Caring National Identity Through Teacher Contributions in The Border: Pancasila Actionistic Basic Implementation

This study looks at the phenomenon of nationalism education in various tribes in the Entikong region of Indonesia which borders Malaysia. The purpose of this study looks at the contribution of teachers in the scope of nationalization directly and factually, this nationalization is closely related to the implementation of the Pancasila axillary values as forming national identity. This research is focused on students and the practice of teachers who live in border areas. Retrieval of field data using descriptive qualitative methods using research designs and semi-ethnographic research procedures. The results of the field research indicate that the teacher carries out nationalization practices and campaigns through learning integration in the classroom and outside the classroom. There are 6 contributions seen in this study: teachers as instructors, teachers as managers, teachers as mentors, teachers as evaluators, teachers as members of professional organizations, and teachers as public relations specialists. This implication is expected to be able to strengthen the basis of national identity, especially in instilling Panacasila axiological values aimed at students at the Entikong border.


INTRODUCTION
Education is an effort or effort in the process of increasing changes in human behavior to become better or mature humans in perfecting human life. In the National Education System Law (Pasal 1 UU RI No. 20 th. 2003) (Undang-Undang Republik Indonesia No 23 2003) stated that education is a conscious and planned effort to create an atmosphere of learning and learning process so that students are actively develops his potential to have religious spiritual strength, selfcontrol, personality, intelligence, noble character, and the skills needed by himself, the nation and state (Manan 2015).
The axiology basis of the national education system is the Pancasila as stated in the national education system in article 2, stating that national education is based Pancasila and UUD 1945 (Sutiyono and Suharno 2018). According to the big Indonesian dictionary Axiology is "the usefulness and become citizens who are democratic and responsible Retnasari et al. 2020 Next, the researchers combined these results with field findings and field observations. Furthermore, using the study literature in the search for relevant data related to the axiology of the national education system and carried out deeper analysis so as to produce ideas or creative ideas.
The semi-ethnographic method is a derivative of the ethnographic method, where the ethnographic method is a method that studies the rules, routines and intent of a newly learned cultural system. This semi-ethnographic study was carried out using steps of the ethnographic method at different times (Sugiyanto et al. 2019) In this research method, researchers used 10 informants from teachers at the border whose data was collected through field observations that lasted for 10 days. Furthermore, the data that was observed were conducted interviews with 10 informants consisting of teachers, students and local community leaders. Data analysis techniques used in this study were data reduction, data presentation and conclusion drawing.

Pancasila Philosophy in General
Philosophy is the result of human critical thinking about a natural phenomenon, including about themselves. Philosophy is generally a container or a vehicle for discussion of everything that exists in the world through rational thinking.
Philosophy is a process of contemplation, appreciation and thinking of a reality. According to

Basic Axiology of Education
Axiology is one of the branches of philosophy in addition to ontology and axiology based on the nation's ideology, Pancasila (Dewantara et al. 2020

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Caring National Identity Through Teacher Contributions in the Border: Pancasila Actionistic Basic Implementation -Jagad Aditya Dewantara, Efriani, Sulistyarini DOI: 10.31004/basicedu.v4i3.407 Jurnal Basicedu Vol 4 No 3 Tahun 2020 p-ISSN 2580-3735 e-ISSN 2580-1147 Conditions, nationalization at the border which is limited between two different regions of the country, which will disrupt the process of equality of state centralization and national homogenization (Pamungkas 2016;Aspinall 2015), so this will lead to a transnationalisation that endangers the national identity of a nation and state. With national policies drawing boundaries in the social sphere which include humans as social creatures, there is a view that citizens must be included in the imaginary community of nation-states, while their distance as legitimate citizens is ignored by their transnational status (Seippel 2017).
Despite the efforts of nation-states to hold strong positions in border policy making, the actors made their own positions using nationalization initiatives, through their practice negotiating their ways to allow nationalization to affect their lives. Therefore, the border is "not a marginal site but a center of power" where national identification is made and contested (Zhurzhenko 2018

Teacher as instructor
The instructional responsibility of the teacher is the ongoing teaching and learning interaction. The teacher must be able to create conducive learning situations and conditions. In campaigning the border teacher nationalism must act as an instructor and this has been shown by the teacher. The teacher as an instructor demonstrates his involvement in campaigning for nationalism by providing a broad understanding of national identity and national outlook.

Teacher as manager
In carrying out their daily tasks, the teacher as an educator in the teaching-learning process is highly required in his ability to

The teacher as a guide
In the whole education process, the teacher is the main factor. In connection with his role as a mentor, a teacher must collect data about students, observe student behavior in everyday situations, get to know students who need special assistance, hold meetings or relationships with parents, both individually and in groups, to obtain mutual understanding of the development of their children's education, collaboration with the community and other institutions to help solve student problems, take personal notes of students, and organize group or individual guidance. Based on this, it can be seen that the teacher can monitor all student activities.

The teacher as an evaluator
Assessment is a must for a teacher, to measure how far the learning objectives are achieved. A teacher in carrying out his daily tasks, namely educating, will not escape from the assessment, both cognitive, psychomotor and affective aspects. These three aspects can be realized well if a teacher while carrying out his duties to assess properly.

Teachers as members of professional organizations
The main objective of professional organizations, is to help teachers to improve their profession, because after all the problems of education that are so complex can not be solved by some teachers without going through professional organizations.
With this the teacher's roles and responsibilities will become clearer and more directed.

The teacher as a public relations specialist
The teacher must be able to play the role of

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Caring National Identity Through Teacher Contributions in the Border: Pancasila Actionistic Basic Implementation -Jagad Aditya Dewantara, Efriani, Sulistyarini DOI: 10.31004/basicedu.v4i3.407 Jurnal Classroom. These contributions include the teacher as an instructor, the teacher as a manager, the teacher as a guide, the teacher as an evaluator, the teacher as a member of a professional organization, and the teacher as a public relations specialist.