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Pendekatan Pembelajaran PKn berbasis isu (issues centred approach

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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.

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

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

discussion. library research. Discussion. 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 . 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. value Lecture. clarification.The Comparison of Three Typologies of Teaching Controversy Social Scientist Purpose Issues Method Gaining social science knowledge Issues related to curr topics Debate.

free trade. Changes in the conception of human intelligence which lead to more emphasis on child-centred learning as well as holistic and integrated learning. democracy. in Print. Changes in the paradigm of education and learning (Samudavanija. and the importance of fostering “change-capable” behavior. protection of the environment at the community. national and global levels. disamarment and acceptance of diversity in other cultures. 1998) . Changes in information technology and the possibilities it has made for self-learning.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.

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 .