PKn sebagai Pendidikan

disiplin ilmu
dik2baehaqi@yahoo.com
PKn sebagai pendidikan disiplin ilmu

1. Pendidikan disiplin ilmu

2. PKn sebagai tradisi dalam social studies
3. Objek, tujuan dan materi pokok PKn
 Pendidikan Nasional diantara dua budaya

Budaya Budaya
Semitisme Helenisme

Fungsi dan
Tujuan
Pendidikan
Fides quarens intellectum Nasional Intellectus quarens fidem
Keimanan lebih penting Pikian lebih penting
dari pikiran daripada keimanan
Fungsi dan Tujuan Pendidikan Nasional
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)
Pendidikan disiplin ilmu
 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)
Karakteristik Pendidikan Disiplin Ilmu
1. 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
2. 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
 Kaitan pendidikan disiplin ilmu dengan disiplin ilmu dan
pengetahuan lainnya

Disiplin Ilmu
Pengetahuan
Disiplin Ilmu
Pendidikan

Agama, Pancasila, Pendidikan Disiplin

dan Pendidikan Ilmu
Umum, terutama Disajikan dengan
pengetahuan pendekatan
fungsional dan ilmiah, pedagogis,
kegiatan dasar dan psikologis
manusia
Contoh Pendidikan Disiplin Ilmu
 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
PKn sebagai Tradisi dalam Social Studies

 Social studies (Studi sosial) adalah bidang kajian

akademik di perguruan tinggi maupun bidang
kurikuler untuk tingkat sekolah dasar dan
menengah
Tiga Tradisi Social Studies (Barr, Barth, and
Shermis (1977)

1. Social studies as citizenship transmission

2. Social studies as social science
3. Social studies as reflective inquiry
Tiga tradisi Social Studies
Social studies taught as Social studies Social studies
citizenship transmission taught as social taught as
science reflective inquiry
Purpose Citizenship is best promoted Citizenship is best Citizenship is best
by inculcating right values promoted by promoted through
as a framework for making decision making a process of
decisions based on mastery inquiry in which
of social science knowledge is
concepts, derived from what
processes, and citizens need to
problems know to make
decisions and
solve problems
 Social studies taught as Social studies Social studies
citizenship transmission taught as social taught as
science reflective inquiry
Method Transmission: transmission Discovery: Each of Reflective inquiry:
of concepts and values by the social sciences Decision making is
such techniques as textbook, has its own structured and
recitation, lecture, questions method of disciplined
and answer sessions, and gathering and through a
structured problem solving verifying reflective inquiry
exercises knowledge, process which
Students should aims at identifying
discover and apply problems and
the method that is responding to
appropriate to conflicts by means
each social science of testing insifhts
 Social studies taught as Social studies Social studies
citizenship transmission taught as social taught as
science reflective inquiry
Content Content is selected by an Proper content is Analysis of
authority interpreted by the the structure, individual citizen’s
teacher and has the function concepts, values yield needs
of illustrating values, beliefs, problems, and and interests,
and attitudes processes of both which, in turn,
the separated and form the basic for
the integrated student self
social science selection of
disciplines problems.
Problems,
therefore,
constitute the
content for
relection
Lima Tradisi Social Studies (Michaelis, 1980)

1. Social studies as citizenship transmission

2. Social studies as social science education
3. Social studies as reflective thinking
4. Social studies as social criticism
5. Social studies as personal development of the
individual
Social studies as Those who adhere to this definition hold that
citizenship social studies should transmit basic concepts of
transmission 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 This definition is favored by those exponents of
science education 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 This is the emphasis of reconstructionist who
criticism 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 This is stressed by proponents of progressivism and
development of the existentialism who believe that the program should be
individual student centered and should develop the whole child
society, emotionally, intellectually, and physically. Self
understanding and self direction are essential to
responsible citizenship
PKn dalam Social Studies
 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
 Paradigma sistemik citizenship education

DOMAIN
DOMAIN KURIKULER
AKADEMIS
SMART & GOOD
CITIZENSHIP

DOMAIN
SOSIAL
KULTURAL
 SASARAN AKHIR
PENDIDIKAN KEWARGANEGARAAN

CIVIC DISPOSITION,
CIVIC CONFIDENCE
(Sikap dan kepribadian
demokratis)
CIVIC
VIRTUE
(Kebajikan)

CIVIC SKILLS,
CIVIC PARTICIPATION, CIVIC COMMITMENT
CICIC RESPONSIBILITY (Kesediaan dan kemauan
(Partisipasi politik yang berdemokrasi)
cerdas dan bertanggungjawab

CIVIC CULTURE (Budaya kewarganegaraan)

PERADABAN PANCASILA (Udin : 2010)