradisi Perancis

Revolusi Pasif

Pengalaman Fasis

Liberalisme

Tradisi dari Atas (Pemimpin))

Tradisi Dari Bawah (Individu)

Tipe Kewarganegaraan berupabentuk-bentuk spesifik apa sajayg menata partisipasi sosial & politik

4 Dimensi Pokok

Studi Kewarganegaraan Turner

Ilmu Kewarganegaraan-PPKn FKIP UNS

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Isi Kewarganegaraan berupaHak dan Kewajiban yg munculsebagai keanggotaannya dlmkomunitas politik

Merupakan aneka relasi dankekuatan sosial yg memproduksi & mere prooduksi partisipasi wargadlm berbagai tindakan politik

Modus PenataanKewargannegaraan, yaitubagaimana atau melaluimekanisme dan prosedurinstitusionalisasinya di masyarakat

Content of Citizenship Type of Citizenship

Conditions of Citizenship Arrangements of

Citizenship

IKN-PKN

Menurut Nu’man Sumantri (2001): Pendidikan kewarganegaraansebagai hasil: seleksi dan adaptasidari lintas disiplin ilmu-ilmu sosial, ilmu kewarganegaraan, humaniora, dan kegiatan-kegiatan dasar manusiayang diorganisasikan dan disajikansecara psikologis dan ilmiah untukikut mencapai salah satu tujuanPendidikan IPS.

Barr, Barth dan Shermis (1977: 59-67) menjelaskan IKn-PKn sbg salah satudari tiga tradisi pengajaran social studies yaitu: (1) social studies taught as citizenship transmission; (2) social studies taught as social science; dan, (3) social studies taught as reflectiveinquiry.

Komponen Kewarganegaraan menurut John Patrick(1999)

1) knowledge of citizenship and government in democracy (civicknowledge);

2) cognitive skills of democratic citizenship (cognitive civic skills);

3) participatory skills of democratic citizenship (participatory civicskills); dan

4) virtues and dispositions of democratic citizenship (civicdispositions).

KOMPONEN KOMPETENSI

1)CIVIC KNOWLEDGE 2)CIVIC SKILLS→ COGNITIVE SKILLS→ PARTICIPATORY SKILLS

3)CIVIC DISPOSITIONS

KOMPONEN CIVIC KNOWLEDGE

PENGETAHUAN KEWARGANEGARAAN DAN PEMERINTAHAN DALAM SISTEMDEMOKRASI

a. Konsep ttg substansi demokrasi

b. Kelangsungan ketegangan yang memunculkan masalahmasalahpublik

c. Konstitusi dan lembaga-lembaga pemerintahan demokratis

d. Fungsi-fungsi lembaga demokratis

e. Praktik-praktik kewarganegaraan demokratis dan peranan warganegara

f. Konteks demokrasi: budaya, sosial, politik dan ekonomi

g. Sejarah demokrasi di negara tertentu dan dunia

(Sumber: IEA, 1999)

KOMPONEN CIVIC SKILLS

KETERAMPILAN

KOGNITIF KEWARGANEGARAAN DEMOKRATIS

a. Mengeidentifikasi dan menjelaskan fenomena atau peristiwa-peristiwa kehidupan politik dan warga

b. Menganalisa dan memaparkan fenomena atau peristiwa-peristiwa kehidupan politik dan warga

c. Menilai, mengambil posisi, dan membela posisi atas kejadiandan masalah publik

d. Pembuatan keputusan tentang masalah publik

e. Berpikir secara kritis tentang kondisi politik dan kehidupanwarga

f. Berpikir secara konstruktif tentang bagaimana memperbaikikehidupan politik dan warga

KOMPONEN CIVIC SKILLS (2)

KETERAMPILAN

PARTISIPATORI KEWARGANEGARAAN DEMOKRATIS

a. Berinteraksi dengan warga negara lainnya untuk mendukungkepentingan perseorangan dan bersama

b. Memonitor peristiwa dan masalah-masalah publik

c. Mempengaruhi pembuatan keputusan-keputusan kebijakantentang masalah-masalah publik

d. Mengimplementasikan keputusan-keputusan kebijakan tentangmasalah-masalah publik

(Patrick, 1999: 34)

KOMPONEN CIVIC DISPOSITIONS

KEBAJIKAN/KEUTAMA

AN KARAKTER KEWARGANEGARAAN DEMOKRATIS

a. Mempromosikan kesejahteraan umum/kebaikan bersamamasyarakat

b. Mengakui kesetaraan moral dan martabat setiap orang

c. Menghormati dan melindungi hak-hak yang dimiliki tiap orang secara setara

d. Berpartisipasi secara bertanggungjawab dan efektif dalamkehidupan politik dan kewargaan

e. Mengambil tanggungjawab pemerintahan

f. Mengurus diri sendiri dengan menjalankan keutamaankewargaan

g. Mendukung dan memelihara prinsip dan praktik demokrasi

(Patrick, 1999: 34)

KARAKTER PUBLIK WARGA NEGARA

1) Mendukung kebaikan bersama atau kesejahteraan umum dari masyarakat;2) Mengakui kesetaraan nilai moral dan martabat kemanusiaan setiap orang;3) Menghormati dan melindungi hak-hak yang dimiliki oleh setiap orang secara

sama;4) Berperan serta secara bertanggung jawab dan efektif dalam kehidupan

politik dan kewargaan;5) Mengambil tanggung jawab terhadap urusan-urusan pemerintahan dengan

persetujuan orang-orang yang diperintah;6) Menjadi seseorang yang mampu mengatur diri sendiri dengan menerapkan

keutamaan kewargaan (civic virtues).7) Mendukung dan memelihara prinsip-prinsip dan praktik demokratis

(Hoge,2002).

Model Pedagogis PKN

• PENDEKATAN TRADISIONAL → MENGHASILKANWARGA NEGARA YANG HANYA BERTANGGUNG JAWABSECARA MINIMALIS

• PENDEKATAN AKTIF-PARTISIPATORI → PELIBATAN WARGA NEGARA DALAM RANAH PUBLIK

• PENDEKATAN NILAI → PEMBENTUKAN WARGA NEGARA BEORIENTASI KEADILAN

(Westheimer & Kahne, 2004; Print, 2010)

Scope of knowledge for active democratic citizenship education curriculum (Ahmet Doğanay, 2012:32)

Scope of values, attitudes and dispositions for active democratic citizenship education curriculum (Ahmet Doganay, 2012:33)

Scope of skills for active democratic citizenship education curriculum (Ahmet Doğanay, 2012:34)

CIVIC COMPETENCESSome Critical Reflections(Jan Germeen Janmaat)

Civic competences are generally seen as critical for democracy and social cohesion. Equally widespread is the assumption that schools have an important role to play in fostering these competences.

Many scholars agree that citizens should have certain competences in order to function well in a liberal democratic society (Verba, Scholzman, & Brady, 1995; Galston, 2001). There is also broad consensus on the idea that a substantial part of the citizenry needs to have these qualities for democracy itself to operateeffectively and survive (Putnam, 1993; Inglehart & Welzel, 2005). In other words, democracy is not sustainable if it has to rely on a disengaged and politically alienated population.

CIVIC COMPETENCES: RELEVANCE FOR DEMOCRACY AND SOCIAL COHESION

Advocates of citizenship education often ignore the question whether the promotion of civic competences is at all relevant as they deem it to be patently obvious that democracy and social cohesion crucially depend on civic competences.

CIVIC COMPETENCES: THE IMPACT OF CITIZENSHIP EDUCATION

Another problematic issue is the widespread assumption, particularly in policycircles, that particular education programs help to enhance civic competences.Proceeding from this assumption both international agencies and nationalgovernments have advocated, adopted and expanded citizenship educationprograms since the mid 1990s. However, the research literature is far fromconclusive about the effectiveness of citizenship education. Not only is theredisagreement about what kind of citizenship education would be most beneficial,some scholars would argue that citizenship education hardly makes a difference at all (e.g. Hagendoorn 1999). Complicating this diversity of opinions is the fact that scholars are usually talking about different competences when assessing the impact of citizenship education.

Journal : Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates

In 2 related studies framed by social constructivism theory, the authors explored a fine-grained analysis of adolescents’ civic conceptual knowledge and skills and investigated them in relation to factors such as teachers’ qualifications and students’ classroom experiences. In Study 1 (with about 2,800 U.S. students), the authors identified 4 cognitive attributes (dimensions) underlying the test items of the International Association for the Evaluation of Educational Achievement Civic Education Study: basic conceptual knowledge, advanced conceptual knowledge and reasoning, and 2 civic-related process skills. Using cognitive diagnostic modeling they identified 4 achievement profiles suggesting that basic conceptual knowledge is essential for the attainment of advanced conceptual knowledge, but not necessarily for skills. In Study 2, 1,332 U.S. students were examined from 68 schools in which 1 of their teachers of a civic-related subject had been surveyed. Students’ mastery of concepts and process skills was associated with the extent of traditional classroom activities, open discussion climate, exposure to social studies concepts, and teachers’ in-service training.

Dalam 2 studi terkait yang dibingkai oleh teori konstruktivisme sosial, penulis mengeksplorasianalisis mendetail tentang pengetahuan dan keterampilan konseptual kewarganegaraan remajadan menyelidikinya dalam kaitannya dengan faktor-faktor seperti kualifikasi guru dan siswapengalaman kelas. Dalam Studi 1 (dengan sekitar 2.800 siswa AS), penulis mengidentifikasi4 atribut kognitif (dimensi) yang mendasari butir-butir tes Internasional Asosiasi EvaluasiPrestasi Pendidikan Studi Pendidikan Kewarganegaraan: pengetahuan konseptual dasar, pengetahuan dan penalaran konseptual tingkat lanjut, dan 2 keterampilan proses yang berhubungan dengan kewarganegaraan. Dengan menggunakan pemodelan diagnostik kognitif, mereka mengidentifikasi 4 profil pencapaian yang menunjukkan bahwa pengetahuankonseptual dasar sangat penting untuk pencapaian pengetahuan konseptual tingkat lanjut, tetapi tidak harus untuk keterampilan. Sedang Belajar 2, 1.332 siswa AS diteliti dari 68 sekolahdi mana 1 dari guru mereka subjek terkait sipil telah disurvei. Penguasaan konsep dan proses siswa keterampilan dikaitkan dengan sejauh mana kegiatan kelas tradisional, iklim diskusiterbuka, paparan konsep studi sosial, dan pelatihan dalam-layanan guru.

Conceptual Knowledge and Process Skills

It is generally agreed that there are at least two broad types of knowledge:declarative and procedural. Declarative knowledge consists of facts, concepts,and the relationships among concepts in a domain of knowledge. Proceduralknowledge relates to how to do things, and to carrying out actions. Both areessential elements in the development of cognitive expertise (Schraw, 2006).Declarative and procedural knowledge are not single entities; rather, there arespecific segments of knowledge that can be classified into these general categories. In Schraw’s review, he suggests that segments of declarative knowledge such as facts, concepts, schemas, and scripts are related to each other (see also Ashcraft, 1994), and explains the relations from a developmental perspective.

How Conceptual Knowledge and Skills Develop in Context

Torney-Purta (1991) proposed looking at meaningful knowledge in socialstudies using a theory related to social constructivism. Specifically, meaningfulknowledge can be defined as that which can be integrated into an individual’sexisting cognitive structure or schema (Torney-Purta & Richardson, 2003).Social constructivism theory views the acquisition of knowledge as a higherorderpsychological process mediated by social interaction and embedded incontexts (see Murphy, Alexander, & Muis, 2011; Vygotsky, 1934/1986). It cancome from text or from oral discourse (both experienced in a social context),but it should relate to existing mental structures for learning to take place.No distinction is made between declarative knowledge and procedural knowledge;however, one could speculate that learning both categories of knowledgecan be classified as meaningful if the individual possesses relevant structuresupon which new types of knowledge can develop. Basic conceptual knowledgemay be essential to these structures.

Referensi

◈ David Marsh and Gerry Stoker. 2010. Theory and Methods in Political Science. Political Analysis. 3rd Edition

◈ Ball Rosch, 1978, Civics: Fifth Edition, USA: FolletPublishing Company.

◈ Engin F. Isin and Bryan S. Turner, 2002, Handbook of Citizenship Studies, London: Sage Publications.

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◈ T.H. Marshal, 2008, Citizenship and Social Class, London: SAGE Library of Educational Thught and Practice. Vol 1, hlm. 173-215.

◈ Bryan S. Turner, 2008, Outline of a Theory of Citizhensip. London: SAGE Library of Educational Thught and Practice. Vol 1, hlm. 268-295.

◈ Patrica White, 2008, Gratitude, Citizenship and Education, London: SAGE Library of Educational Thught and Practice. Vol 1, hlm. 296-305

◈ Patrick, John. 2000. Education for Civic Engagement in Democracy: Service Learning and Other Promising Practices. https://eric.ed.gov/?id=ED447065

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◈ Freddy K. Kalidjernih, 2011, Puspa Ragam Konsep danIsu Kewarganegaraan, Bandung: Widya Aksara Press.

◈ Wijianto & Winarno, 2018, Ilmu Kewarganegaraan, Surakarta: Penerbit Laboratorium PPKn FKIP UNS.

◈ Robertus Robet dan Hendrik Boli Tobi, 2014, PengantarSosiologi Kewarganegaraan: Dari Marx sampaiAgamben, CV. Margin Kiri.

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◈ Jan Germeen Janmaat, 2013, in Civic Education and Competences for Engaging Citizens in Democracies, Murray Print and Dirk Lange. SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI.

◈ Ting Zhang , Judith Torney-Purta & Carolyn Barber (2012) Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates, Theory & Research in Social Education, 40:1, 1-34, DOI: 10.1080/00933104.2012.649467

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Mari DiskusiAny Questions?