The Influence of Civic Education Teachers’ Competence on
Classroom as a Laboratory of Democracy
Dadang Sundawa and Asep Dahliyana
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Teacher competence, civic education, democracy, and laboratory of democracy.
Abstract: A civic education teacher should have pedagogical, personal, social, and professional competencies. Teacher
has a responsibility to enable learners to participate actively in classroom. This article reviews the influence
of the competencies of the Civic-Education teacher to the classroom as a laboratory of democracy. This study
employed quantitative method by survey. The subjects of the study were the members of Civics Education
Teacher Organization (MGMP) of junior and senior high schools/vocational schools in Bandung City,
Bandung Regency, Cirebon City, Cirebon Regency, Indramayu Regency, Majalengka Regency, Sumedang
Regency, Sukabumi City, Garut Regency, and Purwakarta Regency. The results of this study reveal that there
is a great correlation between competence variables of Civic Education teachers with students’ democratic
intelligence, amounted to 0,552. Meanwhile, the correlation of school environment and student’s democratic
intelligence is 0,515 and the correlation of class as laboratory of democracy and student’s democracy
intelligence is 0,683. It is expected to have implications for a more democratic Civic Education learning
process.
1 INTRODUCTION
Teacher, as a profession, has to meet the
“expectations of high standards of competence
coupled with public responsibility” (Sullivan, 2005).
According to Baker, Linn, Herman, and Koretz,
“Accountability systems should include the
performance of all students, including subgroups that
have historically been difficult to assess” (2002).
However, the accountability system should not be
driven by a single indicator (e.g., test scores) and
simplistic formulas for rewards or sanctions based on
that indicator (Sirotnik and Kimball, 1999).
Therefore, state hold schools accountable for
performance (Education weeks, 2002).
As a form of government responsibility for
education, Indonesia has formulated four types of
teacher competences. It is stated in Government
Regulation number 19 of 2005 on National Education
Standards. It is followed up in the Regulation of the
Minister of National Education number 16 of 2007 on
Academic Qualification Standards and Teacher
Competencies. It covers pedagogical, personal,
social, and professional competencies. However, the
responsibility is considered heavy by most of
Indonesian teachers, especially by them in the
countryside and the border of the country. For
Baumann (2004), does not mean compliance with
something; It is generally understood that
competence is related to the way civil society works
in a country.
However, Grissmer and Flanagan reveals that
resource levels can make significant differences in
achievement, and that disadvantaged students may
benefit more from increased educational resources
(1998: 24). The results are reinforced by subsequent
research which states that states with a lower average
socioeconomic status can show significant gains in
student achievement (Grissmer, Flanagan, Kawaka,
and Williamson (2000: 101). In addition, research
Boadu (2013) that the pedagogic competence of
teachers as professionals should also introduce the
Citizenship Education with the method of introducing
citizenship problems to learners. Thus, the increase of
resources with teacher having four competencies has
a significant effect on learners.
This is reinforced by the results of 21st-century
learners meeting discussing globally competent
educators, agreeing that in preparing teachers to
educate for global citizenship, there is still much work
to be done, including indentifying a systematic
approach, locating the appropriate analytical and
curriculum framework, developing more relevant
policy and resources, increasing professional
Sundawa, D. and Dahliyana, A.
The Influence of Civic Education Teachers’ Competence on Classroom as a Laboratory of Democracy.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 195-199
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
195

development opportunities for teacher educators, and
creating more space to bring global dimensions and
perspectives into teaching and learning. Such work
requires teacher educators and teacher preparation
programs to engage in critical examination and
conversations on the complexities and possibilities
global citizenship education has brought to teachers
and learners, alike (Guo, 2014).
In relation to the above, nowadays teacher serves
as a profession that can be considered a career
(Sullivan, 2005). Civic-Education Teachers are faced
with a difficult situation because they handle
generations with different attitude and behaviour.
However, as professionals, they must tame in the
name of the universal principle of democracy
(Baumaan, 2004). A career-related study has once
done by Ngai and Cheung (2009). They outline that a
combination of career attributes is negatively
correlated with aspects of a burnout of some social
work students. The condition gives a picture that
career is not everything, but the integrity of teacher
will strengthen the will of students in work. Thus,
teacher can be considered professional because the
civic professionals are those who work with citizens
(Boyte and Fretz 2010) and because the teacher
already has “understanding of service users” (Ngai
and Cheung 2009). Therefore, the study delves deeper
into the matter of teacher competence and its
influence on classroom as a laboratory of democracy.
2 METHODS
This study employed a quantitative approach that was
conducted to reveal the relationship between
variables of teacher competencies, school
environment, and Civic Education class as a
laboratory of democracy building young citizens’
democratic intelligence. This quantitative study is
attempted to examine significant
correlation/relationship between the variables and the
degree of contribution between variables and
correlation testing. Thus, the study tested the
magnitude and linearity between variables.
In order to apply the overall dimensions of the
approach, the study employed the following data
collection techniques. The first, questionnaires was
made to confirm the theoretically articulated form of
thinking, exploring the thoughts and experiences of
practitioners on the grain of thought formulation to
practitioners related to civic education. Given the
spread and the amount of the instruments, the study
implementation was assisted by several research
assistants and teachers of junior and senior high
schools/vocational schools.
This method was chosen to obtain empirical
confirmation that is based on the thoughts, opinions,
and attitudes of practitioners. In this case, the
practitioners are the teachers of Civic Education. The
teachers teach in teachers of junior and senior high
schools/vocational schools. Specifically, they are the
participants of 2010 teacher certification program
from Rayon 10 in the Indonesia University of
Education. in addition, some graduates of 2009 and
2008 in Civics Education Teacher Organization
(MGMP) of junior and senior high schools/vocational
schools in Bandung City, Bandung Regency, Cirebon
City, Cirebon Regency, Indramayu Regency,
Majalengka Regency, Sumedang Regency, Sukabumi
City, Garut Regency, and Purwakarta Regency.
The sources of information in this study are (1)
Teachers - TeachersPKN SMP, SMA and SMK in
Bandung, Sukabumi, Cirebon, Indramayu,
Purwakarta, Majalengka, and Sumedang and Garut as
certification participants in Rayon 10 Universitas
Pendidikan Indonesia and which has been declared
passed the certification of the teacher, either pass
directly through portfolio assessment as well as those
graduated through the Professional Teacher Training
and Training (PLPG). The number of Civics teachers
from these schools is 202 people from 190 schools.
(2) Students of SMP, SMA and SMK in Bandung,
Sukabumi, Cirebon, Indramayu, Purwakarta,
Majalengka, and Sumedang and Garut whose Civics
teachers have passed the certification of teachers,
either pass directly through portfolio assessment or
graduated through Education and Professional
Teacher Training (PLPG). The total number of
students who are the source of information is 673
students consisting of 376 junior high school students
and 277 senior high school students, and (3) the
principal, to observe and analyze principals' policies,
especially in the implementation of the learning
process.
For data analysis is done bay (1) deductive and
inductive analysis (2) testing of external validity or
criteria (criteria validity), Item declared valid if the
coefficient significance in table correlations <level of
trust is set at 0.05. (ρ value <0.05). If the opposite
happens, ie ρ value> 0.05, then the item is declared
invalid, (3) testing the reliability of the instrument
using Cronbach Alpha formula, and (4) content
analysis with judgment theory method by expert
panel, in terms of legibility and substance.
3 RESULTS AND DISCUSSION
In the new paradigm of Citizenship Education, the
characteristics that must be developed in the learner
are to be a democratic citizen, to understand human
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rights and democratic education (Sirajuddin, 2012).
The new paradigm leads the author to examine the
competence of Civic Education teachers in making
the classroom as a democracy laboratory. It is very
challenging to the author because professional
teachers have a responsibility in developing the
political skills of learners (Kennedy, 2005;
Schungurensky and Myers, 2003).
From research conducted by the author, the
correlation coefficient of competence variables of
Civic Education teachers with students’ democratic
intelligence is 0,552. Meanwhile, the correlation of
school environment and student’s democracy
intelligence is 0,515. The correlation of class variable
as laboratory of democracy and student’s democracy
intelligence is 0,683. Theoretically, because the
correlation coefficient between classroom as
democracy laboratory with students’ democracy
intelligence is bigger, then classroom has more
influence to student’s democracy intelligence
variable, compared o Civic-Education teacher
competencies and school environment factor.
The findings reinforce the acquisition of
qualitative data generated through interviews and
observations, in which the influence of the classroom
as a democratic laboratory on the effort to realize
students’ democratic intelligence is far greater than
the teacher competencies and school environment.
However, to realize the civic education class as a
laboratory of democracy, competent or professional
Civics Education teachers are required. That means
the Civic Education teacher must master various
competencies. The various competencies include the
competencies that are regulated in laws and
regulations as well as the results of scientific studies.
Without adequate competencies, Civic Education
teachers will be difficult to build students’ democratic
intelligence. This is primarily in the effort to realize
the Civic Education class as a democratic laboratory
as well as a measure of students’ levels of perceived
civic efficacy –in which students can participate
(Johnson, 2005; Bringle and Hatcher, 1996) in
learning.
The general depiction of Teacher Competencies is
measured by the questionnaire (scale) containing 19
statements. There are 202 respondents who answered
the questionnaire. The result, teacher competency
concept indicator that influences the realization of the
Civic Education class as a democratic laboratory in
an effort to build the intelligence of learners is as
follows. (1) Teacher behave fairly in assessing
learners. (2) Teacher makes a wise decision
there/does not harm either party. (3) Teacher is not
authoritarian in the class of democracy. (4) Teacher
provides opportunities for learners to exchange ideas.
(5) Teacher straightens learners’ comments that are
less relevant to the topic being discussed by the class.
(6) After the learning process, teacher provides
follow-up plan at the next session so that there is
material to be studied by the learner. However, it
should be understood that the teaching teacher is
influenced by his or her background and culture.
Therefore, teachers should further enhance learning
that can increase the participation of learners in
political life, citizenship, and participation in social
life. This is because Citizenship Education can be
developed as a classroom laboratory if learning can
develop students' political abilities through
participation in democratic life developed through
their knowledge and skills (Arif, 2017; Adebayo and
Zimba, 2014).
Based on the data of interviews and auditions with
teachers and MGMP Board of Civics Education of
West Java, it can be seen that the competencies of
Civic-Education Teachers who can realize the class
as a laboratory of democracy has the following
competencies. (1) Teacher masters standard
competencies. (2) Teacher has the characteristic and
professional attitude of Civic Education. (3) Teacher
is able to change the paradigm from teacher-centered
to learners-centered. (4) Teacher understands and
implements the concept of PIKEM in learning. (5)
Teacher masters and understands about the rules of
state. (6) Teacher is open on the teaching materials.
(7) Teacher takes position as facilitators, moderators,
directors, and motivators. (8) Teacher sharpens
learners’ social well-being, critical attitude, provides
solutions, becomes responsible citizens. (9) Teacher
does not consider students to have no provision in
learning (tabula rasa). (10) Teacher performs
collaborative learning between theoretical, personal
experience, observation, and guidance strived for
optimal internalization process. (11) Lecture,
exposure, and question-and-answer models will be
more meaningful when learners are active to create a
learning environment through presentations. (12)
Teacher guides and directs the teaching materials
individually so that they maximize service to learners.
(13) The large scope of Civic Education can be used
as a means to solve social problems. (14) Habits that
can change character and personality in the learning
process must be generated. (15) Teacher is able to
design a good stimulus. (16) The competence of
learners is number one. (17) Teachers should regard
learners as guests. (18) Education is not to pursue
value and passing examination but it should be able
to shape character and trait of learners. (19) Teacher
has concept of implementation for class as a
laboratory of democracy. (20) Teacher provides
freedom in the classroom environment, classroom
atmosphere, way of expressing opinions, and so on.
(21) Teacher gives the learners freedom to choose the
method. The findings, according to Englert, is caused
by (1) high expectations for all students, (2) high-
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197

quality assessments aligned with standards, (3)
alignment of resources, support, and assistance for
improvement, (4) sanctions and rewards linked to
results (2007: 2).
The findings are in line with the evaluation of
processes and products in the assessment criteria of
education that emphasizes seven points. They are (1)
the quality of learning implementation; (2) learners’
satisfaction on learning process; (3) test standard
used; (4) content of multicultural values in textbooks,
learning strategies, and evaluation of learning
outcomes; (5) graduates‘ performance in society; (6)
graduates’ satisfaction in their position; and (7)
community satisfaction on graduates’ performance
(Oliva, 1992: 485-490). In addition, Osler and
Starkey contend that education should promote a
“cosmopolitan citizenship that helps young citizens to
recognize their common humanity, make connections
between their own lives and those of others and
operate effectively in contexts of cultural diversity
and change” (2005: 78). In line with Osler and
Starkey, Addams explains that we are gradually
requiring of the educator that he shall free the powers
of every man and connect him with the rest of life.
We ask this not to merely because it is the man’s right
to be convinced that the special contribution
(Addams, 2002: 80).
However, human always make mistakes. There
are obstacles that teachers feel in realizing the class
as a laboratory of democracy in building citizen
democracy intelligence. (1) Not all teachers want to
innovate and be creative in using methods/ learning
media. (2) There is a lack of sustained guidance for
teachers. (3) There are still many non-Civic
Education teachers coming from non-teacher training
institutions who teach Civic Education. (4) There are
heterogeneous learners. (5) Students in high school
can be categorized into adolescents. (6) Students’
perceptions of values and character education have
been contaminated by the actions of public officials
who do not reflect good citizens. (7) Generally the
Civic Education teacher does not know how to
manage the class as a laboratory of democracy. (8)
The coverage of the content of learning resources for
Civic Education contains too many cognitive aspects.
(9) School exam in the field of Civic Education is
much opposed by teachers. (10) Civic Education is
taught simply by textbook only. (11) There is a
teacher’s assumption that Civic Education is not a
primary subject. (12) Teachers generally do not
understand the management of learning. (13) There
are still teachers who cannot use high-technology
media. (14) Civic education contains mazy materials.
The results of Myers, et.al (2002) provide the solution
that in preparing the competence of Civic Education
teachers, it needs to be planned by using the standard
(1) choosing the university or college and teacher
preparation program they might attend; (2) selecting
courses and learning experience within institutions
that would serve them well as teachers, and (3)
identifying personal professional characteristics they
might develop inorder to teach well.
It is not just the problems faced by Indonesia,
Hong Kong also experienced the same thing. In
Research Lo (2009) and Falade and Adeyemi, 2015)
it is explained that teachers in Hong Kong are still
having difficulty in adjusting between the needs of
learners and the needs of class learners with inflexible
sibalus. Moreover Citizenship Education is not just
teaching by using learners' memory, direct learning,
reading and so on but also having to teach value
concepts (Vaughan and Amosun, 2016). In the
understanding of the administration, it certainly
brings problems. This can be understood by the
difficulty of the evaluation tool used to measure how
much the values are internalized. Therefore, teachers
must have established competence in their fields, so
that learning is as expected (Kovac, Rafajac, and
Buchberger, 2014). Nevertheless, teachers who have
already become teachers of Civic Education should
continue to work to generate public benefits (Perry
and Katula 2001: Saltmarsh, 2005) by striving to have
integrity to educate the nation's life in order to prepare
the next generation who live in an atmosphere of
democracy and education so that its competence is
growing in accordance with the demands of the
development of science and technology.
4 CONCLUSIONS
Teacher competency, environmental factor, and class
as laboratory of democracy have significant effects on
young citizens’ democratic intelligence as learners in
increasing their capacity by giving them more
participation levels. In addition to providing students
with the ability to participate, the competencies of
Civic-Education teachers in fact still have
weaknesses that must be immediately followed up.
Especially, a number of non-civic education teachers
still teach the subjects of Civic Education in schools.
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