Teaching Controversy in Social Science Class

Abstract

---The controversy matters in teaching learning process is menacing, because it could be breaking down the unity and social-bounding within community. There is consequence if the controversy subject is given in the classroom. The teacher has to be ready to handle the social-stability that could happen. This research was aimed to describe teachers effort to prepare and carry out social studies learning on controversial material. The research approach is qualitative. The study was conducted on social studies teachers in Pekalongan City, Central Java. The focus of the study is the learning of social studies teachers in controversy material. Data collection is observation, interviews and documents. Data analysis using interactive analysis. The results of the study were the learning of material controversy in social studies has not been well constructed by the teacher. The teacher has not carried out material analysis by separating material that can be developed to grow the critical power of students because it contains controversial material. Thus, the learning that he does also uses a learning model that is not based on material. It happens because the teacher's educational background is monodisciplinary, material analysis does not involve teacher professional groups, and lack of understanding of the material controversy in social studies learning.