DIALEKTIKA MINIMALIS DAN MAKSIMALIS PENDIDIKAN KEWARGANEGARAAN INDONESIA: PERSPEKTIF SEPARATE DAN CIVIC EDUCATION GLOBAL

Abstract

The aim of this study is to explore the dialectics of minimalism and maximalism in Indonesian civic education, by comparing the "separate" perspective applied in Indonesia with the global approach to civic education. The research method used is a qualitative approach, focusing on literature study and content analysis to examine various civic education models across different countries. The findings reveal that civic education (PKn) in Indonesia still faces complexities in terms of its orientation and applied approach. The "separate" approach, which divides the cognitive, affective, and psychomotor domains in learning, has created a gap between civic education as a normative discourse and actual citizenship practice in the field. This approach results in citizens who possess basic knowledge, but lack participatory, critical, and reflective engagement. Compared to civic education in countries such as the United States, Finland, or South Korea, Indonesia's PKn approach tends to be minimalistic, focusing more on mastering normative content. Meanwhile, global civic education leans toward fostering active and deliberative citizens within participatory democracies. The conclusion of this study is that a reformulation of civic education in Indonesia is essential. A transition from the "separate" model to a more contextual, participatory, and relevant "maximal" model is necessary to address the challenges of the digital democracy era and Indonesia's socio-cultural diversity. The recommendations of this study emphasize the need to strengthen civic competencies in Indonesian civic education, such as civic literacy, political efficacy, and social responsibility.