Pendidikan Politik Sebagai Alat Ukur Mencerdaskan Kehidupan Bangsa

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Oleh: Bangun Sitohang, Kasubdit Implementasi Kebijakan Politk, Ditjen Polpum Kemendagri

PENDIDIKAN adalah bagian tak terpisahkan dari proses kehidupan manusia dan lingkungannya, sehingga hanya manusia yang bisa mengelola lingkungannya dengan baik yang akan memiliki identitas atau jatidiri. Artinya semakin baik pengelolaan pendidikan dilaksanakan satu bangsa maka bangsa tersebut telah berencana membangun peradaban bangsanya ke arah yang lebih baik sesuai dengan tujuan negara tersebut didirikan. Demikian juga bahwa proses pendidikan politik yang dilaksanakan suatu bangsa akan berdampak positip bagi kelangsungan pembangunan politik bangsanya.

Pembangunan politik pada hakekatnya adalah perubahan manusia dalam tingkahlakunya, baik itu cara dan kemampuan berpikir, sikap, nilai dan kemampuan kerjanya  yang  tidak dapat dipisahkan dari lingkungan suatu wilayah tertentu atau negara. Itulah sebabnya pendididkan politik adalah alat ukur kemajuan suatu bangsa. Secara integral masalah pendidikan sangat berkait dengan aspek ideologi, politik, ekonomi, sosial, dan budaya (ipoleksosbud) dan kalau dikaitkan dengan politik, maka ditambahkan dengan istilah pertahanan dan keamaanan karena di sana ada bentuk kedaulatan negara.

Pada sisi lain bahwa pendidikan Politik bergerak secara integral dengan masalah pemerintahan dan dinamika bangsa, baik secara infra struktur maupun supra strukturnya. Istilah pemerintahan dalam arti luas meliputi badan legislatif (pembuat UU), eksekutif (pelaksana UU) dan yudikatif (penindak pelanggar UU). Sedangkan Pemerintah dalam arti sempit lebih diarahkan pada pemahaman tentang lembaga eksekutif. Karenanya agar suatu bangsa berubah ke arah yang lebih baik (cerdas), maka perlu pemerintahan yang didukung oleh manusia yang berkualitas dan cerdas sehingga dalam memperoleh, mempertahankan, menggunakan kekuasaan sejalan dengan tatanan kepentingan dan hubungan pemerintah dengan rakyatnya, khususnya  dalam menyelesaikan berbagai persoalan bangsa.

Itulah sebabnya dalam pembukaan UUD 1945, antara lain ditegaskan bahwa kemerdekaan kebangsaan Indonesia itu disusun dalam suatu UUD, hal ini mengajarkan kepada kita agar dalam menyelesaikan masalah bangsa harus dalam kacamata hukum atau semangat konstitusi, jangan ada lagi pihak-pihak yang kalau menyelesaikan masalah bangsa seenaknya mendasarkan pada kepentingan sektarian atau kelompoknya. Untuk itu penyelesaian masalah bangsa harus  sesuai jatidiri bangsa yaitu senantiasa menempatkan kepentingan bangsa di atas kepentingan kelompok, inilah salah satu bentuk kecerdasan yang dimaksudkan.

Pendidikan politik cermin  Jatidiri Bangsa.

Pentingnya pendidikan politik adalah untuk mendewasakan cara pandang suatu bangsa terhadap identitas kebangsaannya agar tetap berjalan pada semangat pembukaan UUD 45 yaitu untuk memajukan kesejahteraan umum dan mencerdaskan kehidupan bangsa. Dari persepektif ini terlihat bahwa pendidikan politik harus bisa membuat satu bangsa menjadi cerdas – sehingga mampu mengelola sumberdaya alam dan membangun infrastruktur dan suprastruktur kebangsaan sesuai dengan kemajuan ilmu pengetahuan dan tehnologi agar bangsa tersebut dapat meningkatkan kemajuan dan kesejahteraan.

Pembangunan itu sendiri dalam prosesnya mulai dari input – konversi – outputnya sejatinya dilakukan oleh dan untuk manusia. Dalam sejarah peradaban dunia dari zaman batu sampai zaman Romawi kuno dan abad modern saat ini, bahwa hanya orang cerdas dan para pemikir (Filosof: manusia yang bercita-cita) yang bisa maju dan merubah peradaban suatu bangsa atau dunia yaitu melalui berbagai inovasinya.

Dari persepektif tersebut berarti  untuk mengembangkan kemajuan peradaban bangsa serta mengembangkan jatidiri suatu bangsa dan kedaulatan negara, diperlukan pendidikan politik sebagai alat ukur dalam mencerdaskan bangsa. Itulah sebabnya sejak dini diperlukan pembangunan manusia Indonesia yang utuh (secara formal pendidikan mulai TK sampai PT) dan non formal keluarga dan masyarakat yaitu dengan menumbuhkan kesadaran kognetif (Mengerti Nilai), afektif (Memaknai nilai)  dan konatif (Menjalankan Nilai dalam Berperilaku), sebab negara yang maju dan demokratis tercermin dari kemajuan intelektual (kecerdasan) bangsanya.

Permasalahannya adalah “Bagaimana mendidik warga bangsa menjadi cerdas secara berkesinambungan,” sehingga pengaruhnya dapat memberikan manfaat besar dalam mengelola sumberdaya alam dan menumbuhkan kehidupan masyarakat yang demokratis sesuai jatidiri ? Dari sinilah kita mencari thesis pendidikan politik sebagai alat ukur mencerdaskan bangsa (manusia Indonesia). Adapun cerdas yang dimaksudkan adalah generasi bangsa yang bisa mengimplementasikan komitmen terhadap nilai-nilai moral Pancasila dan norma hukum sesuai  ketentuan UUD 1945.

Tanggungjawab siapa pendidikan politik ?

Mengapa nilai Pancasila dan Norma Hukum UUD 45 tersebut menjadi sumber mencerdasakan bangsa, karena di sanalah kita berjanji sebagai satu bangsa. Pendidikan politik belum bisa dikatakan berhasil jika kita belum menghasilkan manusia Indonesia yang utuh sesuai Pancasila dan UUD 45. Kita cenderung melihat proses pendidikan politik hanya dengan pendekatan political oriented, bukan melahirkan partisipasi masyarakat sebagai wujud tanggungjawab kebangsaan.

Kondisi aktual partisipasi politik bangsa ini  selain pemilu misalnya dalam dinamika kehidupan demokrasi di masyarakat terindikasi rendahnya tanggungjawab politik kebangsaan, yang diperlihatkan maraknya sikap anarkisme dalam berdemokrasi dan  rapuhnya semangat kebangsaan serta mulai pudarnya paham kebangsaan. Selanjutnya kondisi tersebut kalau kita terjemahkan secara jujur adalah gagalnya pendidikan politik pasca reformasi dan sekaligus menggambarkan rendahnya kepercayaan masyarakat terhadap para pemimpinnya, mengapa ? Karena konsepsi masyarakat selalu melihat ke atas atau cenderung berprilaku sesuai dengan “keteladanan pemimpinnya.”  Nilai keteladanan inilah yang cenderung hilang dalam nilai-nilai politik kebangsaan kita.

Secara kausalitas seharusnya pasca reformasi, dengan adanya perubahan berbagai regulasi politik setidaknya bersinerji mendorong  kehidupan politik yang lebih baik dalam kehidupan demokrasi, demikian juga adanya keterbukaan dalam segala kehidupan sosial dan politik , sejatinya juga menghasilkan kualitas demokrasi yang ditunjukkan dengan peningkatan partisipasi politik masyarakatnya yang tidak lagi selalu saling menghujat dan bertikai antara anak bangsa. Lantas patutkah kita saling menyalahkan lemahnya  pendidikan politik selama ini ?  Tentu tidak demikian karena menurut Ackerman dan Alscott (1999) dalam bukunya stakeholder society dijelaskan bahwa pendidikan berkait dengan komponen bangsa, seperti masyarakat lokal (Ormas dan Lembaga Nirlaba lainnya), orangtua (keluarga), peserta didik (pelajar, mahasiswa), Negara (Pemerintah/Pemda dan Lembaga Negara terkait)  dan pengelola profesional pendidikan (Guru/Dosen/Pengajar dari TK-PT).  Pertanyaan berikutnya “apa yang kurang dengan pendidikan politik selama ini?  jawaban sederhananya kita baru cendrung memahami Pancasila dan UUD 45, belum konsisten menjalankannya.

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