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The Effectiveness of Inquiry Jurisprudential Development Model in Civics Learning Process at SMA Negeri 1 Kawangkoan Minahasa

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The Effectiveness of Inquiry Jurisprudential Development Model in Civics Learning Process at SMA Negeri 1 Kawangkoan Minahasa Advances in Social Science, Education and Humanities Research, volume 473 Proceedings of the 3rd International Conference on Social Sciences (ICSS 2020) The Effectiveness of Inquiry Jurisprudential Development Model in Civics Learning Process at SMA Negeri 1 Kawangkoan Minahasa Telly Delly Wua* Julien Biringan Mardan Umar Pancasila and Civic Education Pancasila and Civic Education Pancasila and Civic Education Department Department Department Faculty of Social Sciences, Faculty of Social Sciences, Faculty of Social Sciences, Universitas Negeri Manado Universitas Negeri Manado Universitas Negeri Manado Tondano, North Sulawesi, Indonesia Tondano, North Sulawesi, Indonesia Tondano, North Sulawesi, Indonesia [email protected] [email protected] [email protected] Abstract— This is a research development aimed to get a the empirical facts observed weaknesses both in terms of description of the effectiveness of the application of the developing learning objectives, teaching materials, Jurisprudential Inquiry model and to find out the various learning strategies, and in the evaluation system. The obstacles on its application for Civics learning in SMA 1 weaknesses in the strategic elements turned out to be very Kawangkoan. The used method is a classroom action influential in student learning outcomes themselves. research and data collection techniques are observation and documentation relating to the problem related to the study. The problem of the low quality of education or the The results show teaching and learning activities on Civics quality of student learning outcomes has become one of the subject matter need to be developed by implementing national problems in addition to the problem of educational innovative and effective models such as Jurisprudential efficiency, the issue of educational equity, and the problem Inquiry, and other relevant models. The application of the of educational relevance. These problems many efforts Jurisprudential Inquiry model, which was developed have been made to reform both systemic and instrumental. through three aspects, namely the scope of the problem, the Instrumental reformation is often done is reforming and attitude of the students and the aspects of the implementation improving the quality of the learning process. In this of the assessment, was significantly effective and could connection, efforts have been made to adopt learning improve the evaluation of the process of teaching civics innovations such as student active learning, process skills, rationally students felt there was satisfaction with the inquiry methods, problem-solving methods, and other assumptions proposed. innovations. As stated by Ismail [3], efforts to improve the Keywords: Effectiveness, Jurisprudential, Inquiry, quality of education can be done by improving the overall Learning, Civics quality by empowering available educational resources. The development and implementation of various I. INTRODUCTION innovations in the learning process require comprehensive Citizenship Education has its own characteristics that efforts in the sense of being based on the results of studies are different from other subjects. The difference caused by both theoretical and empirical studies. It means the process the characteristic of Civics Education is value education or of forming competencies requires a precondition that moral education. As values education, context and changes should be conducive to the implementation of quality occurred in the strategic environment of schools, bring learning through a quality competency process that is changes in the Civics paradigm. Nowadays the new expected to be formed. The precondition is mainly related paradigm of Civics is directed at the formation of citizens to the ability of teachers to identify the competency who have intelligence (civic intelligence), citizens who are characteristics of each subject including the characteristics responsible (civic responsibility), and citizens who are of Civics subjects, which can be developed through a participative (civic participation) in solving common learning process for competencies can be formed. problems and our efforts to build a democratic shared life. This is in line with the opinion of Juliardi Budi[1], where However, the difficulty faced is when the demands of citizenship education seeks to shape learners with the 2013 curriculum contextuality require the competencies participatory skills empower them to respond and solve should be identified, compiled, formulated, and developed problems in society in a democratic manner. by each teacher according to the conditions of each region and each school. Likewise, instrumental factors such as In this connection, the new paradigm will be a very learning facilities for the needs of learning media are not serious challenge for schools, especially teachers, as adequately available will become obstacles for the process Sapriya[2] said teachers have positions as well as of forming competencies. These factors lead to needing the respectable professions and should be role models for ability of teachers to develop innovative learning models, students as competencies to make good citizens. However, Copyright © 2020 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 152 Advances in Social Science, Education and Humanities Research, volume 473 to the process of forming competencies becomes more time of implementation; Conduct guidance/tutorial on the effective. implementation of teaching and learning activities; make observations; Conducting reflection and analysis of As an innovation, the inquiry jurisprudential learning instructional effects, the accompanying effect of the model has not been so widely applied by Civics teachers, achievement of competencies with the jurisprudential comprehensively expected goals are not achieved, and It is inquiry model; Conducting analysis of supporting necessary to develop the Jurisprudential Inquiry model resources for the implementation of research; optimally. Identifying the characteristics of Jurisprudential II. METHOD Inquiry learning in three aspects namely aspects of student This is research development in the form of Classroom attitudes, the scope of the problem and the effectiveness of Action Research (CAR), Bruce Joyce's model[4], the assessment; Implement/realize teaching and learning Implementation was conducted in SMA N. 1 Kawangkoan activities using teaching methods are relevant from the Minahasa. This school was chosen based on the criteria set three aspects observed; Make observations by recording by the Department of Education which have implemented data; Conducting reflection and analysis of learning the 2013 curriculum, available civics teachers who have the process skills by applying the three aspects of educational background and teaching experience in the Jurisprudential Inquiry learning: Identifying the civics field of study. characteristics of each learning model by conducting teaching and learning activities oriented towards learning The research framework for both center and PTK preparation by applying the Jurisprudential Inquiry model; research is described as follows: 1) Identification of the Conduct observations of the implementation of teaching characteristics of the jurisprudence inquiry model of Civics and learning activities; Conduct a reflection and analysis of teaching, 2) Estimated implementation time, 3) Analysis of the effects of the application of the Jurisprudential Inquiry supporting resources; and 4) Face-to-face, observation and learning model with three aspects studied namely the scope reflection on planning, instructional effects, process skills, of the problem (problem area), student attitudes, and the and the feasibility of objective conditions. Observation implementation of assessment; Conduct coaching activities uses an observation sheet, and at the same time as an towards the implementation of teaching and learning instrument for data collection. The observed aspects are the activities. achievement of competencies as seen in the indicators of each competency, namely: 1) Involvement in the planning The implementation of this research began by process; 2) mastery of aspects of the Jurisprudential Inquiry coordinating activities with the research team and the learning model ; 3) the ability to analyze and formulate: teacher team. This joint coordination is conducted in the objectives, steps, material, and assessment of learning context of the preparation of the RPP determining the outcomes; 4) case orientation, problem identification; 5) implementation time, and the implementation of teaching positioning, Examples, and arguments, Mastery of social and learning activities. Furthermore, the implementation of issues frameworks; 6) The ability to identify problems, the research whose order is in the process of teaching and ability to present problems, the ability to analyze and learning activities is integrated with the schedule of appoint the consequences of the problem discussed; 7) learning activities in the classroom or at school. The learning outcomes; 8) availability of learning facilities; 9) implementation of teaching and learning activities in the state of the teacher; and 10). support system. schools by applying the inquiry jurisprudential model through three aspects can be described as follows: The steps for conducting research include planning, action, and observation. Then this research
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