Pendekatan Pembelajaran PKn berbasis isu (issues centred approach)

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Pendekatan Pembelajaran PKn berbasis isu (issues
centred approach)

• Bank (1990) berpendapat bahwa isu-isu sosial
  merupakan salah satu komponen penting dalam
  kurikulum ilmu-ilmu sosial.
• Hahn (in Print, 1998) isu-isu kontroversial
  penting dalam pembelajaran ilmu-ilmu sosial dalam
  rangka mempersiapkan untuk berpartisipasi dalam
  proses pembuatan keputusan secara demokratis pada
  masyarakat majemuk.

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• Penelitian empiris dari Harwood (1992),
  menyatakan bahwa dalam pembelajaran ilmu-ilmu
  sosial dengan menggunakan isu-isu kontroversial
  dapat berefek positif untuk mengembangkan sikap
  politik siswa (students political attitudes).
• Oliver Shaver (1966) pembelajaran dengan
  isu-isu kontroversial dapat mengembangkan
  kemampuan berpikir tingkat tinggi (high order
  thinking). Dapat mengembangkan kepekaan dan
  perhatian terhadap konflik (Bickmore, 1993).

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• Jadi, dengan pendekatan pembelajaran berbasis
  isu berdampak positif bagi siswa untuk
• Mengembangkan pengetahuan
• Mengembangkan keterampilan siswa dalam mengelola
  konflik dalam kehidupan masyarakat demokratis.

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The Comparison of Three Typologies of Teaching
Controversy
Social Scientist Critical Thinker Unstructured
Purpose Gaining social science knowledge Developing critical thinking Be aware of social issues
Issues Issues related to curr topics Issues related to curr topics Current events or news
Method Debate, Discussion, library research, student presentation Debate, discussion, value clarification, problem solving Lecture, discussion
Teacher role The leader of learning activities Expressing their own perspectives and challenging students to reflect on their thinking Stating facts
Student role Knowledge manipulator Problem solver Knowledge receiver
Time 1 hour/week 1-1,5 hour/week 30 min/week
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Four Factors forcing Nation-states and school
based educationto be more open

• Change in political and socio-economic relations
  and value system that share common grounds in
  human rights, democracy, free trade, disamarment
  and acceptance of diversity in other cultures
  protection of the environment at the community,
  national and global levels and the importance of
  fostering change-capable behavior.
• Changes in the conception of human intelligence
  which lead to more emphasis on child-centred
  learning as well as holistic and integrated
  learning.
• Changes in information technology and the
  possibilities it has made for self-learning.
• Changes in the paradigm of education and learning
  (Samudavanija, in Print, 1998)

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PERGESERAN PARADIGMA PENDIDIKAN
POLA LAMA MENUJU POLA BARU
Belajar terminal Belajar sepanjang hayat
Penguasaan pengetahuan Belajar holistik
Guru-siswa konfrontatif Guru-siswa kemitraan
Pengetahuan skolastik Pendidikan nilai
Kampaye buta aksara Kampaye buta teknologi dan budaya
Guru terisolasi Team work
Konsentrasi eksklusif Konsentrasi kerjasama