The Implementation of Project Citizen in Contextual Teaching and Learning Approach

摘要

The gap between the values taught and the behavior of citizens today is increasingly alarming. Student misconduct, drugs, rampant corruption practices, and other negative behaviors that conflict with values of belief, honesty, and responsibility need the attention of all parties, especially the education field in charge of preparing citizens. In the learning process needs to be designed to help learners understand theory and practice in depth through empirical practice learning experiences and encourage learners to have cognitive competence, attitudes and skills to realize smart and good citizenship. This study aims to describe the implementation of Project Citizen in the Contextual Teaching and Learning approach, i.e. to see how Project Citizen can implement the seven components contained in CTL, such as constructivism, inquiry, question, learning community, modeling, reflection and authentic assessment. The research method used is analytical descriptive method through qualitative naturalist approach. The form of research case study to be able to describe the implementation of project citizens intensively, detailed and operational. While the data collection techniques using observation and interviews on teachers PPKn and some students of class VII SMPN 1 Lembang associated with the implementation of the project model Project Citizen. The results show that the seven components contained in CTL (constructivism, inquiry, question, learning community, modeling, reflection and authentic assessment) can be implemented in Project Citizen. In addition, this model can realize CTLs objective of linking the material to real-world situations experienced by learners and equipping learners with a number of skills and insights on citizen life skill, such as civic life, civic skill, and civic participation that citizens must possess in the face of challenges of the 21st century. Project Citizen also supports the achievement of democracy learning in schools because learners are given the freedom of thought and opinion that eventually the class really became a democratic laboratory.