The Challenges of Civic and Moral Educations for Young Muslim Indonesian

Abstract

Civic education in Indonesia is a general compulsary subject within the scope of general education. Theoretically, civic education has to instill the values of nationalism and patriotism. However, in its implementation, civic education faces several obstacles. The obstacles are not only in terms of materital, method, and evaluation, but also from the students who are mostly Muslims. In obtaining the data, qualitative approach was applied. As a result, several challenges were faced in the implementation of civic education either from the Muslim students or the environment such as the poor morality, the separation of curricular narratives of civic education and religion, the rejection of nasionalism and patriotism value, the weak tolerance, the development of increasingly liberal human rights, and the spread of sexual behavior. Such condition represents civic education as a subject that tries to create good citizens that do not have a connection with moral teaching based on religious narratives that have become a belief and are ingrained in Muslims.

Nationalism education in elementary school: A systematic literature review

“…22 Qualitative (empirical analysis) [80] USA RQ 1 23 Comparative research [81] Scotland RQ 1 24 Qualitative and comparative study [82] Syria and Iraq RQ 1 25 Qualitative descriptive approach [83] Indonesia RQ 3 26 Qualitative (Analysis) [84] America and Philippines RQ 3 27 Quantitative (self-reported questionnaire) [85] Italian RQ 3 28 Quantitative research [86] Indonesia RQ 2 29 Positivistic/quantitative approach [87] Indonesia RQ 3 30 Case study (empirically) [88] China RQ 3 31 A quantitative study using survey design [89] Malaysia RQ 3 32 In-depth analysis [90] Israel RQ 2 33 Qualitative approach [91] Indonesia RQ 2 34 Qualitative descriptive [92] Bangkok, Thailand RQ 3 35 Qualitative Method (Historical Review) [93] Indonesia RQ 2 36 Qualitative descriptive [94] Indonesia RQ 1 37 Qualitative research method [95] Indonesia RQ 3 38 Investigative Research [96] Syrian and Turkey RQ 1 39 Empirical study (survey and administration) [97] Taiwan RQ 3 40 Analytical Research [98] Japan RQ 2 41 Qualitative approach [99] Indonesia RQ 2 42 Qualitative descriptive [100] Canada RQ 2 43 Quasi-experimental research [101] Indonesia RQ 1 44 Hermeneutic approach [102] Indonesia RQ 1 45 Mixed method (quantitative and qualitative) [103] Indonesia RQ 3 46 A Systematic Literature Review [104] China RQ 2 47 Analysis method, systematic investigation (purposive and snowballing) [105] Nigeria RQ 3 48 Qualitative (ethnographic approach) [106] Indonesia RQ 2 49 Quantitative approach [107] Indonesia RQ 1 50 Quantitative method [108] Thailand RQ 1…”

“…2, June 2023: 739-749 744 learning is done through character and civic education. This research recommends the urgency of innovation in the aspects of learning materials, models, methods, and media to make nationalism education more attractive to students [99].…”

Strengthening Students' Responsible Character through Civic Education Learning: An Action Research in Indonesia

“…This metacognitive aspect of human personality necessitates a "theory of mind" and highlights its importance to well-being, mental health, and constructive behavior patterns (Schütz et al, 2013). Several studies from three disciplines, including culture, personality, and social psychology show that character can be organized around three broad principles (Dahliyana et al, 2021;Shweder et al, 2013). The first principle is agency, which is related to autonomy, self-actualization, and selfimprovement.…”

Project citizen digital: Civic education strengthen the national defense character?

“…This is following Article 30 Paragraph (1) of the 1945 Constitution of the Republic of Indonesia, that "every citizen has the right and obligation to participate in state defense and security", which is translated in Law Number 3 of 2002 concerning State Defense in Article 9 Paragraph (1) which states that "the participation of citizens in efforts to defend the country ... is carried out through a. civic education …." However, in practice, Civic Education encounters obstacles not only in terms of material and evaluation but also learning methods and media in fostering citizens who have the national defense character (Dahliyana, et al, 2021). This is because learning is still dominated by the teacher, so learning is monotonous, using lecture method, textbook assignments, tied in the classroom, and directing students to the uniformity of arguments that apply in the civil space (Llano, 2017;Oyetade & Oladiran, 2012).…”