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 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

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