Pancasila Philosophy Thinking and Its Implementation in Education

Tysa Sufia Rahmi

, Ainul Mardiyah

Jamaris Jamna

and Sufyarma Marsidin

Universitas Negeri Padang, Indonesia

Keywords: Philosophy, Pancasila, Education.

Abstract: Philosophy is a thinking process that is conducted deeply with the aim of finding the real truth, while education

philosophy is a philosophical rule in education that provides the description about the implementation of

education in order to solve educational problems practically, because developing the education certainly

requires thoughts that support the implementation of education process, this is the reason why humans need

the philosophy of education. The form of education in a country originates from the ideology or philosophy

that is adopted by the country itself, just like Pancasila as a philosophy that is believed by the Indonesian

nation that contains the values of Pancasila with consist of five principles as a guideline for Indonesian nation

in all aspects including education field. Through the philosophical of Pancasila values, the development of

educational knowledge is expected to be able to make Pancasila values as a reference source in compiling the

National education system as an effort to achieve National goals and objectives. Implementation of

philosophy thought in education can be seen in three aspects, 1. Ontology, explains that Pancasila as a

philosophy inspires the implementation of education system in Indonesia which cannot be separated from

reality. 2. Epistemology, Pancasila is the values originating from the Indonesian nation which are taken from

the noble cultural manifestations of the Indonesian nation. 3. Axiology, Pancasila as a life philosophy of

Indonesian nation has values of divinity, humanity, unity, democracy and values of justice.

1 INTRODUCTION

Philosophy and humanity are two things that cannot

be separated, because philosophy is made by humans

as a way of life, very closely related to values about

humans that are considered true by a society or a

nation, therefore philosophy that is believed by a

nation is related to the education system conducted by

the nation. Philosophy is a process that is conducted

in depth and earnestly to find a truth, while

educational philosophy is a philosophical rule in the

field of education that provides an overview of

aspects of the implementation of philosophy that

focuses on implementing principles and beliefs that

form the basis of philosophy in order to solve

educational problems practically. Jalaludin and

Abdullah, 2007).

In developing the educational process, of course,

it requires good and supportive thoughts, because

humans have thoughts that function to solve problems

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in the implementation of education, namely a process

of educating humans from ignorance, starting from

those who do not know, from underdeveloped traits

and developing with increasingly directed and

modern humans thinking, that is the reason humans

need philosophy in education.

From various discussions on education, it shows

that the style of education in a country originates from

state philosophy or the ideology of the country itself

(Pidarta, 1997), just as Pancasila as a philosophy

believed by the Indonesian people contains Pancasila

values which consist of five basic, the five values are

the way of life of the Indonesian people as well as the

identity of the nation. The precepts contained in

Pancasila provide an overview of the guidelines for

living as a nation and state for Indonesian people as a

whole.

Pancasila a philosophy is of course also

inseparable from Bung Karno's role, where at the

BPUPKI meeting on June 1, 1945 Bung Karno

314

Rahmi, T., Mardiyah, A., Jamna, J. and Marsidin, S.

Pancasila Philosophy Thinking and Its Implementation in Education.

DOI: 10.5220/0012200400003738

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 314-320

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

proposed it as the basis of the state. And since then

Pancasila has become the official philosophy of the

Indonesian state. Pancasila is the philosophy of the

Indonesian state which was officially ratified by PPKI

on August 18, 1945 and was also contained in the 4th

paragraph of the 1945 Constitution which is

contained in the 4 main ideas of Pancasila, namely

Belief in One Almighty God, just and civilized

Humanity, Indonesian unity, and a strong democracy,

led by wisdom in deliberations/representation, as well

as by realizing one social justice for all Indonesian

people. These Pancasila values are used as principles

and guidelines that underlie all aspects of national and

state life, including providing a foundation in the

aspect of education.

Pancasila as the philosophical foundation of

education in Indonesia, is emphasized in Article 2 of

Law no. 2 of 1989 which stipulates that national

education is organized based on Pancasila and the

1945 Constitution. In line with this, MPKR RI Decree

No. 11/MPR/1978 concerning P4 stipulates that

Pancasila is the soul of all Indonesian people, the

personality of the Indonesian nation, the outlook on

life of the Indonesian nation and the foundation of the

Indonesian State. In line with that, Law No. 12 of

2012 Article 1 Concerning Higher Education explains

that education is a conscious and planned effort to

create an atmosphere learning and the learning

process so that students actively develop their

potential to have religious spiritual strength, self-

control, personality, intelligence, morals noble

character, as well as the skills needed by himself, the

community, the nation and the state.

Based on the law above, it means that the

implementation of education in Indonesia must be

conducted based on Pancasila and the 1945

Constitution, because Pancasila is the way of life for

the Indonesian nation, therefore the learning process

held in education in Indonesia has the aim of

developing the potential and character of student,

Pancasila values give influence and style to the

educational process that is held, besides that

Pancasila values will also reflect how education

should be internalized and implemented.

Based on the description above, several problems

will be studied in this paper, namely how to

implement the Pancasila philosophy in education in

Indonesia.

2 METHOD

The method used in compiling this article is literature

study, literature study is studying various sources,

ranging from books, articles, various references

related to the philosophy of Pancasilaism in education

in Indonesia and its implementation in education, the

same research study was also conducted so that the

author gets valid and accurate conclusions.

2.1 The Basic Concept of Pancasila

Philosophy

2.1.1 Definition of Philosophy

The word philosophy is etymologically derived from

the Greek language, namely philosophies which

comes from the verb philosophies which means to

love wisdom, philosophy also comes from the verb

philen which means to love, or the word philia which

means love and the word sopia which means wisdom,

from this word the term philosophy was born from

English, namely philosophy which means love of

wisdom (Asmoro, Ahmadi, 2010).

Meanwhile, when viewed from the terminology or

meaning contained in philosophy, it has different

meanings, in accordance with the philosophers who

put it forward. Just as Plato argued that philosophy is

knowledge that tries to reach knowledge of truth,

meanwhile Aristotle said that philosophy is a science

consisting of truth which includes the sciences of

metaphysics, logic, rhetoric, economics, politics, and

aesthetics, while Al-Farabi, an Arab philosopher,

explained that philosophy is a science related to the

nature of how the real world is advanced (Surajiyo,

2008).

Based on the terms put forward by the

philosophers above, it can be concluded that

philosophy is a knowledge that discusses everything

thoroughly and deeply using reason and thought to its

essence, philosophy discusses the nature of

phenomena that occur, and when viewed from the

philosophical concept of in relation to the scope of the

language, it can be said that philosophy covers many

subjects, such as humans, nature, knowledge, and

others.

Philosophy can be grouped into two, namely:

First, philosophy as a product or result of a thinking

process, philosophy as a thinking process includes: 1.

Knowledge, concepts, thoughts of philosophers in the

past, often known as schools of thought or

philosophical systems, 2. Philosophy as a problem

faced by society as a result of philosophizing

activities. This has the meaning that humans are in

search of a truth that originates from problems that

are rooted in the human mind, which is an activity or

a process of deep thinking. Second, philosophy is a

process, this means that philosophy is a philosophical

Pancasila Philosophy Thinking and Its Implementation in Education

315

activity, and solving a problem can be done using

methods that can be adapted to the object. Based on

this philosophical grouping, it can be interpreted that

philosophy is a system of knowledge that is dynamic

in nature, meaning that philosophy is not limited to

dogma but philosophy is an activity consisting of

processes that use separate methods (Kaelan, MS,

2002).

2.1.2 Pancasila Philosophy

Bakry said that Pancasila is a philosophical system

because Pancasila was born as the result of a process

of reflection conducted in depth by Indonesian state

educators, the results of the reflections carried out

initially were conducted to formulate the basis of the

Indonesian state. Apart from that, the result of the

contemplation process that is conducted is said to be

a philosophical system because it already fulfills the

characteristics of a philosophical thought process. As

for some of the characteristics of philosophical

thinking are: 1. Coherent, meaning that thinking is

conducted systematically which are interconnected

with each other, this coherent thinking process does

not contain statements that are contradictory to each

other even though they are different, they must even

complement each other, and each part functions and

has each position. 2. Comprehensive, meaning the

process of thinking as a whole, which includes all the

things and symptoms that exist in human life, as the

philosophy of the Indonesian nation, Pancasila is a

pattern that provides a vessel for the whole life and

development of Indonesian society. 3. Fundamental,

meaning a thought process that is conducted with a

deep contemplation process down to its roots so that

it can find fundamental aspects, Pancasila as a

philosophy was born and formulated based on the

absolute core of Indonesian society's way of life, both

in dealing with oneself, fellow human beings, and

God in the life of the state. 4. Speculative, thinking

through a contemplative process as an initial

assumption as a fundamental pattern based on logical

reasoning. As a philosophical system, Pancasila was

originally the result of thinking conducted by the

founding fathers of the state as an archetype which in

the end could be proven true through long discussions

and dialogues in BPUPKI sessions until Pancasila

was ratified as the basis of the state by PPKI (Bakry,

1994).

Based on the opinion above, it can be concluded

that Pancasila is a philosophical system because

Pancasila was born from a deep contemplation

process conducted by the founding fathers or the

founders of the Indonesian state. besides that,

Pancasila was born to fulfill the elements of

philosophical thinking, the second element is

thinking as a whole, thinking fundamentally or its

roots, and speculative thinking.

Pancasila as Genetivus Subjectivus means that

Pancasila values are used to criticize various existing

philosophical schools, both exploring things that are

in accordance with Pancasila values and to see values

that are not in accordance with Pancasila. Therefore

Pancasila has a philosophical foundation that includes

3 dimensions: namely ontology, epistemology, and

axiology.

1. The Ontology aspect, from the ontology aspect of

Pancasila includes:

a. The origin of the proof of the birth of Pancasila

b. Pancasila's moral and juridical basis,

Pancasila's ontological basis fulfills four

reasons:

a) Causa Material (Origin of Materials),

Pancasila is defined as the life of a nation

whose values have existed since long ago,

this has been implemented in customs and

habits, culture and religions.

b) Causa Formalis (Origin of Forms), this has

the meaning that the other origins of

Pancasila originate from the thoughts of

the figures formulated by the founding

fathers of the Indonesian state, namely Ir.

Soekarno, Moh. Yamin and together with

other BPUPKI members formulated

Pancasila consisting of 5 precepts as the

basis of the Indonesian state.

c) Causa Efficient (Origin of Work), its

meaning is the origin of the birth of

Pancasila starting from being formulated

by the founding figures of the Indonesian

state after it was discussed at the first

BPUPKI meeting and the second BPUPKI

meeting until later Pancasila was ratified

as the basis of the state on August 18,

2945.

d) Causa Finalis (Origin of Purpose),

meaning that the origin of the birth of

Pancasila as the basis of the state, was

realized by the nine committees and until

the formulation of the Jakarta Charter

which was outlined in the Preamble of the

1945 Constitution which means that

Pancasila was compiled for the basic goals

of the Indonesian state (Alwi, 2015).

2. Epistemological Aspect

Epistemology is a branch of philosophy that

investigates the origin, conditions, structure,

methods, validity and nature of knowledge.

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Epistemology examines the sources of

knowledge, processes and conditions for the

occurrence of knowledge, limits and validity of

knowledge. Epistemology in Pancasila includes

the legitimacy of sources from Pancasila as a

science that can be accounted for. And it is said

that Pancasila is a science if it has the same

characteristics as science, some of the conditions

for Pancasila as a science:

a. Has a special object

b. Owned by the community (communal),

Pancasila belongs to the Indonesian people

c. Skeptical, Pancasila is always questioned

by people, related to the ability of

Pancasila as the basis of the state and many

people question the truth of Pancasila.

d. The Pancasila precepts are systematically

arranged and cannot be reversed

e. Pancasila has the value of truth, because

the value of Pancasila is proven to

originate from the culture of the

Indonesian people.

f. The truth of Pancasila values is the result

of an agreement with the founders of the

Indonesian nation. (Alwi, 2015)

3. Axiological Aspect

Pancasila which consists of 5 precepts is the

dream, ideals and hopes of the Indonesian people

which will later be implemented in every aspect

of national and state life. Pancasila starts from

divine values as spiritual values and as the highest

absolute values, then human values are derived

from divine values because humans are creatures

of God Almighty, divine values and human values

are the highest values of unity, populist values in

the precepts fourth, and the value of justice in the

fifth precept. The populist precepts are a forum for

implementing the realization of social justice

while the precepts of social justice are the ultimate

goal of the fourth precept. This is what causes

Pancasila to be the dream of every Indonesian

society which will later be implemented in the life

of the nation.

This is in line with what was conveyed by

(Notonagoro, 1980) that the unity of Pancasila

values is described as a five-tiered pyramid,

YME's divine precepts are at the top of the

pyramid and the precepts of social justice for all

Indonesian people are at the bottom of the

pyramid, the Pancasila pyramidal hierarchy can

be explained as follows :

a. The precepts of Belief in the One and Only

God animate and encompass the precepts of

Humanity Just and Civilized, Indonesian

Unity, Democracy Led by Wisdom in

Deliberation/Representation, and Social

justice for all the people of Indonesia.

b. Precepts of Just and Civilized Humanity are

imbued and encompassed by precepts Belief

in the One and Only God, animates and

encompasses the precepts of Unity Indonesia,

Democracy Led by Deep Wisdom

Deliberation/Representation, and Social

Justice for All People Indonesia.

c. The precepts of Indonesian Unity are inspired

and encompassed by the precepts of Belief in

the Supreme God One, Just and Civilized

Humanity, animates and encompasses

precepts Democracy Led by Wisdom Deep

wisdom Deliberation/Representation, and

Social Justice for All People Indonesia.

d. Populist Precepts Led by Deep Wisdom

Deliberation/representation is imbued with

and encompassed by the precepts of The One

and Only God, Just and Civilized Humanity,

Indonesian Unity, animating and

encompassing, and Social Justice for All

Indonesian People.

e. The precepts of Social Justice for All

Indonesian People are imbued and

encompassed by precepts of Belief in One

Almighty God, Just and Civilized Humanity,

Indonesian Unity, Democracy Led by Wisdom

in Deliberation/Representation (Kaelan, 2002)

2.2 Implementation of Pancasila

Philosophical Thought in

Education

2.2.1 Ontological Aspects of Pancasila

Educational Philosophy

Ontology is a branch of philosophy that examines the

nature of what exists, whose main problem is the

question of reality or reality (Sutrisno, 1984).

Likewise with Pancasila as a philosophy that has

abstract and universal content. Pancasila as a

philosophy inspires and animates the implementation

of the education system in Indonesia which cannot be

separated from the existing reality. This is ultimately

contained in Indonesia's national education goals,

namely to form a dignified national character and

civilization in line with the state's goal of educating

the nation's life. It also aims to develop the potential

Pancasila Philosophy Thinking and Its Implementation in Education

317

of students to have faith and piety in YME loyalty,

have noble character, be healthy, knowledgeable,

capable, creative, and become democratic citizens.

Pancasila values can be seen from appreciation and

experience in the life of the nation and state,

especially in education, as follows:

a. Precepts of YME God. In the national

education system it is explained that national

education is education that is rooted in the

culture of the Indonesian nation which is based

on Pancasila and the 1945 Constitution.

Therefore in the educational environment

(schools, families and communities) religious

and Pancasila values are instilled. In practical

education, subjects such as religion and Civics

were developed. This subject must be able to

reflect the attitude of students who have belief

in God, respect between adherents religion.

b. The Precepts of Just and Civilized Humanity.

Humans basically have the same dignity and

must be treated according to their nature and

Pancasila values (Darmoharjo, 1988). Based

on this opinion, it can be concluded that

education does not differentiate between age,

religion and social level and culture. And

every individual has the same right to study

and has the right to get the same treatment.

Therefore schools must be able to form

students who will be responsible, just and

prosperous.

c. Indonesian Union Precepts. Stated that

Pancasila and the Constitution can foster a

sense of love for the motherland and can

eliminate narrow ethnic feelings and

encourage equitable development, all of which

can block thoughts that smell of separatism or

racism. In this third precept, all groups have

the same right to get education to the highest

level as contained in Article 31 paragraph 1 of

the 1945 Constitution.

d. Populist precepts led by wisdom in

deliberations and representation. This fourth

precept describes the spirit of democracy that

is developing in Indonesian society. If seen in

the practice of education in Indonesia, the

education process will encourage freedom in

expressing opinions, including in formulating

educational goals, opinions from the public

are also needed for the progress and interests

of education.

e. The Precepts of Social Justice for All

Indonesian People. In line with the state's goal

in the opening of the 1945 Constitution that

the state's goal is to realize social justice and

the welfare of the Indonesian people. And in

the world of education what is said to be fair

is in carrying out education that leads to

devotion to God Almighty, science and

technology abilities. Fair here also means that

there is the same policy for all Indonesian

people in an appropriate and non-

discriminatory manner.

2.2.2 Epistemological Aspects of Pancasila

Educational Philosophy

Epistemology is a philosophical study that examines

the sources, conditions and process of knowledge,

and examines the nature of science, with philosophy

we can determine the goals to be achieved. (Kaelan,

2013) explains that the sources of Pancasila

knowledge are values originating from the Indonesian

nation which are excavated from the manifestations

of the noble culture of the Indonesian nation.

Pancasila values can be seen from appreciation and

experience in the life of the nation and state,

especially in education, as follows:

a. The precepts of Belief in the One and Only

God. In its implementation related to

education in Indonesia, Pancasila is excavated

from the Indonesian nation, the process of

which is through the struggle of the people. So

if it is connected with Pancasila, it can be seen

whether knowledge is obtained through reason

or comes from God

b. Just and Civilized Humanity Precepts.

(Jalaludin, 2007) the human person is a

potential subject and has awareness of the

world's self-existence. This means that

humans have the potential to be developed. So

in this second precept the process of forming

knowledge through educational institutions is

simpler in implementation, meaning that there

should not be a monopoly on truth, in teacher

education it is not the only source of learning.

c. Indonesian Union Precepts. In this precept it is

clear that education provides an example of

how interaction between individuals is

conducted as a natural human nature, in this

case the formation of human knowledge is a

process that occurs due to interaction and

cooperation between humans and their

environment.

d. Populist Precepts Led by Wisdom of Wisdom

in Deliberations and Representatives. In the

education system, of course, it really requires

awareness that educational institutions have a

very large role, but institutions outside formal

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education such as families and communities

also need to be involved so that they can

encourage each individual to have freedom in

terms of expressing opinions conveyed

through these educational institutions.

e. The Precepts of Social Justice for All

Indonesian People. Basically the process of

education conducted must aim to realize

justice for all Indonesian people, fair in this

case is the existence of a balance between

general knowledge and religious

knowledge.

2.2.3 Axiological Aspects of Pancasila

Educational Philosophy

Axiology is a branch of philosophy that examines

issues of value, the value in question is if it has use

value, is true, moral, ethical and has religious value.

This value does not arise by itself, but because there

is a language used in daily interaction and

communication, so that society becomes a place

where values arise. Thus Pancasila as the philosophy

of life for the Indonesian nation has the values of

divinity, humanity, unity, democracy and values of

justice (Jalaludin, 2007).

Pancasila values can be seen from appreciation

and experience in the life of the nation and state,

especially in education, as follows:

a. Precepts of YME God. Belief is the most

important thing in every religious teaching

that can describe human religious attitudes,

therefore in education it must be able to

encourage humans to have a good level of

religion. And of course this is regulated in the

curriculum which must contain fields related

to religion in learning, as is the case in the

curriculum in Indonesia that from basic

education to higher education contains

religious education subjects as a subsystem of

our national education.

b. Just and Civilized Humanity Precepts.

Education in this case must be able to

encourage and foster a spirit of peace,

harmony and a spirit of brotherhood in

realizing human values, because this is the

ideal of the Indonesian people. Education in

this case does not discriminate based on

descent or race etc.

c. Indonesian Union Precepts. In this case,

education must be directed at fostering

harmony among people, because harmony is

fundamental in realizing unity in the life of the

state. This mess can be created with the

support of a spirit of self-sacrifice for the sake

of the nation. In education itself, if you want

to achieve educational results or goals, you

must be accompanied by an attitude of

willingness to sacrifice.

d. The Fourth Precept, Democracy Led by

Wisdom in Representative Deliberations.

National education must be able to realize

democratic life in social life, listen to each

other and respect any differences of opinion

that happen, it is this democratic value that

animates the implementation of the

Indonesian national education process,

because democracy will create education that

is able to free humans to understand

themselves and how to understand others.

3 CONCLUSION

Philosophy is a thought process that is conducted in

depth and earnestly to seek a truth, while educational

philosophy is a philosophical principle in the field of

education that provides color and description and

forms the basis of how the implementation of

education is conducted in order to solve educational

problems practically. Basically, humans have

thoughts that function to solve problems in the

implementation of education, namely a process of

educating humans from ignorance, starting from

those who do not know, from underdeveloped traits

and developing increasingly directed, that is the

reason why humans need philosophy in education.

The style of education in a country originates from

the philosophy of the state or the ideology of the state

itself, such as Pancasila as a philosophy believed by

the Indonesian people, in which it contains Pancasila

values which consist of five foundations, these five

values are the way of life of the Indonesian people as

well as the national identity that determines direction

in the implementation of education in Indonesia. This

has the meaning that the implementation of education

in Indonesia must be conducted based on Pancasila

and the 1945 Constitution, because Pancasila is the

way of life for the Indonesian nation, therefore the

learning process held in education in Indonesia has

the aim of developing the potential and character of

students. It is Pancasila values that influence and style

the educational process that is conducted, besides that

Pancasila values will also reflect how education

should be internalized and implemented.

And as a philosophy, of course Pancasila has a

philosophical foundation which includes 3

dimensions: namely 1. Ontological: is an aspect that

Pancasila Philosophy Thinking and Its Implementation in Education

319

examines the origins of Pancasila. 2.

Epistemological: includes the legitimacy of the

source of Pancasila as a science that can be accounted

for. And Pancasila is said to be a science if it has the

same characteristics as science. 3. Axiological: The

values contained in Pancasila are the values of

divinity, humanity, unity, democracy and values of

justice.

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