Perjalanan Demokrasi di Indonesia serta Pendidikan Kewarganegaraan sebagai Pendidikan Demokrasi yang Berkarakter

This article examines the journey of democracy in Indonesia and citizenship education as a character education for democracy. This research was conducted using the literature study method by collecting information from various sources, such as books, journals and articles related to the research discussed. The results show that the Indonesian state has implemented its democracy and experienced several periods, until now it has undergone a period of reform. One proof of the success of democracy in Indonesia is that the Indonesian people are aware of political life and have begun to voice their aspirations and opinions. To carry out democracy even better, the Indonesian nation needs to be taught democracy education through citizenship education so that the Indonesian nation has good character as citizens.

Does School Participatory Budgeting Increase Students’ Political Efficacy? Bandura’s ‘Sources’, Civic Pedagogy, and Education for Democracy

Does school participatory budgeting (SPB) increase students’ political efficacy? SPB, which is implemented in thousands of schools around the world, is a democratic process of deliberation and decision-making in which students determine how to spend a portion of the school’s budget. We examined the impact of SPB on political efficacy in one middle school in Arizona. Our participants’ (n = 28) responses on survey items designed to measure self-perceived growth in political efficacy indicated a large effect (Cohen’s d = 1.46), suggesting that SPB is an effective approach to civic pedagogy, with promising prospects for developing students’ political efficacy.

On the current problems of education for democracy

The aim of the text is to formulate certain problems and dangers in relation to education for democratic citizenship. The core of these considerations points to the problem of neglecting the fundamental motive of the problem of democracy, which is the relation to truth. The text defines four problem areas that cause reductive understanding of education for democracy, namely: 1. Our understanding of democracy has been reduced to securing the distribution of power in a state and defence of freedom of speech which eliminates the contradictions in the concept of democracy and leaves only its legal-political aspects. 2. The key condition of democracy, which is respect for human rights, has become complicated by the constant proliferation of human rights, oftentimes with individual needs being confused with human rights. 3. We have resigned upon addressing the important issue of balance between equality and outstandingness resulting in consequences for culture as well as education, i. e. loss of identity and absence of footing to base it on. 4. Democracy is closely linked to the ability to think and make decisions according to truth and not on the basis of immediate interests as democracy primarily has to do with an ideal that we look up to.The text also tries to show that education for democracy cannot be satisfactorily ensured by development of partial competences for co-operation and diversity acknowledgement since democracy does not only consist in system and rules but ideas and relation to Truth in the first place.