Thenoble ideals of the Indonesian nation are contained in article 3 of Law no. 20 on the National Education System Year 2003. The objective can be implemented through Civics subjects that can support education in realizing democratic and responsible citizens. kepustakaanasing disebut dengan istilah social studies, social education, citizenship education, dan social science education. Pendidikan IPS adalah suatu bidang studi yang mempelajari, menelaah dan menganalisis gejala dan masalah sosial di masyarakat di tinjau dari berbagai aspek kehidupan secara terpadu (Sapriya, dkk. PEMBAHASAN 2.1 Hakekat Pembelajaran Pendidikan Kewarganegaraan. Pendidikan Kewarganegaraan (Citizenship) merupakan mata pelajaran yang memfokuskan pada pembentukan diri yang beragam dari segi agama, sosio-kultural, bahasa, usia dan suku bangsa untuk menjadi warga negara yang cerdas, terampil, dan berkarakter yang diamanatkan oleh Vay Tiền Nhanh Chỉ Cần Cmnd Nợ Xấu. Civics, Civic Education, Citizenship Education Pertemuan Ke-4 Nurul Febrianti, M. Pd. Prodi PGSD FKIP KEMAMPUAN AKHIR YANG DIHARAPKAN Mahasiswa mampu memaparkan secara tepat definisi dan hakikat Civics, Civic Education, dan Citizenship Education. Mahasiswa mampu memaparkan secara kritis korelasi dan perbandingan Civics, Civic Education, dan Citizenship Education. CIVICS CIVIC EDUCATION CITIZENSHIP EDUCATION CIVICS • Istilah civics civic+s merupakan istilah yang paling tua sejak digunakan pertama kalinya oleh Chreshore pada tahun 1886. • Civics digunakan untuk menunjukkan civics sebagai the science of citizenship, the relation of man, the individual, to man in organized collections, the individual in his relation to the state Numan Somantri, 2001 • Civics diterjermahkan sebagai ilmu kewarganegaraan yang isinya natara lain mempelajari hubungan antarwarga negara dan hubungan antara warga negara dengan negara. • Civics economics, politics CIVICS • Secara terminologis, civics adalah suatu studi yang berkaitan dengan tugas pemerintah dan hak serta kewajiban warga negara. • Dalam Dictionary of Education disebutkan civics is element of political science or branch of political science dealing with the rights and duties of citizens. • Di Indonesia, istilah civics diterjemahkan sebagai “Ilmu Kewarganegaraan. ” Disingkat IKn. • Istilah civics sendiri secara etimologis berasal dari bahasa latin, yaitu “civic”, “civicus”, atau “civitas”. CITIZENSHIP • Citizenship pada umumnya diterjemahkan dengan kewarganegaraan. • Citizenship atau kewarganegaraan tidak bisa dipisahkan dari konsep civics atau citizen. • “Citizenship as a set of characteristics of being a citizen. ” Cogan & Derricott, 1998 • “Citizenship is a membership in a political community originally a city or town but now usually a country and carries with it rights to political participation; a person having such a membership is a citizen. ” 4 Makna Kewarganegaraan menurut Roger M. Smith Sebagai hak, yaitu hak politik u/ berpartisipasi dalam proses pemerintahan Sebagai status hukum, yang secara sah diakui sebagai dari komunitas politik negara yang berdaulat. Keanggotaan dari suatu komunitas, tidak hanya pada negara, tetapi juga komunitas lain keluarga, club, universitas, dan komunitas politik yang lebih luas lagi. Seperangkat tindakan, artinya kewarganegaraan tidah hanya mengimplikasikan adanya keanggotaan, tetapi juga ketentuan 2 perilaku warga negara. Handbook Making Sense of Citizenship, menyatakan bahwa konsep kewarganegaraan memiliki arti sebagai A legal & political status An educational activity Involvement in public life and affairs Berdasakan uraian di atas menunjukkan bahwa menjadi warga tidak melulu anggota sebuah komunitas, tetapi memerlukan seperangkat yang muncul dari sifat keanggotaan karakter, perilaku, dan sikap itu. Warga bukan hanya anggota suatu komunitas politik negara atau disebut warga negara, tetapi juga anggota dari komunitas lainnya. Menjadi warga negara memerlukan “an educational activity”. Dalam konteks inilah civic education atau citizenship education diperlukan. Civic Education • Civic Education atau Pendidikan Kewarganegaraan merupakan program pendidikan yang materi pokoknya adalah demokrasi politik yang ditujukan kepada peserta didik atau warga negara yang bersangkutan. • Pendidikan Kewarganegaraan civic education dinyatakan sebagai upaya menerapkan civics Ilmu Kewarganegaraan dalam proses pendidikan. • John J. Cogan 1999 mengartikan civic education sebagai “…the foundational course work in school designed to prepare young citizens for role in their communities in their adult lives. ” • Civic education adalah suatu mata pelajaran dasar di sekolah yang dirancang untuk mempersiapkan warga negara muda, agar kelak setelah dewasa dapat berperan aktif dalam masyarakatnya. Citizenship Education • Citizenship Education atau education for citizenship diartikan sebagai “the more inclusive term and encompasses both these in –school experience as well as out of-school or non formal/informal learning which takes places in family, the religious organization, community organization, the media, etc which help to shape the totally of the citizen. ” • Selanjutnya disimpulkan bahwa “citizenship education atau education for citizenship” dipandang sebagai “is large overarching concept here while civic education is but one part, albeit a very important part, of one’s development a citizen. ” John J. Cogan 1999 Membedakan istilah pendidikan kewarganegaraan bhs. Indonesia dalam dua pengertian Civic Education Citizenship Education • Civic education adalah pendidikan kewarganegaraan dalam pengertian sempit, yaitu sebagai bentuk pendidikan formal, seperti mata pelajaran, mata kuliah, atau kursus di lembaga sekolah, universitas, atau lembaga formal lain. • Citizenship education mencakup tidak hanya sebagai bentuk formal pendidikan kewarganegaraan, tetapi bentuk-bentuk informal dan non formal pendidikan kewarganegaraan. Citizenship education adalah pengertian pendidikan kewarganegaraan yang generik umum dan dalam arti luas. David Kerr 1991 Dalam definisi yang lain civic education dan citizenship education • Process to encompass the preparation of young people for their roles and responsibilities as citizen and in particular, the role of education through schooling, teaching, and learning in that preparatory process. • In particular, the role of education through schooling, teaching, and learning in that preparatory process. • Citizenship education sbg proses pendidikan dalam rangka menyiapkan warga muda akan hak-hak, peran, dan tamggung jawabnya sbg warga negara, sedangakan civics education adalah citizenship education yang dilakukan melalui sekolah Dari pendapat di atas dapat disimpulkan bahwa civic education dimaksudkan sebagai pendidikan kewarganegaraan dalam arti sempit atau khusus, sedangkan citizenship education dimaksudkan sebagai pendidikan kewarganegaraan dalam arti luas. Dengan demikian, istilah pendidikan kewarganegaraan bahasa Indonesia sesungguhnya mencakup dua pengertian dalam kosa kata bahasa inggris, yaitu civic education dan citizenship education yang keduanya memiliki cakupan makna berbeda. Kosa kata dalam bahasa Indonesia ternyata belum mampu mewakili dua pengertian tersebut. Paradigma Pendidikan Kewarganegaraan • Secara paradigmatik pendidikan kewarganegaran memiliki tiga komponen atau domain, yakni a. Sebagai kajian ilmiah pendidikan ilmu kewarganegaraan b. Sebagai program kurikuler Pendidikan Kewarganegaraan c. Sebagai gerakan sosio-kultural kewarganegaraan, yang secara koheren bertolak dari essensi dan bermuara pada pengembangan pengetahuan kewarganegaraan, nilai dan sikap kewarganegaraan, dan keterampilan kewarganegaraan. Visi Pendidikan Kewarganegaraan • Citizenship education memiliki visi sosio-pedagogis mendidik warga negara yang demokratis dalam konteks yang lebih luas, yang mencakup konteks pendidikan formal dan pendidikan non-formal, seperti yang secara konsisten diterapkan di Inggris Raya. • Sedangkan civic education secara umum memiliki visi formalpedagogis untuk mendidik warga negara yang demokratis dalam konteks pendidikan formal, seperti secara adaptif diterapkan di Amerika Serikat. • Menurut Winataputra 2001, visi pendidikan kewarganegaraan dalam arti luas, yakni sebagai sistem pendidikan kewarganegaraan yang berfungsi dan berperan sebagai program kurikuler dalam konteks pendidikan formal dan non-formal, program aksi sosialkultural dalam konteks kemasyarakatan, dan sebagai bidang kajian ilmiah dalam wacana pendidikan disiplin ilmu pengetahuan sosial Misi Pendidikan Kewarganegaraan Dalam konteks proses reformasi menuju Indonesia baru dengan konsep masyarakat madani sebagai tatanan ideal sosial-kulturalnya, maka pendidikan kewarganegaraan mengemban misi sosio-pedagogis, sosio-kultural, dan substantif-akademis Winataputra, 2001. Misi Pendidikan Kewarganegaraan Misi Sosiopedagogis • Adalah mengembangkan potensi individu sebagai insan Tuhan dan makhluk sosial menjadi warga negara Indonesia yang cerdas, demokratis, taat hukum, beradab, dan religius. Misi Sosiokultural • Adalah memfasilitasi perwujudan cita-cita, sistem kepercayaan/nilai, konsep, prinsip, dan praksis demokrasi dalam konteks pembangunan masyarakat madani Indonesia. Misi Substantifakademis • Adalah mengembangkan struktur atau tubuh pengetahuan pendidikan kewarganegaraan, termasuk di dalamnya konsep, prinsip, dan generalisasi mengenai dan yang berkenaan dengan civic virtue atau kebajikan kewarganegaraan. Terima Kasih. . To read the full-text of this research, you can request a copy directly from the author.... If England's identity was seen to rest in the diversity of landscapes, cultures and regional identities, the Cotswolds could be identified as the 'best of England' because of, not in spite of, its apparent difference from other regions Brace, C. 1999 Hasil diatas selaras dengan apa yang disampaikan oleh Kerr 1999 tentang konsep pendidikan kewarganegaran pertama, pendidikan tentang kewarganegaraan yang berfokus untuk memberikan pengetahuan yang cukup tentang sejarah nasional, struktur, dan proses serta kehidupan politik pada pemerintahan. Kedua, pendidikan melalui kewarganegaraan mengajak siswa untuk terlibat langsung dengan melakukan kegiatan dan berpartisipasi aktif dalam pembelajaran disekolah. ...... Sedangkan jatidiri "citizenship education" model UK yang menggunakan perspektif internasional Kerr, 1999, termasuk model "thick citizenship education" yang memiliki visi maksimum yakni "Education FOR Citizenship" dengan modus "across curriculum". Pendidikan kewarganegaraan tidaklah secara khusus sebagai suatu mata pelajaran atau suatu topik, melainkan secara sistemik dimasukkan ke dalam keseluruhan tatanan kurikulum dengan memasukkannya ke dalam mata pelajaran yang ada Winataputra, US. 2015 67. ...... Inggris yang di dalam perspektif internasionalKerr, 1999 termasuk model "thick citizenship education" yang memiliki visi maksimum yakni "Education FOR Citizenship" dengan modus "across curriculum".Analisis Perbandingan dan Beberapa PenemuanSetelah diuraikan tentang latar belakang dan kurikulum pendidikan kewarganegaraan di dua negara yaitu Korea Selatan dan Inggris. Dari keempat fokus kajian terdapat beberapa perbedaan dan persamaan yang dirangkum pada tabel 1. Perbandingan Pendidikan Kewarganegaraan Korea Selatan dan Inggris ...Fatikha FauziahPendidikan diyakini berperan penting dalam memajukan peradaban bangsa. Hampir setiap negara menanamkan kewarganegaraan melalui pendidikan dengan cara yang berbeda-beda. Perbedaan ini dilatarbelakangi oleh perkembangan sejarah, ekonomi, identitas nasional, dan budaya setiap negara. Artikel ini bertujuan untuk menganalisis pendidikan kewarganegaraan di Korea Selatan dan Inggris dengan menggali atribut yang melatarbelakanginya. Kedua negara dipilih karena memiliki kesebandingan yakni maju dalam bidang industry. Hasil telaah menunjukkan bahwa terdapat perbedaan kurikulum pendidikan kewarganegaraan di kedua negara. Inti dari pendidikan kewarganegaraan civic virtue di Korea Selatan berasal dari budaya dan keyaninan, yakni budaya konfusianisme dan agama leluhur. Sedangkan, inti pendidikan kewarganegaraan di Inggris berasal dari sejarah dan ideologinya. Kata kunci Pendidikan kewarganegaraan, Korea Selatan, Inggris... En correspondencia con lo planteado, en la literatura sobre el tema se pueden encontrar dos clasificaciones claramente diferenciadas de formación ciudadana, las que pueden ser asumidas en los procesos formativos, en este sentido, el enfoque maximalista Kerr, 1999 que se relaciona con la construcción de una comunidad política y nacional que se sustenta en la memoria colectiva con valores y proyectos compartidos Magendzo y Pávez, 2016;Giroux, 2003, lo que implica la participación en acciones orientadas al bien común, que funden una sociedad más justa e inclusiva de minorías. En contraposición a lo anterior, el enfoque minimalista Kerr, 1999 y técnico que la sitúa en la educación cívica, la aparta del compromiso político y se corresponde con el individualismo que debilita los vínculos entre las personas. ...... En correspondencia con lo planteado, en la literatura sobre el tema se pueden encontrar dos clasificaciones claramente diferenciadas de formación ciudadana, las que pueden ser asumidas en los procesos formativos, en este sentido, el enfoque maximalista Kerr, 1999 que se relaciona con la construcción de una comunidad política y nacional que se sustenta en la memoria colectiva con valores y proyectos compartidos Magendzo y Pávez, 2016;Giroux, 2003, lo que implica la participación en acciones orientadas al bien común, que funden una sociedad más justa e inclusiva de minorías. En contraposición a lo anterior, el enfoque minimalista Kerr, 1999 y técnico que la sitúa en la educación cívica, la aparta del compromiso político y se corresponde con el individualismo que debilita los vínculos entre las personas. ...... Se evidencia que los líderes educativos presentan diferentes aproximaciones al concepto formación ciudadana FC, las que, a su vez, están mediadas por distintos factores. Así se refleja en las entrevistas, las que recogen una concepción de la FC relacionada con el componente cívico y a la vez vinculante con la educación cívica, quedando la formación ciudadana relegada a un plano principalmente disciplinario lo que se podría definir desde una postura más técnica y minimalista Kerr, 1999, donde lo importante son los contenidos de la FC relacionados con el conocimiento del funcionamiento de las instituciones del Estado ...El artículo indaga en las concepciones explícitas de los equipos directivos respecto de la formación ciudadana y su implicancia en el ejercicio del liderazgo escolar en centros educativos de la región de La Araucanía Chile. La relevancia del estudio se enmarca en la promulgación de la Ley de Formación Ciudadana en los establecimientos educativos. La investigación adopta un enfoque cualitativo con un diseño exploratorio, que permite un primer acercamiento al objeto de estudio aportando evidencia al campo de la formación ciudadana. Se entrevistaron directivos de diez establecimientos educacionales. Los resultados muestran que existen diferentes concepciones y aproximaciones a la formación ciudadana y que estas se orientan en la comprensión del constructo, la formación de la persona y su relación con la convivencia en sociedad, los valores, el territorio y la cultura.... Although there has been global revitalization of interest for CEE, since the 1990s, many studies pointed out that there is a substantial mismatch between rhetoric policy and school reality of Civics and Ethical Education and consequently, the desire of nations to cultivate good citizens is not adequately materialized Kerr, 1999;Alan and Andrew, 1996;MOE, 2006;MOE, 2007. For instance, after conducting a research on the status of citizenship education in sixteen countries, Kerr 1999 concluded that the ways schools and teachers manage and implement the curriculum of citizenship education in many countries contradict with their national curriculum policies. ...... Although there has been global revitalization of interest for CEE, since the 1990s, many studies pointed out that there is a substantial mismatch between rhetoric policy and school reality of Civics and Ethical Education and consequently, the desire of nations to cultivate good citizens is not adequately materialized Kerr, 1999;Alan and Andrew, 1996;MOE, 2006;MOE, 2007. For instance, after conducting a research on the status of citizenship education in sixteen countries, Kerr 1999 concluded that the ways schools and teachers manage and implement the curriculum of citizenship education in many countries contradict with their national curriculum policies. This was well observed in many schools of Hungary, Japan and Korea Ibid. ...... However, these studies lack consistency concerning the cause/s and degree of this gap. For example, the major factor according to Kerr 1999 was the attempt of the cUlTiculum policy makers to bring a drastic change in teacher attitude and classroom practice in a relatively short period. Alan and Andrew 1996 on the other hand contend that the maj or factors that attributed for rhetoric -practice gap were more of school/teacher related. ... Mulugeta Yayeh WorkuThe purpose of this study was to describe and understand the implementation process of civic and ethical education curriculum, from different perspectives of practitioners in Nigus Tekle Haimanot primary school. To this end, much consideration was given for the investigation of practitioners’ conception and attitudes, school ethos and strategies, the involvement of stakeholders, instructional strategies, and the availability and utilization of instructional materials in relation to the implementation of the curriculum of civic and ethical education. In view of that, a qualitative case study research based on the assumptions of the interpretive/constructivist research paradigm was employed to investigate and understand the issues indicated above. Twelve research participants, from Civic and Ethical Education teachers, principals, non-Civic and Ethical Education teachers and students of the school were selected through a purposeful criterion-based sampling. In the two months time fieldwork, in-depth/unstructured interview, observation and document analysis were used as data gathering mechanisms. Then, the qualitative data was analyzed under three major categories and nine interpretive themes using an adapted five-phase analysis model. Consequently, it was found out that the curriculum of Civic and Ethical Education was in the process of implementation’ with out adequately addressing the required implementation variables. Many of the issues stressed in the curriculum policy of Civic and Ethical Education were not given that much consideration in the implementation process of the subject. Stated in another way, the discrepancy between the rhetoric policy and actual realty of Civic and Ethical Education, in the school studied, was found to be substantial. Thus, practitioners’ efforts in cultivating responsible, committed, ethical and democratic citizens good citizens, was found to be entangled with numerous challenges. Therefore, it has been implied that a concerted work that aimed at clarifying the essence and significance of Civic and Ethical Education, establishing enabling school environments and capacitating school practitioners vis-à-vis the implementation of Civic and Ethical Education be carried out by all concerned bodies.... Although there has been global revitalization of interest for citizenship education, the aspiration of nations to foster desirable societal values on their students has not been adequately materialized Sharma, 2006;Kerr, 1999;Alan and Andrew, 1996. The factors that attributed for this problem were different. ...... In this regard, Alan and Andrew 1996 contend that teachers" passive conception of citizenship, their emphasis on rote learning, their reluctance to deal with controversial public issues, and so forth were major obstacles in the process of fostering societal values through citizenship education. Kerr 1999 also uncovered that schools and teachers manage and implement the curriculum of citizenship education not in line with what they were expected to do. Besides, Gardner, Cairns, and Lawton 2000 explored that teachers were uncomfortable to teach citizenship education, because they felt that citizenship was a value-laden concept and as a result inappropriate to impose on multi-cultural classrooms. ...... There are different approaches/models of Citizenship Education. The general approaches, however, according to Alan and Andrew 1996 and Kerr 1999 are values-explicit and values implicit citizenship education. The values-explicit Citizenship Education emphasizes a major role for education through the school and the formal curriculum. ... Mulugeta Yayeh WorkuCitizenship education is universally recognized as an invaluable approach in building up good citizenship. As a result, it has become the principal concern of the education system of many countries particularly as of the 1990s. In Ethiopia, citizenship education Civics and Ethical Education has embraced a central position in the country’s education system. Nevertheless, many studies conducted on civics and ethical education, both at national and international levels, indicated that the aspiration of nations to buildup good citizens through formal citizenship education has not been satisfactorily achieved due to the prevalence of different problems. One of such problems is the inability of grassroots level practitioners to employ appropriate strategies in the implementation stage of the subject. Hence, this article deals with this problem with the aim of illuminating some important thoughts for its grassroots level practitioners. To that end, strategies that should accompany the teaching learning process of Civics and Ethical Education, both at the classroom and outside the classroom, are fairly dealt with. These include the establishment of democratic school organization and administration, flexible curriculum and timetable, the meaningful involvement of all actors of Civics and Ethical Education, the utilization of democratic, deliberative, participatory and dynamic teaching-learning methods in classrooms and experiential learning whole school events and community service learning outside classrooms.... No task is more important than the development of responsible, effective, and educated citizens Branson, 1998. Citizenship education is broadly formulated covering the process of preparing the younger generation to take on roles and responsibilities as citizens, and in particular, the role of education is included in schooling, teaching, and learning in the process of preparing citizens Kerr, 1999. Based on the above description, research on strengthening the value of honesty through Anticorruption Education in schools is carried out to discuss anti-corruption education that has been implemented by schools, driving factors and inhibiting the application of anticorruption education in schools, and solutions carried out to overcome obstacles in the implementation of anti-corruption education in schools. ...... Good character is the goal to be achieved from Pancasila and Citizenship Education. Concerning the purpose of Pancasila and Citizenship Education who want to form the good character of citizens, then a Pancasila and Citizenship Education teacher is the spearhead of Pancasila and Citizenship Education learning in school must be able to educate values, morals, and character to its learners Kerr, 1999;Lickona, 2009;Patrick & Leming, 2001 The purpose of Pancasila and Citizenship Education is in line with the vision of the school's mission that always applies the values of character education, one of which is the character of honesty. Through Pancasila and Citizenship Education teachers who always prioritize the value of honesty in the school environment, namely being honest in repeats, midterm assessments, and end-of-semester assessments are expected when the learners plunge into the community can maintain the good name of the school. ...... Electing representatives who will change the law or compel observance of the law is insufficient to address the most pressing challenges facing humanity. Problems such as environmental pollution, discrimination of minority groups, respect for diversity, poverty and unemployment require dedicated daily efforts to improve the quality of life of individuals and entire societies Kerr, 1999. At present, citizenship is closely associated with daily activities and the promotion of personal welfare. ...... Citizenship education Kerr, 1999 is conceptualized as a continuum of approaches from a narrow approach through the teaching of civics in content-and knowledge-based fashion to a broader interpretation through citizenship education as active citizenship. The last-mentioned approach is one of the key educational goals for the new century competencies for students Almeida et al., 2017. ...After World War II, Hungary was a Soviet satellite state for decades. 1989 marked the start of a democratic and pluralistic era. In the last decade, as in many of the post-Soviet countries, a new model, so-called illiberal democracy, has emerged in Hungary. This chapter focuses on answering the following questions. How do young Hungarians who were born after the regime change participate in society? Do they follow the passive behaviour patterns of their parents, or are they more open to civic participation? How do they evaluate Hungarian illiberal democracy? Is there any connection between their civic activity and evaluation of democracy? In order to address these questions, young people’s perceptions of the status of democracy are examined based on the V-Dem Report Lührmann et al., 2018 report using key indicators. Their citizenship activity is analysed using the Citizenship Behaviour Questionnaire CBQ. Which comprises four sub-dimensions social, political, action for change and personal activity. A total of 377 students, from different universities, participated in the study. Outcomes reveal the crucial problems of democracy as seen by young Hungarians – the expanding political control over the media and the antidemocratic ways parties try to get more votes. Students seem more interested in semi-active and personal forms of activities than passive citizenship although passive citizenship behaviour is associated with all the democracy dimensions. Students scoring high on passive citizenship statements perceive the status of democracy to be better. Similarly, semi-active citizenship activity negatively correlates with Freedom of Speech and Action, Election Honesty and Democracy in general.... The complex and contested nature of citizenship has led to different ways of approaching it over time. This has also been reflected on how citizenship education has been defined and approached Kerr, 1999;Torney-Purta et al., 1999. ...... On the other hand, leading students through a path of discovery that start from everyday place or situations, allows them to become familiar with the values and principles of the democratic process and to understand the meaning and usefulness of citizenship itself. In doing so, traditional citizenship education give way to an education for/through citizenship» Kerr, 1999;Keating 2009 that aims to equip students with the knowledge, values, and attitudes necessary to effectively participate in the civic sphere, allowing them to be treated as citizens right now, rather than seeing school only as a place of preparation for adulthood. Fondaca's experience reinforces the idea that experiential learning, linked to a precise thematization of citizenship, in which the emphasis is on its daily appliances, could encourage learning processes increasing civic competencies and promoting the development of stances on citizenship. ...The operational guidelines of the National Strategies and the 2030 European Agenda for Sustainable Development towards educational activities underline the importance of fostering creative, inclusive, and positive communities in resilient territories; for an educational action-oriented towards social sustainability development and well-being. In these novel scenarios, care management and educational responsibilities become strategic assets for the future of civil society, capable of supporting the challenges in contrast to the current educational poverty. The generative’ action requires a holistic transdisciplinary intervention conceived in the Deweyan perspective of learning by doing. In this sense, we present the Association of Responsible Adults for a United Territory against Risk ARTUR and its Laboratories for Adolescents and their Needs ARTUR LAB. The ARTUR aims to implement pedagogic interventions to ensure the timing and effectiveness of education in territories at risk of adolescents’ antisocial behaviour. The ARTUR LAB are workshops that guide adolescents to think and act according to ethical and moral society principles. The activities are divided into indoor’ and outdoor’ modules and are built around sports, arts and active citizenship activities, all linked to the 4C risk prevention models Countering, Treating, Coresponsible, Sharing to transform crises into possibilities, poverty into opportunities and to educate adolescents to become responsible adults of tomorrow.... Pengaturan kemitraan tripusat pendidikan diatas menunjukan PPKn bercirikan sosio-pedagogis Kerr, 2000;Winarno, 2014. PKn dalam K13 tidak dipandang berada pada ranah pribadi dan melihat PPKn sebagai kurikulum hanya dapat diajarkan pada ranah formal-pedagogis. ...... Secara konseptual merupakan education for citizenship pendidikan untuk kewarganegaraan. Sebagaimana yang telah disampaikan Kerr 1999Kerr , 2000Kerr , 2002 bahwa peserta didik disiapkan menjadi warga yang dilengkapi kompetensi utuh dan holistik seorang warga yaitu pengetahuan, keterampilan, dan watak kewarganegaraan melalui mata pelajaran PPKn. Sehingga warga muda peserta didik diharapkan nantinya mampu berpartisipasi yang bermutu, terarah, efektif yang didasarkan tanggung jawab, cakap dan well informed saat mereka dewasa sebagaimana tujuan umum PPKn Kerr, 1999Kerr, , 2002Rachman, 2018. ...... School textbooks are a tool for the teachers to promotion of the citizenship Collado & Atxurra, 2006. They consider themselves that the textbooks to sufficient degree provide the theoretical knowledge they need, although they are worried about their dependence on them, their age, the gaps and the issues they deal with Kerr, 1999. Nowadays, they continue to dominate the educational process while teachers envision more discussion with students, time and new educational material Torney-Purta, Lehmann, Oswald, & Schulz, 2001. ...... While important tools are available to the teacher, they remain untapped Huddleston, 2005. Mostly, the textbook satisfies the needs of young teachers due to lack of retraining and new tools, but without a holistic perception of reality as it needs modernization Kerr, 1999. Teachers' dependence on the textbook confirms that citizenship education remains mostly a book-based experience rather than an experiential one Mayer, Bromley, & Ramirez, 2010. ...There is shared commitment across European countries to ensure young people acquire social, civic and intercultural competences, by promoting across the disciplines democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship. However, this raises many challenges, not least in an uncertain world characterized by economic crisis, increased inequality, environmental concern, high migration flows, and the rise of populist post-truth’ politics. All these challenges raise questions of fairness and social justice and prompt reflection on notions related to identity, the development of capabilities, citizenship, belonging, otherness, recognition of diversity, inter-generational solidarity and active democratic participation at the personal, global and policy level. In this context, papers from across the disciplines concerned with democratic values, constructs of identity, human dignity and capacities, participation and/or citizenship education in relation to issues of social justice in formal, in-formal or non-formal contexts are included in this volume.... However, the question "Should Citizenship Education be taught by a specialist or a generalist teacher?" has been one important issue in the field of Citizenship Education Kerr, 1999;Taneja, 1990. Nevertheless, many educators insist that the teaching of Citizenship Education should not be left only for some groups of teachers. ...... Taneja, 1990, p. 231 The experience of many countries in teaching Citizenship Education is also consistent with the idea of Taneja 1990. For instance, as Kerr 1999 reported, in most of the countries he investigated there was no specific initial and in-service training for Civics teachers. For this educator, the general trend was using generalist teachers in teaching the subject. ... Mulugeta Yayeh WorkuThe purpose of this study was to understand the perceptions of Ethiopian students and school practitioners as to whose responsibility it is to foster good citizenship. To achieve this purpose, a descriptive survey design was used. Through different sampling techniques, 42 Civic and Ethical Education teachers, 410 students, 157 non-Civic and Ethical Education teachers, and 29 school leaders were selected from 20 schools. A questionnaire was used to gather data concerning participants’ perceptions on the responsibility of the three major stakeholders of good citizenship traditional institutions the family, community, and religious institutions, educational institutions, and nonacademic institutions NGOs, mass media, and political parties. Results of the study revealed that the perceptions of Ethiopian students and educators regarding the responsibility for good citizenship were narrow and incomplete. It is also understood that there has been much reliance on schools and their Civic and Ethical Education teachers for the preparation of good citizens. In the article, the implications of these findings, both for policymaking and classroom practice, are indicated.... CE should be viewed as a content area for inclusion in the formal school curriculum that has educational value as either a mainstreamed subject area or as an integrated acrossthe-curriculum content opportunity. As a starting point, Kerr 1999 provides a useful definition ...... Given the limits of such a global perspective within an internationalized approach to CE, the need for localizing the teaching and learning of citizenship for Fiji is evident. Kerr 1999 articulates the need for contextualization, explaining that CE is necessarily the child of interpretation. His five pronged criteria for the contextual development of CE in-country includes 1 historical tradition; 2 geographical position; 3 sociopolitical structure; 4 economic system, and 5 global trends ...... Tidak ada tugas yang lebih penting dari pengembangan warga negara yang bertanggung jawab, efektif, dan terdidik Branson, 1998. Pendidikan Kewarganegaraan dirumuskan secara luas mencakup proses penyiapan generasi muda untuk mengambil peran dan tanggung jawab sebagai warga negara, dan secara khusus, peran pendidikan termasuk di dalam persekolahan, pengajaran, dan belajar dalam proses penyiapan warga negara Kerr, 1999. ...... Karakter yang baik merupakan tujuan yang ingin dicapai dari PKn. Berkaitan dengan tujuan PKn yang ingin membentuk karakter baik warga negara, maka seorang guru PPKn merupakan ujung tombak pembelajaran PKn di sekolah harus mampu mendidik nilai, moral, dan karakter kepada peserta didiknya Lickona, 1991;Kerr, 1999;Patrick & Vontz, 2001. ...Alfurkan Alfurkan Marzuki MarzukiThis article aims to describe the form of anti-corruption education to strengthen the value of honesty in schools, factors that encourage and inhibit the implementation of anti-corruption education, as well as solutions to overcome obstacles in the implementation of anti-corruption education. The study uses a qualitative approach with a case study type. Data collection was carried out through interviews, observations, and documentation studies. Data analysis uses interactive analysis. Anti-corruption education is carried out in two ways the honesty canteen and the learning of Pancasila and Citizenship Education. Supporting factors that influence the honesty reinforcement are teacher modeling, increased worship activities, and participation in organizational activities. The inhibiting factor is that canteens often suffer losses due to lack of supervision and teacher assistance. The solution to overcome these obstacles is to increase cooperation between teachers, increase supervision, carry out regular assistance, and support from families and communities.... z tej perspektywy obywatelstwo rozumiano w relacji jednostka-państwo, co oznaczało, że dobry obywatel to osoba, która głosuje, startuje w wyborach lub przynależy do partii politycznych. zmiany społeczne XX wieku, takie jak postęp technologiczny, migracje, zmiana roli kobiety Kerr, 1999, stworzyły zupełnie nowe problemy. zanieczyszczenie środowiska, konflikty, przemoc, bieda, bezrobocie itd. to zjawiska, których rozwiązanie zaczęło się wymykać z rąk polityków i weszło w granice odpowiedzialności jednostek Kerr, 1999. ...... zmiany społeczne XX wieku, takie jak postęp technologiczny, migracje, zmiana roli kobiety Kerr, 1999, stworzyły zupełnie nowe problemy. zanieczyszczenie środowiska, konflikty, przemoc, bieda, bezrobocie itd. to zjawiska, których rozwiązanie zaczęło się wymykać z rąk polityków i weszło w granice odpowiedzialności jednostek Kerr, 1999. Obywatel XXI wieku to osoba, która potrafi w życiu codziennym rozwiązywać nie tylko osobiste problemy, ale także wpływać na postawy innych, na instytucje społeczne, kształtować nastawienia, które służą pozytywnemu rozwiązaniu spraw Davies, Issitt, 2005. ...... Citizenship, cultural conversations, and guidance within the family will contribute to the development of individuals Kerr, 2000;Feldmann, 2007. In their study, Ahmed and ...The general purpose of this study is to examine the views of social studies and classroom teachers on citizenship tendencies and classroom practices. In line with this purpose, teachers' citizenship tendencies, whether citizenship tendencies vary according to gender, branch, and seniority, how they interpret the concept of "ideal citizenship," and classroom practices related to citizenship teaching were investigated. The study was conducted according to mixed method. The results revealed that the citizenship tendencies of the teachers were at a high level. The total mean scores of teachers did not differ according to gender; however, there were significant differences in terms of branch and seniority Findings show that the teachers expressed ideal citizenship as "knowing their rights and responsibilities" and "obeying the laws." While defining the qualities an ideal citizen should have, it was concluded that teachers frequently emphasised the themes of "responsible" and "patriotism." It was concluded that teachers adopted the principle of "learning by doing-experiencing" and the method of "lecturing" while explaining the subject of citizenship. It was also found that "visual media" and "insufficient curriculum" were teachers' most common problems while raising citizens. Teachers made various suggestions about raising ideal citizens.... According to Kerr 1999, Civic Education learning is broadly formulated for the preparation process so that responsibilities as citizens can be taken over. Education teaches and provides experience for students to carry out their rights and obligations properly as citizens. ...Muhammad HalimiRahmat Rahmat Restu Adi NugrahaElda Dwi PratiwiTechnological developments have an impact on various fields, in education particularly, the 21st-century learning requires lectures and learners to be creative and innovative in utilizing digital media effectively, by using the right methods, the learning process in the digital era will be carried out optimally, to improve the quality of learning by learning objectives. This research used a mixed design approach with a survey as its main method. The participants of this study were lecturers and students of the PKn UPI Study Program using online learning in an online learning system SPADA UPI and Integrated Online Learning System SPOT UPI at Universitas Pendidikan Indonesia. The results show that online learning can improve the quality of Civics learning if technology can be integrated into the Civics learning curriculum, lectures who can use digital media and digital literacy, and teaching materials that can develop 21st-century civic competencies to prepare young citizens in facing the era of disruption. Students as young citizens can be directed to master digital citizenship skills so that they can become citizens who have democratic, wise, and responsible competencies in the digital era.... In its development, civics education experienced the change of paradigm which leads to the humanistic paradigm, which views every student as having different characters and potentials Bruna, 2007. Civics education is considered as playing a strategic position considered to have a strategic position in building the character of the citizens in line with their functions Kerr, 1999. Education is carried out democratically and fairly and not discriminatively by highly valuing human rights, diversity values, cultural values, and the plurality of the nation Gorski, 2009. ...Muhammad HendriZamroni ZamroniSuharno Suharnop style="text-align justify;">This research aims to reveal the pattern of the multiculturalism-based civics education at higher education institutions in Surakarta, Indonesia. It applied the descriptive qualitative method with the dual case study approach, conducted at State University of Sebelas Maret and Slamet Riyadi University in Surakarta. The data were collected through observation and interviews to find the answers to the research questions in the field. The data were analysed using the interactive technique, consisting of data collection, data reduction, data display, and conclusion drawing. The result shows that the teaching of multiculturalism-based civics education at State University of Sebelas Maret and Slamet Riyadi University has almost the same pattern, that is media-assisted teaching pattern and is always conducted by considering the material integration dimension, knowledge construction dimension, prejudice minimization dimension, equal rights to education dimension, and the dimension of school culture empowerment and social structure from the planning stage to teaching implementation and evaluation stages. The research findings suggest that the students of universities in Surakarta should be able to implement the goal of the teaching of civics education in universities, and the lecturers should always improve the materials, content, method, and strategies of the teaching of multiculturalism-based civics education has become a key concem and area of debate in recent years all around the world. In England citizenship education has been widely reviewed and rapidly developed over the past decade. At the same time China has also come to pay more and more attention to citizenship education in both the national and intemational context. This disseliation firstly intends to review what citizenship has meant inside England and China. Secondly and importantly, I highlight the methodology and methods used in my study and discuss their advantages and disadvantages. Thirdly by comparing policies for citizenship education between England and China I seek to develop a clearer understanding of what differences and similarities have existed in citizenship education in both countries. Fourthly, I investigate approaches to citizenship education in two schools, one in England and one in China, and examine these from the perspective of pupils aged 15 to 17, as elicited through a questionnaire survey can-ied out in each school. Moreover I attempt to analyse the backgrounds for differences and similarities of citizenship education in both countries. Both countries face the challenges of citizenship education and try to overcome limitations and prepare for tomOlTOW's world. So it is useful to look beyond one's own countIy and widen the options open to a different study aims to determine the role of Pancasila in the era of disruption to be an important part that every individual must realize that this era must be passed and become a challenge in current developments. Changes that are increasingly fast are encouraging and requiring us to innovate. The ability to innovate is one strategy in maintaining our existence in this era. The development of this era has an impact on various existing fields, one of which is education. Education is an important aspect which is one of the means to achieve the national goals of the Indonesian nation. The method used is a qualitative descriptive case study research method for elementary school students in South Jakarta. The data source is elementary schools in Pasar Minggu sub-district. The research data is in the form of descriptions of the utterances of several informants who describe the role of Pancasila. The subjects of this study were elementary school students in Pasar Minggu sub-district with the object, namely 50 students and 10 class teachers. The results showed that the role of civic education for elementary school students and learning civics education is fun. Thus, creating a new paradigm even though the times are increasingly rapid, elementary school students still instill character values according to the noble culture of courtesy and ethics. The function of civic education is implemented in a habit of anticipating and overcoming moral crises in elementary school students in South Jakarta.

perbedaan civic education dan citizenship education