DIFUSI INOVASI PEMBELAJARAN KONTEKSTUAL DALAM PENDIDIKAN KEWARGANEGARAAN

Abstract

Abstract: Diffusing Innovation in Contextual Teaching-Learning of Civic Education. This study aimed to describe the implementation, constraints and resistance, and also factors that should be considered in diffusing contextual teaching-learning innovation. The studyemployed both quantitative and qualitative approaches. The population of this research was students of Junior High Schools in West Java with a sample consisting of 1004 students, and 16 civic education teachers who participated in Competence-based Inte­grated Training. The results show that the implementation of contextual teaching-learning in West Java fell into the category of average. Cooperation was the most frequently applied, while direct experience and authentic assessment were the least. There were constraints and resistance in implementing contextual teaching-learning related to teachers' competence, school climate, and cultural change. Therefore, factors of teachers, students, facilities, expenses, curriculum, school climate, parents and society should be taken into account.

Abstrak: Difusi Inovasi Pembelajaran Kontekstual dalam Pendidikan Kewarganegaraan. Penelitian ini bertujuan mendeskripsikan pelaksanaan, kendala, resistensi, serta faktor yang harus diperhatikan dalam difusi inovasi pembelajaran kontekstual. Proses penelitian menggunakan pendekatan kuantitatif dan kualitatif dengan pola "the dominant-less dominat design" dari Creswell. Pendekatan kuantitatif menggunakan survei dan pendekatan kualitatif menggunakan wawancara. Populasi penelitian adalah siswa SMP se-Jawa Barat dengan sampel 1.004 siswa dan 16 guru Pendidikan Kewarganegaraan yang telah mengikuti pelatihan ter­integrasi berbasis kompetensi. Hasil penelitian menunjukkan pelaksanaan pembelajaran kontekstual di Jawa Barat termasuk kategori sedang/cukup. Kerjasama paling tinggi penerapannya, pengalaman langsung dan asesmen otentik paling rendah penerapannya. Terdapat kendala dan resistensi dalam pelaksanaan pembela­jaran kontekstual yang terkait kemampuan guru, iklim sekolah, serta perubahan budaya. Oleh karena itu harus diperhatikan faktor guru, siswa, fasilitas, biaya, kurikulum, iklim sekolah, orang tua, dan masyarakat.