Implementasi critical pedagogy dalam pembelajaran sejarah kontroversial di SMA Negeri Kota Semarang

Oleh :
Tsabit Azinar Ahmad - S86020911 - Sekolah Pascasarjana

This research is aimed to describe (1) History teachers’ understanding about critical pedagogy as an approach to study controversial history; (2) the implementation of critical pedagogy in controversial history learning; (3) obstacles found when implementing critical pedagogy in controversial history learning; (4) students’ opinions and perceptions toward critical pedagogy implementation in controversial history learning. This research used qualitative method with embedded research. This research was conducted in several public high schools in Semarang. This research uses interactive analysis to analyze the data. The research results show that: (1) in Indonesian educational praxis, critical pedagogy is only being understood by limited number of people and not being formally and technically introduced yet for some reason; less willingness and capability of the teachers; historiography; political reason (government); and unsupportive policy in implementing critical pedagogy: (2) the implementation of critical pedagogy can be considered stuck in halfway since the concepts held by the teachers are still in the stage of reflection and weak in the actualization stage so that the learning activity becomes out of context: (3) there are still some obstacles in implementing critical pedagogy in controversial history learning, especially in its plan, implementation, and supportive learning factor: (4) in the perspective of critical pedagogy, learning controversial history can potentially attract students’ interest in the class activity and involve them actively in responding varied issues. Keyword: critical pedagogy, history learning, controversial history, high school.