The use of controversial public issues with video and macromedia flash player media in civic education learning
##plugins.themes.bootstrap3.article.main##
Hendra Hermawan
http://orcid.org/0000-0002-8078-5877
Samsuri Samsuri
Diah Putri Kurniawati
Vinni Sofyaningsih
http://orcid.org/0000-0001-7667-9097
Danang Prasetyo
Abstract
The study aimed to find out the effect of controversial public issue learning models with video and Macromedia flash player media on students’ critical thinking skills in Civic Education subjects at SMA Negeri 1 Rancah. The particular research was a quasi-experimental research using pretest, posttest control group design. Data analysis techniques used independent t-test and one-way ANOVA test. The results showed that critical thinking skills on students taught using Controversial Public Issues model with video media had a significant effect on the critical thinking ability. This finding might be seen from the one-way ANOVA test results that the Fcount> Ftable (61.146> 3.13) or the p-value is lower than 0.05 (p = 0.000 <0.05) and the gain score. The experimental class 1 obtained a gain score of 0.49 in the category of "medium" effectiveness. The experimental class 2 obtained a gain score of 0.34 in the category of "medium" effectiveness. The control class obtained a gain score of 0.00 in the category of “low".
Adnyana, G. P. (2012). Keterampilan berpikir kritis dan pemahaman konsep siswa pada model siklus belajar hipotetis deduktif. Jurnal Pendidikan Dan Pengajaran, 45(3). https://doi.org/10.23887/JPPUNDIKSHA.V45I3.1833
Adventina, A., Sophia B, T. C., & Akbar, U. (2012). The effectiveness of using video of expression as the media in improving speaking ability in making giving instruction expression for 7A class of Theresiana 1 Junior High School. ETERNAL (English Teaching Journal), 2(2). https://doi.org/10.26877/eternal.v2i2.432
Akhtar, A., Rafaqat, N., & Akbar, A. (2015). Use of media for effective instruction its importance: Some consideration. Journal of Elementary Education , 18(2), 35–40. Retrieved from http://pu.edu.pk/images/journal/JEE/PDF-Files/JEE-18(1-2) No_3.pdf
Anugrah, G. R., & Sirait, M. (2014). Effect of cooperative type STAD aided by macromedia flash toward students’ learning outcomes. INPAFI (Inovasi Pembelajaran Fisika), 2(1). https://doi.org/10.24114/INPAFI.V2I1.1944
Branson, M. S. (1999). Belajar civic education dari Amerika. Yogyakarta: Kerja LKIS dan The Asia Foundation.
Doğanay, A. (2012). A curriculum framework for active democratic citizenship education. In Schools, Curriculum and Civic Education for Building Democratic Citizens (pp. 19–39). Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6209-167-2_3
Fathiyati, R., & Utami, R. P. (2012). Pengembangan media pembelajaran biologi berbasis macromedia flash sebagai sumber belajar bagi siswa SMA/MA kelas XI semester 2 materi pokok sistem reproduksi manusia. Prosiding Seminar Nasional Biologi, 9(1). Retrieved from http://jurnal.fkip.uns.ac.id/index.php/prosbio/article/view/1081
Harwood, A. M., & Hahn, C. L. (1990). Controversial issues in the classroom. ERIC Digest.
Hess, D. (2001). Teaching students to discuss controversial public issues. Retrieved from http://www.indiana.edu/~ssdc/cpidig.htm
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
Kalelioğlu, F., & Gülbahar, Y. (2014). The effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion. Educational Technology & Society (Vol. 17). Retrieved from https://www.j-ets.net/ETS/journals/17_1/21.pdf
Kerr, D., Lines, A., Blenkinsop, S., & Schagen, I. (2001). Citizenship and education at age 14: A summary of the international findings and preliminary results for England. Slough, National Foundation for Educational Research & London, Department for Education and Employment.
King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills: Definition, teaching strategies, assessment.
Kirkley, J. (2003). Principles for teaching problem solving. Retrieved from http://www.cimm.ucr.ac.cr/resoluciondeproblemas/PDFs/Kirkley, Jamie. 2003.pdf
Murdiono, M. (2010). Peningkatan keterampilan kewarganegaraan (civic skills) melalui penerapan strategi pembelajaran berbasis masalah. Jurnal Penelitian Ilmu Pendidikan, 3(1). https://doi.org/10.21831/JPIPFIP.V0I0.4624
Pusparatri, R. K. D. (2012). Strategi pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kritis siswa. Jurnal Ilmiah Guru Caraka Olah Pikir Edukatif, 16(2). Retrieved from https://journal.uny.ac.id/index.php/cope/article/view/3961
Shepelak, N. J., Curry-Jackson, A., & Moore, V. L. (1992). Critical thinking in introductory sociology classes: A program of implementation and evaluation. Teaching Sociology, 20(1), 18–27.
Sudarisman, T. A., Masykuri, M., & Sudarisman, S. (2013). Pembelajaran biologi menggunakan pendekatan CTL (contextual teaching and learning) melalui media flipchart dan video ditinjau dari kemampuan verbal dan gaya belajar. BIOEDUKASI, 6(2). Retrieved from http://jurnal.fkip.uns.ac.id/index.php/biologi/article/view/5534
Sukini, S. (2009). Pengaruh pendidikan kesehatan tentang napza terhadap pengetahuan dan sikap siswa kelas III SMK Muhammadiyah Kartasura. Universitas Muhammadiyah Surakarta. Retrieved from http://eprints.ums.ac.id/3992/
Sunarso, S., Dwikusrahmadi, S., & Sutarini, Y. C. N. (2008). Pendidikan Kewarganegaraan PKN untuk perguruan tinggi. Yogyakarta: UNY Press.
Suryanto, S., & Irmayanti, E. (2015). Analysis of the reasons of teaching controversial issues on public policy to the senior high school students. Journal of Education and Practice, 6(36), 56–60. Retrieved from https://iiste.org/Journals/index.php/JEP/article/view/27930
Wahab, A. A. (1999). Pengembangan konsep dan paradigma pendidikan kewarganegaraan baru Indonesia bagi terbinanya warga negara multidimensional Indonesia. Workshop on Civic Education Content Mapping. Bandung.
Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109(4), 21–32. https://doi.org/10.3200/AEPR.109.4.21-32
##plugins.themes.bootstrap3.article.details##
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright publishing of the article shall be assigned to Psychology, Evaluation, and Technology in Educational Research
Psychology, Evaluation, and Technology in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
