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The Influence of Jurisprudential Inquiry 1 Running Head: THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 1 The Influence of Jurisprudential Inquiry Learning Strategies and Logical Thinking Ability towards Learning of Civics in Senior High School (SMA) 1Hernawaty Damanik 2I Nyoman S. Degeng 2Punaji Setyosari 2I Wayan Dasna 1Open University; State University of Malang 2State University of Malang Author Note Hernawaty Damanik is senior lecturer at Open University, Malang, and student of Graduate Program in Education Technology State University of Malang. I Nyoman S. Degeng and Punaji Setyosari are professors at Graduate Program State University of Malang. I Wayan Dasna is senior lecturer at Graduate Program State University of Malang Correspondence concerning this article should be addressed to [email protected] THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 2 THE INFLUENCE OF JURISPRUDENTIAL INQUIRY LEARNING STRATEGIES AND LOGICAL THINKING ABILITY TOWARDS LEARNING OF CIVICS SENIOR HIGH SCHOOL (SMA) Abstract Pancasila and Citizenship Education (Civics) is one of many other school subjects emphasizing on value and moral education in order to form multicultural Indonesian citizens who appreciate the culture of plural communities. The learning of PPKn (civics) should be designed and developed through a thorough strategy in accordance with its aims and materials to create students with critical, argumentative, and logical thinking ability. The learning of civics has not been totally carried out on the tract where teachers are dominantly active in the class while students just do memorizing and reading, less of joyfull learning, and become “text-bookish”. One of many other strategies to succeed innovative, constructive, and relevant learning in accordance with the thinking ability of Senior High School students is through jurisprudential inquiry. The jurisprudential inquiry learning is designed as a scientific activity where students should determine their characters and positions based on knowledge and inquiries towards theory, data, and fact as well as be responsible in responding and solving problems through discussions and debates. The ability of developing logical thinking for students on the basis of appropriate principles plays an important role in learning processes in order to avoid unwanted debates. The activities of discussions and debates in solving social problems will enable them to overcome conflicts of diversities in multicultural society of Indonesia as it is taught in civics. The implementation of learning strategy jurisprudential inquiry is expected to improve the learning process and result of civics itself. Keywords: jurisprudential inquiry, logical thinking, civics THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 3 Literature Review Civics education differs from one country to other country. The practice of civics education in the United States recently develops significantly. Journell (2015) stated that most students (75%) of senior high schools in the United States had taken a civics course before graduation with half taking it in the twelfth grade (p.630). In Australia, the focus of civics education is divided into two studies, namely 1) governance, constitution, role of law, right and obligation of citizens, and 2) history/tradition of politics and democratic values (Leigh, 2004, p.10). Much different from Australia, the civics education in Indonesia, where Pancasila serves as the country’s ideology, is aimed at preparing students to be smart and excellent citizens in accordance with values in Pancasila. Those citizens should have knowledge, attitudes and values, and skills that can be used to build the sense of nationality and love of nation as the implementation and actualization of Pancasila’s values. (Ministry of Education, Teacher’s Book of PPKn for tenth graders, 2014). However, the practice of civics education in Indonesia has not yet run well and optimally. It still covers the process of memorizing, not develops the ability of high thought. The activity of students runs based on the teacher’s willing, not students himself or herself. Students’ initiative and their independence studying are still weak. They are less of joyfull learning, and tend to be “textbookish”. Meanwhile, teachers are not ready yet to teach contextually thereby undermining the process of internalizing Pancasila values as the country’s ideology has not run well too. This paper aims to elaborate the effect of Jurisprudential Inquiry on learning achievement and logical thinking ability towards learning of civics in Senior High Schools (SMA) in Indonesia. THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 4 Discussion Jurisprudential Inquiry Learning Strategy According to Gerlach & Elly (1980), a learning strategy is a selected way to convey learning materials in a certain teaching environment consisting of activity orders, method, and procedure that can provide learning experiences to students in order to achieve learning objectives. Dick and Carrey (1990, p.183) define the instructional strategy as a design that will be used for developing or selecting instructional materials. Reigeluth (1999) said the learning strategy as methods to manipulate the elements of knowledge. Reigeluth then classifies the learning strategy into organizing strategy, filing strategy, and processing strategy. Theoretically speaking, the jurisprudential inquiry learning strategy was initiated by Oliver and Shaver (1974) as quoted by Joyce, Weill, and Coulhoun (2011) by proposing a style in law research in order to help students think critically about contemporary issues. The jurisprudensial inquiry strategy is based on the understanding about society, in which each individual has different views towards priority from one to others and social values are confronting from one to others. In order to overcome complex and controversial problems, a citizen must be able to talk from one to another and to negotiate the difference itself. In the context of India, Singh (2010) has examined the effectiveness of this jurisprudential inquiry model through his research “Effectiveness of jurisprudential inquiry model of teaching on value inclination of school students”, on the basis of solicitousness and care on the erosion of significant values and raising cynicism in India society. Therefore, adjustment in curriculum is necessary in order to make education as a tough instrument in refining moral and social values. The values necessary to be developed for young generation, particularly relating to the development of values for peace include tolerance, justice, cross culture understanding, and civil responsibility. He continued that the implementation of the THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 5 model gave opportunities for students to develop public policies and ability of dialog/debate by intensifying various types of competency, such as 1) understanding about basic value common contemporary issues. Thus, students are encouraged to make dialog and to build critical attitude by analyzing social handling through public policy issues, even controversial issues. They are motivated to figure out differences in values that can be negotiated through free, open debates in order to be rational agreement. Sejpal (2013) states that jurisprudential inquiry model could assist students to think structurally about current issues. They learn many types of issues to take their position about their opinions through intellectual debates. Another reference relating to jurisprudential inquiry model is the article titled A Dialogic Process for Exploring Societal Issues published in the journal of Academic Exchange Quartely (2012) by McDonald stating that educators underwent significant challenges in facilitating critical discussion from various problems in schools, and those challenges could be resolved by applying the jurisprudential inquiry learning model. This model, according to Kaufman (2010), can overcome isolation, and is potential to result in great forums to productive discussions during the learning, and thus is effective in producing critical discourse. In the context of Indonesia, the jurisprudential inquiry strategy goes along with the curriculum applied at current time, Curriculum 2013. In the curriculum, the learning should be based on the scientific approach. This scientific approach has five stages of process such as observing, questioning, experimenting, associating, and networking. This aims at developing equilibrium between the development of spiritual and social attitude, curiosity, creativity, cooperation and the intellectual and psychomotor ability. (Department of Education and Culture, 2013). McDonald (2012) argues that educators of the day face significant challenges in facilitating critical discussions in the class, and this challenge can be solved through the THE INFLUENCE OF JURISPRUDENTIAL INQUIRY 6 Jurisprudential Inquiry learning strategy. Similarly, Sejpal (2013) in his article “Models of teaching: The way of Learning” stated that the jurisprudential inquiry strategy is one of social interaction models whose objective is to assist students to think structurally about the current issues. Students learn some issues and take their position about their opinion through intellectual debate. Sejpal (2013) wrote how the jurisprudential inquiry strategy was carried out, that is: Debate Team Discussion Time (15 min) Introduction of a Topic by Debate Leader (10 min) Debate (60 min) Debriefing Time (30 min) Questions (20 min) Even though the actualization of student attitude through confronting dialog is the heart of yurisprudential
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