FACULTY OF LIBERAL ARTS
COURSE OUTLINE
UNIVERSITAS PELITA
HARAPAN
FLA 92101-D
Credit Hours
Academic Year
Semester
Lecturer
Day
: CIVICS
:2
: 2015 / 2016
: EVEN
: Dr. Hananto, hananto.fip@uph.edu
: Thursday
Time
: 13:05 - 15:05
Classroom
: EA306
Class Code : 1034
Course Description
This compulsory course aims at instilling knowledge and understanding of the Indonesian fatherland in the heart of every student of Universitas Pelita Harapan and
fomenting the spirit of nationalism and love of the fatherland. This course is also intended as an initial political education through a formal understanding,
comprehension, and analysis of the nationalistic values contained in the four items of the national consensus, namely Pancasila as the state ideology; the 1945
Constitution of the Republic of Indonesia; the National values stemming from the idea of the Unitary State of Indonesia; and the National Motto Bhinneka Tunggal Ika
(“Unity in Diversity”). This course will in particular contribute to the implantation of a Christian Worldview through the study of the values contained in the four items
of the National consensus in the mind of the student, so as to enable him/her to analyse and articulate his/her role as an Indonesian citizen who is responsible to God, to
the Unitary State of Indonesia, and to him/herself.
General Instructional Objectives (GIO)
This course is designed to:
1. To enable students to approach in a comprehensive, analytical, and critical way every policy or action taken by the legislative, executive and judiciary authorities.
2. To enable students to participate in a qualified and responsible way in the political life, which entails strategic planning on the regional, national and international
level.
3. To enable students, as responsible citizens, to contribute to the integrity and unity of the nation by developing and appreciating the diversity of the Unitarian state
of Indonesiaand by fomenting the spirit of unity in diversity.
4. To enable students to develop a culture of democracy in a spirit of dialogue, tolerance, negotiation and self-control based on culture, religiosity, and national
consistence.
5. To enable students to undertake an integration of the theories and concepts of this Civic Education in daily life as members of the UPH academic community, as
well as citizens of Indonesia.
6. To enable students to undertake a coherent and comprehensive integration of this Civic Education with a genuine Christian worldview.
1
Course Requirements
None.
Class Policy:
1.
Students must come on time. No admission into class is allowed after fifteen (15) minutes of late arrival, and the student will be marked absent.
2.
Students must come in proper clothing and are not allowed to wear sandals.
3.
Students must switch off their personal electronic devices during class.
4.
85 % of minimum attendance is strictly required before a student can sit for the Final Exam.
5.
Students who leave classes by official appointment from the University to partake in national or international competitions on behalf of the
University must perform assignments to be given by the lecturer to make up for the missed classes.
6.
Students who engage in cheating and plagiarism during exams or in performing their assignments will be declared “fail” with an F mark and may
not sit for remedial exams.
7.
Remedial exams may be given to students with a final F mark on the condition that he/she meets the required 85% of minimum attendance. The
highest mark that a student can obtain after remedial exams is C-.
8.
Make-up exams may be held for students who fall ill or mourn the death of a member of his/her core family on the examination day, provided that
the student can authenticate it with a piece of administrative evidence, such the original copy of medical (laboratory) examination reports,
hospitalization, or death attestation from the authorities with an original stamp mark, together with an attestation letter from the student’s parents.
Make-up exams may be held for students who fall ill or mourn the death of a member of his/her core family on the examination day, provided that
the student can authenticate it with a piece of administrative evidence, such the original copy of medical (laboratory) examination reports,
hospitalization, or death attestation from the authorities with an original stamp mark, together with an attestation letter from the student’s parents.
\
Evaluation System
1.
2.
3.
4.
5.
KAT 1: .......................................................................... 10 % (Response and Individual assignment)
KAT 2: .......................................................................... 10 % (Group report assignments)
KAT 3: ......................................................................... 15 % (Group paper presentation)
Mid-Term Exam
25 % (Written test)
Final Term Exam
40 % (Witten test)
Total
100 %
2
Bibliography
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Andrew Hoffecker dkk, Membangun Wawasan Dunia Kristen ( Building A Christian Worldview ), Volume 1; Allah, Manusia, Dan
Penegetahuan, Surabaya, Momentum, 2006.
___________________, Membangun Wawasa Dunia Kristen ( Building A Christiaqn Worldview ), Volume 2; Alam Semesta, Masyarakat dan Etika,
Surabaya, Momentum, 2008.
Acyhmad, Abdilla F, Tata Kelola Bernegara dalam Perspektif Politik, Jakarta, Golden Terayon Press, 2012.
Bahar, Saafroedin, Ananda B. Kusuma, dan Nani Hudawati (Tim Penyunting). Risalah Sidang Badan Penyelidik Usaha-Usaha Kemerdekaan
Indonesia (BPUPKI) – Pantia Persiapan
Kemerdekaan Indonesia (PPKI): 28 Mei 1945 – 22 Juni 1945. (Jakarta: Sekretariat Negara RI, 1995)
Budiardjo, Miriam, Dasar-Dasar Ilmu Politik, Jakarta, PT. Gramedia Pustaka Utama,2008
Hoekema, Anthony A. Surabaya, Momentum, 2008
Huijbers, Theo. Filsafat Hukum dalam Lintasan Sejarah (Yogyakarta: Kanasius, 1982)
Karim Mulyawan, Merajut Nusantara, Rindu Pancasila, Jakarta, KOMPAS, 2010.
Kaelan. Filsafat Pancasila (Yogyakarta: Paradigma, 1997)
____ . Pancasila Yuridis Kenegaraan (Yogyakarta: Paradigma, 1995)
Kohn, Hans. Nasionalisme: Arti dan Sejarahnya, terj. Sumantri Martodipuro, cet. IV (Jakarta: PT Pembangunan dan Penerbit Erlangga,1984)
Kartodirdjo Sartono. Pengantar Sejarah Indonesia Baru: Sejarah Pergerakan Nasionalisme II, cet. II (Jakarta: Gramedia,1992)
Kresna, Aryaning Arya, Wielsma DK Baramuli, Suryono Said, Modul Pendidikan Kewarganegaraan (Jakarta: UPH Press, 2006)
Kuyper, Lectures On Calvinisme ; Ceramah-Ceramah Mengenai Calvinisme. ( 2005 ), Surabaya, Momentum,
Magnis-Suseno, Frans. Kuasa dan Moral, (Jakarta: Grasindo, 1997)
______. Etika Politik (Jakarta: Grasindo,1998)
Meeter, Hendry, ( 2005 ). Pandangan- Pandangan Dasar Calvinisme, Surabaya, Momentum.
Oesman, Oetojo dan Alfian. (ed) Pancasila Sebagai Ideologi Dalam Berbagai Bidang Kehidupan Bermasyarakat, Berbangsa dan Bernegara
(Jakarta: BP-7 Pusat, 1992)
SWimatupang, T.B. Iman Kristen dan Pancasila, (1984)
Srijanti, A Rahman, Purwanto S.K, Etika Berwarga Negara (Jakarta: Salemba Empat, 2006)
Soekanto, Soerjono. Kesadaran Hukum dan Kepatuhan Hukum (Jakarta: CV Rajawali, 1982)
Suseno Nuri, Kewarganegaraan, FISIP UI Press, 2011.
Wolf, Martin, Globalisasi, jalan Menuju Kesejahteraan, Jakarta, Freedon Institute, Yayasan Obor Indonesia, 2007
Buku Induk Cor LEMHANAS (Lembaga Ketahanan Nasional) Republik Indonesia, September, 2012.
3
COURSE OUTLINE OF THE CIVICS
Session
1
Specific
Instructional
Objective
2
Topic
Sub-Topic
3
4
st
Student knows the
purpose and the
objectives of civic
education and its flow
of thought
Introduction to
Civic Education






2nd
Student is able to reexplain the process of
the formation of the
Indonesian Nation
State, and the
understanding and the
formation of
Indonesian
nationalism
Pancasila as a
national identity


1







3rd
Student is able to reexplain the
understanding of the
science of philosophy
and the branches
either as a world view
or as a methods of
analysis on Pancasila
as a complete system
of philosophy and has
a Worldview.
Pancasila as a
system of
philosophy





Course outline orientation
The background of civic education
Basis, aims, and scope of civic education
Civic education paradigm
The flow of thought of the civic education
The Four Pillars (National consensus which are Pancasila, The
1945 Constitution, NKRI/The Unitary State of Indonesia, and
Bhinneka Tunggal Ika the motto of Living Together in
Diversity)
The process of the Indonesian nation and country
The feeling of being part of Indonesian nation and the
Indonesiannationalism
The origin of and the substance of Pancasila
Multiculturalism
Values of Pancasila as the basis of the State.
Triprakara concept of Pancasila
Values in the 1945 Constitution, in the NKRI, and in the motto
of Bhinneka Tunggal Ika.
The Christian citizens in the Calvin’s points of view.
Christian identity as salt and lights and as an agent of peace
Philosophy of Pancasila
Philosophy as a science
Branches and topics in philosophy
The origins and the substances of Pancasila
System of philosophy of Pancasila which is holistic and has an
hierarchy-pyramidal structure
 System of Life: A Christian points of view
Christian view on Worldview
Christian view on philosophy
- the difference between philosophy and Worldview and
theology (viewing Pancasila as a philosophy and
Worldview)
Learning’s
Methods
5
Learning’s
Media
Reference
6
7
The lecturer
explains the whole
course outline
thoroughly. At the
end of the session
the class is divided
into groups of five
persons.
Computer,
LCD, sound
system,
microphone,
aircondition,
etc.
 Module pp.7-10
The activity is
started with a
discussion or
question-answer on
the theme of topic;
then it is continued
with lecturer’s
explanation;
watching video and
finally is closed
with groups’
discussion.
The activity is
started with a
discussion or QA on
the theme of the
subject; continued
with lecturer’s
explanation; and is
closed with a
group’s discussion
Computer,
LCD, sound
system,
microphone,
aircon, etc.
 Module pp.11-15
 Video on The
Country of
Indonesia.
 H. Hendry
Meeter,
PandanganPandangan Dasar
Calvinisme (the
Basic thoughts of
Calvinism) pp.
25-36
 Module, pp. 1724
 Abraham
Kuyper, Lectures
on Calvinism,
pp. 25-36
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
 The product
is a paper
work or
power point
for an
attractive
presentation
4
Session
1
4
th
Specific
Instructional
Objective
2
Student is able to
explain political ethics
and values of ethics of
Pancasila as a basis in
political decision
making, and as
guidance in making
public decision
Learning’s
Methods
Learning’s
Media
Reference
5
6
7
 The understanding of ethics as a branch of philosophy
 The understanding of politics and power: Ethical values of
Pancasila
 Pancasila as a measuring tool of power’s ethics
 Ethics and the facts
 Values of freedom, solidarity, and equality
 The Higher Development of Human Being (Calvinism and
Religions)
Human being concept
Christian ethics concept
critics on ethics
 Deontological ethics
Activities are started
with discussion or
QA on the theme of
topics;
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
 Module pp.1724
 Additional
paper: Etika
politik Tahapan
 Abraham
Kuyper:
Lectures on
Calvinism,
pp.41-7
Activities are started
with discussion or
QA on the theme of
topics; then is
continued with
lecturer’s
explanation; and is
closed with groups’
discussion.
Activity is started
with discussion or
QA on the theme of
the topics’ then is
continued with an
explanation by
lecturer; and then is
closed with groups’
discussion
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
 Modules, pp.2532
 Abraham
KuyperLectures
on Calvinism,
pp.25-36
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
 Modules, pp.2532
Abraham
KuyperLectures on
Calvinism, pp.2536
Topic
Sub-Topic
3
4
Pancasila as a
political ethics
5th
Student is able to
explain the
understanding of an
ideology
Pancasila as an
ideology






The understanding on ideology
Dimensions and values of an ideology
Ideologies of the World
Regionals’ ideologies (matrices of regions)
Pancasila and other ideologies of the World
A State’s ideology must contain 3 areas in it, they are God,
human being, and the world
6th
Student is able to
explain the theory of
the origin and the
state’s nature, powers,
legitimacy, and its
practices in Indonesia
State, powers,
and legitimacy








The understanding of a state
Theory of state’s formation
The elements of a state
State’s types
The understanding of powers
Powers’ relations
The values of unity of the Republic of Indonesia
The origin of and the functions of a state, The best type of a
state.
7th
MID – TERM TEST
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.
5
Session
1
8
th
9th
Specific
Instructional
Objective
2
Student is able to
explain the nature and
the understanding of
the “Rule of Law”, its
intuitive
implementation, and
practices in state’s
life; and is able to
explain Constitution
Student is able to
describe the nature of
human rights, its
growth and
implementation in
Indonesia, living
together as a nation
and in a State, and
then is able to
understand and to
describe the concept
of democracy, its
history and its
implementation
in Indonesia,
Topic
Sub-Topic
3
4
Constitution
and The Rule of
Law
Human Rights
and Democracy








The understanding of Constitution
Purposes of constitution
Constitution and democracy
Dynamic of the implementation of the 1945 Constitution
The understanding of the Rule of Law
Purposes of the Rule of Law
The Rule of Law as a pillar of a legal state
Government and Justice: Government’s Authorities
Augustin’s
Thomas Aquinas
Calvin
Hobbes and Locke
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
The understanding of human rights
The growth of the understanding of human rights
Concept and practices of human rights in Indonesia
Human rights and international relations
The understanding and concept of democracy
History of development of democracy in the world
Elements of democracy
The norms of democracy
Democracy’s dilemma
Models of democracy
History of democracy in Indonesia
12. Sovereignty and Double Supremacy
Augustine’s
Thomas Aquinas
Calvin
Hobbes
Human the creation according to the Image of God
The three sovereignties are 1. Sovereignty in a state; 2.
Sovereignty in a society; 3. Sovereignty in Church.
Learning’s
Methods
Learning’s
Media
Reference
5
6
7
Activities are started
with discussion or
QA on the theme of
topics;
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.
Activities are started
with discussion or
QA on the theme of
topics;
 Computer,
LCD, sound
system,
microphone,
aircon, etc.
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.

6
Session
1
10
Specific
Instructional
Objective
2
th
11th
12th
13th
Topic
Sub-Topic
3
4
Learning’s
Methods
Learning’s
Media
Reference
7
5
6
1.
2.
3.
4.
5.
6.
7.
8.
9.
The understanding of corruption
Corruption as a system
Powers and corruption
Corruption as an extraordinary crime
The systemic impacts of corruption to nation’s life
Eradication of corruption
Regional autonomy and its relation with The Rule of Law
The regional autonomy and corruption
Christian response to corruption and regional autonomy
Activities are started
with discussion or
QA on the theme of
topics;
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
1.
2.
3.
4.
5.
6.
7.
The understanding of geopolitics
National politics and national strategy
Theories of geopolitics in the world
Wawasan Nusantara as the geopolitics of Indonesia
The understanding of geostrategy
The National Resilience concept
Christian response on geopolitics and geostrategy
Activities are started
with discussion or
QA on the theme of
topics;
Student is able to
describe what is
corruption, its posture,
its main observable
fact, and how to face
it
Corruption and
Regional
Autonomy
Student is able to
describe the
background of
Wawasan Nusantara
and Ketahanan
Nasional as a
geopolitics and
geostrategy and as a
doctrine, the basis ,
and is able to analyze
and criticize its
implementation
Geopolitics and
Geostrategy
Studen is able to
describe what is
Polstranas and the
influence of Pancasila
on Polstranas.
National
Policies and
Strategies
1.
Student is able to
understand and to
explain the behaviors
of an Indonesian
Christian citizen
Figures of
Indonesian
christian
peoples who
have the
 Political Practices in the Modern Age:
on the thoughts on state and government
on the thoughts of legal system
- on the thoughts of the Unitary State of the Republic of
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.
2.
3.
4.
5.
6.
The understanding of national policies and national
strategies (Polstranas)
The nature of Polstranas
Polstranas and the direction of national development
National development as the implementation of Pancasila
The main aspects of Polstranas
Christian’s respond on Polstranas
Activities are started
with discussion or
QA on the theme of
topics;
And is Continued
with lecture’s
explanation
And is closed with
group’s discussion.
 Computer,
LCD,
soundsystem,
microphone,
aircon, etc.
 Groups’ papers
presentation and
 the lecturer’s
final conclusion
 Computer,
LCD,
soundsystem,
microphone,
 David W Hall,
Calvin in Public
Area, that
contains
7
Session
1
Specific
Instructional
Objective
2
through their political
figures
FINAL TEST
Topic
3
influence in the
life of the
nation and the
State (Sam
Ratulangi,
Frans Seda,
T.B.
Simatupang,
and others)
Learning’s
Methods
Sub-Topic
4
5
Indonesia
- on the thoughts of motto of Bhinneka Tunggal Ika
 General conclusion on the whole of the learning subjects
 Students’ responses on the whole learning subjects of the
civic education

Learning’s
Media
6
the main thoughts
of the sessions 1
through 11

Reference
7
aircon, etc.

Abraham
Kuyper’s
thoughts on the
Revival of
Calvinistic
Practical
Politics in the
Modern Age, in
practical
application, pp.
372-391.

Syllabus Contract
As a student representative and the instructor of this course, we hereby acknowledge that we have read and understood the course syllabus provided. If
anything needs to changed later to improve the teaching and learning process, we will discuss the proposed changes ahead of time and make any
changes that would improve the teaching and learning process.
We agree to follow this syllabus which will be put into effect as soon as it has been signed by all parties shown below.
8
1st Party
2nd Party
Lecturer / Instructor,
Student Representative,
Dr. Hananto – 7 Januari, 2016
(
) - Date
Approved by
Acknowledged by
Department Chair,
Dean,
Stenly D. Djatah, Ph.D. – 7 Januari 2016
Hendra Thamrindinata, S.Si., M.Div. - Date
9