Advances in Social Science, Education and Humanities Research, volume 251

Annual Civic Education Conference (ACEC 2018)

Civic Education as Vehicle of Multicultural

Education in Building Democratic Citizen

Candra Cuga
State University of Gorontalo
Gorontalo, Indonesia
[email protected]

Abstract—This study is departed from researcher anxiety and communication to create democratic, harmonious, and
toward the lack of Civic Education learning in responding to the peaceful society [1]. Therefore, Civic Education fined its
needs and condition of multicultural students so it needs Civic momentum to be a central topic in building Indonesian nation
Education learning based on multicultural in higher education. and state. The multicultural Indonesian society cannot be build
As for the aim of this study is to find Civic Education material taken for granted or trial and error. In contrary, it should be
development and learning design as vehicle of multicultural strived for systematically, programmatically, and continuously.
education in building democratic citizen in higher education. One strategy which is used to be done in that context is through
This study used qualitative approach with grounded theory civic education. Civic education here in civic education in
method and the data were obtained by observation, interview,
broader meaning (citizenship education) which has 21st
literature study and documentation study techniques. Subject of
study consisted of Civic Education and Sociology experts who
century world citizenship perspective which is well known
pay attention to multicultural education study, lecturers and with the name multi dimension citizenship with one
students of Primary School Teacher Education Department, characteristic has multicultural characteristic [2].
Faculty of Pedagogy, State University of Jakarta. The result of Based on that thinking, it can be understood that Civic
this study revealed that the concept of Civic Education learning Education has very strategic role in building citizen as good
implementation as vehicle of multicultural education in Primary citizen. It is in accordance with Kerr who say that:
School Teacher Education Department, Faculty of Pedagogy,
State University of Jakarta can be seen from two aspects, Citizenship or civic education is construed broadly to
namely: first, material development had been done by integrating encompass the preparation of young people for their roles
some materials related to multiculturalism such as nation and responsibilities as citizens and, in particular, the role of
integrity, multicultural education concept, relation between education (through schooling, teaching and learning) in that
multicultural principle and nationalism in Indonesia, concept preparatory process or, “citizenship or civics education [3].
and essence of multiculturalism seen from philosophical, juridical
and empirical aspect. Second, learning design had been arranged In that definition, it is described that Civic Education has
systematically, but there are still many learning components role in fostering Indonesian citizens to become society who
which should be developed among others are planning (learning understand their duty and responsibility as citizen toward
goal, the competences which want to be achieved), learning nation and state life in the context of Unitary State of Republic
source and material which do not utilize natural environment of Indonesia which hold the principle of diversity in unity. For
and community so its learning strategy and approach should be that reason, Civic Education has very important role in the
more varied and innovative. As for the finding result of effort to develop multicultural society. It is as mentioned in
grounded theory in this study is that the competence which want Act No. 20 of 2003 about National Education System which
to be achieved should be based on citizen ability in “living the had been principally contained in article (4), in which it is
world life” with some core values which needs to be developed explained that “education is organized democratically and
such as open minded, mutual trust, mutual understanding, indiscriminative by upholding Human Right values, religious
diversity, mutual respect, living the life together and with others,
and cultural values” [4]. Based on that conception, higher
self national identity and conflict resolution.
education is one instrument in national education context in
Keywords—civic competence; civic education; multicultural programming Civic Education in curricular as a place in
fostering citizen to become good and smart. Therefore, higher
education become setting which is chosen in this study,
I. INTRODUCTION because it is one place in building citizen who will understand
Civic education is one field of study in national education democracy value and multicultural principle itself. It is in
context which has strategic role for nation and character accordance with Zuhria who express that [5]:
building in the midst of Indonesian society heterogeneity. That
Higher education and educational institution are place to
plurality and heterogeneity reality is described in the principle
cultivate multiculturalism and democracy discourse. The
of unity in diversity. As multicultural nation, Indonesia should
tactical strategy of multiculturalism education is preserved
has multiculturalism awareness in order that the nation tribes
to create generations who aware of cultural diversity, in
who inhabit this region build healthy and dynamical interaction

Copyright © 2018, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 160
 Advances in Social Science, Education and Humanities Research, volume 251

addition giving theoretical base to search the causes of issues; 2) participate actively and responsibly, and act smartly
conflict and violence which touch with that diversity. in the activity in society, nation and state, and anti-corruption;
3) develop positively and democratically to build the self based
Higher education as formal educational institution is on the characters of Indonesian society in order to be able to
viewed as gate to do culture development task for students. So, live together with another nations; 4) interact with another
higher education should has strategic power to create positive nations in world arena directly and indirectly by utilizing
culture in accord with society philosophy. Appreciating technology, information and communication.
society philosophy which include plurality means that there are
educational characteristics which are oriented to multicultural Civic Education as vehicle of multicultural education not
interest. If that multicultural education approaches can be only inculcate better understanding about democracy, Human
implemented, then the strong higher education culture will be Right, pluralism, respect and tolerance among various
born by itself in facing social problems in society. It is here the communities, but also experience in democracy, civilization
crucial function of Lembaga Pendidikan Tenaga Kependidikan and multicultural. Therefore, it is expected that multicultural
(LPTK) as higher education institution which educate and education can support democratic development which is
prepare prospective teachers to equip and inculcate growing in the midst of Indonesian nation which is multi
multicultural education to prospective teachers in its learning ethnic, multi tribe, multi culture, multi religion, multi economic
process [6]. and politic toward Indonesian civil society or the new
Indonesia idealized which capable to build citizens who have
In the book Multicultural Education: A Teacher Guide to democratic awareness. Civic Education is one part of process
Linking Context, Process and Content, the work of to build multicultural style in strengthening nationality
multicultural education expert in California State University, principle and appreciation toward diversity and to build citizen
US, Hilda Hernandez define multicultural education as who aware of democracy value. But the reality in practice
perspective which recognize political, social and economic show that Civic Education less develop multicultural
reality experienced by each individual in humans encounter dimension, even loss its actuality because it only emphasize
who have complex and diverse cultures, and reflect the cognitive psychology which is trapped in merely knowledge
importance of culture, race, sexuality and gender, ethnicity, mastery whereas another dimensions (affective and
religion, social, economic and political status, and exception in psychomotor) are ignored. One probable cause of this is
educational process [7]. That perspective can be understood because there is no clear concept for developing Civic
that educational space as media for transfer of knowledge Education based on multicultural education which is more
should be able to give multiculturalism values by valuing and systematical and comprehensive in higher education, so the
respecting each other’s the plural reality (pluralist), both social practitioners in field had not seriously applied multicultural
culture background and basis which comprise it. based- Civic Education in building democratic citizen.
Based on that thinking, higher education is educational From the background of thinking above, the researcher is
level which is very strategic in developing multicultural interested to conduct a study about need analysis of
education through Civic Education which is programmed in multicultural education through competence based-Civic
curricular which is more systematical and comprehensive. Education in building democratic citizen. This research is
However, the question which then aroused is what kind of limited to a study which is intended to identify, do need
curricular program needed which capable to play role in analysis of Civic Education learning as vehicle of multicultural
building democratic citizen particularly in higher education? education in academic and curricular so it capable to find
Civic education as one of subjects taught in all levels and concept and strategy to implement multicultural education
kinds of school pragmatically has psycho-pedagogical, that is, through Civic Education in higher education.
fostering democratic citizen in educational scope in formal and One higher education which become object of study in this
informal educational institution, Sapriya and Winataputra [8], study is higher education in Jakarta City namely State
state that the task of Civic Education in its new paradigm University of Jakarta in Primary School Teacher Education
develop three basic functions, namely developing civic Department, Faculty of Pedagogy. The selection of setting for
intelligence, fostering civic responsibility, and motivating civic this study is because Primary School Teacher Education
participation. The civic intelligence developed to build good
Department in State University of Jakarta had started to apply
citizen not only in rational dimension but also in spiritual, Civic Education learning as vehicle of multicultural education
emotional and social dimension so the new paradigm of Civic and there has been also Civic Education course namely
Education has multi dimension characteristic. Therefore, Civic Multicultural Education as option course developed by lecturer
Education with new paradigm mandate that democracy should in Civic Education course. Besides, the students enrolled in that
be implemented smartly and culturally. So, it is not democracy department are relatively heterogeneous seen from the aspects
which is implemented by forcing the willingness without of tribe, religion, social and economic level so it is suited with
packaged in the frame of legislation rule. If democracy is the study which will be researched by the researcher.
translated in destructive, intimidating way and without using
commonsense, then it will result in anarchism so it deviates
from democratic values and conflicted with the goal of Civic II. METHOD OF STUDY
Education as mentioned in Content Standard of Civic This study use qualitative approach with Grounded Theory
Education (2006, page 2) which will develop the ability to: 1) method. Data collection technique used are: 1) literature study,
think critically, rationally and creatively in responding to civic this technique is done by reading, learning and studying

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literatures related to civic education, multicultural education, TABLE I. THE DEVELOPMENT OF LEARNING MATERIAL OF CIVIC
EDUCATION BASED ON MULTICULTURAL EDUCATION IN PRIMARY SCHOOL
citizen, citizenship, multiculturalism, democracy. 2) interview, TEACHER EDUCATION DEPARTMENT, FACULTY OF PEDAGOGY, STATE
this technique is done directly between researcher and UNIVERSITY OF JAKARTA
informants (civic education and sociology experts) by dialog,
The Aspect Studied Annotation
question-answer, discussion and through another way which The development of National identity material: the plurality of
enable to obtain the information needed in arranging and learning material of Indonesian nation, nation identity and
developing grounded theory. Besides, the researcher do face- Civic Education integration, Human Right: material about the
to-face interview with participants, and involve in focus group based on dynamic of human life in culture and
interview consisting of 7 informants who are students. 3) multicultural personality as the essence of Human Right.
education. Democracy: the essence of multicultural in
Observation, to present realistic description about how the globalization era and democratization of
process and results of learning evaluation. Multicultural based- Indonesian nation.
Civic Education in higher education, particularly in Primary There are some materials which had been
School Teacher Department, State University of Jakarta is acquired by students in Civic Education course
implemented by lecturers and students in lectures process in among others are nation integrity, multicultural
class. 4) Documentation to help analysis by utilizing education concept, relation between
multicultural principle and Indonesian
bibliography source such as syllabus and SAP of Civic nationalism, concept and essence of
Education in Primary School Teacher Education Department, multiculturalism seen from philosophical,
the assignments and lectures product (soft copy and hard copy), juridical and empirical aspects.
literature, paper, journal, and study result. Data analysis use a.
Source: the processed primary source
three paths of activity which are done concurrently, namely:
data reduction, data display, and conclusion
drawing/verification. The validity of study data use three Related to material development which is implemented in
strategies in doing validation namely triangulate, apply higher education, it shows that Civic Education as vehicle of
member checking and use reference material. multicultural education regarding its content can be strived for
to integrate some material related to current context and learner
need. But the important thing is it do not reduce or substitute
III. STUDY RESULT
the material which has formal structure. It shows that Civic
A. The Development of Multicultural Material through Civic Education as curricular program can become vehicle of
multicultural education by developing some materials which is
Education Learning in Building Democratic Citizen
related to multicultural principle and multicultural education
Based on finding of interview result with students, it is itself.
found some material content which are indeed in accord with
what is delivered by lecturer who had applied Civic Education B. Learning Design of Civic Education as Vehicle of
course based on multicultural education. Therefore, the Multicultural Education
researcher confirm that view with documentation result in the
form of hard copy of SAP and syllabus of Civic Education Based on interview result, documentation and observation
course. It is found that some materials which had been in field, it can be described the use of learning design of Civic
delivered by lecturer had not contained or mentioned clearly. Education as vehicle of multicultural education in Primary
Only some materials which had been contained in syllabus and School Teacher Education Department as shown in following
SAP of Civic Education course among others are: Identity and table.
Integration of Indonesian Nation, The Essence of Multicultural
in Globalization Era and Democratization of Indonesian TABLE II. LEARNING DESIGN OF CIVIC EDUCATION AS VEHICLE OF
Nation, Multicultural Concept Seen from Philosophical, MULTICULTURAL EDUCATION IN PRIMARY SCHOOL TEACHER EDUCATION
Empirical and Juridical Perspective, Relation between DEPARTMENT, FACULTY OF PEDAGOGY, STATE UNIVERSITY OF JAKARTA
Multiculturalism and Nationalism Spirit in Indonesia. NO The Aspect Annotation
Studied
Based on interview result, documentation and observation 1 Syllabus and The syllabus of lectures contain about
in the field, the researcher can show the development of Agenda of assignment, reference/material and brief
learning material of Civic Education based on multicultural Lectures description about the material presented in
education in Primary School Teacher Education Department, lectures.
The agenda of lectures only discussed in
State University of Jakarta through following table.
certain meeting.
2 The goal of Foster and develop nationality insight and
learning grow the love toward motherland in
students as smart and good citizen in
accord with the goal of that course
program.
Equip and develop critical and reflective
thinking in students so they can become
citizens who have awareness of Unitarian
State of the Republic of Indonesia.
Grow and build students’ awareness to
become democratic citizen who are
civilized in accord with the ideal of

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NO The Aspect Annotation approaches; argues for an education that appreciates diversity
Studied and supports commitment to a unified American culture.
Pancasila and 1945 Constitution.
3 Strategy and The learning strategy used is expository
Multicultural which play role in the effort to unite nation
Learning Approach approach consisting of lecture, question- culture is in accordance with their state motto E Pluribus Unum
answer and discussion. which is similar with Unity in Diversity in Indonesia [12].
The use of inquiry approach is still
limited. This concept is in accord with what had expressed by Blum
The method had not fully suited with that multiculturalism comprise an understanding, appreciation
students’ learning style in order to and judgment to one’s culture and a respect and curiosity about
facilitate academic achievement of
students who are varied in culture, religion
another’s ethnic culture [13]. In accord with that terminology,
and social aspects. Supardan express that the keywords in this multiculturalism are
Generally students want discussion, role “diversity” and “appreciation”, two words which often
playing and inquiry. confronted so far [12].
4 Source and Learning source and teaching material
Learning Material used in learning in the form of reading For that, there are some multiculturalism elements which
materials and resources, textbook, internet should be understood as value to be internalized in education.
source (article and another paper), Blum make sub value of multiculturalism into three groups as
magazine/newspaper, and non reading
materials and resources, the use of audio follow: (1) assert one’ cultural identity, learn and judge one’s
visual and the utilization of classroom. culture heritage; (2) respect and willing to understand and learn
Lack of students readiness in preparing about another ethnics/cultures beside his/her own culture; (3)
learning material and/or using learning judge and like the difference in the culture itself, that is,
sources.
5 Assessment and Daily assignment in the form of paper,
viewing the existence of different culture groups in one’s
Evaluation of article and group discussion. community as positive goodness to be appreciated and
Learning Result Mid Semester Exam Assignment in the maintained [13].
form of Paper/Written Work.
Final Semester Exam Assignment in the In international research literature, there had been
form of performance test (microteaching) concluded that the power of multicultural education can
or teaching practice. suppress ethnic conflict in a cultural pluralism society.
b.
Source: Processed primary data Hawkins show that multicultural education is very effective to
raise awareness about equality, democratic, tolerance and
From that finding, it can be revealed that in learning design rationality among cultures. It is reported also that multicultural
of Civic Education as vehicle of multicultural education in education is very effective to accommodate “power
higher education, there are some learning components which domination” of one ethnic or culture [11].
should be given attention such as learning planning As shown in finding in the field, development of material
summarized in (syllabus and SAP) which is consistent with on multiculturalism in Civic Education course and make
goal and competence which want to be achieved in learning, multicultural education course as optional course has been
learning strategy and approach, learning source and material done in Primary School Teacher Education Department,
and learning assessment and evaluation tool. Those learning Faculty of Pedagogy, State University of Jakarta. That
components should be able to suit with students’ need in order curricular development is in accord with Mahfud view who
to facilitate the academic achievement of students who are assert that it is important to refine Civic Education which had
varied in cultural, religious, social and economic status aspects.
been taught in higher education by incorporating multicultural
education such as local culture among regions in it in order that
IV. DISCUSSION young generation proud as Indonesian nation [14]. In
accordance with that view, Budimansyah and Suryadi express
A. The Development of Multicultural Material through Civic that “Civic Education which play important role in
Education Learning in Building Democratic Citizen multicultural education prepare student to become citizen who
From some materials which had been developed, the has strong commitment and consistent to defend Unitary State
concept of multiculturalism become one study which had been of the Republic of Indonesia [15].” Similarly with Tilaar
taught in Civic Education course in Primary School Teacher opinion who express that multicultural education in Indonesia
Education Department, Faculty of Pedagogy, State University aims to foster Indonesian individuals who have their own tribal
of Jakarta. The concept of multiculturalism review various culture, maintain and develop it, and build Indonesian nation
problems which support ideology, politic, democracy, justice, with Indonesian culture as mandated in 1945 Constitution [16].
law enforcement, job opportunity and business, human right, So multicultural learning both through civic education and
cultural right for community and minority group, ethical and Islamic education (and through another subject), should make
moral principles, level and quality of productivity and various students to become citizen who are religious but inclusive and
another concepts which is more relevant [9-11]. In addition, pluralist without sacrifice religious basis they believe [17].
multicultural also play role to unite nation culture. One study From the finding in field, it is revealed that Civic Education
which ever conducted by Ravitch find that Compare can be made to become guidance in competence development
California’s pluralistic and New York’s particularistic process to interact effectively with people from various

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background. The guidance here means from “awareness” Multicultural Citizenship Theory, Toward The Pluralist Model
phase toward “development” phase. Even according to of Multicultural Citizenship Education. The setting of that
W/AU, Civic Education can be made to become spearhead in study were in Australia and Canada [25]. Similarly, the
overcoming the problems of nation which is vulnerable to research conducted by Simon, Amanda conclude Civic
conflict and nation disintegration, lack of nationality spirit to Education as new study in developing values, bearing in mind
make this country to become nation-state, strengthened that multiethnic of contemporary society is very important to
togetherness in diversity, grow democratic awareness among be developed by civic education which is more complex in
citizens, and various problems faced by Indonesian nation. accord with conception and basic idea such as equality and
Furthermore, W/USW express that Civic Education has scope inclusion [26]. Even United States had implemented
comprising at least three important domains namely Civic multicultural education in the effort to omit racial
Education as scholarship study field which play role in discrimination between white people and black people, which
developing concepts and theory; Civic Education as curricular aims to develop and maintain national integrity. Barack
program which develop some educational programs and its Husain Obama who was elected to become the 44th President
implementation model in preparing students to become adult of US from black ethnic is the portrait of United States success
human who has character through elementary school until in implementing multicultural education [27]. In addition, this
higher education; and Civic Education in social culture which research want to reveal that the role of Civic Education as
is implemented coherently in society life. vehicle of multicultural education in curricular domain in
In the context of this study, this view is relevant with Banks higher education is in content and process. Content should be
idea about multicultural education dimension which consist of differentiated into two kind’s namely formal content and
five dimensions namely: (1) content integration, (2) the informal content. Formal content cannot be negotiated so the
knowledge construction process, (3) an equity pedagogy, (4) content should be the same for all students and university
and (5) empowering school culture. From those multicultural students in whole schools and higher education which teach
education dimensions, then three models of multicultural Civic Education in Indonesia. Whereas, content informal is
education emerged namely: content-oriented programs; contextual depending on environment where students located.
student-oriented programs; and socially-oriented programs However, how citizen behavior occur and formed in learning in
[18]. Multicultural education can be seen also from 3 (three) various contexts must be differ [28].
aspects: an idea or concept, an educational reform movement, Therefore, the way used in developing the material of Civic
and a process [19]. In this program, what had been expressed Education based on multicultural education in higher education
by Saunders about values approach which support development is to develop Civic Education content or material in higher
and favorable and the values which less support development education which accommodate material on diversity and
and unfavorable are introduced to students [20]. The contemporary multiculturalism which can be seen from three
inculcation of those multicultural values is intended to build perspectives namely as instrumentation, practice and idea.
citizen who has character and capable to solve the problem
peacefully and capable to appreciate the difference [21]. B. The Learning Design of Civic Education as Vehicle of
Multicultural Education
If compared with educational program in Malaysia and
Jordan, these two countries also have educational program in 1) The Learning Plan of Civic Education as Vehicle of
responding to the condition of their multicultural country Multicultural Education
through civic education. It can be seen from the study by Based on result study in lectures syllabus component of
Khader, Fakhri R [22]. One of its findings is that national Civic Education based on multicultural education in Primary
School Teacher Education Department, State University of
curriculum and civic and citizenship education in Malaysia
Jakarta as part of learning plan, the principles had been made
emphasize the concept of national identity, multiculturalism,
but there are still some which had not done well. As part of
tolerance and nation building, whereas curriculum in Jordan learning plan, lectures syllabus contain the aim which want to
basically emphasize loyalty to regime and nation as a whole. be achieved, the material presented, teaching tools, and
Not only Malaysia and Jordan, Canada also had been long time teaching schedule as well as the competence which want to be
responding to its nation condition which is so multicultural like achieved in learning. Learning plan is a step to prepare
a mosaic through governmental policy in education, and one of teaching and learning activity rationally, systematically and
them is through civic education. Related to it, Joshee in his systemically such as determine standard competence and
writing titled Multicultural Education, Diversity and competence indicator which should be possessed by students,
Citizenship in Canada give description about the importance of determine the material which will be delivered along with its
civic education program to become vehicle of multicultural subs, select effective and relevant strategy, prepare teaching
education to strengthened national identity by accommodating material and learning aid in class and make evaluation model to
internal diversity [23]. Canada is considered quite consistent measure the level of success in learning [29].
in inculcating multiculturalism value by introducing The other thing which should be considered in making
multiculturalism “mosaic” policy through citizenship [24]. In learning plan is that it should be flexible, not rigid, so it can be
addition, the research which was conducted by changed and adjusted with condition and dynamic occurred in
Soutphommasane Team regarding three studies, namely learning process. It means that basically learning strategy is
Multicultural Citizenship Theory, The Need of New learning plan itself. It is in accord with J.R. David who say

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that “learning strategy contain planning.” It means that intelligent decisions about real life problems and issues through
basically strategy is still conceptual about the decisions which a democratic process or dialogical inquiry. Forth, help in
will be made in a learning plan [30]. It shows the importance conceptualizing and aspiring better society construction,
of arranging mature learning plan in order that learning goal democratic, egalitarian, without discrimination, oppression and
can be achieved. violence toward universal human right value [34].
2) The Goal of Civic Education Learning as Vehicle of In accordance with analysis of learning goal and civic skills
Multicultural Education which want to be achieved, then it can be revealed that Civic
Based on result study in the field, the goal of civic Education learning based on multicultural education not only
education based on multicultural education in Primary School inculcate the better understanding of democracy, human right,
Teacher Education Department, Faculty of Pedagogy, State plurality, respect and tolerance among various community, but
University of Jakarta are: First, to foster and develop also democracy, civilization and multicultural experiences
nationality insight and grow the love toward motherland among which are manifested through various multicultural civic skills.
students as smart and good citizens in accord with the goal of 3) The Learning Strategy of Civic Education as Vehicle of
that course program. Second, to equip and develop student’s
Multicultural Education
ability to think critically and reflectively so they are able to
become citizens who have awareness of Unitary State of the Learning strategy can be done in macro in the period of one
Republic of Indonesia. Third, to grow and build students year or in micro in the period of one teaching and learning
activity. Based on finding result in the field (interview,
awareness so they are able to become democratic and civilized
citizens in accord with the ideal of Pancasila and 1945 documentation and observation), it can be described that
Constitution. learning strategy of Civic Education course based on
Multicultural Education in Primary School Teacher Education
This finding is parallel with Civic Education task with Department, Faculty of Pedagogy, State University of Jakarta
revitalized paradigm to develop democracy education which use expository approach and inquiry approach. In general,
carry out three basic function, namely to develop civic Civic Education lectures more use (expository approach)
intelligence, foster civic responsibility and encourage civic namely lecture method, which is supported by question answer,
participation. Civic intelligence which is developed to build demonstration and discussion. As for inquiry approach also
good citizen not only in rational dimension and intellectual become one approach which is usually used by lecturer in
dimension but also in spiritual, emotional and social learning but it still very limited.
dimensions so new paradigm of Civic Education has multi
dimension characteristic [8]. Based on competence which Related to it, Gerlanch and Ely reveal that there are two
needs to be developed, multicultural citizen development kinds of learning strategy, namely Expository Approach and
require the fulfillment of civic competence which has Inquiry Approach. Experiment, small group discussion,
multicultural characteristic. There are three main components problem solving and question-answer methods is very popular
which need to be learned in Civic Education namely civic to be used in this strategy [35]. Related to it, there must be
knowledge, civic skills, and civic dispositions [31]. some learning approach which can be applied and developed.
Civic education learning can apply adult learning/andragogy.
Related to it, The National Standard for Civics and Its application more emphasize humanistic paradigm, and
Government formulate the main components of civic contextual learning experience in order that learning process
competences [32]. Civic knowledge is related to right and duty become enjoyable, more meaningful, dialog, participative and
as citizen. Civic skills comprise intellectual skills and creative. To achieve that goal, it needs to use learning
participation skills. The most important intellectual skill to strategies which capable to make students closer with social
build citizen who is broad minded, effective, and responsible reality so they can discover learning to be, learning to do and
among other is critical thinking skill. Civic disposition learning to live together [17]. In addition, the application of
indicate in public character and private which is important for integrative multicultural education can also use cooperative
maintenance and development of constitutional democracy learning model. The basic of group formation in efficient
which is needed to create social capital. Therefore, the thing cooperative learning by forming non-permanent group with
needed for developing multicultural citizen is the ability to session appointment or face to face session [36].
interact and live together with people with language, memory
and history background which is not similar [33]. Therefore, Civic Education learning which aims to build
democratic citizen will not be succeeded if it is delivered by
In addition, by referring to the concept of multicultural undemocratic learning strategy. Civic education with spirit
education based-curriculum, learning program which is contained in it reject all kinds of strategy which are conflicted
developed should be suited with students need and social with its learning goal.
condition. Multicultural education model developed is directed
to some basic competences. First, developing standard and 4) Learning Material and Source of Civic Education as
basic academic skills about the values of unity, democracy, Vehicle of Multicultural Education
justice, freedom, equality and mutual respect in various kinds Teaching material is learning material and source format
of diversity. Second, developing social skills in order to grow which will be given to students. Based on study result, it can be
better understanding about their own cultural and religious described that Civic Education course as vehicle of
background and also another cultural and religious background Multicultural Education in Primary School Teacher Education
in society. Third, develop academic skills to analyze and make Department, Faculty of Pedagogy, State University of Jakarta

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cannot be maximally prepared by lecturer or students philosophical, juridical and empirical aspects. It is in
themselves. For Civic Education course, students less prepare accord with informal content of Civic Education which
teaching material in lectures. The lack of student’s reference is contextual which depend on environment where
make learning become relatively monotone and democratic and students live.
active learning atmosphere is less created.
 Learning design is important aspect in supporting
Whereas learning resource is something which can be used learning process so it should be planned systematically
as learning material or origin for someone to study. At least and consistently with learning goal which can be
there are five kinds of learning resource, namely human, achieved. Related to this study, learning design of
book/library, mass media, environment (natural environment, Civic Education as vehicle of multicultural education in
historical environment and society environment) and Primary School Teacher Education, Faculty of
educational media [37]. It is differ from Jerolemik who Pedagogy, State University of Jakarta had been
grouped learning resources into two categories namely: First, arranged systematically, but there are many learning
reading materials and resources in the form of text, internet components which should be developed among other
resource (article and another paper), magazine/newspaper, etc. planning (learning goal, competence which should be
Second, non reading material and resource comprising picture, achieved), learning material and resource which should
film, recording, fieldtrip and community resource [38]. Based utilize natural environment and community so its
on that view, the use of learning sources which is still less learning strategy and approach should be varied and
developed in Civic Education based on multicultural education innovative.
in Primary School Teacher Education Department is non
reading material and resources. One of them is the use of  The result of grounded theory in this study found some
natural and community resources which is very important for competences which are expected can be achieved in
learning in order to be more meaningful [39]. Civic Education learning as vehicle of multicultural
education in building democratic citizen and it is
Therefore, the function of learning resource is very summarized into some main objectives namely to build
influential to learning outcome because giving easiness and good and smart citizen, participative citizen, responsible
learning experience to students. Thus, learning resource can be citizen, so it can build citizen who is able to “living the
defined as media which can be made to become reference in world life” with some core values which needs to be
supporting learning easiness [30]. One task of lecturer which is developed into open minded, mutual risk, mutual
equally important is to search and determine learning resource. understanding in diversity, mutual respect, living the
Grounded theory finding in this study reveal that there are life together with others, self national identity, and
some competence which become achievement expected in conflict resolution.
Civic Education as vehicle of multicultural education in
building democratic citizen which is summarized into some ACKNOWLEDGEMENT
main objective and learning orientation namely building good The researcher would like to thank to Civic Education
and smart citizen, participative citizen, responsible citizen, and experts, Sociology experts, students and lecturers of Civic
capable to develop living the world life with some core values Education course who are willing to become respondents in
which are developed into competence which should be this study.
possessed by citizen namely being open minded, mutual trust,
mutual understanding in diversity, mutual respect, living
together with the others, national identity, tolerance of
diversity, and conflict resolution. REFERENCES

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