PENDIDIKAN KEWARGANEGARAAN
Di Sususn Oleh :
Meski telah disusun secara maksimal oleh penulis, akan tetapi penulis
sebagai manusia biasa sangat menyadari bahwa makalah ini sangat banyak
kekurangannya dan masih jauh dari kata sempurna. Karenanya penulis sangat
mengharapkan kritik dan saran yang membangun dari para pembaca.
Besar harapan penulis makalah ini dapat menjadi inspirasi atau sarana
pembantu masyarakat dalam memahami berbagai pendapat mengenai pendidikan
kewarganegaraan.
(Penulis)
DAFTAR ISI
http://pashanurazwar.blogspot.com/2011/09/anotasi.html
http://fatmablogaddres.blogspot.com/2015/04/bibilografi.html
(http://edukasi.kompas.com/read/2012/06/01/08493576/Pendidikan.Pancasila.Jan
gan.Cuma.Hapalan)
http://dewizma24.blogspot.com/2014/12/bibliografi-ppkn-kualitatif.html
https://docplayer.info/38137863-Dikdik-baehaqi-arif-anotasi-bibliografi.html
ISI
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Definitions of citizenship
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Definitions of citizenship
"Citizenship concerns the political relations between the individual and the
State" (Janowitz)
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"Citizenship is the practice of a moral code - a code that has concern for the
interests of others - grounded in personal self-development and voluntary co-
operation rather then the repressive compulsive power of the State intervention"
(Hayek)
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Kewarganegaraan adalah praktek dari satu kode moral - satu kode yang
sudah berhubungan dengan untuk minat dari yang lain - pengembangan diri
pribadi dan didasarkan pada kerjasama sukarela kemudian agak represif memaksa
kehebatan Intervensi Negara.
Definitions of citizenship
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Definitions of citizenship
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Active citizenship
Citizenship Participation
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Citizen Participation
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Cogan, John J. and Ray Derricott. (1998) : Citizenship Education For the
21st Centry: Sefting the Context.
London: Kogan Page
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1. Jati diri,
2. Kebebasan untuk menikmati hak tertentu,
3. Memenuhi kewajiban-kewajiban terkait, tingkat minat dan,
4. Keterlibatan dalam urusan publik,
5. Tingkat dan pemilikan nilai-nilai dasar kemasyarakatan.
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Multidimensional Citizenship
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Multidimensional Citizenship
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Rekomendasi yang disampaikan oleh pusat studi adalah masa depan
kebijakan Bidang pendidikan, yaitu harus disesuaikan dengan konsepsi dan jenis
yang kita sebut multi dimensional Konsepsi ini barus menyebar keseluruh áspek
pendidikan yang mencakup kurikulum dan pengajaran, pemerintahan, organisasi
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Kubow, Grossman dan Ninomiya berpendapat bahwa hanya Pendidikan
Kewarganegaraan yang meliputi empat dimensi yang saling berhubungan, yakni
personal, spatial, sosial dan temporal, akan mempersiapkan siswa dalam
menghadapi tantangan abad ke-21.
Dimensions of citizenship
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Konsep dari kewarga negaraan adalah terdiri atas tiga dimensi atau unsur-
unsur utama. Pertama adalah kewarga negaraan sebagai kedudukan hukum, yang
digambarkan oleh hak sosial, sipil dan politis. Di sini, warganegara adalah orang
hukum yang di bebaskan untuk bertindak secara hukum dan mempunyai hak
untuk menikmati pengakuan, perlindungan hukum. Itu tidak berarti perlu bahwa
warganegara ambil bagian dalam perumusan hukum, atau pun itu memerlukan
bahwa adalah hak yang seragam antara warganegara. Yang kedua
mempertimbangkan warganegara secara rinci sama agen politis, dengan aktip
mengambil bagian dalam suatu institusi-institusi politis masyarakat. Yang ketiga
mengacu pada kewarga negaraan sebagai keanggotaan dalam suatu masyarakat
politis yang melengkapi satu sumber terpisah dari identitas. (Cohen 1999;
Kymlicka dan Norman 2000; Carens 2000).
Global Citizen
1. is aware of the wider world and has a sense of their own roles as a world citizen
2. respects and values diversity
3. has an understanding of how the world works economically, politically, socially,
culturally, technologically and environmentally
4. is outraged by social injustice
5. participates in and contributes to the community at a large of levels from the local
to the global
6. is willing to act to make the world a more equitable and sustainable place
7. takes responsibility for their actions
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Global Citizenship
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Pendidikan Kewarganegaraan perlu membantu para siswa
mengembangkan pengetahuan dan identifikasi yang jelas tentang masyarakat,
budaya dan negara bangsa mereka. Hal tersebut diperlukan untuk menolong
mereka dalam mengembangkan identifikasi global dan pemahaman mendalam
tentang peran mereka dalam masyarakat dunia. Para siswa perlu memahami
bagaimana hidup di dalam masyarakat budaya mereka dan pengaruh satu negara
terhadap negara lain serta keyakinan bahwa kejadian internasional itu berakibat
pada hidup mereka sehari-hari
Civic Education
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Civic Education
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Civic Education
“No one’s civic potential can be fulfilled without forming and maintaining
an intention to pursue the common good; to protect individuals from
unconstitutional abuses by government and from attacks on their rights from any
source, public or private; to seek the broad knowledge and wisdom that informs
judgment of public affairs; and to develop the skill to use that knowledge
effectively. Such values, perspectives, knowledge, and skill in civic matters make
responsible and effective participation possible. Fostering these qualities
constitutes the mission of civic education. (Quigley and Bahmueller, 1991:3)”
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Civic Education
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1. Civic dispositions refer to those attitudes and habits of mind of the citizen that are
conducive to the healthy functioning and common good of the democratic system.
2. Civic commitments refer to the freely given, reasoned commitments of the citizen
to the fundamental values and principles of American constitutional democracy.
(Quigley and Bahmueller, 1991:11)
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Civic Education
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Civic Education
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Civic Education
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Civic Participation
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Patrick (1997) proposed nine global trends that have broad potential for
influencing citizenship education in the constitutional democracies of the world.
They are:
(2) Systematic teaching of core concepts about democratic governance and citizenship.
(9) The connection of content and process in teaching and learning of civic knowledge,
skills and virtues.
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Cogan, J.J. (1999) : Developing the Civic Society: The Role of Civic
Education.
Bandung: CICED.
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Citizenship Education
Perspective on Education,
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London: QCA.
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3. Education FOR citizenship encompasses the other two strands and involves
equipping students with a set of tools (knowledge and understanding, skills and
aptitudes, values and dispositions) which enable them to participate actively and
sensibly in the roles and responsibilities they encounter in their adult lives. This
strand links citizenship education with the whole education experience of
students.(Kerr,1999:15-16)
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2. Civic knowledge covers fundamental ideas and information that learners must
know and use to become effective and responsible citizens of a democracy. Civic
knowledge normally includes types and systems of government, politics, political
institutions and processes and the role of citizens in relation to the governance.
3. Civic skills include the intellectual skills required to understand, compare, explain
and evaluate various principles and practices of government and citizenship. They
also include the participatory skills that enable citizens to monitor and influence
public policies (Quiqley 2000).
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1. social and moral responsibility: ‘… children learning from the very beginning
se/f confidence and socially and morally responsible behaviour both in and
beyond the classroom, both towards those in authority and towards each other.
This strand acts as an essential pre-condition for the other two strands;
3. political literacy: ‘… pupils learning about, and how to make themselves effective
in, public life through knowledge. skills and values’. Here the term ‘public life’ is
used in its broadest sense to encompass realistic knowledge of, and preparation
for, conflict resolution and decision making, whether involving issues at local,
national, European or global level.
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1. Tanggung jawab sosial dan moral: ‘...anak-anak belajar mulai dan kepercayaan
diri, tanggung jawab sosial dan moral baik dalam maupun di luar kelas, kedua-
duanya ditujukan ke arah pengembangan otoritas dan yang lainnya. Tahapan ini
bertindak sebagai satu prasyarat penting untuk dua tahapan yang lainnya;
3. Melek politik: ‘... para murid belajar tentang, dan bagaimana membuat diri mereka
efektif di dalam, pengetahuan hidup publik, keterampilan-keterampilan dan nilai-
nilai’. Di sini istilah hidup publik digunakan dalam pengertian yang paling luas
yang meliputi pengetahuan realistis, dan persiapan untuk, resolusi konflik dan
pengambilan keputusan, dengan menyertakan isu-isu lokal, nasional, orang Eropa
atau tingkatan global.
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The notions of education for democracy may be classified into the following:
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“Dennis Banks. (2000). Notes that simply put, human rights education is
all learning that develops the knowledge, skills and values of human rights”
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Kohi Annan, secretary general of the united nations, in this message for
human rights day 2000 asks:
They are among the qualities needed to teach well about human rights in civic
education.
First, teach the idea of human rights within a framework of core concepts by
which representative democracy is defined and understood internationally.
Second, confront the complexity and controversy associated with defining, using,
and justifying the idea of human rights in a constitutional and representative
democracy.
Fifth, teach the civic dispositions and virtues that enable citizens to secure equal
protection for the human rights of everyone in their community through the
institutions of constitutional and representative democracy. (Patric, John J,
2006:12)
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Pertama, Mengajarkan gagasan tentang hak azasi manusia dalam suatu kerangka
konsep inti dimana demokrasi perwakilan digambarkan dan dipahami secara
internasional.
Ketiga, Menguji konflik berkelanjutan dan tak bisa terelakkan dalam setiap
demokrasi konstitutional dan perwakilan antara aturan mayoritas dan hak-hak
minoritas.
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Multicultural Education
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Conceptions of Character
“Good character consists of knowing the good, desiring the good, and
doing the good (Lickona, 1991:51)
Much of the debate about whether and how to teach for character is tied into a
debate about what “character’ means. Character can refer to:
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1. ciri kepribadian atau kebaikan seperti tanggung jawab dan rasa hormat untuk yang
lain
1. Civility, courage, self-discipline, persistence, concern for the common good, respect
for others, and other traits relevant to citizenship can be promoted through
cooperative learning activities and in class meetings, student councils, simulated
public hearings, mock trials, mock elections, and students courts.
2. Self-discipline, respect for others, civility, punctulality, personal responsibility, and
other character traits can be fostered in school and community service learning
projects, such as tutoring younger students, caring for the school environment, and
participating in voter registration drives.
3. Recognition of shared values and a sense of community can be encouraged through
celebration of national and state holidays, and celebration of the achievements of
classmates and local citizens.
4. Attentiveness to public affairs can be encouraged by regular discussions of significant
current events.
5. Reflection on ethical considerations can occur when studnts are asked to evaluate,
take, and defend positions on issues that involve ethical considerations, that is, issues
concerning good and bad, rights and wrong.
6. Civic mindedness can be increased if schools work with civic organizations, bring
community leaders into the classroom to discuss issues with students, and provide
opportunities for students to observe and/or participate in civic organizations.
(Branson, 1998:15).
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Aktivitas belajar yang dapat meningkatkan ciri-ciri karakter, dalam hal ini
termasuk di dalamnya nation and character building, antara lain adalah:
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Teaching of values
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Hampir tak mungkin untuk memisahkan pengajaran nilai dan pendidikan
di sekolah; hal itu merupakan suatu bagian dan pendidikan di sekolah apakah
orang-orang memiliki kemauan untuk mengakuinya atau tidak. Pertanyaannya
ialah bagaimana pendidik dapat mempengaruhi pengembangan karakter siswa
secara efektif sehingga berdampak positif
Civic Virtue
“Civic virtues are the qualities of character and personal skills necessary to
make the exercise of citizenship meaningful Civic virtues give us the capacity to
exercise our rights, promote our interests and meet our duties. (L. Bray, Bernard
and Larry W. Chappel. 2005:86).”
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Civic Virtue
Civic Education,(2007;221)
“ the willingness of the citizen to set aside private interests and personal
concerns for the sake of the common good (Quigley, dkk,1991:11)
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CIVIC COMMITMENTS
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CIVIC DISPOSITIONS
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Good Governace
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5. Aturan hukum
Values Education
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Dimensi PKN
1. Sebagal suatu bldang kajian ilmiah pendidikan disiplin ilmu mengenai “civic
virtue” dan “civic culture”,
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