Integrating Pancasila philosophy into arts education curriculum design

Main Article Content

Sumasno Hadi
Rachmat Rachmat
Sulisno Sulisno

Abstract

When national education policy in Indonesia first included art as a content of the formal learning curriculum, art learning in schools has generally underwent many developments. The dynamics of its development also raise conceptual and practical issues, one of which is about the basic paradigm of art education in higher education (universities) that prepare art teachers in public schools. This research aims to find the educational philosophy that underlies and emphasizes the concept of art education in Indonesia so that it can guide the formulation of the curriculum content of art lessons in schools. This research uses the hermeneutic-philosophical method through three steps: finding and describing concepts, systematizing concepts, and then testing the level of explanation of the resulting concept system. Based on the results of the research, it is known that the philosophy of art education in Indonesia refers to the cultural values of the Indonesian nation formulated in the philosophy of Pancasila and the opening of the 1945 Constitution. The paradigm of art education in Indonesia must also be based on the philosophical concepts of Pancasila. The implication is that the concepts of formal art education in Indonesia, which include goals, curriculum content, students and educators, as well as the socio-cultural environment, must integrate the values of Pancasila.

Downloads

Download data is not yet available.

Article Details

Section
Articles

References

D. Pratt, Curriculum: Design and Development. San Diego: Harcourt Brace Jovanovich, 1980.

G. Biesta, “touching the soul? exploring an alternative outlook for philosophical work with children and young people,” Child. Philos., vol. 13, no. 28, pp. 415–452, Sep. 2017, doi: 10.12957/childphilo.2017.30424.

M. Ulvik, “Promoting Aesthetical Values to Education,” Front. Educ., vol. 5, no. 34, pp. 1–8, Apr. 2020, doi: 10.3389/feduc.2020.00034.

Z. Sesmiarni, “Model Brain Based Teaching Sebagai Transformasi Paradigma Pembelajaran di Perguruan Tinggi,” Tadris J. Kegur. dan Ilmu Tarb., vol. 1, no. 2, pp. 93–104, Dec. 2016, doi: 10.24042/tadris.v1i2.1059.

E. W. Eisner, “From episteme to phronesis to artistry in the study and improvement of teaching,” Teach. Teach. Educ., vol. 18, no. 4, pp. 375–385, May 2002, doi: 10.1016/S0742-051X(02)00004-5.

M. Nurhalim, “Analisis Perkembangan Kurikulum di Indonesia (Sebuah Tinjauan Desain Dan Pendekatan),” Insa. J. Pemikir. Altern. Kependidikan, vol. 16, no. 3, pp. 339–356, May 2018, doi: 10.24090/insania.v16i3.1597.

A. Sugiana, “Proses pengembangan organisasi kurikulum dalam meningkatkan pendidikan di indonesia,” J. Pedagog., vol. 5, no. 2, pp. 257–273, 2018.

D. T. Palupi, “What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case,” Indones. J. Curric. Educ. Technol. Stud., vol. 6, no. 2, pp. 98–105, Nov. 2018, doi: 10.15294/ijcets.v6i2.26954.

I. Gunawan and A. V. Wahyudi, “Fungsi filsafat pancasila dalam ilmu pendidikan di indonesia,” Tatar Pas. J. Diklat Keagamaan, vol. 14, no. 2, pp. 209–218, Dec. 2020, doi: 10.38075/tp.v14i2.109.

S. Hidayat, Pengembangan Kurikulum Baru. Bandung: PT. Remaja Rosdakarya, 2013.

M. Nurhalim, “Analisis perkembangan kurikulum di indonesia (sebuah tinjauan desain dan pendekatan,” Insania, vol. 16, no. 3, pp. 339–355, 2011, doi: 10.24090/insania.v16i3.1597.

R. M. Thaib and I. Siswanto, “Inovasi kurikulum dalam pengembangan pendidikan (suatu analisis implementatif),” J. Edukasi J. Bimbing. Konseling, vol. 1, no. 2, pp. 216–228, Jul. 2015, doi: 10.22373/je.v1i2.3231.

D. Mack, Pendidikan Seni Musik: Antara Harapan dan Kenyataan. Bandung: Universitas Pendidikan Indonesia (UPI) bekerjasama dengan Masyarakat Seni Pertunjukan Indonesia (MSPI), 2001.

I. Nurasiah, A. Marini, M. Nafiah, and N. Rachmawati, “Nilai Kearifan Lokal: Projek Paradigma Baru Program Sekolah Penggerak untuk Mewujudkan Profil Pelajar Pancasila,” J. Basicedu, vol. 6, no. 3, pp. 3639–3648, Mar. 2022, doi: 10.31004/basicedu.v6i3.2727.

A. Faiz, M. Parhan, and R. Ananda, “Paradigma Baru dalam Kurikulum Prototipe,” Edukatif J. Ilmu Pendidik., vol. 4, no. 1, pp. 1544–1550, Feb. 2022, doi: 10.31004/edukatif.v4i1.2410.

A. Mutiara, W. Wagiran, and R. Pristiwati, “Pengembangan Buku Pengayaan Elektronik Cerita Fabel Bermuatan Profil Pelajar Pancasila Elemen Gotong Royong Sebagai Media Literasi Membaca di Sekolah Dasar,” J. Basicedu, vol. 6, no. 2, pp. 2419–2429, Feb. 2022, doi: 10.31004/basicedu.v6i2.2455.

Sutono and A. Purwosaputro, “Aksiologi pancasila,” Civ. Ilm. Ilmu Sos. dan Pendidik. Kewarganegaraan, vol. 8, no. 2, pp. 67–86, 2019.

S. Kirom, “Filsafat ilmu dan arah pengembangan pancasila: relevansinya dalam mengatasi persoalan kebangsaan,” J. Filsafat, vol. 21, no. 2, pp. 99–117, 2011.

N. Abidin, “Pancasila Sebagai The Living Values dalam Pengalaman Sejarah Kebangsaan Indonesia,” Candi, vol. 20, no. 1, pp. 98–110, 2020.

A. Ornstein and D. Levine, Foundations of education (8th ed.), 8th ed. Boston: Houghton-Mifflin, 2003.

P. Hadi, Hakikat dan Muatan Pancasila. Yogyakarta: Kanisius, 1994.

D. Supadjar, A. Mudhofir, S. Suprapto, and N. Bakry, “Landasan pengembangan filsafat pancasila,” J. Filsafat, vol. Desember, pp. 53–62, 1996.

S. Suprapto, “Landasan aksiologis sistem pendidikan nasional indonesia dalam perspektif fisafat pendidikan,” Cakrawala Pendidik., vol. 32, no. 2, pp. 266–276, 2013.

D. Pitojo, “‘Yang tetap’ dan ‘yang berubah’ dalam perspektif metafisika pancasila,” J. Filsafat, vol. 17, no. 2, pp. 113–132, 2007.

A. Pranarka, “Epistemologi pancasila,” J. Filsafat, vol. 26, pp. 14–22, 1996.

NN, “Kebenaran dalam konteks pancasila,” 2017. .

S. Harjosatoto, “Refleksi metafisik atas pancasila,” J. Filsafat, vol. 24, pp. 1–13, 1996.

Y. Angkawijaya, Norfarizah, D. Carollina, M. Purbasari, and Y. A. Kusumawati, “The Influence of Cultural Learning on Indonesian Curriculum for Generation Z,” ISVS e-Journal, vol. 11, no. 1, pp. 324–345, 2024.

S. Hadi, Apa Itu Pendidikan?: Dari Filsafat, Teori-teori Kontemporer, Filsafat Pancasila, dan Filsafat Pendidikan Indonesia, Menuju Filsafat Pendidikan Mandiri. Banjarmasin: Lambung Mangkurat University Press, 2017.

S. Ambarwangi, “Pendidikan multikultural di sekolah melalui pendidikan seni tradisi f,” Harmon. J. Arts Res. Educ., vol. 13, no. 1, pp. 78–85, 2013.

C. Tan, “Philosophical Perspectives on Education,” in Critical Perspectives on Education: An Introduction., C. Tan, B. Wong, J. Chua, and T. Kang, Eds. Singapore: Singapore: Prentice Hall, 2006.