Pancasilaism through Education in Indonesia

Fitri Mulyana

, Jamaris

, Sari Mustika

and Sufyarma Marsidin

¹Doctoral Program in Education Sciences, PPs, Universitas Negeri Padang, Padang, Indonesia

²Lecture in Out of School Education, FIP, Universitas Negeri Padang, Padang, Indonesia

Lecture in Education Administration, FIP, Universitas Negeri Padang, Padang, Indonesia

Keywords: Pancasila Philosophy, Indonesian Education.

Abstract: Pancasila is the basis for the way of life of the Indonesian people which contains five foundations which in

its content form the identity of the Indonesian nation. Educational philosophy is a deep thought about

education based on philosophy. If we relate the function of Pancasila to the education system in terms of

educational philosophy, then Pancasila is the nation's view of life which animates in everyday life. Indonesian

educational philosophy is rooted in the cultural values contained in Pancasila. These Pancasila values must

be instilled in students through the implementation of national education at all levels and types of education.

Education is carried out by humans through learning activities. The ideals and initiatives of the Indonesian

nation are institutionalized in a national education system that is based on and inspired by a certain belief,

view of life and philosophy, this is the rationale why the philosophy of Pancasila education is a national

demand and philosophy system is a sub-system of the Pancasila state system.

1 INTRODUCTION

Pancasila is the basis for the way of life of the

Indonesian people which contains five foundations

which in its content form the identity of the

Indonesian nation. The precepts in Pancasila describe

the guidelines for living as a nation and state for

Indonesian people wholly and completely. The

inclusion of Pancasila as an ideology and philosophy

of the Indonesian nation cannot be separated from the

role of Bung Karno. Pancasila is the result of thoughts

that are believed to be true, just and wise norms. The

Pancasila precepts describe the guidelines for living

as a nation and state for Indonesian people.

Philosophy that is developed must be based on the

philosophy adopted by a nation, while education is a

way or mechanism in instilling and passing down

these philosophical values. Education as an institution

that functions to instill and pass on a system of

behavioral norms based on philosophical foundations

upheld by educational institutions and educators in a

society.

https://orcid.org/0009-0009-5760-2129

https://orcid.org/0009-0002-2061-6278

https://orcid.org/0009-0006-9534-1992

https://orcid.org/0000-0002-4312-7429

As a philosophy and an ideology for the

Indonesian people, Pancasila is the basis for the

implementation of all aspects of life for the

Indonesian people. One of them is in the field of

education. In Law No. 12 of 2012 Article 1

concerning Higher Education it is stated that

"Education is a conscious and plannedeffort to create

a learningatmosphere and learning process so that

students actively develop their potential to have

religiousspiritual strength, self-control, personality,

intelligence, morals noble character, as well as the

skills needed by himself, the community, the nation

and the state. From the law above, it can be

interpreted that education in Indonesia is a learning

process that strives for the purpose of developing self-

potential and character for students. Here the

Pancasila precepts reflect how.

By paying attention to the function of education

in developing the nation's potential, especially in

preserving the nation's culture and personality which

ultimately determines the existence and dignity of the

nation, the national education system and the

educational philosophy of Pancasila should be

Mulyana, F., Jamaris, ., Mustika, S. and Marsidin, S.

Pancasilaism through Education in Indonesia.

DOI: 10.5220/0012200000003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 299-302

ISBN: 978-989-758-669-9; ISSN: 2975-9676

299

optimally developed so as to ensure the upholding of

national dignity and personality. The Pancasila

educational philosophy is a spiritual aspect of the

national education system, there is no national

education system without an educational philosophy.

2 METHOD

The method used to compile this article is a literature

study. Library study, namely examining sources, be it

books, articles, references related to Pancasila

philosophy in education in Indonesia.

3 DISCUSSION

3.1 Pancasila Thought

The basic thoughts contained in Pancasila, namely

thoughts about humans relating to God, with oneself,

with others, the nation's community whose values are

shared by the Indonesian people.

According to Notonagoro (1967:32) Pancasila is

a unified whole. The unity of the Pancasila precepts

is described as follows:

1. In essence, the existence of God exists because of

himself, God as the prima causa. Therefore

everything that exists is a result of the existence

of God (first precept). As for humans as the

subject of human creation, the main supporters of

the state, because the state is a symbol of

humanity, the state is a community of living

together whose members are humans (second

precept). Thus, the state is as a result of the

existence of united humans (third precept).

Furthermore, a living association was formed

which was called the people. The people are the

totality of individuals in a unified state (fourth

precept). As for justice, which is essentially a

common goal or social justice (the fifth precept),

in essence, it is the goal of an institution of living

together called the state.

2. The relationship between the unity of the

Pancasila precepts which complement and qualify

the Pancasila precepts as a unit can also be

formulated in terms of complementarity or

qualification within the framework of a pyramidal

hierarchical relationship. Furthermore, according

to Abdulgani (Ruyadi, 2003: 16), Pancasila is a

state philosophy that was born as a collective

ideology (shared ideals) of the entire Indonesian

nation. Pancasila is the result of deep soul

contemplation, which is then poured into an

appropriate "system". Meanwhile Notonagoro

(Ruyadi, 2003:16) states, Pancasila philosophy

provides scientific knowledge and understanding,

namely about the essence of Pancasila. Pancasila

as a philosophical system has its own ontological

basis, epistemological basis and axiological basis,

which distinguishes it from other philosophical

systems. There are two views which, according to

(Jumali, et al, 2004:54), need to be considered in

determining the philosophical basis of Indonesian

national education. First, the view of Indonesian

people. The philosophy of national education

views Indonesian people as:

 Creatures of God Almighty with all his nature

 Individual beings with all things and

obligations

 Social beings with all responsibilities live in a

pluralistic society both in terms of the socio-

cultural environment, the environment and in

terms of progress of the Unitary State of the

Republic of Indonesia in the midst of a global

society that is constantly developing with all

its challenges.

Second, the view on national education itself. In a

philosophical view, national education is seen as

a social institution that always interacts with other

social institutions in society.

3.2 Pancasilaism Thinking Towards

Education in Indonesia

Indonesian educational philosophy is rooted in the

cultural values contained in Pancasila. These

Pancasila values must be instilled in students through

the implementation of national education at all levels

and types of education. Education is carried out by

humans through learning activities. In universal

educational practices, there are many diverse

communities of people who give various meanings to

education. In Indonesia, education is emphasized on

mastery of the foundation for the formation of a

meritorious society, meaning that it provides

extensive study hours in the mastery of certain

subjects.

According to John Dewey, educational

philosophy is a formation of fundamental basic

abilities, both concerning the power of thought

(intellectual) and the power of feeling (emotional)

towards human nature, so philosophy is also

interpreted as a general theory of education.

Brubachen argues that philosophy of education is like

putting a cart before a horse and philosophy is seen as

a flower, not as the single root of education. The

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philosophy of education stands freely with the

advantage of having a connection with general

philosophy, even though this connection is not

important, what happens is an integration between the

views of philosophy and the philosophy of education,

because philosophy is often interpreted as a theory of

education in general (Arifin, 1993).

The education of a nation will automatically

follow the ideology of the nation it adheres to.

Pancasila is the basis and ideology of the Indonesian

nation which has a function in the life and life of the

Indonesian nation and state. Philosophy is thinking

deeply and earnestly to seek the truth, educational

philosophy is a deep thought about education based

on philosophy, if we relate the function of Pancasila

to the education system in terms of educational

philosophy, that Pancasila is the nation's view of life

that animates in everyday life. Therefore, it is only

natural that the Indonesian national education system

is imbued with, based on and reflects the identity of

Pancasila. The aspirations and initiatives of the

Indonesian people are institutionalized in a national

education system that is based on and imbued with a

certain belief, view of life and philosophy, this is the

rationale why the Pancasila educational philosophy is

a national demand and the Pancasila educational

philosophy system is a sub-system of the Pancasila

state system.

Pancasila with the education system in terms of

educational philosophy, that Pancasila is the nation's

view of life that animates in everyday life. Therefore,

it is only natural that the Indonesian national

education system is imbued with, based on, and

reflects the identity of Pancasila. The ideals and

initiatives of the Indonesian people are

institutionalized in a national education system that is

based on and inspired by a certain belief, view of life

and philosophy. This is the rationale why the

Pancasila educational philosophy is a national

demand and the Pancasila educational philosophy

system is a sub-system of the Pancasila State system.

By paying attention to the function of education in

developing the potential of the nation, especially in

preserving the culture and personality of the nation

which ultimately determines the existence and dignity

of the nation, the national education system and

Pancasila educational philosophy should be optimally

developed so as to ensure the upholding of national

dignity and personality. The Pancasila educational

philosophy is a spiritual or spiritual aspect of the

national education system, there is no national

education system without educational philosophy.

The Pancasila education system is an education

that is based on and inspired by a Pancasila belief,

view of life and philosophy. This thinking underlies

the importance of the philosophy of Pancasila

education which is a national demand. Because the

philosophy of Pancasila is a unified whole, or organic

unity based on Pancasila

Expressing this thought in the form of a

curriculum, through the curriculum, the teaching

system can be directed, besides being able to make it

easier for educators to arrange teaching that will be

given to students (Yassa, 2018). Apart from going

through the formal curriculum, the casting of

Pancasila values can be achieved with a hidden

curriculum. The hidden curriculum refers to

everything that can influence the ongoing process of

teaching and education which might increase efforts

to achieve educational goals (Yahya, 2013). The

hidden curriculum has a strategic role in the process

of internalizing positive values for students. The

ability of educators to manage the learning process

can also influence learning success related to

affective aspects (Maryani & Dewi, 2018). For this

reason, the science of education must always be

developed on the basis of the spirit of Pancasila

values. As stated by Sikun Pribadi (in Suresman,

2012) that the science of education is a science that

contains theories which by themselves will be related

to practical human activities..

4 CONCLUSIONS

Pancasila is the result of ideas that are believed to be

true, just and wise norms. The precepts in Pancasila

describe the guidelines for living as a nation and state

for Indonesian people wholly and completely.

Pancasila is also a philosophy because it is a

cognitive-intellectual reference for the nation's way

of thinking, which in scientific endeavors can be built

into a credible philosophical system.

Philosophy is thinking deeply and earnestly to seek

the truth. Educational philosophy is a deep thought

about education based on philosophy. If we relate the

function of Pancasila to the education system in terms

of educational philosophy, then Pancasila is the

nation's view of life which animates in everyday life.

Therefore, it is only natural that the Indonesian

national education system is imbued with, based on

and reflects the identity of Pancasila.

Pancasilaism through Education in Indonesia

301

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Maryani, I., & Dewi, F. (2018). Pelaksanaan Hidden

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Pendidikan Al-Islam di Sekolah Dasar. Jurnal

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Ruyadi, Y. (2003). Buku Tugas Belajar Mandiri Pendidikan

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Suresman, E. (2012). Logika Filosof Muslim. Bandung:

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