This article reviews the 21st century competence of the Civic Education curriculum in Indonesia. It is deemed necessary to be examined considering the industrial Era characterized by very strict competition, demanding that every citizen have adequate ability to deal with global competition. This study aims to see how the Civic Education Curriculum in Indonesia accommodates 21st century competences that must be possessed by students. The method used in this study used a qualitative approach to identify the curriculum of Civic Education 2013 revised with the competency indicator of the 21st century citizen and see what competencies have been accommodated in implementing Curriculum 2013. The findings are generated by this research that in principle the basic concept of 21st century skills is present in the ongoing curriculum. The conclucion of the study shows that in the 2013 Curriculum document, 21st century citizen competences are accommodated, both affective competences such as attitude and characters as well as cognitive and psychomotor abilities such as the ability to be creative and innovate, critical thinking, problem solving, commuicate, collaborate and literacy capabilities. But in the learning process still category very little in development of student creativity to answer the various demands of learning in the curriculum 2013 Civic Education results revised.
The challenge of producing highly competitive and superior human resources is faced by nations worldwide, including Indonesia's education sector, specifically in Civic Education. Enhancing the quality of education requires a reconstructed curriculum that includes 21st-century competencies. This study aimed to describe the design model for developing citizenship skills in the current century. The research adopted a qualitative descriptive and quasi-experimental approach, collecting data through questionnaires, interviews, observations, documentation studies, and literature reviews. The sample comprised 180 high school students and Civic Education teachers from three schools in Bandung Regency. Findings showed that students' skills in Civic Education using the 2013 curriculum were suboptimal. However, the experimental group using the 21st-century curriculum exhibited a significant increase in their skills, including learning and innovation skills, life and career skills, and technology and media skills. Improving Civic Education in Indonesia is crucial in nurturing competent and competitive citizens.
The gap between the values taught and the behavior of citizens today is increasingly alarming. Student misconduct, drugs, rampant corruption practices, and other negative behaviors that conflict with values of belief, honesty, and responsibility need the attention of all parties, especially the education field in charge of preparing citizens. In the learning process needs to be designed to help learners understand theory and practice in depth through empirical practice learning experiences and encourage learners to have cognitive competence, attitudes and skills to realize smart and good citizenship. This study aims to describe the implementation of Project Citizen in the Contextual Teaching and Learning approach, i.e. to see how Project Citizen can implement the seven components contained in CTL, such as constructivism, inquiry, question, learning community, modeling, reflection and authentic assessment. The research method used is analytical descriptive method through qualitative naturalist approach. The form of research case study to be able to describe the implementation of project citizens intensively, detailed and operational. While the data collection techniques using observation and interviews on teachers PPKn and some students of class VII SMPN 1 Lembang associated with the implementation of the project model Project Citizen. The results show that the seven components contained in CTL (constructivism, inquiry, question, learning community, modeling, reflection and authentic assessment) can be implemented in Project Citizen. In addition, this model can realize CTLs objective of linking the material to real-world situations experienced by learners and equipping learners with a number of skills and insights on citizen life skill, such as civic life, civic skill, and civic participation that citizens must possess in the face of challenges of the 21st century. Project Citizen also supports the achievement of democracy learning in schools because learners are given the freedom of thought and opinion that eventually the class really became a democratic laboratory.
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