The Learning of Civics Education Based on Contextual Teaching and Learning (CTL)

Hernawaty Damanik, I Nyoman Sudana Degeng, Punaji Setyosari, I Wayan Dasna

Abstract


Civics education in the new paradigm applies the student-active learning approach that leads activities in the class to the student-active learning and inquiry approach, and involves the students in the process of solving problems and making generalizations. Such learning is in line with jurisprudential learning inquiry strategy that emphasizes the way of solving problems by asking question, debate, and argumentation. Through this learning strategy, students are led to think structurally through debates and discussions to pursue their stance on contemporary issues. The issues learned in civics education in Indonesia are the real fact, and as such aims to bridge between students’ prior knowledge and the implementation. It is suggested that teachers of civics education must facilitate their students in the class by leading them to solving the problems. It is the teachers’ task to facilitate students and give them room for creating their ideas. All in all, the learning of civics education through jurisprudential inquiry learning strategy on the basis of contextual teaching and learning is discussed.

Keywords


civics education; contextual teaching and learning (CTL); jurisprudential inquiry learning strategy

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