Spiritualism of Civic Competence: Civic and Pancasila Education in the Curriculum 2013 Samsuri1- Ruslan2- Cucu Sutrisno3
1 & 3. Departemen Pendidikan Kewarganegaraan dan Hukum, FISHIPOL Universitas Negeri Yogyakarta, Yogyakarta
email: samsuri[at]uny.ac.id- cucu_sutrisno[at]uny.ac.id
2. Jurusan PPKn, FKIP Universitas Syiah Kuala, Banda Aceh
email: ruslan[at]usk.ac.id
Abstract
The spiritual dimension in the Indonesian citizenship education is not something new. However, the spiritual aspect as one of the civic competences is very specifically strengthened in the 2013 curriculum policy in Indonesia. This paper aims to describe the spiritual context as a component of competence in the subject of civic and Pancasila education (Pendidikan Pancasila dan Kewarganegaraan, PPKn) in the 2013 Curriculum. In addition, this paper aims to analysis the consistency and synchronization of the development of spiritual competence between and other dimensions of competence in core and basic competences, as well as teaching materials and assessment instruments.
This study used the content analysis of student and teacher books of PPKn in Grades 7, 8 and 9 at the junior high school levels- and in grades 10, 11, and 12 at the senior high school levels. The study units in each teacher and student book are the consistency between core competencies, basic competencies, development of teaching materials in student books, and spiritual attitude assessment instruments in each student book, as well as those shown in the teacher book.
The results of this study shown that: firstly, spiritualism as a competency component is interpreted as religious feelings and behavior according to the provisions of recognized religions in Indonesia, as adhered to by students. Spirituality is identified as religion or religious beliefs, not the ethos or national spirit of the founding fathers. Secondly, spiritualism is interpreted as material that contains aspects of religious behavior, religion, religious piety. Assessment instruments, like social attitudes, were developed following the counselling model, without a complete design as it has be done in civic knowledge.
