Journal of Social Sciences 5(4): 261-270, 2009

ISSN 1549-3652
© 2009 Science Publications

The Effect of Contextual Learning in Civic Education on

Students' Civic Competence

Kokom Komalasari
Faculty of Social Science Education, Indonesia University of Education, Indonesia

Abstract: Problem statement: Globalization demands civic education to develop civic competence
involving civic knowledge, civic skills and civic disposition, which are multidimensional. Civic
education learning oriented to “contextualized multiple intelligences” concept opened the view of the
needs to manage more creative, active participation, meaningful and pleasant learning. This research
aimed to describe the effects of contextual learning on civic education of Junior High School students’
civic competence. Specifically, this research aimed at examining and finding the influence of the
application of contextual teaching and learning component in civic education involving the concept
applications of interrelationship, direct experience, application, cooperation, self-regulation and
authentic assessment towards citizenship competence of Junior High School students. Approach: Both
quantitative and qualitative approaches were adapted in this study. A survey was used as the
Quantitative approach and for the in-depth understanding, interviews were used as the qualitative
approach. The population of this research was students from Junior High School in West Java
Indonesia. Sample was chosen by using cluster, proportional and systematic random samplings and
1004 Junior High School students were involved. Results: The survey showed that contextual learning
in civic education influenced positively and significantly and contributed 26% to the civic competence
of Junior High School students. The highest contribution given by applying of cooperation concept
(21%) and self-regulating concept (20%). Conclusion: It was suggested that contextual teaching and
learning in civic education significantly influenced civic competence, the concepts of cooperation and
self-regulation were the important factors of civic competence, because they were in accordance with
the socio-cultural values. The implications of these findings showed that contextual teaching and
learning in civic education was the essence of value education.

Key words: Contextual learning, civic education, civic competence

INTRODUCTION most students could not relate what they have learnt
with the knowledge in recent and future life. It means
The development of civic education could not be that learning was not meaningful for students to solve
isolated from globalization, which has an effect on civic problems occurring in their lives. Learning had
students' life. Globalization demands civic education to not been able to develop civic knowledge, civic skills
develop civic competence involving civic knowledge, and civic disposition comprehensively. It happened
civic skills and civic disposition, which are because civic education did not correlate the materials
multidimensional. Civic education has also carried out with the students' life reality, was not contextual, gave
civic education mission for democracy and value-based more abilities to memorize, but not to think creatively,
education. Civic education learning oriented to critically and analytically, moreover it caused the
“contextualized multiple intelligences” concept opened students' apathetic attitude and they thought that civic
the view of the needs to manage more creative, active education was not an important and interesting subject.
participation, meaningful and pleasant learning. Therefore, contextual teaching and learning
Therefore, the implementation of contextual teaching approach should be developed as one of the alternatives.
and learning in civic education learning is needed. This approach is effective because it assumes that
The fact that Indonesia today is still dominated by learning process would be actually occurring if the
conventional system, so that the implementation of students could find meaningful correlation between
learning oriented to “contextualized multiple abstract thinking and practical application in the real
intelligences” concept was far from its hope. It was world context. In such learning experience, facts,
proved with some serious problems faced, in which concepts, principles and procedures as subject materials
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that are internalized through discovery, reinforcement, and learning concept that helps teachers to relate the
interrelationship and integrity processes[9,15]. Contextual materials taught with the real world situation and
learning is a coordination between subject materials encourages the students to make correlation between
(contents) and intellectual skills that should be possessed their existing knowledge and its application in their
by the students in a condition or situation which is lives as the members of family, society and the nation.
suitable with the students' cognitive psychology and Therefore, contextual learning enables the students to
environmental needs[2]. Furthermore, Johnson[13] relate the material content with daily life context to
emphasized that Contextual Teaching and Learning discover the meaning[13].
(CTL) helps the students to see the meaning in academic The characteristics of contextual learning as stated
materials they have learnt by relating the academic by Blanchard[2] included: (1) relies on spatial memory,
subjects with their daily life context, such as their own (2) typically integrated multiple subjects (3) value of
personal, social and cultural conditions. information is based on individual need (4) relates
This contextual learning approach was assumed to information with prior knowledge and (5) authentic
be able to improve the students' competence, thus assessment through practical application or solving of
competence-based curriculum of Junior High School in realistic problem. Whereas Bern and Erickson[1] stated:
its learning approach strictly emphasized contextual (a) interdisciplinary learning; (b) problem-based
learning. Therefore, Pelatihan Terintegrasi Berbasis learning and (c) external contexts for learning.
Kompetensi (PTBK) or competence-based integrated Johnson[14] comprehensively identified eight
training containing the materials of contextual learning components, as follows: (a) making meaningful
for Junior High School teachers should be carried out. connections (b) doing significant work (c) self-
This training program was administered by Direktorat regulated learning (d) collaborating (e) critical and
Pendidikan Lanjutan Pertama Dirjen Pendidikan creative thinking (f) nurturing the individual (g)
Menengah dan Dasar Depdiknas RI in 2004-2005. A reaching high standards and (h) using authentic
necessity to apply this contextual learning was followed assessment. Meanwhile, Sounders[21] focused on
in 2006 Curriculum, which was the development of REACT (Relating: Learning in life experience context;
competence-based curriculum. Experiencing: Learning in searching and discovering
This situation has encouraged the writer to conduct context; Applying: Learning when knowledge
a study focusing on the effect of contextual learning in introduced in the usage context; Cooperating: Learning
civic education on civic competence of Junior High through interpersonal communication and sharing
School students in West Java taught by civic education context; Transferring; learning the use of knowledge in
teachers who had followed PTBK. The problems that a new situation or context.
could be identified are: (1) how the condition of civic Contextual learning in civic education is based on
education based on civic competence and contextual of constructivism philosophy assuming that knowledge is
Junior High School students in West Java was (2) a result of human construction. Humans construct their
whether the factors of contextual-based civic education knowledge through their interaction with object,
learning have influenced the improvement of Junior phenomenon, experience and environment. Knowledge
High School Students’ civic competence in West Java. is accepted to be true if knowledge could be useful in
Based on the background of the problem about the
facing and solving the appropriate problem or
importance of contextual learning in fostering civic
phenomenon[10]. Contextual learning in civic education
competence, the formulation of problem that could be
is developed based on some learning theories, such as
stated is as follows: “The effects of contextual learning
Piaget’s cognitive development[17], Bruner’s free
in civic education on Junior High School students’ civic
discovery learning theory[5], Ausubel’s meaningful
competence”.
learning and Vygotsky’s genetic law of development
Based on the above formulation of problem, the
following problems could be identified: Is there any and zone of proximal development[24].
significant effect of contextual learning in civic Contextual learning according to Bern and
education in applying the concepts of relating, Erickson[1] could be implemented through five
experiencing, applying, cooperating, self-regulating, approaches such as: (1) problem-based learning (2)
authentic assessment simultaneously on Junior High cooperative learning (3) project-based learning (4)
School students’ civic competence? Service learning and (5) work-based learning. In civic
education, some contextual-based teaching and learning
Literature review: were the developed portfolio of “We the
Contextual learning: Blanchard[2], Bern and People…Project Citizen” from the Center for Civic
Erickson[1] define that contextual learning is a teaching Education, program of “Law in a Free Society Series,
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Foundations of Democracy” by the Center for Civic and conflict (3) equality and Diversity (4) justice, the
Education. The other alternative model was the rule of law, rules, laws and human rights (5) Freedom
developed model of “Exercise in Participation” and order (6) individual and community (7) power and
program. This learning package was designed to authority (8) rights and responsibility. Meanwhile, in
develop (participatory skills). 2006 curriculum, the key concepts that should be
developed through citizenship education included unity
Civic competence: Civic competence is knowledge, and integrity, norm, power and politics, democracy and
value and attitude and the students’ competence political system, ‘Pancasila’ and globalization.
supports them to be participative and responsible Civic skill is a skill that develops civic knowledge
citizens in societal and national lives. Branson[4] in order to make the gained knowledge become
emphasized that the intention of civic education is to meaningful because it could be used in facing national
inculcate qualified and responsible participation in and societal life problems. Civic Skills include
political dan societal living, both in local and national intellectual skills and participation skills. Intellectual
levels. Such participation requires the following civic skills are the most important in constructing a wide-
competence: (1) the mastery of specific knowledge and knowledged, effective and responsible citizens who
comprehension (2) the development of intellectual and possess critical thinking skills. The National Standards
participatory competence (3) the development of certain for Civics and Government and The Civics Framework
mental attitude and character and (4) the true for 1988 National Assessment of Educational Progress
commitment of constitutional democratic fundamental (NAEP) stressed that critical thinking skills include
principle and value. The National Standards for Civics skills to identify, describe, explain, analyze, evaluate,
and Government (Center for Civic Education)[6] decide and defend the opinion related to public
formulated the main components of civic education that problems. While participation skills include skills to
are the intention of civic education involving civic interact, observe and influence.
knowledge, civic skills and civic disposition. Civic skills dimension was developed to give
Civic knowledge is a substance material that knowledge and skills needed to participate effectively
should be known by citizens which is related to their in community; participation experience was designed to
rights and obligations as a citizen. This knowledge is reinforce the awareness to have skills and superior
the basic of political system and structure, ideal achievement of the students and to develop the
government and social system as documented in understanding about the importance of active
national life, universal values in democratic community participation among citizens. To participate actively, it
and cooperating ways to realize common development requires knowledge about fundamental concepts,
and living together peacefully in global community. history, issues and actual events and facts related to
Based on the National Standards and Civics substance and skills to apply the knowledge
Framework for the 1988 National Assessment of contextually and the tendency to take actions
Educational Progress (NAEP) in Branson[3], these appropriate with the disposition of the citizens[20].
components of civic education were reflected in five Quigley, Buchanan dan Bahmueller[20] formulated
important questions such as: (1) What are the political, civic education as thinking habit and attitude of citizen
governmental and civic lives (2) What is the political that support the development of sound social function
system foundation (3) How did the government and public interest guaranteed by the democracy
established by the constitution to realize the intention, system. Conceptually, civic disposition includes a
values and principles of democracy (4) what is the number or personal characteristics such as: “Civic
relationship between a nation and other nations and its consciousness (respect and civil discourse), individual
position in international matters (5) what is the role of responsibility, self-discipline, civic-mindedness, open-
in citizen in democracy? mindedness (openness, skepticism, recognition of
Civic knowledge contains citizenship knowledge ambiguity), compromise (principles of conflict,
based on political, law and civic disciplines. Therefore, compassion, generosity and loyalty to the nation and its
civic education presents facts, concepts, generalizations principles”. In other words, courtesy includes human
and theories developed from political, law and civic respect and interaction, individual responsibility, self-
disciplines. Citizenship education should consider the discipline, caring about community, open-mindedness
key concepts that were developed further in involving openness, skepticism, recognition of
generalizations and theories. The key concepts that are ambiguity, compromise attitude involving principles of
the essential elements of citizenship education[18] are as conflict, compassion, generosity and loyalty to the
follows: (1) democracy and Autocracy (2) cooperation nation and its principles.
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Branson[4] emphasized that civic disposition Correlations analysis technique. Hypothetical testing of
implies public or private character that is important in effect was done by enter and stepwise method, multiple
maintaining and developing constitutional democracy. regression analysis and contribution with determinacy
Civic disposition is similar to the civic skills developed coefficient analysis.
slowly due to the effect of what had been learned and
experienced by a person at home, school, community RESULTS
and civil society organizations. Personal characteristics
such as moral responsibility, self-discipline and the Results of descriptive research: The results of
respect of human prestige and dignity from each descriptive research on the variables of contextual
individual are compulsory. Public characteristics are learning in civic education presented that most of
important as well. The awareness as citizen, courtesy, contextual learning condition of civic education in West
obeying the rule of law, critical thinking and willing to Java were included in average category with 87.22%,
listen, negotiate and compromise are the characters moreover 11.67% belonged to high category and only
needed to make democracy run smoothly. 1.11% belonged to low category. Therefore, it could be
concluded that most of Junior High Schools in West
MATERIALS AND METHODS Java were quite good in applying contextual approach
This research used two approaches; quantitative on civic education learning. Among the variables of
and qualitative with the dominant-less dominant design contextual learning, cooperating concept was the
from Creswell[8]. The first part of this research used highest applied in civic education learning, followed by
quantitative approach, which was through survey self-regulating and relating concepts. The concepts that
method. The next part used additional (subdominant) were still low in application were experiencing,
paradigm using qualitative approach for in-depth applying and authentic assessment concepts. It could be
understanding. At this level, interview technique was seen in the Table 1and 2.
added. Based on Table 3, the Junior High School students’
The population of this research was the ninth-grade civic competence, it showed that Junior High School
students in West Java taught by civic education teachers students in West Java had higher civic competence by
who had undergone Pelatihan Terintegrasi Berbasis 81.39%, the rest 18.61% belonged to average category
Kompetensi (PTBK) or Competence-Based Integrated and there was no low category.
Training program in 2004, consisting of 93 Junior High
Schools in 26 districts/cities in West Java. The sample Table 1: Perception of research subject on the contextual learning
condition of civic education in west java junior high schools
was determined by using sampling cluster technique,
The Application of contextual approach
proportional and systematic random sampling, to obtain in civic education learning Frequency (N) Percentage
1004 student samples. Low 11 1.11
The research instrument used was SSHA (Survey Average 867 87.22
of Study Habits and Attitudes) scale from Brown and High 116 11.67
Holtzman that had been matched with Indonesian Total 994 100.00
Cultural Environment to measure contextual learning
variables. Whereas to measure civic competence, Table 2: The perception of research subject on the contextual learning
condition of civic education for each research aspect (N = 994)
variables were accommodated by Civics Assessment Percentage based on category
Database from the US National Center for Learning and The variables of contextual ------------------------------------------
Citizenship (NCLC) in 2006 of civic education learning in civic education Low Average High
The application of relating concept 0,70 85,21 14,08
subject[16]. To measure civic competence variables, The application of experiencing concept 7,14 85,51 7,34
multiple choice, rating scale and Likert scale were used The application of applying concept 8,15 82,90 8,95
The application of cooperating concept 0,50 70,02 29,48
in the test. Apart from that, an interview was used on 16 The application of self-regulating concept 2,21 77,77 20,02
teachers of civic education subject to support and enrich The application of authentic 2,11 85,8 12,08
the research analysis besides the questionnaire. assessment concept

Analysis technique used included descriptive

analysis technique to give descriptions of each variable Table 3: The civic competence condition of junior high school
students in West Java (N = 994)
X and Y, analysis used by group categorization based Civic competence Frequency (N) Percentage
on score comparison of respondent with ideal score. Low 0 0,00
Hypothetical testing of correlation among variables of Average 185 18,61
this research was done through simple, partial and High 809 81,39
compound correlation testing using Pearson Total 994 100
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Table 4: The civic competence condition of junior high school variables X1, X3, X4, dan X5 was 0.09; 0.07; 0.10;
students in west java for each research aspect (N = 994)
0.12 respectively, with all p value showed 0.00<0.05.
Percentage based on category
The variables of contextual ----------------------------------------------
But for variable X2 (the application of experiencing
learning in civic education Low Average High concept) and X6 (the application of authentic
Civic knowledge 3,92 72,03 24,05 assessment concept), the positive correlation was not
Civic skill 0,00 2,01 97,99 significant with each correlation coefficient 0.03 and
Civic disposition 0,00 37,83 62,17 0.05 respectively with p-value for all of them showed
0.00>0.05. But complexly, the correlation among X
Table 5: The Result of single (zero order) and compound hypothetic
(X1, X2, X3, X4, X5 and X6) and Y variables showed
testing
Df1
correlation coefficient by 0.51 with p value for all
Model R R2 Adjusted R2 df2 p-value showed 0.00<0.05.
X123456-Y 0.51(a) 0.26 0.26 6 987 0.00 Therefore, it could be concluded that in zero order
X1-Y 0.40 0.16 0.16 1 992 0.00 and compound, there was a significant effect of
X2-Y 0.41 0.17 0.17 1 992 0.00 independent X1 (The application of relating concept);
X3-Y 0.42 0.18 0.18 1 992 0.00
X4-Y 0.46 0.21 0.21 1 992 0.00 X2 (The application of experiencing concept); X3 (The
X5-Y 0.44 0.20 0.20 1 992 0.00 application of applying concept), X4 (the application of
X6-Y 0.43 0.19 0.19 1 992 0.00 cooperating concept), X5 (The application of self-
regulating concept) and X6 (The application of
Thus, it could be concluded that most of Junior authentic-assessment concept) variables on dependent
High School students in West Java had higher civic Y variable (civic competence) but if it was seen
competence which showed in Table 4. Among the partially, variable X2 (The application of experiencing
aspects of Junior High School students’ civic concept) and X6 (The application of authentic
competence in West Java, the aspect of civic skills was assessment concept) did not significantly influence Y
the highest, in which 97.99% students had higher (civic competence)
category of civic skills. It was followed by the aspect of The analysis of X variables contribution on the
civic disposition by 62.17% in which the students had variation of Y variable complexly could be examined
higher civic disposition. While the aspect of civic by looking at R Square value by 0.26. Based on this
knowledge was only 24.05% in which the students data, it could be concluded that the ability of
belonged to high category and nearly 75% was in the independent variables X1, X2, X3, X4, X5 and X6 to
average category. It could be seen in the Table 4. explain the variation of Y dependent variable was 26%,
the others were determined by other factors that were
Testing of hypothesis: According to Table 5, based on not explained in this regression model.
the result of correlation and regression analysis among Furthermore, to see the significance of contribution
X (X1, X2, X3, X4, X5 and X6) and Y variables in zero each X variable had in explaining the factor in Y values
order showed that all X variables, contextual learning in could be seen in the similarity of regression line for
civic education consisting of X1 (the application of standardized value from beta coefficient. Based on the
relating concept); X2 (the application of experiencing data, the similarity of multiple regression baku could be
concept); X3 (the application of applying concept), X4 stated as follows:
(the application of cooperating concept), X5 (the
application of self-regulating concept) and X6 (the Y = 0.11X1+0.04X2+0.09X3+0.14X4+0.16X5+0.07X6
application of authentic-assessment concept) had
positive, significant correlation with Y (civic Based on the result of regression similarity analysis
competence). The correlation coefficient of six above, it could be concluded that the change of Y
variables X1-X5 and X6 was 0.40; 0.41; 0.42; 0.46; variable level (civic competence) would be parallel
0.44 and 0.43 respectively, with all p value showed with the change in variables X1 (the application of
0.00<0.05. relating concept); X2 (the application of experiencing
The correlation among X (X1, X2, X3, X4, X5 concept); X3 (the application of applying concept), X4
and X6) and Y variables showed that X1 (the (the application of cooperating concept), X5 (the
application of relating concept); X3 (the application of application of self-regulating concept) and X6 (the
applying concept), X4 (the application of cooperating application of authentic-assessment concept).
concept), X5 (the application of self-regulating Partially, by using multiple regression analysis of
concept) had positive, significant correlation with Y stepwise method, it was found that the variable of
(civic competence). The correlation coefficient of four cooperating concept application contributed the highest
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and most important toward civic competence with R learning classroom setting, students learnt more from
Square by 0.208 or 21% if other variables were in peer-to-peer as peer tutor[22]. Therefore, the effective
constant condition. The next important variable was communication skills were developed in this learning
the application of self-regulating concept by 20%. model, apart from critical thinking skills, courtesy and
Then, in simultaneous condition, cooperating and self- respect of difference. Thus, cooperative learning has a
regulating contributed 0.23 atau 23%. Cooperating, positive impact on civic competence.
relating and experiencing simultaneously contributed Contextual learning also developed self-regulated
by 0.24 or 24%. Cooperating, relating, experiencing learning according to Zimmerman[25] which was
and applying simultaneously contributed 0.25 or 25%. characterized by: (1) students are assumed to have self-
Simultaneously, cooperating, relating, applying and awareness of the potential they have and could be used
self-regulating contributed 0.26 or 26%. well in the process of self-regulating to reach optimum
learning output (2) students have self-orientation
DISCUSSION toward feedback cycles and reflection during the
learning process occurred. In this feedback cycles and
The research finding could be analyzed as follows: reflection, students monitor the effectiveness level of
First, contextual learning in civic education is natural learning method or learning strategy and give responses
for students. It means that it motivates the students to to reach learning outcome through various ways that are
act naturally as a human being, which is appropriate continuously modified[25]. Self-regulated learning is a
with the way our brain functions. Contextual learning terminology that opens a new context about
stimulates our brain to construct knowledge patterns determinant factors of students’ success in learning.
through interrelationship and reality context of The concept of self-regulated learning had changed the
students’ lives. In its practice, the theory was partly focus perspective of learning achievement analysis
reflected in Piaget’s cognitive development levels, from students’ learning competence or students’
Bruner’s free discovery learning theory, Ausubel’s learning potential and learning setting at school or
meaningful learning, Vygotsky’s genetic law of home as a fixed entity; now it was changed by the
development and zone of proximal. students’ readiness to design by themselves learning
Second, contextual learning in civic education strategy in improving the learning outcome
teaches life principles of citizens. Students are achievement and their readiness to manage conducive
respected as individual being, social being and citizen. environment for learning.
As a consequence of that position and nature, students Fifth, relating and applying was absolutely applied
have interdependence, differentiation and self- in civic education learning in line with self-identity of
regulating matter. Those three matters are the principles civic education. Sixth, experiencing in its
of contextual learning[13]. implementation was faced with resistance problem
Third, contextual learning in civic education toward learning innovation as stated by Quigley[19] that
supports the creation of democratic learning. It means was: Resistance from old generation, including teachers
that civic education learning is the means of democratic who were maintaining cultural practice and belief and
learning to develop students to be knowledgeable, sub culture of authoritarian politic in learning; the slow
responsible and participative democratic citizens. The change of institution at school; not functioning
principles of democracy are included in the content and decentralization of decision taking to develop learning
applied in the process of civic education learning and design and implementation of curriculum program;
synergized with habitual and extracurricular activities at resistance toward democratic teaching style and students’
school. In contextual learning of civic education as enrichment; the lack of training program for civic
democratic learning, some models summarized by Bern education teachers to develop civic education classroom
and Erickson[1] were adopted such as: (1) problem- as a democratic laboratory and facing with the variation
based learning (2) cooperative learning (3) project- and gap; gap between idea or hope and reality.
based learning and (4) service learning. Seventh, authentic assessment in its
Fourth, cooperating and self-regulating have the implementation should still be improved because it is
most important contribution on civic competence. The faced with the limitations of theoretical skills and
complex learning tasks such as problem solving, critical authentic assessment practice as stated by Gronlund[11]
thinking and contextual learning actually increased that although the authentic assessment is very
when cooperative strategies were used. Cooperative important, based on the field observation result,
learning method uses the students’ ability to interact. A teachers frequently find it difficult in implementing it
number of researches showed that in cooperative because they did not understand the usage procedure.
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From the discussion of research finding, it was in the accepted meaning, internalized and standardized
found that: First, contextual learning in civic education as an inherent part of one’s personal quality through
reflected maximum category of citizenship education in learning process. Contextual civic education contains
Kerr’s concept[14]. Because, first, civic education was to value education developed by various approaches
thick, inclusive, accommodating various social culture formulated by Superka et al.[23], which are: (1)
and students’ aspiration, involving various societal inculcation approach,(2) cognitive moral development
elements., using formal and non-formal combination, approach (3) values analysis approach (4) values
serious but joyful learning situation, emphasizing active clarification approach and (5) action learning
participation and interaction of students in and out of approach.
the classroom and learning outcome could not be
measured by authentic assessment only. CONCLUSION
Second, contextual learning in civic education is a
process toward education for citizenship in Kerr’s Referring to the proposed research hypothesis,
concept[14], because by using contextual learning in generally the conclusion of this research is that
civic education, students are not only given civic contextual learning in civic education has significant
knowledge, but also the way to get that knowledge by effects on Junior High School students’ civic
the process of constructing knowledge through learning competence. Specifically, the conclusions of this
activities while working, active and participative research are: Civic education learning applying the
experience at school and community. Thus, contextual concepts of relating, experiencing, experiencing,
learning in civic education does not only develop civic applying, cooperating, self-regulating, authentic
knowledge, such as knowledge and insight of national assessment has significant effect on Junior High School
history, government structure and process and political students’ civic education.
life, but also civic skills such as critical thinking skill, Based on those conclusions of research
participatory skill, social skill and civic disposition such hypothetical testing result, a few conclusions could be
as attitude and commitment that are important for the drawn such as: First, civic education learning has
citizenship life through active and participative significant effects on Junior High School students’ civic
activities in direct experience at school, home and competence in West Java. It is due to contextual
community. Therefore, through contextual learning in learning in civic education which applies constructivist
civic education, citizenship education was related to learning theory which says that it is natural for students
“the whole education experience of students”. It was in in which civic competence is constructed in individual
line with Cogan’s concept[7] about citizenship education through continual interaction process between the
as following here: “…the more inclusive term existing knowledge of students and object,
encompasses both these in-school experiences as well phenomenon, experience and environment
as out-of-school or non formal/informal learning which Second, contribution of each contextual learning
takes place in the family, the religious organization, factor in civic education toward Junior High School
community organizations, the media, which help to students’ civic competence in West Java is varied.
shape a holistic citizen”. Thus, citizenship education Among the six factors of contextual learning in civic
includes learning experience at school and outside education, cooperating factor gave the highest
school such as family, religious organization, social contribution, followed by self-regulating, relating and
organization setting, included media and so forth. applying factors, while experiencing and authentic
Third, contextual learning in civic education assessment factors were not significant.
discovered the sociocultural value of cooperating in line Third, the application of cooperating and self-
with the philosophy of “silih asih, silih asah, silih asuh” regulating concepts in civic education learning were
which meant literally love, teach and care for each important factors to improve civic competence because
other. Therefore, cooperating was a social capital that they contain the principles of respect toward intact
had been in students’ self and should be discovered and citizen figure as social being and also individual being
optimized in learning. who has: (1) interdependence principle (2)
Fourth, contextual learning in civic education has differentiation principle and (3) self-regulating
value education as its core. It is related to basic principle. Those three principles imply the needs of
principle if value education by Harman[12] theoretically cooperating and independence in the self of students in
stated that “...values is neither taught nor caught, it is civic education learning. These cooperating values are
learned”, which means that the substance of value is sociocultural capital that should be discovered and
not only accepted and taught, but values are processed developed in civic education learning.
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Fourth, the application of relating and applying the quality of education in its entire systems
concepts in civic education learning is an absolute thing comprehensively and synergically. When the
because the new paradigm of civic education demands innovation of contextual learning is launched, it should
the use of multidiscipline approach, reflects the fact in be accompanied by the appropriate availability, the
community; treats the classroom as democratic improvement of facility completeness, education fund
laboratory; respects the societal contribution in learning and teacher training, school-based management
and involves the students in community to get civic development, the improvement of monitoring effort.
experience in community. Supervision and evaluation of learning quality at school
Fifth, direct experience practiced in civic education (2) national Education Department should cooperate
learning ideally includes students’ activities in with Lembaga Pendidikan Tenaga Kependidikan
exploring, investigating and direct inquiring in field. (Education Professional Institution) and schools should
But in reality, the implementation faced various develop educational system and teaching and learning
problems related to teacher’s perception on direct contextual training program for teachers, followed by
experience (applying) concept application in giving classroom practice which is monitored and evaluated
relative advantage, compatibility, complexity, triability and research on the implementation and effect of
and observability. Communicating the concepts and contextual teaching and learning on the improvement of
direct experience practice had not been optimally done learning quality (3) the manager of social science
through interpersonal channel or mass media. Not all education and civic education departments in
teachers have similar speed in applying direct universities should develop research and development
experience concept; it is related to difficulty in activities of various learning model innovation in order
changing teaching-learning culture. The support of to improve the quality of education. Besides that, it
social system members, either school or community, is includes involving schools and teachers in lecturing
still low. Therefore, learning innovation should be activities, such as field-work practice, field observation,
synergically supported by other component innovation classroom-treatment research, guest lecturer in teaching
or reformation in educational system. and learning lecture and so on.
Sixth, although authentic assessment is very Second, the application of relating concept in civic
important, it is not optimally done by teachers. The education learning should be continued and developed
teachers find it difficult in applying the evaluation of by civic education teachers at schools. Teachers could
civic education because of the complexity of use the form of interdisciplinary approach with
competence that should be evaluated (civic knowledge, variation of structural and functional models and
civic skills, dan civic disposition). The teachers still interfiled approach. In implementing the variation of
have limited knowledge on types, techniques, interdisciplinary approach, the teacher should the
instruments and procedure of appropriate and accurate process of material selection that is essential for the
evaluation usage procedure to evaluate each students’ lives to be presented in the classroom, such as
competence. materials relating to life reality, meeting the students’
Seventh, contextual learning in civic education had needs, containing dilemma, controversial in its nature
the highest contribution toward civic disposition. It (caused pro-contra). Besides that, the material should
shows that civic education learning has value education be arranged systematically from the specific ones to the
as its core. Contextual-based civic education learning complex ones (inductive form).
contains value education process through learning Third, the application of direct experience concept
activities in the classroom as democratic laboratory in civic education learning should be developed further
supported by extracurricular activities as socio- by teachers by reducing the obstacle factors in its
pedagogic means to gain hands-on experience and to implementation, such as the obstacle of conventional
get involve in service learning in community. teaching and learning culture, the weak teacher’s
competence in contextual learning method, the lack of
Recommendations: Refer to the conclusions of the support from principle leadership, fund, the support of
research, recommendations were formulated and given parents and community, learning facilities and
to responsible parties in this research. infrastructure and the limitation of time. The
First, contextual learning in civic education should application of direct experience could be done by
be developed by teachers at school. In its teachers through problem-based learning, inquiry-based
implementation, in order to make contextual learning at learning and structured project-based learning, but in its
school effective, it requires the following support: (1) implementation, to be effective it should consider the
government should have strong commitment to improve following things: (1) the teachers use creatively and
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optimized learning sources and media that are available Seventh, the application of authentic assessment in
in students’ environment and make the community and civic education learning should improve its
its surrounding environment as learning sources (2) the implementation in technique, instrument and
teachers improve theoretical dan practical skills of assessment procedure aspects, either performance,
problem-based learning, inquiry-based learning, attitude, written, project, portfolio and self-assessment.
structured project-based learning models through Thus it could measure authentically not only civic
education and training programs (3) the students change knowledge, but the most important are civic skills and
the passive learning culture (treated teacher as the only civic disposition in the process and outcome of
source) to be active learning culture (they find their own students’ learning.
materials from various sources such as textbook, Eighth, this research still has a number of limitations
reference books, magazines, newspaper, government on research method scope, problem focus and research
officials and so on (4) parents and community make setting: (1) quantitative research method dominating this
themselves as learning sources for students and through research could not be explored in-depth and holistically
school committee, they optimize support function for on how the students gave meaning to contextual learning
quality learning achievement at schools, such as through and civic education and what was not uncovered in the
participation in providing books, learning instruments surface. For some people, quantitative approach reduced
and media. “the depth” of this meaning. For the next research,
Fourth, the application of applying concept in civic qualitative approach could be used to develop contextual
education learning should be continually developed. In learning models. Classroom Action Research could be
its implementation, it needs support from schools in conducted to improve learning quality through contextual
creating conducive civic education learning climate to learning involving the teacher as the researcher (2)
create the school as democratic laboratory. In this case, research problem focus, civic education has not been
schools should develop lesson study model to improve positioned as citizenship education but it is meant as
the teachers’ competence and also to improve the civic education, so that only civic subject setting is
learning quality. Besides that, schools should develop studied. While civic competence is a comprehensive
action learning approach through value habitual program. aspect that would be more comprehensive result if it was
School should also develop civic-based social service studied related to citizenship education. Therefore, what
learning through social voluntary labor service and should be studied further is not only the effect of
community service. Those activities could be integrated contextual learning in civic education, but also school
in Organisasi Siswa Intra Sekolah (OSIS) activities and climate, student organization, extracurricular activities,
other various extracurricular activities at schools. habitual program, peer group, family and mass media
Fifth, the application of cooperating concept in civic touch in civic competence (3) research setting has not
education learning should develop its implementation reached private school sample and has not compared the
through cooperative learning with varied techniques such contribution of contextual learning and civic competence
as jigsaw, number head together, snowball throwing, based on geographic location, urban-rural, mountain-
group investigation, think pair share and many others. In beach and West Java administrative regions that
its implementation, the teachers should consider: (1) obviously have various sociocultural contexts that are
equal task and responsibility assignments among the quite interesting to study. Therefore, further research
group members (2) evaluation and respect toward could use case-study method to study the implementation
member (individual) and group (3) students’ interaction of contextual learning and its contribution toward Junior
and communication in (4) individual responsibility of the High School students’ civic competence based on certain
material handled in cooperative groups (5) variation of sociocultural context and regional position.
group members based on different intelligence, race,
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