“State principles only exist in books, not in practice,” says Kinan, a secondary student in one of Indonesia’s state schools as he describes his attitude toward civics education. At a young age, he seems to have acknowledged a gap between how the nation is portrayed in civics education and how it does not necessarily translate in practice. 

Civics education in the country is understood as Pendidikan Moral Pancasila (Moral Education by Pancasila) or Pendidikan Pancasila dan Kewarganegaraan (Pancasila and Citizenship Education). The term itself envelopes the importance of moral principles among Indonesian students.

However, despite national policies mandating civics in educational institutions, the words of Kinan can be seen as a sounding cry from our next generation, one that questions the relevance of civics education and whether or not the country can truly move on from the ceremonial “learning for the sake of memorizing” in favor of a more practical well-rounded measure. 

The development of civics education was prevalent during Soeharto’s New Order, where it was utilized as a tool for national cohesion and as a method to further consolidate centralized power of the government. Its pedagogy was repetitive and formal, ample material that can be used to indoctrinate students.

However, the Reform Era dismantled this concept, opening the doors for autonomy and a more democratic approach. This allows teachers to utilize various teaching methods in yielding the aim of civics education, thus cultivating a more progressive approach in the teachings of moral principles to promote nationalism and patriotism among students. 

Even with greater autonomy that teachers have to curate a more customized form of civics education, credibility and confidence within curriculum could only go so far if trust is low. The corruption cases entangling, among other public officials, former South Sulawesi governor Nurdin Abdullah and former social affairs minister Juliari Batubara during the COVID-19 pandemic, do not help the government instill the value of civics education. 

With the lack of trust among students in the government or political elites, students are not able to draw the connection to what they are learning in school to the reality of the country. Consequently, it leaves lessons from civics education as mere formality, as opposed to providing a deep insight on the development of nationalism and patriotism this nation urgently needs. 

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