DEMOCRACY EDUCATION
DEVELOPMENT
IN INDONESIAN SCHOOL
Ministry of Education and Culture
Republic of Indonesia
Asia Pacific Regional Conference of the Community of Democracies
New Delhi 17-18 January 2012
EDUCATION STRUCTURE IN INDONESIA
HIGHER EDUCATION
SENIOR HIGH
SCHOOL
3 years
JUNIOR HIGH
SCHOOL
3 years
PRIMARY SCHOOL
6 years
NURSERY SCHOOL
PRE NURSERY
SCHOOL
CURRICULUM AS AN INTEGRATOR OF VALUES SYSTEM , KNOWLEDGE AND SKILLS
CHARACTER/COLLECTIVE
BEHAVIOUR
Curriculum
- Attitude
- Skills
- Knowledge
Knowledge&
Skills
Values
System
Competency:
Learning Process
Action Research and Support :
infrastructure
Actualization
(Action)
Internalization
(Reflection)
Character
/
Individual
behaviour
- Care
- Productive
- Resposibility
-...
3
STRATEGIES FOR EFFECTIVE TEACHING
Academic
environment (in
school/university)
Values System:
- Universal
- National
- Local
Effectiveness
of Interaction
Management
and Leadership
Learning process based on personal
experience trough observation (e.g.
listening, viewing, reading, hearing),
association, questioning, summary,
communicating
Effectiveness of
understanding
Assessment based
on the process,
results of the work
and self
assessment
Effectiveness
of Absorption
Transformation
of Value
Continuity of
Learning, both
horizontally and
vertically
4
Curriculum Developments in Indonesia
1975
Kurikulum
Sekolah Dasar
1947
Rencana Pelajaran →
Dirinci dalam Rencana
Pelajaran Terurai
1994
Kurikulum 1994
1968
Kurikulum
Sekolah Dasar
1945 1955 1965
1975
1985
1995
1984
Kurikulum 1984
1964
Rencana
Pendidikan
Sekolah Dasar
1973
Kurikulum Proyek
Perintis Sekolah
Pembangunan
(PPSP)
2004
Rintisan
Kurikulum
Berbasis
Kompetensi
(KBK)
2013
Kurikulum 2013
2005
2015
2006
Kurikulum
Tingkat Satuan
Pendidikan
(KTSP)
1997
Revisi Kurikulum 1994
5
COMPETENCY STANDARD OF GRADUATE
World (Civilization) Global
State
Student
Unit of
Education
Family
Social-Economy-Culture
MetaCognitive
UNIVERSITY
SENIOR HIGH SCHOOL
Procedural
JUNIOR HIGH SCHOOL
Conceptual
Factual
Primary
Junior High School
Senior High School
University
PRIMARY SCHOOL
6
COMPETENCY STANDARD OF GRADUATE– KNOWLEDGE DOMAIN
PRIMARY
MASTERING FACTUAL AND
CONCEPTUAL KNOWLEDGE
IN SCIENCE, TECHNOLOGY,
ART, CULTURE, HUMANITIES
BASED ON THE CONCEPT OF
NATIONALISM AND
CIVILIZATION RELATED TO
THE PHENOMENA IN THE
HOUSE, SCHOOL AND
PLAYGROUND
JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL
MASTERING FACTUAL,
CONCEPTUAL AND
PROCEDURAL KNOWLEDGE IN
SCIENCE, TECHNOLOGY, ART,
CULTURE, HUMANITIES
BASED ON THE CONCEPT OF
NATIONALISM AND
CIVILIZATION RELATED TO THE
PHENOMENA IN THE
NEIGHBOURHOOD
MASTERING PROCEDURAL
AND META-COGNITIVE
KNOWLEDGE IN SCIENCE,
TECHNOLOGY, ART, CULTURE,
HUMANITIES BASED ON THE
CONCEPT OF NATIONALISM
AND CIVILIZATION RELATED
TO THE CASUALITY OF THE
PHENOMENA.
7
THE STRUCTURE OF CURRICULUM DEVELOPMENT IN PRIMARY SCHOOL
CURRENT CURRICULUM
No
Component
I II III IV V IV
A Subjects
1 Religion
3 3 3
2 Civic
2 2 2
3 Indonesian Language
5 5 5
4 Mathematics
5 5 5
5 Natural Science
4 4 4
6 Social Science
3 3 3
7 Arts and Craft
Health & Physical
8
education
B Local content
4 4 4
C Self Development
2 2 2
Total
4 4 4
2 2 2
2627283232 32
PROPOSED CURRICULUM
Alternative- 1
No
Component
A Group A
1 Religion
2 Civic
3 Indonesian Language
4 Mathematics
B Group B
1 Arts and Craft
2 Health & Physical Education
Total
I
II III IV V IV
Thematics
4
5
8
5
4 4 4
6 6 6
8 10 10
6 6 6
4
6
10
6
4
6
10
6
4 4 4 6 6 6
4 4 4 4 4 4
30 32 34 36 36 36
Alternative - 2
No
Component
A Group A
1 Religion
2 Civic
3 Indonesian Language
4 Mathematics
5 Natural Science
6 Social Science
B Group B
1 Arts & Craft
2 Health & Physical Education
Total
I
II
III IV
4
5
8
5
-
4 4 4
6 6 6
8 10 10
6 6 6
- - - - -
V IV
Thematics
3
4
5
6
4
4
3
4
5
6
4
4
4 4 4 6 6 6
4 4 4 4 4 4
8 36
30 32 34 36 36
CURRICULUM FOR JUNIOR HIGH SCHOOL
PROPOSED CURRICULUM
CURRENT CURRICULUM
Component
Time
distribution /
week
VII
VIII
IX
A. Subject
1. Religion
2. Civic
3. Indonesian Language
4. Mathematics
5 Natural Science
6 Social Science
7 English
8 Art and Culture
9 Health & Physical education
2
2
4
4
4
4
4
2
2
2
2
4
4
4
4
4
2
2
2
2
4
4
4
4
4
2
2
10 Computer skills
2
2
2
B. Local Content
C. Self Development
Total per week
2
2*
32
2
2*
32
2
2*
32
SUBJECTS
Time
distribution /
week
VII VIII
Group A
1. Religion
2. Civic
3. Indonesian Language
4. Mathematics
5. Natural Science
6. Social Science
7. English
Group B
1. Art and Culture (local content included)
2. Health & Physical education (local content
included)
3. Craft (local content included)
Total per week
IX
3
3
5
5
4
4
4
3
3
5
5
4
4
4
3
3
5
5
4
4
4
3
3
3
3
3
3
4
38
4
38
4
38
9
CURRICULUM FOR SENIOR HIGH SCHOOL
Based on of the national education as mentioned in article 3 law no 20/2003
10
IMPLEMENTATION OF LEARNING
DEMOCRACY IN SCHOOL
EXTRACURICULAR
CLASS ROOM PROCESS
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Religion.
Civic.
Indonesian Language.
Natural Science.
Social Science.
Scout.
School Health Unit.
Student Red Cross.
Student Organization.
Etc.
SELECTIVE CONTENT
FULL OF IMPLEMENTATION
PRACTICE
PANCASILA
1.
2.
3.
4.
Belief in the one and only God
Just and civilized humanity
The unity of Indonesia
Democracy guided by the inner wisdom in the
unanimity arising out of deliberations amongst
representatives
5. Social justice for the whole of the people of Indonesia
DEMOKRASI PANCASILA
Democracy which is abided by Indonesian citizens is
“Demokrasi Pancasila” for Pancasila is the basic ideology
of Indonesia, so any democratic practice must be based on
Pancasila.
THE NATURE OF DEMOKRASI
PANCASILA
1. SOCIAL AND CULTURAL VALUES
DISCUSSION,
CONSENSUS
2. NATIONAL CHARACTERISTIC
COMMUNITY SELF-HELP
THE GOAL OF DEMOCRACY
EDUCATION
TO EDUCATE CHILDREN AND BUILD THEIR STAGE OF MATURITY
INTELLECTUAL
DEMOCRACY EDUCATION
PERSONAL
SOCIAL COMPETENCE
DEVELOPING A DEMOCRATIC
PERSONALITY IS ONE OF THE
FUNCTIONS OF THE NATIONAL
EDUCATION AS MENTIONED IN
ARTICLE 3 LAW NO 20/2003 ON THE
NATIONAL EDUCATION SYSTEM
FREEDOM
HONESTY
EQUALITY
DEMOCRATIC VALUES
IN SCHOOL
FAIRNESS
BROTERHOOD
Teacher’s role is
to provide
students to learn
Reading
Discussion
Learning
ACTIVE LEARNING MODEL
STUDENT-CENTER
COOPERATIVE LEARNING
In group
Debate
Game
CONCLUSION
1. Democratic values need to be inculcated in the young generation in order to form
a democratic people.
2. Pancasila Democracy is democracy that imbued and integrated with the values of
Pancasila.
3. The principle of Pancasila Democracy is the fourth precepts of Pancasila, namely,
Democracy guided by the inner wisdom in the unanimity arising out of
deliberations amongst representatives.
4. The aim of Pancasila democracy in schools is to educate children and bring them
to the stage of maturity, so that they are independent both psychologically and
socially with a focus on the development of intellectual skills, personal and social
skills.
5. The development of democratic values in schools will not be separated from the
role of teachers and the curriculum. To that teachers should first understand
about democratic values in order to use and utilize curriculum policies for the
development of democratic values.