The Importance of Changes in Civil Learning Patterns that are Texting to Contextual Patterns

Abstract

The development of science and technology is very influential on the development of educational technology which in turn affects the learning technology and finally the patterns of learning from traditional patterns (textual and teacher the only source of learning) to the transitional (semitextual and teacher with the media) to modern (contextual and media as learning resources). This is very influential on Civics learning patterns that tend to be traditional (textual) to contextual learning. The current condition of Civics learning is still traditional (textual) which prioritizes citizenship knowledge, and has not applied contextual patterns, as evidenced by the inability of most students to relate what they have learned and applications in life. This happens because Civics learning does not relate material to the reality of student life and is not contextual. As a result PKn fails to carry out its mission of developing citizenship competencies namely knowledge of citizenship, value and character of citizenship and citizenship skills. In realizing contextual Civics learning, traditional (textual) learning systems in schools are not in line with the Civics' expectations and mission in realizing citizenship competencies and result in Civics learning being perceived as meaningless for students. is a very urgent need. This contextual approach has the following characteristics: (1) interrelated learning, (2) direct experience oriented, (3) applicable learning, (4) cooperative and cooperation, (5) selfregulated learning, and (6) assessment authentic, then the contextual approach consists of seven components: (a) constructivism, (b) inquiry, (c) asking, (d) learning society, (e) modeling, (f), reflection, and (g) authentic assessment. This study wants to explain the changes in Civics learning patterns that are textual to contextual patterns (CTL). Keywords— textual learning, Civics, contextual approaches