Bhinneka Tunggal Ika yang secara harfiah diartikan sebagai bercerai berai tetapi satu merupakan ilustrasi dari jati diri bangsa Indonesia yang secara natural, dan sosial-kultural dibangun di alas keanekaragaman. (etnis, bahasa, budaya, dll). Secara akademis, konsep bhinneka tunggal ika tersebut dapatdipahami dalam konteks konsep generik multiculturalism atau multikulturalisme. Dalam konteks itu, komitmen final tentang NKRI, Pembukaan UUD 1945 yang diterima secara konsisten dengan Pancasila di dalamnya, wawasan Nusantara yang mempersatukan wilayah Indonesia dari Sabang sampai Merauke serta pengakuan kebudayaan Indonesia yang merajut puncak-puncak budaya dari semua etnis yang ada di Indonesia, merupakan indikasi yang kuat bahwa Indonesia tidak menganut konsep American's melting pot, atau Australia's ethnic selection, atau Malaysia's three ethnicity coexistence, atau Argentina's social cultrural assortment tetapi merupakan eclectic model dari Canada's cultural mosaic dengan konsepsi Bhinneka Tunggal Ika Mpu Tantular

No abstract

This article is about the thoughts and ideologies of Nurcholish Madjid (Cak Nur), as one of modern thinkers on Islam, democracy and nationalism in Indonesia. The paper analyzes Cak Nur's views on how to integrate the three in building a modern Indonesia which is peaceful and conducive for all religions and races. The author chose to study Nurcholish Madjid because he is considered to be one of the contemprary Islamic scholars on the Archipelago who has showed love for his religion, democracy and of course for his nation.

This study is based on thinking that Civic Education has role in building students' global insight and awareness. Through Civic Education, students will aware of their role and responsibility toward global issue. One of the most effective ways to improve the world and help people inside it is through social movement. Therefore, Civic Education has role to encourage students in understanding complex global issue and deciding what step and action done as the form of response to global challenge. This study aims to reveal how the role of Civic Education course in State University of Medan in building students' global insight and awareness, and how students view on the importance of social movement in responding global issue. The approach used in this study is qualitative and quantitative, with naturalistic method and descriptive analysis through survey. The study result showed that (1) Civic Education Course in State University of Medan had not optimized the effort to develop students' global insight and awareness. (2) Students have good view of global issue, but it is not showed through action and social movement in solving that global issue.

No abstract

Awareness of various global problems is a psychosocial aspect that must be taught to students. This is important in the midst of various global problems that affect the lives of citizens both locally and nationally. For this reason, learning is needed to build student awareness through strengthening the multicultural values of the Indonesian nation contained in Pancasila and the teachings of Culture and Religion. This study aims to find out (1) how students' awareness of global problems; (2) how learning can build global awareness through the transformation of multicultural values. The method used is descriptive analysis. This research was conducted in the Civics Education course at the University of Medan Area (UMA). With research subjects are Civics Education experts, lecturers, and students. The results showed (1) Students lacked awareness of global problems; (2) studying global awareness through the transformation of multicultural values can be done by holding the principles of openness, respect, mutual respect, freedom, independence, and pleasure. The learning process is carried out collaboratively and participatively. The results of this study are expected to strengthen the role of Citizenship Education as a curricular program in Higher Education.

This study analyses Somantri's thought about the epistemology of social studies as a scientific discipline. The Study is a qualitative-interpretive (philosophical inquiry) using his academic works as a primary source, and related expertise references as secondary sources selected by annotated bibliography and literature review techniques; then analyzed by a qualitative content analysis technique. The results of the study show, epistemologically, the social studies within Somantri's thought conceptualized as a synthetic discipline and an integrated educational program, a product of synergistic reengineering from two or more disciplines equivalent for the social studies purposes. The synthetic discipline is the nature, identity, and a culture of faculty and postgraduate of the social studies. It has four academic status namely 'advance knowledge', 'middle-studies', 'primary structure'; and 'integrated educational program' developed at all levels of the school and teachers' college.

No abstract