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 (student’s
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
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 Lecture,
clarification, problem
discussion
solving
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
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
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