dik2baehaqi@yahoo.com
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Pendidikan disiplin ilmu
PKn sebagai tradisi dalam social studies
Objek, tujuan dan materi pokok PKn
Budaya
Helenisme
Budaya
Semitisme
Fides quarens intellectum
Keimanan lebih penting
dari pikiran
Fungsi dan
Tujuan
Pendidikan
Nasional
Intellectus quarens fidem
Pikian lebih penting
daripada keimanan
Pendidikan nasional berfungsi mengembangkan
kemampuan dan membentuk watak serta peradaban
bangsa yang bermartabat dalam rangka mencerdaskan
kehidupan bangsa bertujuan untuk berkembangnya
potensi peserta didik agar menjadi manusia yang
beriman dan bertakwa kepada Tuhan Yang Maha Esa,
sehat, berilmu, cakap, kreatif, mandiri, dan menjadi
warga negara yang demokratis dan bertanggung
jawab (Pasal 3 UU No. 20 Tahun 2003)

Suatu batang tubuh disiplin (baru) yang menyeleksi
konsep, generalisasi, dan teori dari struktur
disiplin-disiplin ilmu (universitas) dan disiplin
ilmu pendidikan yang diorganisasikan dan
disajikan secara ilmiah dan psikologis untuk tujuan
pendidikan (Nu’man Somantri, 2001)
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Merupakan kajian yang bersifat multifacet, karena
multi, inter, cross, dan transdisciplinary, khususnya
meliputi Disiplin Ilmu Pendidikan, Disiplin Ilmu
(murni/non kependidikan, humaniora (seperti seni,
sastra), dan dimensi lain seperti kebudayaan bahkan
agama
Merupakan hasil rekayasa, seleksi, adaptasi, adopsi,
modifikasi, simplifikasi dari konsep-konsep,
generalisasi, teori, konstruk, dan dalil dari disiplin
ilmu pendidikan dan disiplin ilmu (murni, non
kependidikan) yang diorganisasikan secara ilmiah,
pedagogis, dan psikologis sesuai tujuan pendidikan
untuk disajikan di tingkat pendidikan dasar dan
menengah
Disiplin Ilmu
Pengetahuan
Disiplin Ilmu
Pendidikan
Agama, Pancasila,
dan Pendidikan
Umum, terutama
pengetahuan
fungsional dan
kegiatan dasar
manusia
Pendidikan Disiplin
Ilmu
Disajikan dengan
pendekatan
ilmiah, pedagogis,
dan psikologis
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Istilah Pendidikan Disiplin Ilmu dapat
diidentifikasi dalam kajian keilmuan dan
pembelajaran, seperti: science education, social
education, social studies, social science education,
social studies education, study of society and
environment, dan istilah lain yang memiliki
karakteristik sebagai suatu synthetic discipline
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Social studies (Studi sosial) adalah bidang kajian
akademik di perguruan tinggi maupun bidang
kurikuler untuk tingkat sekolah dasar dan
menengah
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Social studies as citizenship transmission
Social studies as social science
Social studies as reflective inquiry
Purpose
Social studies taught as
citizenship transmission
Social studies
taught as social
science
Social studies
taught as
reflective inquiry
Citizenship is best promoted
by inculcating right values
as a framework for making
decisions
Citizenship is best
promoted by
decision making
based on mastery
of social science
concepts,
processes, and
problems
Citizenship is best
promoted through
a process of
inquiry in which
knowledge is
derived from what
citizens need to
know to make
decisions and
solve problems
Method
Social studies taught as
citizenship transmission
Social studies
taught as social
science
Social studies
taught as
reflective inquiry
Transmission: transmission
of concepts and values by
such techniques as textbook,
recitation, lecture, questions
and answer sessions, and
structured problem solving
exercises
Discovery: Each of
the social sciences
has its own
method of
gathering and
verifying
knowledge,
Students should
discover and apply
the method that is
appropriate to
each social science
Reflective inquiry:
Decision making is
structured and
disciplined
through a
reflective inquiry
process which
aims at identifying
problems and
responding to
conflicts by means
of testing insifhts
Content
Social studies taught as
citizenship transmission
Social studies
taught as social
science
Social studies
taught as
reflective inquiry
Content is selected by an
authority interpreted by the
teacher and has the function
of illustrating values, beliefs,
and attitudes
Proper content is
the structure,
concepts,
problems, and
processes of both
the separated and
the integrated
social science
disciplines
Analysis of
individual citizen’s
values yield needs
and interests,
which, in turn,
form the basic for
student self
selection of
problems.
Problems,
therefore,
constitute the
content for
relection
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Social studies as citizenship transmission
Social studies as social science education
Social studies as reflective thinking
Social studies as social criticism
Social studies as personal development of the
individual
Social studies as
citizenship
transmission
Those who adhere to this definition hold that
social studies should transmit basic concepts of
our history and our cultural heritage. They feel
that responsible citizenship grows from a through
understanding of the best of our cultural heritage
Social studies as social
science education
This definition is favored by those exponents of
realism and positivism who believe that the social
studies content and methods of study should be
drawn from the social sciences. Effective citizens
know basic concepts and can use methods drawn
from the social sciences to handle issues and
problems
Social studies as reflective This definition is emphasized by those pragmatists
thinking
who believe that the central aim of the social studies is
to develop thinking and decision making ability.
Effective citizens can use models and processes of
thinking and decision making to solve problems and
resolve issues
Social studies as social
criticism
This is the emphasis of reconstructionist who
believe that the central aim of the social studies is
to develop the knowledge and skills needed to
improve society. Responsible citizens can make
critical analysis of current issues and problems
and take appropriate
Social studies as personal
development of the
individual
This is stressed by proponents of progressivism and
existentialism who believe that the program should be
student centered and should develop the whole child
society, emotionally, intellectually, and physically. Self
understanding and self direction are essential to
responsible citizenship

Secara metodologis, PKn sebagai suatu bidang
keilmuan yang merupakan pengembangan tradisi
social studies (transmisi kewarganegaraan), kini
sudah berkembang pesat menjadi suatu struktur
keilmuan yang dikenal sebagai citizenship
education
DOMAIN
KURIKULER
DOMAIN
AKADEMIS
SMART & GOOD
CITIZENSHIP
DOMAIN
SOSIAL
KULTURAL
CIVIC DISPOSITION,
CIVIC CONFIDENCE
(Sikap dan kepribadian
demokratis)
CIVIC
VIRTUE
(Kebajikan)
CIVIC SKILLS,
CIVIC PARTICIPATION,
CICIC RESPONSIBILITY
(Partisipasi politik yang
cerdas dan bertanggungjawab
CIVIC COMMITMENT
(Kesediaan dan kemauan
berdemokrasi)
CIVIC CULTURE (Budaya kewarganegaraan)
PERADABAN PANCASILA
(Udin : 2010)