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.

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).

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

The Comparison of Three Typologies of Teaching Controversy

Social Scientist
Purpose Issues Method Gaining social science knowledge Issues related to curr topics Debate, Discussion, library research, student presentation The leader of learning activities

Critical Thinker
Developing critical thinking Issues related to curr topics

Unstructured
Be aware of social issues Current events or news

Debate, discussion, value Lecture, clarification, problem discussion solving Expressing their own perspectives and challenging students to reflect on their thinking Problem solver 1-1,5 hour/week Stating facts

Teacher role

Student role Time

Knowledge manipulator 1 hour/week

Knowledge receiver 30 min/week

Four Factors forcing Nation-states and school based education to 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)

PERGESERAN PARADIGMA PENDIDIKAN

POLA LAMA Belajar terminal MENUJU POLA BARU Belajar sepanjang hayat

Penguasaan pengetahuan
Guru-siswa konfrontatif

Belajar holistik
Guru-siswa kemitraan

Pengetahuan skolastik
Kampaye buta aksara Guru terisolasi Konsentrasi eksklusif

Pendidikan nilai
Kampaye buta teknologi dan budaya Team work Konsentrasi kerjasama