Abstract
Problem statement: Globalization demands civic education to develop civic competence involving civic knowledge, civic skills and civic disposition, which are multidimensional. Civic education learning oriented to “contextualized multiple intelligences” concept opened the view of the needs to manage more creative, active participation, meaningful and pleasant learning. This research aimed to describe the effects of contextual learning on civic education of Junior High School students’ civic competence. Specifically, this research aimed at examining and finding the influence of the application of contextual teaching and learning component in civic education involving the concept applications of interrelationship, direct experience, application, cooperation, self-regulation and authentic assessment towards citizenship competence of Junior High School students. Approach: Both quantitative and qualitative approaches were adapted in this study. A survey was used as the Quantitative approach and for the in-depth understanding, interviews were used as the qualitative approach. The population of this research was students from Junior High School in West Java Indonesia. Sample was chosen by using cluster, proportional and systematic random samplings and 1004 Junior High School students were involved. Results: The survey showed that contextual learning in civic education influenced positively and significantly and contributed 26% to the civic competence of Junior High School students. The highest contribution given by applying of cooperation concept (21%) and self-regulating concept (20%). Conclusion: It was suggested that contextual teaching and learning in civic education significantly influenced civic competence, the concepts of cooperation and self-regulation were the important factors of civic competence, because they were in accordance with the socio-cultural values. The implications of these findings showed that contextual teaching and learning in civic education was the essence of value education.
Highlights
The development of civic education could not be isolated from globalization, which has an effect on students' life
Results of descriptive research: The results of descriptive research on the variables of contextual learning in civic education presented that most of contextual learning condition of civic education in West Java were included in average category with 87.22%, 11.67% belonged to high category and only 1.11% belonged to low category
Among the variables of contextual learning, cooperating concept was the highest applied in civic education learning, followed by self-regulating and relating concepts
Summary
The development of civic education could not be isolated from globalization, which has an effect on students' life. The fact that Indonesia today is still dominated by conventional system, so that the implementation of learning oriented to “contextualized multiple intelligences” concept was far from its hope. It was proved with some serious problems faced, in which most students could not relate what they have learnt with the knowledge in recent and future life. Learning had not been able to develop civic knowledge, civic skills and civic disposition comprehensively It happened because civic education did not correlate the materials with the students' life reality, was not contextual, gave more abilities to memorize, but not to think creatively, critically and analytically, it caused the students' apathetic attitude and they thought that civic education was not an important and interesting subject
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