Strengthening Civic Literacy Using Psycho-Pedagogical Development
Approach in Politics of Defence Class: Lesson from Indonesia
Rusnaini Rusnaini, Erna Yuliandari and Machmud Al Rasyid
Universitas Sebelas Maret, Surakarta, Indonesia
Keywords: Civic Literacy, Psycho-pedagogical Development, Learning Strategy, Defence Politics.
Abstract: The objective of this research is to improve students' civic literacy through psycho-pedagogical
development approach in the politics of defence class. Politics of defence is characterized by promoting
civic literacy and raising awareness about state defence in order to prevent or overcome threats, challenges,
obstacles, and disturbances to defence and security. The first phase of the project was to identify civic
literacy, including civic knowledge and civic disposition. The last phase was to develop a learning strategy
based on ideology, politics, economy, social culture, defence and security issues. This research employed
are & D model proposed by Borg and Gall, consisting of some steps; (1) potentials and problems, (2)
information collection, (3) model development, (4) model validation, (5) model revision, (6) model try-out,
(7) model revision, (8) wider try outs, (9) model revision. The research results show that strengthening civic
literacy is an important aspect in developing a civic attitude and awareness about state defence. They
realized that politics of defence are a public discourse, becoming not only military and police domains, but
also public domain. Finally, students have an awareness of defending their state.
1 INTRODUCTION
In regard to the enactment of Law Number 3 of
2002 concerning defence in Indonesia, people should
be more aware of defence issues. However, in reality,
civic literacy about defence issues is very low, resulting
low awareness of factual or potential threats in local or
national level. Low civic literacy about defence is
caused by conservative mind-sets among certain circles
which tend to restrict civil knowledge about defence
issues. As a matter of fact, serving as citizens'
knowledge and ability to resolve social, politics, and
state problems, civic literacy is inevitable to respond
political changes which demand citizens to act
autonomously (Suryadi, 2010). The substantial power
of civic literacy lies in critical and empowering
political participation of the citizens in relation to main
political concepts which will affect their life (Heryanto,
2012). Civic literacy is basically a competence of
citizens. It is a competently made to prepare a citizen
play a role in democratic life. Other names for this
concept include political expertise, political awareness,
and civic competence (Cassel and Lo, 1997).
The results of preliminary research indicated that
the students' literacy rate about defence issues was low.
Such problem led to a question of how to develop a
model of strengthening civic literacy using psycho-
pedagogical development approach through ideology,
politics, economics, social, culture, defence and
security issues (hereinafter referred to as
IPESCDS/Ipoleksosbudhankam)-based learning
strategy? Issues of ideology relate to the ideology of
the nation, rattling citizen thinking in citizenship. The
political issues relate to the policy (political will) of
government in public policies. Economic issues relate
to resources, sources of inner wealth and inequality and
equity of income. Social-cultural issues relate to social
life and cultural customs associated with the life of the
citizen. Defence and security issues relate to the
prevention and control various dimensions of national
defence.
The defence politics, learning strategy based on
Ipoleksosbudhankam (IPESCDS) are developed based
on the constructivism epistemology using a David
Ausubel’s cognitive model of Meaningful Learning
(Novak, 2011). Ausubel believes that the learning
outcome is top-down and deductive in nature. Ausubel
also stresses the importance of reception rather than
discovery learning, and meaningful rather than rote
learning. Ausubel’s theory consists of three phases:
Advance Organizer, presentation of learning tasks and
material, and strengthening cognitive organization.
Referring to Tennyson (2010) and Novak (2011) using
Ausubel’s assimilation theory, the meaningful learning
238
Rusnaini, R., Yuliandari, E. and Rasyid, M.
Strengthening Civic Literacy Using Psycho Pedagogical Development Approach in Politics of Defence Class: Lesson from Indonesia.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 238-242
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

includes five elements: teacher, learner, learning
material, context, and evaluation integrated
constructively that can improve thinking, feeling and
acting.
The reason why the strategy of IPESCDS-based
political, defence class is used that it is so relevant in
order to improve the civic literacy towards security,
defence affairs that has implications for the
improvement of civic attitude, due to the objective facts
of military threat and non-military threat that are
considered to have the ability to harm state sovereignty,
territorial integrity and whole nation safety. This
learning involving pedagogical and psychological
aspects is called psycho-pedagogical development
(Budimansyah, 2009; Enns and Shapovalova, 2015).
Biggs (2003) and Hong and Lawrence (2011) applied
action as the systematically attempt of improving
learning method and ensuring that everything runs
well, so that the students obtain the better the learning.
The objective of research is to improve student's civic
literacy, civic attitude and awareness of state defence.
2 METHODS
This research employed Gall et al. (2003) method,
consisting of: (1) identifying potency and problems;
(2) gathering information; (3) model
development; (4) model validation; (5) model
revision; (6) model trying out; (7) model revision;
(8) large-scale try out; (9) model revision stages.
This research would be conducted for two years. In
the first year, the research was conducted in 1-5
stages. Data was collected using observation, Focus
Group Discussion (FGD), and interview technique.
Observation conducted during the learning process
consisted of three phases: advance Organizer,
presentation of learning tasks and material, and
strengthening the cognitive organization (Novak,
2011). FGD was carried out twice in two groups
(Classes A and B), each of which consisted of 10
students. FGD was intended to collect
data/information about potential and factual threats
against the Indonesian defence. Every informant or
participant of FGD explored ideology, politics,
economy, social-cultural, and defence security issues
to result in a consensus. Every participant was given
the opportunity of speaking, expressing opinion, and
participating actively in discussion. So, the data
obtained came from an exploration of social
interaction occurring during the discussion process
conducted by the informants involved (Carey 1994;
Hollander, 2004). We analysed argumentation in one
focus group based on various data, including
audiotapes and videotaped conversations, field notes
and student interviews.
3 RESULTS AND DISCUSSION
The improvement of students’ civic literacy can be
seen from their competency in analysing IPESCDS
issues. From the results of the research, it is found
that the process of learning activity is able to
increase critical mind-set of students which can be
seen from their analysis and critical attitude about
IPESCDS issues existing in the society through the
internet, or mass media.
3.1 Civic Literacy
Civic literacy is reinforced through a defence-based
political education based on IPESCDS-issues.
Ideology issue is viewed from any challenge, threat,
constraint and disruption, coming from either
outside or inside directly harmful to a nation and
state’s ideology life sustainability. The students
identify some threats categorized as a potential
threat and factual threat. Firstly, globalization threat.
Through this globalization, foreign values come into
the state and can affect the people’s perspective and
thought about the state ideology. Potential threat in
ideology sector concerns mind-set in living within
the nation and start tending to be affected by foreign
thought and perspective often in contradiction with
the existing values in the society. The globalization
effect on the change of values in the society should
be anticipated. The eroded values existing in the
society due to such the view will treat the Pancasila
ideology. Therefore, we should receive selectively
the views coming into our country. We should be
able to process it corresponding to the existing
values. Secondly, radical group threat. Radicalism
and terrorism action is the factual threat. Different
from potential threat, this is a threat arising due to
long resentment that reappears thereby results in
serious hazard. The real example of ISIS is
spreading its ideology and it is possible shaking the
ideology of Pancasila. The view held on is
inconsistent with the values existing in society and
state and in contradiction with Pancasila values.
Political issues are related to political policy. The
political issue is intended to those authorized to
make policy, for example the conception attempt by
changing the mind-set that their decision is the best.
The main problem here is the relationship between
government initiative and people participating. The
students identify the Indonesian government as
Strengthening Civic Literacy Using Psycho Pedagogical Development Approach in Politics of Defence Class: Lesson from Indonesia
239

partial to one certain political party or corporation in
the form of support and policy. They also identify a
factual threat in which the actor tries to change or
reform policy conceptively, criminally and
politically. The state actor: United States of
America, China, and Saudi Arabian. Non-State
Actor: Indonesian investor from non-native class (9
dragons), Syria group, NH/HTI.
Economic issue can be seen as a challenge,
threat, constraint and disruption against a nation’s
economic sustainability essentially indicated with
production factor and its processing, particularly in
the sectors affecting many people’s life mastered by
foreigners. The students identify that Indonesian
economic politics today leads to capitalism and
liberalism thereby leading to the utilization of non-
renewable natural resource thereby resulting in more
natural damage. The factual threat arising today is
the foreign domination over important production
factor and many life’s people. Firstly, foreign
investment in infrastructure sector. A large volume
of foreign capital coming to Indonesia as
development investment must be followed by the
agreement, both politically and economically. This
often becomes the instrument of achieving other
states’ interest. For example, the capital coming
from China to develop many infrastructures in
Indonesia, is followed by Turnkey Project
Management in which the company officials should
be Chinese, and even majority labourers come from
China. The development that should absorb
Indonesian workers is otherwise. It results in other
problems such as economic gap, population
explosion, and etc. Secondly, foreign investment in
natural resource sector. Policy manipulation is made
in order to be favourable to one party, particularly
related to natural resource, in addition there are also
other purposes of foreign investment. For example,
the investment made by PT Freeport in Papua. Any
policy or decision made affects the life of Papua
people living surrounding the mining company. PT
Freeport will of course be exposed to the effect,
either positively or negatively.
Recently the effect more often occurring is
negative, for example natural damage. The abundant
natural resource in Indonesia including food, bio-
energy, and etc. will attract the foreign investors
who have a different economic system (capitalism
and liberalism). Finally, the case of geothermal
power potentially made into a 650 KWH mega
project in Karanganyar will treat the life surrounding
Mount Lawu. Considering the threat factor above,
the students state that the government should make
economic policy in producing and distributing
product and service, either at home or abroad. The
students also suggest that State-Owned Enterprise
(BUMN) should not be mastered by another state.
They suggest as well that state-defending is required
to relate to the natural resource, reducing the foreign
investment coming into sectors pertaining to many
people’s lives.
Social-cultural issue can be seen from tradition,
education, national leadership, national objective
and national personality. The students identify two
types of potential threats related to social-cultural
issue. Firstly, the exposition to ethnicity, religion,
race and inter-class (SARA) –related issues can lead
to conflict that can divide the nation. The factual
threat coming from outside & non-state actor is
related to the belief system, for example the entry of
radicalism tenet and religion politicization. The next
potential threat is the pure consciousness of the
meaning of Bhineka Tunggal Ika (Unity in
Diversity). Secondly, human trafficking crime has
also been the factual threat against human dignity,
particularly women who often become the subject
and object of the work.
Defence-security issue can be seen from various
dimensions of national security, including external
defence, internal security, public order, and disaster
management or something including state security,
public safety and individual safety aiming to develop
national power. The students identify three types of
threat in defence-security sector. Firstly, the threat
against the state’s territorial border. This state’s
territorial border is a threat highly affecting the
state’s security and defence, for example the border
conflict with Malaysia, related to the ownership of
Sipadan and Ligitan island won by Malaysia. Such
case potentially occurs in the future. For example, an
incident occurring recently is the case of National
Sea near the South China Sea. The infringement was
committed by Chinese war ships, but they did not
admit it. Secondly, the threat of asymmetric/proxy
war. The method used was destructive and
manipulative method and usually involves the
financier, black operation, and intelligent activity.
The invasion also attacks the state’s stability.
Asymmetric war (brain, ideological war, etc.) has
been conducted silently just like the mosquito
repellent attacking from the tip.
Based on FGD data and learning process result
political, defence class with a psycho-pedagogical
development approach, knowledge and
understanding enables the citizens to undertake their
effective role as the citizens. So, learning is a
meaningful assimilation. It is in line with Asal
(2013) study finding as well that thematic issue can
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improve the politics of defence understanding and
learning based on ideology, politics, economy,
social-cultural, and defence security issues. In line
with this, Mckenzie (2015) found that political
learning in the classroom can improve political
literacy or civic literacy.
3.2 Civic Attitude
Civic attitude is the attitude that they have toward
civic issues. Considering the threat against ideology
above, the students assume that we should uphold an
ideology becoming the collective ideal of all
citizens, recalling the founders of nation’s struggle
who had sacrificed their property, effort and life for
a state’s establishment. For that reason, the students
should suggest the need for state ideology
inculcation and reinforcement by means of giving
education and nationality insight, socialization,
discussion forum or seminar and start defending
training. Recalling that civilian is the reserve
component of the state’s security and defence,
citizen participation in each area is very desirable to
prevent the external effect and a threat. Citizens
have a responsibility to support military apparatus in
state defending. In addition, they can also find out
how to deal with these matters. In juridical formal
manner, state defence includes the participation of
all people.
The students realized that citizens still play an
insignificant role in the state defence. Such role is
usually played by those who are still active in the
fields that have access to the state defence, while
those who do not have access will not be or get
involved. This certainly needs to be taken into
consideration and a policy should be made to
provide an access / channel to state defence for all
citizens because potential threats may occur and will
realize the trends of the present war (hybrid, proxy
and asymmetric). The citizens should take part. State
defence is a form of devotion to the state as well as
self-defence, and nationalism. The state defence
must be conducted because it has been contained in
the 1945 Constitution of the Republic of Indonesia.
Based on FGD data and learning process result
political, defence class with a psycho-pedagogical
development approach, IPESCDS-issues in defence
learning mentality are directed to shape students’
attitudes into a good citizen. It is in line with
Esaiasson and Perrson (2014) study finding that
political learning also has implications for civic
attitude. It is in line with David Ausabel’s
meaningful learning "approach" as in, in the context
of “assimilation” learning theory of Jean Piaget
(Novak, 2011).
3.3 State Defence Awareness
State defence awareness is the output of the student's
critical mind-set grows into a growing awareness of
the importance of defending the state, in a critical
way in addressing citizenship issues and acting in
accordance with its field and capabilities. In juridical
formal aspect, Indonesian state defence involves all
people’s participation, in which people are involved
in civil defence and military defence. In military
defence, people, particularly youth is reserve
component. Meanwhile, citizen serves as reserve
and supporting component of defence. However,
their participation can be used as the form of
participation when a condition beyond the main
components occurs. State defence is a struggle value
and patriotism having sacrificed, sincerity and
persistence values.
Based on FGD data and learning process result
political, defence class with a psycho-pedagogical
development approach, student have a sense of
belonging to state and nation and feel an obligation
to maintain and to develop it. Although the impact
of this learning was not being optimized, through a
well-planned approach and methods, the learning
strategy in the politics of defence was able to
encourage students to learn for themselves, have a
high level of civic literacy, become critical citizens
and make certain contributions to build the nation.
The state-defending consciousness in the context of
state’s defence and security system is based on the
Article 27 clause (3) of the 1945 Constitution and
article 30 clause (1) of the 1945 Constitution. The
awareness about state defence is the most essential
thing because it is the only way one feels to possess
the state and nation and feels required to defend and
develop it. State defence is an orderly, thorough,
integrated, and continuous determination, attitude
and action of citizens based on nationalism and
awareness of the life of the nation and the people
4 CONCLUSIONS
The strategy of defence politics, learning with
psycho-pedagogical development approach based on
IPESCDS-issues are able to function to form the
mind-set and pattern of action to be a good citizen
who has civic attitude and awareness to defend the
state. IPESCDS/Ipoleksosbudhankam-based defence
political learning strategy enables us to have broad
Strengthening Civic Literacy Using Psycho Pedagogical Development Approach in Politics of Defence Class: Lesson from Indonesia
241

insight, including knowledge of the threat,
challenge, constraint, and disruption from inside and
outside the country. Politics of defence learning also
employ meaningful learning to lead the students to
participate fully, to be competent, responsible, and
committed (reasoned commitment) to state defence.
Well-educated citizens, university students should
play a significant role in applying defence policy
because Indonesia adopts comprehensive security
and total defence system in which all the
components of the country are responsible for the
duty of state defence. The form of defence is
comprehensive, which involves all people and
national resources, national facilities and
infrastructures, and territories of the country as a
unity. The reinforcement of civic literacy needs
spirit support becoming the main foundation to come
up dealing with the challenge becoming the nation’s
reality today. The building of young generation into
the best citizens become the main focus. The state-
defending consciousness is not born, but should be
grown and developed, particularly through educating
and building the young generation. So, in addition to
government, civil society should think of and
contribute to defines maintenance and improvement
affairs.
ACKNOWLEDGEMENTS
This research was funded by the Institute of
Research and Community Service of Universitas
Sebelas Maret through the 2017 PNBP fund under
the research scheme of Social Humanities and
Education.
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