This is an open access article under the CC-BY-SA license. REiD (Research and Evaluation in Education), 6(1), 2020, 78-86 Available online at: http://journal.uny.ac.id/index.php/reid An analysis of the suitability of students' civic knowledge and disposition in the topic of citizen's rights and obligations *Dwi Riyanti Institute for Educational Development, Universitas Ahmad Dahlan Jl. Ringroad Selatan, Kragilan, Tamanan, Banguntapan, Bantul, Yogyakarta 55191, Indonesia *Corresponding Author. E-mail: dwiriyanti.ysu@gmail.com Submitted: 10 May 2020 | Revised: 26 May 2020 | Accepted: 23 June 2020 Abstract Civic Education has been taught in primary education, but it has not impacted significantly with no strength and function. It is proven by the number of youths who have not understood and implement the citizen right and obligation (hak dan kewajiban warga negara) topic in Civic Education for their daily life. Thus, civic knowledge and civic disposition have not run as expected. This matter has become a great task for Civic Education lecturers to maximize and correlate comprehensively civic knowledge and civic dis- position. This study discussed the suitability of civic knowledge and civic disposition in the topic of “Hak dan Kewajiban Warga Negara”. This study was descriptive research with a qualitative approach conducted in Universitas Negeri Yogyakarta (UNY), Universitas Ahmad Dahlan (UAD), SMKN 1 Kalikajar (Vocational High School), SMPN 1 Magelang (Junior High School), and SD Kembangsongo (Elementary School) and focused on Civic Education subject by using purposeful sampling. The data were collected through interviews and documentation. The data were then analyzed through the triangulation technique. This study resulted that students in their daily life have not fully implemented both civic knowledge and civic disposition. The matter was caused by students and lecturers of the Civic Education, whereas the subject’s topic has met the criteria of the curriculum in the level of Elementary School, Junior High School, and Senior High School/Vocational High School although not all topics were taught in these levels. Keywords: civic knowledge, civic disposition, civic education How to cite: Riyanti, D. (2020). An analysis of the suitability of students' civic knowledge and disposition in the topic of citizen's rights and obligations. REiD (Research and Evaluation in Education), 6(1), 78-86. doi:https://doi.org/10.21831/reid.v6i1.31621. Introduction Sunarso, Sartono, Dwikusrahmadi, and Sutarini (2016, p. 6) explains the report of the Session of BPUPKI and PPKI stating that education in Indonesia must be able to pre- pare students to become citizens who have a strong commitment to maintain the Republic of Indonesia unity which has the essence of modern nationalism. It means that in a mod- ern era, the formation of nation and state is based on a sense of nationalism of the people who have a strong determination to build a future with a variety of different populations. A country that adheres to the concept of democracy will prove the development of the concept of civil society that has a concept of a position to gather the strength of society to maintain the freedom, diversity, and inde- pendence of the community against state and government power. Although there is inde- pendence, both are having a mutual relation- ship (Alam, 2014, p. 196). Ferguson, Hume, and Adam Smith began to identify the con- cept of civil society with a civilized society oriented to the material organization (Jb & Darmawan, 2016, p. 40). Therefore, to realize https://creativecommons.org/licenses/by-sa/4.0/deed.id https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 - 79 ISSN: 2460-6995 (Online) the civil society concept, a state with a good civic competence is required. Civic Education has been taught since elementary school education in Indonesia. In addition, citizenship knowledge can be ob- tained from non-formal education by reading news both from print and electronic media. Therefore, citizenship knowledge is not only theoretically, but also practically looking di- rectly on the current evidence in the scope of citizenship. Even though citizenship knowl- edge can be obtained through non-formal education, formal education still has a very significant share of students' knowledge of citizenship (Galston, 2007, p. 627). Currently, Civic Education has not been able to have a significant impact; it is still not functioning properly and powerless, although, in the reformation era, Civic Education de- mands that it can revitalize itself so that it can carry out its vision and mission. Charles in Print, Ellickson-Brown, and Baginda (1999, pp. 133–135) believes that the contents of Civic Education can be arranged in three models, namely formal curriculum implemented in learning, an informal curriculum that can be implemented in extracurricular activities, and hidden curriculum such as ethical development that can be developed in daily actions. With these three models, it is expected that stu- dents can have citizenship knowledge and can internalize it in everyday life. According to Branson (1999, pp. 8–25), there are three aspects of Civic Education, namely civic knowledge, civic skills, and civic disposition. One of the aspects of Civic Edu- cation is civic knowledge. This material/topic is a substance related to rights and obligations that citizens should know it. This must be owned by every individual because it can positively affect and a picture of democratic values in society. When specifically described, the material/topic on citizenship knowledge includes several things, namely knowledge in terms of structure and political system in gov- ernment, national identity, free and impartial justice, the constitution used, and the values that live in society. Civic disposition is a citizenship compe- tency. This is a combination of civic knowl- edge and civic skills. Civic disposition is a component related to a citizen's character in the scope of democracy that can be measured through the level of citizen awareness. This includes how a citizen understands his rights and obligations by complying with applicable laws, thinking critically, expressing opinions, having good morals, being responsible, being a good listener, discipline, and upholding hu- man dignity (Feriandi & Harmawati, 2018, p. 77). It is also similar to the purpose of na- tional education to develop students’ potential to be faithful and devoted the almighty, noble, knowledgeable, skilled, creative, independent, and responsible for a democratic country (Ernawati, Tsurayya, & Ghani, 2019, p. 21). Civic disposition in the formal curric- ulum can play an important role in shaping the character of students. Moreover, this is supported by Law No. 12 of 2012 of Republic of Indonesia on Higher Education in Article 35, Paragraph 3 for which the higher educa- tion curriculum must contain compulsory subjects, one of which is Civic Education. Therefore, through this subject, students can get civic knowledge and civic skills so that they can form civic disposition. In addition to the formal curriculum of civic disposition, it can be formed through activities undertaken by students, such as UKM or Unit Kegiatan Mahasiswa (students’ extracurricular activities) and state defense training activities for stu- dents that have been carried out by Univer- sitas Ahmad Dahlan. Frailon, Schulz, and Ainley argue that civic disposition research resulted from ICCS on Civic Education situation in five countries such as Indonesia, Hong Kong, Republic of Korea/South Korea, Taiwan, and Thailand, have produced civic knowledge in Indonesia and Thailand on VIII class students is lower as compared to other sample countries in Asia. In addition, there are still many traffic violators derived from students themselves (Ainley, Fraillon, & Schulz, 2012, p. 3). This opinion is in line with Wardhani, who states that Operasi Progo Polresta Jogja has cited and reported 977 violators, and 327 are students. Therefore, there are some points for educators to improve students' civic knowl- edge in order to produce a good civic dispo- sition (Wardhani, 2019). https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti 80 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 ISSN: 2460-6995 (Online) According to Setiawan and Suardiman (2018, p. 12), the social attitude can be iden- tified through positive and negative trust in a particular entity's feeling and attitude that has three categories, namely emotional, cognitive, and attitude as it is connected with the prev- ious matter, so that students have not fulfilled themselves in these categories, and that the civic knowledge and civic disposition have not been reached optimally. The fact indicates that there are still a number of tasks of the lecturers to improvise civic knowledge for students to gain and reach for good civic disposition. As long as the civic disposition has been well developed, the citizens will have good behavior to sup- port their political participation, and that the political system will function proportionally in order to improvise dignity and public’s inter- est (Sunarso et al., 2016, p. 15). Therefore, this study discussed and analyzed the suitabil- ity of civic knowledge and civic disposition in the topic of citizen's rights and obligations in the subject of Civic Education. Method This research was a descriptive study that used a qualitative approach. This research aimed to find and analyze the suitability of civic knowledge and civic disposition, espe- cially in the topic of rights and obligations of citizens on students of Universitas Negeri Yogyakarta (UNY) and Universitas Ahmad Dahlan (UAD). This study collected various kinds of data and exploited a time effectively in the study’s field (Creswell, 2016, p. 254). The procedures undertaken in this study were interviews and documentation. The interview was conducted since February 15 to April 17, 2020, with ten different informants as classi- fied into three categories, namely (a) Civic Education expert and Civic Education lec- turer, (b) Civic Education teacher both in Elementary/Junior High School/Vocational School, and (c) Five Students at UNY and UAD. This qualitative study was started by using an assumption as well as interpretation that could form and influence the studied matter (Creswell, 2015, p. 59). In validating the data, the researcher used source triangu- lation that involved different information that could coherently build thematic justification (Creswell, 2016, p. 269). Miles and Huberman (1994, pp. 10–12) stated that the technique of data analysis used data reduction, data display, and conclusion. This study used a purposeful sampling technique by two considerations in determin- ing the subject of research. The two consider- ations were the decision to choose the subject of research and the sample’s specific strategy (Creswell, 2015, p. 215). Therefore, the re- searcher chose the specific subject of research to obtain a reflection on a problem that was being investigated, namely the suitability of civic knowledge and civic disposition in the subject of Civic Education for students at UNY and UAD. Based on the criteria, the researcher involved some subjects as infor- mants, namely the expert on Civic Education, lecturer on Civic Education, teacher on Civic Education, and students at UNY and UAD who were enrolled in Civic Education class. The research was conducted at Univer- sitas Negeri Yogyakarta (UNY), Universitas Ahmad Dahlan (UAD), SMPN 1 Magelang, SMK Negeri 1 Kalikajar, and also SD Negeri Kembangsongo. The reason that the research- er chose the Civic Education subject was to know how far the suitability between civic knowledge and civic disposition in the topic of rights and obligations as well as to identify its relationship to the curriculum of the Elementary School, Junior High School, and Senior High School/Vocational High School. Besides, the reason that the researcher conducted the study at UNY and UAD was to know how far the suitability between civic knowledge and civic disposition in the topic of citizen's rights and obligations in the pri- vate university, state university, and Islamic university. SMPN 1 Magelang, SMK Negeri 1 Kalikajar, and SD Negeri Kembangsongo were chosen because the teachers were the alumni of the Civic Education study program at UNY. To get a clear description and informa- tion about the suitability of civic knowledge and civic disposition in tertiary institutions, especially at UNY and UAD as well as the compatibility between subject/course with https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 - 81 ISSN: 2460-6995 (Online) Civic Education curriculum in Elementary/ Junior High School/ Vocational High School, this study determined the researched subject by using a purposive sampling technique. Creswell (2015, p. 217) states that research that used purposeful sampling technique was to determine specific and qualified subjects who could provide an overview of the inves- tigated problem. The followings are the char- acteristics of the subject based on their roles classification. (1) Two Civic Education ex- perts and Civic Education lecturers were in- volved in determining the extent of conform- ity between civic knowledge and four civic disposition in citizens' rights and obligations. (2) Three Civic Education teachers both in elementary/middle school/vocational school were involved in studying the compatibility among subjects in college with the Civic Education curriculum in elementary/middle school/vocational school. (3) Five students at UNY and UAD, who had taken Civic Edu- cation subjects to find out the suitability be- tween civic knowledge and civic disposition, were involved. In collecting data, this study applied two kinds of techniques, namely interview and documentation. The performed interview was a structured interview for which the is- sues and questions were previously deter- mined. The results of the interview were call- ed primary data obtained from research sub- jects. Meanwhile, the documentation tech- nique was to support and supplement primary data, namely, the interview. Documentation was taken from data and records related to the compatibility between civic knowledge and civic disposition in the Civic Education subject. Findings and Discussion Civic Knowledge According to Cogan in Winarno (2013, p. 4), Civic Education is a subject/course that prepares young people to have an active role in the nation's life and state. Civic Education aims to prepare students to become active, critical, rational, and creative in addressing the issue of citizenship. Rosnawati, Kartowagiran, and Jailani (2015, p. 187) also state that critical thinking can ease someone to process and use the information to solve any problem. Be- sides, the goal of Civic Education is that the younger generation can actively participate as well as intelligently be responsible for social activities in terms of the nation and state (Winarno, 2013, p. 95). In this study, the learning outcomes are conducted by focusing on one of the aspects of civic knowledge where students can know, understand, and internalize the material/topic in the Civic Education subject. The material/ topic involves the rights and obligations of citizens. Certainly speaking, this is a process of teaching and learning activity that students must achieve because civic knowledge is ba- sically a matter related to rights and obligation that citizens should carry out (Budimansyah, 2010, p. 49). From an interview on students at UNY and UAD, it was found that they have already known about the rights and obligations of citizens. They have also understood the ele- ments in the rights and obligations as regu- lated and clearly stipulated in the 1945 Consti- tution of the Republic of Indonesia. The in- terview with ADW, a student at the Auto- motive Study Program of UNY on February 15, 2020, has indicated that he could explain the rights and obligations in detail. In addi- tion, other students could also explain the Ar- ticles in the 1945 Constitution of the Republic of Indonesia that regulated Indonesians' rights and obligations. Citizens are those who live in a certain area and people in relation to the state. In their relation to the state, citizens have obligations to the state, and that the citizens also have rights that must be granted and protected by the state. Citizens' rights are everything that citizens must obtain from the state (government). Obligations are all things that must be carried out by citizens of the state. Rights and obligations of citizens are according to the 1945 Constitution on Citizens' Rights in the Article 27 (1,2,3) the Article 28 (A, B, C, D, E, F, G, H, I, J), the Article 29 (2) on the freedom of religion, the Article 30 on Defence and National Security, the Article 31 on Obtaining Education, and Rights and Obligations of Citizens in the Article 27 (1) on establishing the same citizens' rights in law and https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti 82 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 ISSN: 2460-6995 (Online) government, and the obligation to uphold the law and government. It is also stipulated in Article 27 (2) on establishing the right of citizens to work and a decent living for humanity, and finally, in Article 27 (3) on establishing the rights and obligations of citizens to participate in efforts to defend the state. The result of the interview indicated that the student understood the mutual rela- tionship between citizens and the govern- ment. The mutual relationship means that both citizen and the government have their own rights and obligations. Thus, the rights and obligations as in the 1945 Constitution of the Republic of Indonesia regulate not only citizens' obligations and rights but also the rights and obligations of the state (govern- ment). In the same context, a similar opinion was also expressed by FAR (on February 16, 2020) as one of the students at Universitas Ahmad Dahlan, that between citizen and the state, there is a mutual relationship. He added that a right is something a citizen has a free- access to perform an action or speak a state- ment (opinion/argumentation) because he has done his duty as a citizen, whereas the oblige- tion of citizens is everything that must and a citizen himself do compulsory. Both interviews have indicated that stu- dents from both UNY and UAD have under- stood the meaning of citizens and the state's rights and obligation. Therefore, civic knowl- edge competency is achieved. Similarly, civic knowledge has a relationship to what citizens must know. The content of civic knowledge is also related to the compulsory knowledge for which the citizens should recognize and com- prehend (Budimansyah, 2010, p. 29). According to Feriandi and Hermawati, civic knowledge is not only seen from the cognitive aspect, but also from other aspects such as social services and discussions in lec- tures on the issues of citizenship. Students are also done in doing social services in orphan- ages and in communities with low economic level. In addition, students have also been ac- customed to be told in a class about current topics in the community. Thus, students can explore the civic knowledge they have gained in the subject they have learned (Feriandi & Harmawati, 2018, p. 78). Civic Disposition Civic disposition is a very basic and es- sential competency. Civic disposition is con- sidered as the spearhead of the development of civic knowledge and civic skills. Quigley, Buchanan Jr., and Bahmueller (1991, p. 11) explain civic disposition as "...those attitudes and habits of mind of the citizen that are conducive to the healthy functioning and common good of the democratic system". It means that citizens' attitudes and habits are conducive to healthy functioning and the same virtue in a democratic order. Similar to this opinion, Branson (1999, p. 23) states that both public and private characters are impor- tant in developing a constitutional democratic system. Branson (1999, pp. 23–25) strengthens that public and private characters can be de- scribed as follows. (1) Becoming an indepen- dent member of the community. (2) Being able to fulfill the responsibilities of being a citizen in the economic and political fields. (3) Being able to respect the dignity of all individ- uals regardless of social status and so on. (4) Being able to actively participate in the affairs of citizenship effectively, responsibly, and also wisely. (5) Being able to develop the function of democracy in a healthy way. As previously explained, it can be seen that the character (private and public char- acter) of citizenship is very important in the survival of the nation and state. In this case, the researcher examines civic disposition's competence in terms of citizens' rights and obligations. This resulted in both students at Universitas Negeri Yogyakarta and Univer- sitas Ahmad Dahlan having implemented civic disposition in their daily lives, although it is not optimally performed. As a citizen, I have the right to get appropriate education services as my choice, and I can get it. As a citizen, I am obliged to help maintaining harmony, and that I perform by always adapting with tolerance against differences, for example being tolerant in the campus environment; remembering that the campus consists of a variety of different religion, culture, ethnicity, and so on. (An interview with SM on February 16, 2020). https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 - 83 ISSN: 2460-6995 (Online) The aforementioned statement indi- cated that the civic disposition of citizens' rights and obligations has appeared in stu- dent’s personality by not only claiming rights but also carrying out his obligations as citizens through maintaining tolerance in the campus environment with a diversity of religion, cul- ture, and ethnicity. Thus, any effort to estab- lish students’ civic disposition on the material of "citizen's rights and obligations" has been achieved, although not fully performed. The similar result can be also identified through an interview on April 6, 2020 with DA as a stu- dent at UNY who stated that taking education in tertiary institution is an implementation that every citizen has the right to receive edu- cation, to carry out worship according to reli- gion, to choose their respective religion, and the fulfilment of food and clothing as a form of citizens’ right in a decent living, obeying the tax system as a fulfilment of tax and legal obligation, following the Pancasila and Civic Education course as an obligation to defend the country, and avoiding SARA or Suku, Agama, Ras, and Antargolongan (Ethnic, Reli- gion, Race, and Multi-groups) as an imple- mentation of the obligation to respect the rights of others. The interview also proves another simi- lar result on April 6, 2020, with DCN as a student at UAD, who explains that students have indeed implemented their rights as citi- zens through participating in public’s opinion, such as participating in demonstration activ- ities. Therefore, it can be concluded that not all students have embedded in civic disposi- tion, because there are still the rest of the stu- dents who have not implemented their rights and obligations properly. The Suitability of Civic Knowledge and Civic Disposition in the Material of “Rights and Obligations” Somantri (2001, p. 116) states that Civic Education is an effort done scientifically and psychologically in providing easy access for students to learn so that the moral internal- ization of Pancasila and knowledge of citizen- ship to realize personal integrity and everyday behavior are based on the national education goals. Thus, Civic Education in higher educa- tion is expected to prepare students as young people to participate in the nation's life and state. Students, as the young generation, are given an understanding of national ideals and how to act to overcome problems through Civic Education. Therefore, students can withdraw any decision that is responsible for overcoming private and national problems. The 1945 Constitution is a foundation of formal values, norms, and moral education in Indonesia and implemented through Civic Education. It is also poured into Law No. 12 of 2012 of Republic of Indonesia on Higher Education in Article 35, which states that universities are required to teach subjects in Religion, Pancasila (five pillars of the nation), Citizenship, and Indonesian both at under- graduate and diploma level. Civic Education in nomenclature is always undergoing a trans- formation. Initially, it is previously a Civic course, and transformed to be Civic Educa- tion course, although there are still a number of topics that are typically citizenship, such as the concept of Pancagatra and Trigatra. In this context, S as an expert in Civic Education at UNY stated that after the refor- mation, the transformation of the nomen- clature has changed from Gallantry (manli- ness) to Civic Education. Although it has un- dergone a change, there are still typical topics of dignity such as Pancagatra and Trigatra, which indicate that the atmosphere still has an atmosphere and nuance of Gallantry (manli- ness). Furthermore, S said: Although the material of democracy, human rights, and knowledge on state institutions are included in the Civic Education subject, the metamorphosis of that authority tends to be con- sidered to represent military typology in the cur- rent state defence framework. Civic knowledge aspects are related to democracy, human rights, local government in tertiary institutions especially in state universities issued by the General Direc- tor of Higher Education in 2004. Because the Civics Education subject in tertiary institutions is still new, it was previously becoming a Gallan- try (manliness). The figure is Kunto Wibisono; the development team for the transformation of Civic Education from Gallantry (manliness) in Higher Education. For me, there are actually many things that must be clarified from the epis- https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti 84 - Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 ISSN: 2460-6995 (Online) temology both from the scientific framework and from the scope of activities. On the other hand, building the character of citizenship in the Uni- versity’s Civic Education subject on post-citizen- ship, we can also see the difference after it was regulated in 2012; when there was a circular from the General Director of Higher Education mentioned that one of the concepts of Law No. 12 of 2012 on Tertiary Education required ter- tiary institutions to teach a minimum of four compulsory subjects in tertiary and diploma col- leges. Those subjects were religion, Indonesian, Pancasila, and Civic Education. (An interview with S on March 9, 2020) The statement indicates that Civic Edu- cation still tends to represent the military ty- pology in the concept of state defense and its civic knowledge aspects related to democracy, human rights, and government. There must also be clarity from the epistemological con- cept. Another perspective is also given by C as an expert of Civic Education at UNY on March 9, 2020. He states that to make civic disposition matched to civic knowledge, a the- ory is not the first priority, but rather to the understanding of citizens concerned that each citizen has to associate for the sake of living in a democratic country. In addition, C emphasized that Civic knowledge and civic disposition should be able to develop citizens' intelligence, so that students as young people can stick the values of virtue with a good character. The attitude can be controlled through intelligence, al- though there are two ways to control atti- tudes, namely habit (obtained since Early Childhood Education to junior high school) and the level of intelligence understanding of the importance of attitude that compulsory to be realized by high school and college stu- dents. He also argued that that civic disposi- tion presently is only introduced to concepts and theories, so it will not be formed at any time. Thus, civic knowledge should gain a high level of understanding than just a theory. In the view of the material aspects of citizens' rights and obligations, the suitability between civic knowledge and civic disposition is still not fully internalized, although many students actively participate in student’s or- ganizations on the campus. This evidence has addressed that they have internalized their rights as citizens of an association (commu- nity). In the same context, the interview on March 1, 2020, with HH, as one of the lectur- ers of Civic Education at UAD stated that the material rights and obligations are appropri- ate, although students are still not aware of the importance of the material so that any ex- perience in the field is needed. Civic Education has not been very ef- fective in shaping citizens' character because it still needs to be strengthened with other sup- plements outside of Civic Education. In line with it, S, another informant being interview- ed on March 9, 2020, also stated that there was a need to reorganize the substance of Civic Education subject in higher education with current issues in defending the country, deradicalization, and efforts to minimize in- tolerance. One of the values built on Civic Education was how to live together and have responsibility for the nation and the state with dynamic challenges. Further, S argued that state defense ma- terial also had an impression of denying the existing Civics Education models. Defending the state is similar to defending the nationality model by Gallantry (manliness). Any physical activity is how to differentiate it. In this con- text, the topic of state defense in the National Defense Institute is like revitalizing the spirit of dignity that once exists in the Civic Educa- tion subject. It is similar to the view that Civic Education merely reaches the cognitive do- main, and there are some studies found in state defense materials in the candidates for civil servants through education and training. Further, civic knowledge and disposi- tion in the material of rights and obligations have not been fully successful, although it is caused by individual factor. The interview on April 17, 2020, with SYT, a lecturer of Civic Education at UNY, found that civic knowl- edge and disposition on citizen's rights and obligations were caused by individual factors. It is also reinforced by the opinion of FFH, a lecturer of Civic Education at UNY who stated that the students’ factors have become a cause of the entirely appropriateness of civic knowledge and disposition (Resulted from an interview on March 4, 2020). https://doi.org/10.21831/reid.v6i1.31621 https://doi.org/10.21831/reid.v6i1.31621 Dwi Riyanti Copyright © 2020, REiD (Research and Evaluation in Education), 6(1), 2020 - 85 ISSN: 2460-6995 (Online) Apart from the students’ factors’, C ad- ditionally pointed out that it was influenced by factors of lecturers who did not necessarily have a Civic Education background; and that the lecturers from the graduate program of Civic Education were also similarly consider- ed not to have the same perspective in terms of attitude (Resulted from an interview on March 9, 2020). The attitude perspective has varied, and there should be a powerful test for it. Besides, the course was not conducted in- tensively. Another weakness was that it was rare for someone to pursue a field of expertise during the course (Resulted from an interview on March 9, 2020). Thus, it is the time for lecturers to be engaged in a truly ingrained field so that they can get more actual and rele- vant views to be effectively substantive and productive in the development of science. The compatibility of Civic Education subject in tertiary institutions and elementary/ junior high school/senior high school/voca- tional high school must also be assessed be- cause the assessment needs to be conducted to verify and validate teachers' competency. On the other hand, TM, a teacher at State Junior High School 1 Magelang and the alum- nus of Civic Education at UNY, stated that most were appropriate and in class VII put more emphasis on constitutionality (Resulted from an interview on March 5, 2020). In line with this, WW as a teacher at Kembangsongo Elementary School and alumnus of Civic Education at UNY, also argued that there was conformity even though the curriculum for elementary school still applied for K13 curric- ulum were elaborated in the form of theme, sub-theme, and basic competency (Resulted from an interview on April 6, 2020). Based on the interviews, it is identified that most of the assumptions have met the criteria of analysis, although not all materials/ topics obtained from university’s lecture have been taught in the elementary/junior high school/senior high school/vocational high school. EP positively confirms this argumen- tation as a teacher at State Vocational High School 1 Kalikajar that not all materials/ topics obtained from university’s lecture have been already taught, and that the teachers have already delivered any material/topic by using a variety of methods, such as Discovery Learning, Project-based Learning, and Prob- lem-based Learning (Resulted from an inter- view on March 3, 2020). Conclusion The suitability between civic knowledge and disposition in the subject of Civic Edu- cation in the topic of "citizen's rights and obligations" has not been fully implemented as expected. This is proven by the fact that the students have understood the mutual rela- tionship between citizens and government, but they have not fully implemented their comprehension into their daily life. A field study like democratic learning is necessary in order that students do not only understand but also implement it. Apart from the students and lecturers factor, the lecturers of the subject Civic Edu- cation do not certainly have the background knowledge on civic education and those who come from the Civic Education study pro- gram with a few of attitude and perspective enrichment. This evidence can make civic knowledge, and civic disposition have not been optimally conducted and matched. It means that the Civic Education has not been effective in forming citizenship character for youths, like the supplementary program the candidates for civil servants that are also ex- pected to form the character of the citizen. A study on the suitability of Civic Education in higher education with the curriculum on ele- mentary school, junior and senior high school, and vocational high school has indicated the existence of suitability although not all topics discussed in higher education are previously taught in elementary school, junior and senior high school, and vocational high school. 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