1TOWARDS QUALITY EDUCATION WITH PANCASILA AND INDONESIAN CIVICEDUCATIONAccording To The 4thGoal Of Sustainable Development Goals Related To Indonesian CivicEducationArranged by :ERIKA MAYA SARI170110170020PADJADJARAN UNIVERSITYJATINANGOR2018  2PREFACEI praise and thank God for His presence, who has bestowed His grace and guidance  on us sothat I could finish a scientific paper entitled “Towards Quality Education With Pancasila  AndIndonesian Civic Education”I have compiled this paper with the maximum effort and get help from various partiesfacilitating the making of this paper. I would like to express my gratitude for those who  hadcontributed in making this paper. Besides, I am fully aware that there are still shortcomings interms sentence of anything else. Therefore I would like to receive any suggestions andcriticisms from the readers so that I can improve this scientific paper.Finally, I hope that the scientific paper could provide benefits and inspiration to the readers.Bandung, January 4   2018th  3LIST OF CONTENTCOVER…………………………………………………………………………………………1PREFACE………………………………………………………………………………………2LIST OF CONTENT……………………………………………………………………………3CHAPTER I: INTRODUCTION……………………………………………………………….41.1 Issue  Background……………………………………………………………………….41.2 Problem Identification………………………………………………………………….41.3  Objectivity………………………………………………………………………………41.4  Benefits…………………………………………………………………………………5CHAPTER II: DISCUSSION………………………………………………………………….62.1 Education Quality………………………………………………………………………62.2 Factors That Affect The Quality Of Education In Indonesia……………………………82.3 Quality Education Related to Pancasila and Indonesian Civic Education………………9CHAPTER III: FINAL………………………………………………………………………..113.1 Conclusion….…………………………………………………………………………113.2 Suggestion .……………………………………………………………………………11REFERENCE…………………………………….………………….…………………………12  4CHAPTER IINTRODUCTION1.1 Issue BackgroundIndonesia, as one of the nation implementing Sustainable Development Goals(SDGs), this means Indonesia needs to implement and achieve the system on it.  On ofthe goals of SDGs is quality education wich is the 4thgoal.thTo implement the 4   goal of SDGs, Indonesia still has some problems in theteaching system which if not implemented the efforts to handle it will make the  goal ofSDGs become unattainable, therefore it is necessary efforts to overcome such problemssuch as preparing every aspect of educational environment, such as teachers,curriculum, academic atmosphere, and academic resource.Every aspect must be standardized according to nation target in Pancasila andConstitution through Indonesian civic education as it is included in educationcurriculum of Indonesia. Yet, every standard aim to reach the target set by governmentand hopefully could outcome the better quality of upcoming generation. Based on thevalues of Pancasila and civic education, it’s expected to be better and able to produce agood quality and cultured generation of knowledge.1.2 Problem Identificationa.   What is quality education?b.   What factors influence the quality of education in Indonesia?c.   How civic education help implementation of quality education and its effects?1.3 Objectivitya.   To understand quality education based on Indonesia’s regulationb.   To give solution on how civic education has its own role to  ease theimplementation of quality education.1.4 Benefitsa.   Provide knowledge about quality education  5b.   Provide about the efforts that can be done to improve the quality in Indonesiac.   Provide knowledge about the efforts that can be done to improve the  quality inIndonesiad.   Provide information about how civic education help implementation of qualityeducation  6CHAPTER IIDISCUSSION2.1 Education QualityQuality education consist of two words, first education means a teaching process that aimsto educate people to get a knowledge.  Quality means valueable or good. It can be concludedthat quality education is a process of teaching human beings with quality efforts, so thathuman beings who are educated can be knowledge and have a good attitude.Every quality education has its standard delimiting itself to inferior education. Accordingto PP No. 19 Year 2005 regarding National Education Quality Standard, there are 8 (eight)points that must be paid-attention to aim the good quality of education, such as  :1a.   Standard of Material, a scope of material and competency level followingcriteria of graduate competency, research competency, study materialcompetency, and syllabus for students’ learning that must be  fulfilled bystudents in every particular level of education.b.   Standard of Process, a nation standard related to students learning guide inspecific unit of measurement to reach graduate competency standard.c.   Standard of Teacher or Lecturer, a specific characteristic of teachers orlecturer and their physical and mental condition and some position ineducation scope.d.   Standard of Facilities, is a nation standard to characterize must-haveclassroom, gym, library, worship places, playground, recreation place,laboratory, and other source of learning to support study activity andexploitation of technology, information, and communication.e.   Standard of Management, is a nation education standard related to anyplanning, implementing, and  supervising every study and learning activityin a specific unit of measurement in every particular level of education and1Peraturan Pemerintah (PP.) No. 19 Tahun 2005 tentang Standar Nasional Pendidikan, Bab I, Pasal 1.  7governmental administration to reach efficiency and effectivity ofeducational exploitation.f.    Standard of educational payment, is a nation education standard to measureany component and its payment in a year.g.   Standard of educational assessment, a nation education standard related toany mechanism, procedure, and instrument to evaluate students’ studyresult.The nation education standard certainly has its function as a concept and its realizationcan produce more qualified and virtous human beings.Educators are an important part in the implementation of education, therefore itsnecessary qualified educators also. Qualified and good educators are those who hasprofessionalism and expertise in their sector. According to constitution, UU No. 14 Year 2005,a teacher must meet some specific qualification, competency, and sertification.   Besides, a2teacher must work under professionality principle as it  is regulated in article 7. Therefore, noteveryone could easily be a teacher as they has significant role to their students’ learning,leading to their better future that indirectly determine the future of Indonesia. Hence, a qualityteacher leads to quality education in a nation, including Indonesia itself.According to Indonesian Government Regulation (Peraturan Pemerintah) No. 32 Year2013, curriculum consists of aim, material, education facility, and methods as guidelines toorganize educational activity to achieve particular target set by government.   Based on those3arguments, a good curriculum will accommodate every target, study material, facilities relatedto educational purposes, and study methods based on nation goals on education sector andapplied in every part of administration region of Indonesia.In education, the atmosphere of education needs to be created to shape the character oflearners, especially those associated with academic value through creativity. The atmospherecan created through the interaction of teachers and learners, and their proxy. Teacher have avital role to build such a motivation and atmosphere in the teaching process.23UU No. 14 Tahun 2005 Pasal 8-13UU No. 32 Tahun 2013  8Academic resources can be interpreted as a facility to support learning activities, suchas books and other facilities. Everything should be optimally utilized to assist the teachingprocess. In the convey of any material the teacher needs to use several methods and not justuse only one method.2.2 Factors that affect the quality of education in IndonesiaMany of the problems of education in Indonesia that makes education increasingly laggingthis nation from other nations, such as:1. Minimum Learners’ AchievementsThis can be caused by several factors such as lack of motivation to learn, and many  more.2. Low Quality Of TeachersMost teachers still lacks professionalism as stated in article 39 of Law 20/2003, are planninglessons, conduct guidance, conduct attention, conduct research, perform community service.Because the teacher has an important role on the quality of education.3. Low Welfare Of TeachersAccording FGII (Indonesian Independent Teachers Federation) in 2005. The average wage  ofRp 1.500.000 teachers, teacher aides Rp 460.000 and part time teachers Rp 10.000/  hour.Though ideally is the Rp 3,000,000. Of course with such wages that many teachers are still notfulfilled their needs. This is very important because  if the welfare of teachers has not beenachieved, of course, teachers will not be optimal in delivering instructional materials to thelearners.4. Lack Of Quality Facilities And InfrastructureThere are still many schools and colleges whose buildings are damaged, and instructionalmedia is still limited. Moreover, the schools that located on the corner of country and smallislands. It certainly will affect the quality and the learning process.5. The cost of expensive education  9Although in Indonesia already implemented 9 years compulsory education, in fact still manywho still do not get an education because of economic limitations bench who are not able  tomeet needs such as buying books, uniforms, and other school supplies.These things become a factor into the quality of education in Indonesia is still less competitivewith other nations, this means Indonesia need to makes some efforts to reduce problems in theprocess of improving the quality of education.2.3 Quality Education Related to Indonesian Civic EducationIndonesian civic education is focused to teach students about citizens’ role in their lifebased on Pancasila and 1945 Constitution (UUD 1945)  . UUD as described in Article 31 (1-5)4UUD 1945, showed that every citizen has the right to an education, and government fundingand implementing a national education in the context of the intellectual life of the nation.  It isa tool to develop ability and good character of democratic and people’s responsibility.There are also some point in Pancasila that has relevance to make education inIndonesia become more quailed, such as:1.   The 1   point, Believe in the one and only God,stIn life, needed a balance between religion and the needs such as education, therefore itis necessary application of Divine values on learning process.2.   The 2    point, Justice and Civilized Humanity,ndFair implement in this2nd point is intended that  every citizen is entitled to get justice,such as on education. Through education is expected to bring up a more civilizedhuman.3.   The 3rdpoint, The Unity of Indonesia,point can be used as a mindset to increase unity that haveThrough education, this 3rdto always applied in education.4Prewitt &  Dawson  and Azis  in Cholisin,  Perspektif Pendidikan  Pancasila dan  Kewarganegaraan (Bandung:Kaifa, 2004) Hlm.10  10In terms of its theories and implementations, Civic Education and Pancasila  hasimportant role to build students’ characteristic as their own paradigm: character education.Civic education has the outcome that could help much on every element on qualityeducation. The outcome is the characterized of the upcoming generation itself through theemerging of quality characteristic of student. It could ease implementation of every element onequality education such:a.   Quality characteristic of student lead to quality of upcoming teacher in thefuture;b.   Quality characteristic of student ease the reforming of curriculum to prepareevery aspects, materials, and goals to help gaining better upcominggeneration;c.   Quality characteristic of student help the forming academic atmosphere andresource to accommodate studying and learning process.  11CHAPTER IIIFINAL3.1 ConclusionThese are the conclusion of the paper:a.   Every quality education needs its standard to examine whether it  is quality or notquality;b.   Efforts are needed to overcome some problem of education Indonesia, which is stilla barrier in achieving quality education;c.   Teacher, curriculum, academic atmosphere, and academic resource  are the 4 (four)elements of quality education based on priority, helping determination of qualityeducation;d.   UUD 1945, Government Regulation, and Pancasila can be used as a guide inachieving quality education, because there are article and points that oriented toeducation.e.   Indonesian civic education, its material, paradigm, and orientation,  lead to outcomecharacterized students that could help implementation of quality education.3.2 Suggestiona.   Every students need to focus on their learning, especially in civic education study,to help easing realization of quality education;b.   Every teachers and lecturer need to have more determination based  onprofessionality principles and self-vigor as a teacher and lecturer to implementingquality of education;c.   Government need to enforce regulations and their  conditions aiming to identifyquality education by planning, implementing, and assessing the quality educationas a system.  12REFERENCECholisin. 2004. Perspektif Pendidikan Pancasila dan Kewarganegaraan. Bandung:  KaifaUU No. 14 Year 2005 regarding Teacher and LecturerPP No. 32 Year 2013 regarding Nation Education StandardGovernment Regulation (Peraturan Pemerintah) No. 19 Year 2005 regarding National EducationStandardsChairunnisa, Isna. (2015). Faktor Yang Mempengaruhi Kualitas Pendidikan di Indonesia,accessed on Januari 3   2018 at 17.45, fromrdhttps://www.google.co.id/amp/s/isnachairunnisa.wordpress.com/2015/05/28/faktor-yang-mempengaruhi-kualitas-pendidikan-di-indonesia/amp/