PHILOSOPHY EXPLANATION ON THE
PHENOMENON IMMERGING FROM TEACHING LEARNING OF PRIMARY CIVIL EDUCATION SCHOOL
Arranged
to fulfill the task
of
Educational Philosophy Course
that
is managed by Prof. Marsigit and Prof. Ruyu Hung
By:
Galih
Istiningsih
NIM.
19706261009
BASIC EDUCATION STUDY PROGRAM S3
POSTGRADUATE PROGRAM
YOGYAKARTA STATE UNIVERSITY OF
2020
PHILOSOPHYCAL EXPLANATION ON THE
PHENOMENON OF IMMERGING FROM TEACHING LEARNING OF PRIMARY CIVIL EDUCATION
SCHOOL
Galih
Istiningsih (19706261009)
Primary
Education S3, Postgraduate Program, Yogyakarta State University
Preliminary
The expectations great attached
to education can be a spirit for schools to produce graduates who are competent
and prophetic in character, as well as being a huge burden if the school is
unable to facilitate students, especially for students who are less competent.
This challenge is in the form of expertise that is used to survive in society,
lack of confidence, lack of sensitivity to the environment and unable to blend
in with the environment. This challenge is natural because the school as a
place for students to not only process students into intelligent individuals,
but also become superior personalities with noble character. The purpose of
citizenship education is to shape the attitudes and character of students
fading.
The above expectations are
a response to the phenomenon of inattention related to character in elementary
school. This fact is compounded by the attitude of students who still lack
noble values of character, for example prophetic characters, global outlook,
and nationality. On the other hand, educational institutions that are still
inclined towards cognitive assessment almost bring negative impacts for
students as they are still oriented towards the final result that overrides the
process of achieving grades.
Realizing the importance
of understanding citizenship education with the spirit of Pancasila, this
simple paper tries to analyze various concepts of citizenship education in
elementary schools in terms of ontology, epistemology, axiologists, hermenitics
and phenomenology.
This paper is about
citizenship education in elementary schools, we at least ask questions (1) what
is the nature of symptoms / objects (ontological foundation), (2) how to obtain
or work on these symptoms / objects (epistemological foundation), (3) what are
the benefits of symptoms / object (the foundation of theological), 4)
understanding and understanding of the two-way subject and object /
hermenetics, 5) the reality of the source of knowledge / phenomenology. With
this discussion, hopefully citizenship education in elementary schools can be
applied practically.
Philosophy of
Citizenship Education in Elementary Schools
Proving the form of the subjects of Citizenship Education in
Schools Basics in the study of philosophy in the form of: 1) having an object /
ontology, 2) having a methodology / epistemology, 3) having a goal / axiology,
4) understanding and understanding two-way subjects and objects / hermenetics, 5) the reality
of the source of knowledge / phenomenology
Ontology of Primary School
Citizenship Education
Beginning of the ontological approach that is
looking for understanding according to the roots and the deepest foundation of
mathematical reality so that the ontological approach attempts to think of the
reality contained in self-reality and concrete experiences.[1] Whereas other literature,[2] Ontology of Citizenship
Education has 2 dimensions, namely the object of development and the object of
study. The object of development is the entire cognitive, affective and
psychomotor domains in the form of citizens' rights and obligations that need
to be developed.[3]
The object of the study is the overall aspects of idiotic, praxis and
instrumental civic education both formal and non formal.[4] Based on the description
it can be concluded that the Citizenship Education ontology is an object that
is examined and developed in a civic education / object of civic education.
Ontology of Citizenship Education consists of:
Homeland, Pancasila, the 1945 Constitution as a normative foundation, a
material foundation in the form of consciousness as human beings and national
identity, citizens as a psychological, personal basis in the form of human
beings and the archipelago. Ontology of multidimensional and widespread
Citizenship Education in the form of Citizenship Education science,
socio-cultural activities Citizenship Education, and Curricular Citizenship
Education programs. Linkages in the Field of Civics Education can be addressed
with political education, values and morals, human rights and democratic
education. Specifically, the Object of Civics Education is described in Table 1
below:
Table 1. Citizenship Education
No
|
Object of Civics
Education
|
|
Object of
|
Development Object
|
|
1.
|
Idiil:
National education objectives in Law No. 20 of 2003 and in Pancasila
|
Cognitive:
Aspects of knowledge
|
2.
|
Instrumental:
Curricula, learning materials, learning media and learning
resources, teachers, environment, classrooms andassessments
|
affective
Aspects of attitude and behavior
|
3.
|
Praxis:
Interaction of learning inside and outside the classroom,
social and cultural community relationships that provide an educational
impactCitizenship
|
PsychomotorPractical
application aspects
Lifelong learners and need to pay attention to the vision
and mission of education in 2025 to be competitive and comprehensive
intelligent people include intelligence: spiritual, emotional, social,
intellectual and kinesthetic
|
Epistemology of Primary School Citizenship
Education
Epistemology is a branch of philosophy that
investigates the origin, methods, structure and validity of knowledge.[5] Other literature,[6] Epistemology is a part of
philosophy that examines the origin, basic assumptions, traits, and how to
obtain knowledge is an important determinant in asking what we can know before
explaining it.Epistemology is the next stage after the discussion of ontology
in philosophy. "The term epistemology was first used by JF Feriere which
meant to distinguish between two branches of philosophy, namely epistemology
and ontology (general metaphysics). If in metaphysics the question is what is there?
So the basic question in epistemology is what can I know?[7] The implication of this epistemological
foundation is how the teacher teaches subjects that are aligned with the
principles of scientific truth and truth-seeking efforts based on scientific
methods.[8]
Dari been mentioned, it can be concluded that the
Citizenship Education Epistemology is the means used to assess or study the
science education to obtaining citizenship. The discussion of epistemology
includes the sources or theories of knowledge, the truth of knowledge, the
limits and possibilities of knowledge, and the classification of knowledge. The
conclusion is that epistemology is the method used to study and study
citizenship education. The methods applied in elementary school citizenship
education there are 3 methods, namely: non-scientific, scientific and problem
solving. An example of citizenship education epistemology can be presented in
Table 2.
Table
2. Application of epistemology in citizenship education
No
|
Application of epistemology
|
|
Characteristics of
methods used
|
Research methods of scientific
discipline
|
|
1.
|
Subjects
of Civics Education comes from symptoms and facts. Example: the president is
elected through democratic elections. Democratic principles taught in civic
education subjects
|
a. Quantitative analysis
b. Survey
c. Case study
d. Model development and testing
e. construction chart tables and charts
|
2.
|
Citizenship
education subjects develop theories and rational facts. Generally analyzed by
the method of solving problems (problem solving)
|
|
3.
|
The
core of civic education is good. If there is no crime / moral conflict,
citizenship education is not used again
|
|
Axiology Citizenship Education Elementary School
Basis Axiological national education system
beneficial to analyzeon the application of educational theories related to
educational purposes. National education objectives are formulated primarily in
relation to the values of nobleness of life. The axiological foundation of
Indonesia's national education system is the values of Pancasila. Law of the
Republic of Indonesia Number 20 of 2003 concerning the National Education
System Chapter I Article 1 Paragraph 3 contains provisions that the national
education system is an integrated whole component of education to achieve the
objectives of national education. This provision places the aim of national
education as important, namely as the main consideration for formulating other
educational components, especially to better evaluate the offers of theories
which are solutions to the main problems of education. [9]
Regarding educational practice, this axiological
question questions how children behave according to educational goals, after
they learn lessons in school. This is the question of the ordinary people posed
to the school. They have indicators of school success, namely that children who
are successful or educated are children who are not only smart but good
(personality and moral).[10] In mathematics,[11]
the axiological approach studies philosophically the nature of values from
mathematics. This is reinforced,[12]
that the foundation of axiology is related to the use of this knowledge in
order to meet human needs.
According to Brameld,
there are three distinct parts in axiology. First, moral conduct, moral action.
This field gave birth to a special discipline namely ethics. Second, esthetic
expression, the expression of beauty that gives birth to aesthetics. Third,
socio-political life, socio-political life. This field gave birth to
socio-political philosophy.[13]
From the above explanation, it can be concluded that the Axiology of
Civic Education is a science that highlights the issue of the value and usefulness of citizenship education. In the
Pancasila philosophy, it is said that there are as many as 3 levels of values,
namely basic, instrumental and practical values. Basic value, is a principle
that is accepted as a form of proposition that has an absolute nature as
something that is true or unquestionable. The basic values of Pancasila are
divine values, human values, unity values, social values and justice values.
Instrumental value, is a value in the form of social norms and legal norms
which will then be crystallized in regulations and mechanisms of state
institutions. Praxis value, is the value actually carried out in life. This
value is a touchstone on whether these basic values and instrumental values
really live in the community. Examples of the application of citizenship
education axiology can be presented in Table 3.
Table 3. Application of the
axiology of primary school citizenship education
No.
|
Application of axiology
|
|
Examples of
Application of
|
Values developed
|
|
1.
|
Theories
in citizenship education in Pancasila are 5 precepts.
a.
Learning in citizenship education, precepts 1 "The Almighty God"
becomes the main precept that is the basis of human life.
b.
Learning in the precepts of 2 "Fair and civilized humanity" needs
to be applied by the entire community so that it is created, please help and
care for others.
|
Basic values
|
2.
|
Precepts
1: if there are those who insult other religions there will be strict
sanctions from legal institutions. The issue of radicalism began to be
eradicated by thelegal institution
Sila
2: if there were students littering, they received strict sanctions from the
teacher. No matter the environment
|
Instrumental value
|
3.
|
Precepts
1: students develop an attitude of religious tolerance in schools in learning
Precepts
2: promoted adiwiyata environmental care program.
|
Praxis value: tolerance, care for the
environment
|
Hermenitics of Citizenship Education
in Elementary Schools
Hermeneutic Philosophy as offered by Gadamer
culminates in the idea that the intelligible being is a language.[14] Strengthened by the
principles of the Hermenitic ideology by Alwasilah, the description shows that
Hermenitic philosophy so glorifies a language. One of the principles of
Hermenitic ideology[15], namely Hermenitika
emphasizes understanding and communication and through human language seeks to
gain congregational understanding. From this I take the example of Hermenitics
Education Citizenship Education is to understand and emphasize understanding
and two-way communication between teachers and students in order to get
collective understanding together. Because good communication in learning is a
two-way communication, the teacher should not limit himself to be able to
understand the language of students in learning mathematics and students should
not limit themselves to continue to build an understanding of the concept of
citizenship education in themselves.
Phenomenology of Elementary School
Citizenship Education
Phenomenology is the
flow or ideology that considers that phenomena are the source of knowledge and
truth.[16] The implementation of
daily life practices, we do not pay attention to the appearance because what we
see spontaneously is enough to convince us that the object we see is real or
real. They add that we have believed it to be a reality outside ourselves, but
because Phenomenology is aiming at reality in a sense that exists outside of
itself, and this can only be achieved by "experiencing" intuitively,
what we consider to be reality in ordinary view that, for the time being must
be abandoned and all subjectivity removed.[17]
Understanding the above
description, I take the example of Citizenship Education Phenomenology, which
is a demonstration of the correct way of sorting waste according to the type of
waste and processing it into creations that are systematically described by the
teacher to students and by the teacher's guidance to students' efforts to find
it. Citizenship Learning is not just a theory, but a direct practice to shape
the character of caring for the environment. This shows that students
"experience" intuitively. Problems in citizenship education in
elementary schools can be described in Table 4.
Table 4. Citizenship Education
Problems in Primary Schools
No
|
description
|
Philosophical
flow
|
ProblemProblem
solving
|
1.
|
The exam material is theoretical so the
teacher teaches moral values only to be able to answer exam questions.
|
Realism
= comprehensive
|
There
needs to be a comprehensive cognitive, affective and psychomotor test
|
2.
|
lack of time in making learning media,
and difficulty choosing suitable media for choosing subject matter of Civic
Education
|
progressivism
|
Need
for innovation in contextual learning media
|
3.
|
Teachers have difficulty instilling
student curiosity and difficulty making students like Citizenship Education
lessons.
|
Perennialism
= attitude of curiosity
|
It
is necessary to have habituation to increase student interest in learning.
|
4.
The
|
absence of an attitude of environmental
awareness
|
progressivism
|
Culture
of environmental care characterization
|
5.
|
There is no contextual teaching material
integrated with Citizenship Education and learning practices are not based on
the reality of
|
progressivism
|
It
is necessary to innovate teaching materials and contextual practices in
learning Citizenship Educationpractice of
|
6.
|
lack of cultural courtesy of students in
thestudent courtesylearning
|
naturalistic
|
There
needs to be a culture and habituation in elementary school
|
7.
The
|
goal
of learning comprehensive intelligent Citizenship Education has not yet been
achieved. Comprehensive intelligent: spiritually intelligent, emotionally
intelligent, socially intelligent, intellectually intelligent, and
kinesthetic smart.
|
Idealism:
develop students' talents
|
The
existence of planning, implementation and assessment that aims at
comprehensive intelligence.
|
8.
|
The
learning objectives of competitive smart Citizenship Education have not been
achieved. competitive man: has a superior personality, high fighting spirit,
independent, never give up, innovative, productive, quality conscious,
globally oriented, lifelong learners.
|
Perennials:
improvement of personality and character
|
The
existence of planning, implementation and assessment that aims at
comprehensive intelligence.
|
9.
|
Self-confidence is low and cheat students
still entrenched
|
perenialisme
|
need
their moral cultivation kepercayaaan in learning
|
10.
|
There has been no analysis and evaluation
of the effectiveness of school-based character education reinforcement
|
Pragmatism
= practical proof
|
should
be implemented on the evaluation of the effectiveness of character education
in elementary
|
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[9] Suprapto,
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isinya sangat bermanfaat.
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