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Bab Ii Kajian Pustaka BAB II KAJIAN PUSTAKA 2.1 Penelitian Yang Relevan Sebelum melakukan penelitian ini, peneliti telah menelusuri beberapa hasil penelitian terdahulu yang memiliki keterkaitan dengan peneliti yang penelitilakukan ini. Beberapa penelitian yang relevan dengan penelitian ini akan dijelaskan sebagai berikut: 1. Skripsi yang berjudul “Penanaman Nilai-Nilai Cinta Tanah Air Pada Siswa Melalui Pembelajaran Pendidikan Kewarganegaraan Di Smk Negeri 1 Banyudono Kabupaten Boyolali Tahun Ajaran 2012/2013” atas nama Utami (2013) dengan menggunakan metode penelitian kualitatif. Tujuan penelitian ini adalah untuk mendeskripsikan kendala-kendala penanaman nilai-nilai cinta tanah air pada siswa melalui pembelajaran pendidikan kewarganegaraan di SMK Negeri 1 Banyudono Tahun Ajaran 2012/2013 dan Hasil penelitian ini menunjukkan strategi penanaman nilai –nilai cinta tanah air telah di lakukan dengan baik oleh guru PKn Dengan cara penyusunan perencanaan pembelajaran yang di dalamnya terdapat nilai- nilai yang mencerminkan cinta tanah air pada siswa. Dalam pelaksanaan pembelajaran telah melakukan penanaman nilai-nilai cinta tanah air dengan cara presentasi di awal pembelajaran, menyanyikan lagu nasional, menjaga kebersihan dan ketertiban kelas untuk menjadikan suasana belajar yang tenang dan nyaman, studi ke hutan yang ada untuk belajar dan memahami cinta tanah air dalam bentuk peduli terhadap rusaknya 7 8 lingkungan atau hutan, menjaga kerahasiaan soal-soal ujian. Kendala penanaman nilai melalui pembelajaran PKn baik berasal dari diri Guru. Kepala sekolah maupun siswa. Kendala yang ada yang lebih sering dihadapi adalah kesulitan Guru dan tidak sadarnya siswa akan pentingnya cinta tanah air. 2. Skripsi yang berjudul “ Penanaman nilai cinta tanah air melalui pembelajaran PKn di SD Negeri 148/1 Kilangan 1, atas nama Lestari (2014) dengan menggunakan metode Kualitatif. Tujuan penelitian ini adalah untuk mengetahui tentang kekayaan alam dan budaya Indonesia , menggunakan bahasa yang baik dan tidak menggunakan bahasa deerah, dengan tujuan siswa lebih mencintai nilai cinta tanah air. Hasil penelitian ini menyimpulkan bahwa siswa dapat mengetahui tentang kekayaan alam dan budaya Indonesia dengan menggunakan bahasa yang baik dan tidak menggunakan bahasa daerah. Dari beberapa judul kajian penelitian yang relevan seperti dijelaskan diatas, maka terdapat perbedaan objek yang teliti meskipun sama-sama menjelaskan tentang pengaruh metode dan model pembelajaran tertentu terhadap hasil belajar siswa. Judul skripsi yang saya pilih yaitu menjelaskan penerapan nilai cinta tanah air pada pembelajaran kelas IV SD Negeri 13/1 Muara Bulian. Menggunakan metode penelitian yang sama yaitu metode kualitatif dengan tujuan untuk mengetahui penerapan cinta tanah air pada pembelajaran PKn di kelas 4 SDN N13/1 Muara Bulian. 9 2.2 Pengertian PKn Secara bahasa, istilah Civic Education pakar diterjemahkan ke dalam bahasa Indonesia menjadi Pendidikan Kewargaan dan menjadi Pendidikan Kewarganegaraan. Dari definisi tersebut dapat di jelaskan bahwa pendidikan kewarganegaraan dirumuskan secara luas untuk mencakup proses penyiapan generasi muda untuk mengambil peran dan tanggung jawab sebagai warga negara, dan secara khusus, peran pendidikan termasuk di dalamnya persekolahan, pengajaran dan belajar, dalam proses penyiapan warga negara tersebut. Menurut Susanto, (2012:225) bahwa “pengertian pendidikan kewarganegaraaan adalah mata pelajaran yang digunakan sebagai wahana untuk mengembangkan dan melestarikan nilai luhur dan moral yang berakar pada budaya bangsa Indonesia”. Nilai luhur dan moral ini diharapkan dapat diwujudkan dalam bentuk perilaku kehidupan siswa sehari-hari, baik sebagai individu maupun anggota masyarakat, dan makhluk ciptaan Tuhan yang Maha Esa, yang merupakan usaha untuk membekali siswa dengan pengetahuan dan kemampuan dasar berkenaan dengan hubungan antarwarga dengan Negara serta pendidikan pendahuluan bela Negara agar menjadi warga Negara yang dapat diandalkan oleh bangsa dan Negara. Sementara itu, PKn di Indonesia dapat diharapkan mempersiapkan peserta didik menjadi warga negara yang memiliki komitmen yang kuat dan konsisten untuk mempertahankan Negara Kesatuan Republik Indonesia. Hakikat negara kesatuan republik Indonesia adalah negara kesatuan modern. Negara kebangsaan adalah negara yang pembentuknya didasarkan pada pembentukan semangat kebangsaan dan nasionalisme yaitu pada tekad suatu masyarakat untuk 10 membangun masa depan bersama dibawah satu negara yang sama. Walaupun warga masyarakat itu berbeda-beda agama, ras, etnik, atau golongannya. Pendidikan kewarganegaraan adalah mata pelajaran yang mefokuskan pada pembentukan warga negara yang memahami dan mampu melaksanakan hak-hak dan kewajiban untuk menjadi warga negara Indonesia yang cerdas, terampil, berkarakter. Sehubungan dengan itu, PKn sebagai salah satu tujuan pendidikan PKn yang menekankan pada nilai-nilai untuk menumbuhkan warga negara yang baik dan patriotik, maka batasan pengertian PKn dijelaskan dalam Somantri, (2001:159) bahwa “Pendidikan Kewarganegaraan adalah seleksi dan adaptasi dari disiplin ilmu-ilmu sosial, ilmu kewarganegaraan, humaniora, dan kegiatan dasar manusia, yang diorganisasikan dan disajikan secara psikologis dan ilmiah untuk ikut mencapai salah satu tujuan pendidikan”. 2.2.1 Pembelajaran PKn Pembelajaran PKn di sekolah dasar dimaksudkan sebagai suatu proses belajar mengajar dalam rangka membantu peserta didik agar dapat belajar dengan baik dan membentuk manusia Indonesia seutuhnya dalam pembentukan karakter bangsa yang diharapkan mengarah pada penciptaan suatu masyarakat yang menempatkan demokrasi dalam kehidupan berbangsa dan bernegara yang berlandasan pada Pancasila, UUD, dan norma-norma yang berlaku di masyarakat yang diselenggarakan selama enem tahun. Esensi pembelajaran PKn bagi anak adalah bahwa secara kodrati maupun sosiokkultural dan yuridis formal, kehidupan manusia selalu membutuhkan nilai, moral, dan norma. Dalam kehidupan manusia memiliki keinginan, kehendak dan 11 kamauan yang berbeda untuk selalu membina, mempertahankan, mengembangkan dan meningkatkan aneka potensinya. Namun sangat disayangkan bahwa dalam aplikasinya, pembelajaran PKn ini kurang banyak diminati dan dikaji dalam dunia pendidikan dan persekolahan, karena kebanyakan kebanyakan lembaga pendidikan formal dominan pada penyajian materi yang bersifat kognitif dan psikomotorik, kurang menyentuh pada aspek afektif. Hal ini bukan tidak disadari, melainkan ketidakpahaman para pengajar. Kenapa PKn itu perlu diajarkan kepada anak didik, setidaknya ada tiga alasan yang melandasi, sebagaimana dikemukakan oleh Djahari (1996:8-9), yang dijelaskana sebagai berikut ini. 1. Bahwa sebagai makhluk hidup, manusia bersifat multi-kodrati dan multi fungsi-peran; manusia bersifat multikompleks atau neopluralitas. Manusia memiliki kodrat Ilahi, sosial budaya, ekonomi, dan politik. 2. Bahwa setiap manusia memiliki: sense of, atau volue of, dan conscience menunjukkan integritas atau keterkaitan atau kepedulian manusia akan sesuatu. Sesuatu itu bisa material, imaterial, atau kondisional atau waktu. 3. Bahwa manusia ini unik (uniqe human). Hal ini karena potensinya yang multipotensi dan fungsi peran serta kebutuhan atau human desire yang multiperan kebutuhan. Sejalan dengan itu pendapat Sapriya (2012:1) bahwa “pendidika PKn ini sangat penting dalam mencerdaskan kehidupan bangsa, sehingga pendidikan PKn ini sangat penting dalam rangka mencerdaskan kehidupan bangsa, sehingga 12 pendidikan PKn ini harus dibangun atas tiga dasar paradigma”. Di jelaskan sebagai berikut ini: 1. PKn secara kurikuler dirancang sebagai subjek pembelajaran yang bertujuan untuk mengembangkan potensi individu agar menjadi warga negara Indonesia yang berakhlak mulia, cerdas, partisipatif, dan bertanggung jawab. 2. PKn secara teoritas dirancang sebagai subjek pembelajaran yang memuat dimensi-dimensi kognitif, efektik, dan psikomotorik yang bersifat konfluens atau saling berpenetrasi dan terintergrasi dalam konteks subtansi ide, nilai, konsep, dan moral pancasila, kewarganegaraan yang demokratis, dan bela negara. 3. PKn secara teoretis dirancang sebagai subjek pembelajaran yang menekankan pada isi yang mengusung nilai-nilai dan pengalaman belajar dalam bentuk berbagai perilaku yang perlu diwujudkan dalam kehidupan sehari-hari dan merupakan tuntutan hidup bagi warga negara dalam kehidupan bermasyarakat, berbabangsa, dan bernegara sebagai penjabaran lebih lanjut ide, nilai, konsep, dan moral pancasila, kewarganegaraan yang demokratis, dan bela negara. Memerhatikan uraian diatas, maka jelaskan bahwa pembelajaran PKn ini pada intinya harus diajarkan tidak hanya mentrasfer ilmunya saja, tetapi harus sampai pada tahap operasional sesuai dengan peran peserta didik saat ini dan di masa mendatang. Dengan demikian, pembelajaran PKn ini bukan hanya dalam bentuk konsep belaka, sehingga kurang fungsional atau tidak muncul sebagai jati diri dan acuan perilaku praksis. Celakanya, pendidikan PKn malah hanya menjadi 13 “pelajaran hafalan” saja. Jadi pendidikan PKn yang secara paradigmatis serat dengan muatan efektif namun dilaksanakan secara kognitif. Kendala lainnya yaitu yaitu pendidikan di Indonesia dihadapkan pada berbagi persoalan dan situasi global yang berkembang cepat setiap waktu, baik yang bermuatan positif maupun negatif atau bertentangan dengan kepribadian bangsa Indonesia. Di lain pihak, Sapriya (2012:3) mengemukakan beberapa permasalahan kerikuler yang mendasar dan menjadi penghambat dalam meningkatkan kualitas pendidikan PKn, sebagai berikut ini: 1. Penggunaan alokasi
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