International Journal of Research and Review

Vol.7; Issue: 6; June 2020

Website: www.ijrrjournal.com
Research Paper E-ISSN: 2349-9788; P-ISSN: 2454-2237

Teaching Controversial Issues in Social Studies

Class to Develop Critical Thinking and Social
Analysis Ability
Arif Purnomo, Wasino, Tri Marhaeni Pudji Astuti, Suyahmo
Postgraduate Programmes, Universitas Negeri Semarang, Semarang, Indonesia.
Corresponding Author: Arif Purnomo

ABSTRACT and make relevant evaluation instruments, thus

learning controversy material in social studies
Social studies learning so far have not been classes will lead to the development of critical
oriented to the development of critical thinking thinking and social analysis ability of the
skills and social analysis; teachers are often students.
stuck in the formal charges related to learning
rather than creativity in developing an Keywords: Social Studies, Controversial Issues,
interesting learning. The objective of this Critical Thinking, Social Analysis
research is to analyze the implementation of
controversial learning material on social studies INTRODUCTION
subjects in an effort to develop critical thinking Social studies learning in Indonesia
and social analysis ability of students which so far have not yet led to the development of
conducted in secondary schools. This research students’ critical thinking and social
was conducted using Creswell's framework,
analysis ability. (1) This is influenced by
namely the study of phenomenology in
qualitative research. The data source of this material and teaching processes factors in
research came from secondary school social the classroom that have not implemented
studies teachers in Semarang as informants, both dialogical learning methods and models yet.
in the interview and observation sessions during During this time, learning still uses lecture
the teacher's teaching. Analysis of the data in methods that are one-way and do not
this research refers to the framework of develop the ability of students personally.
Creswell's phenomenological data analysis, This problem is more interesting to discuss
which explains the data analysis techniques in after King in his research put forward
the study of phenomenology. The results of this findings which stating that social studies
research are as follows: 1) the lesson plan that
learning has not had a strong foundation in
carried out is still conventional and teachers are
still chained by formal demands to complete
terms of the curriculum, especially in an
responsibilities, not develop the knowledge; 2) effort to develop critical thinking and social
learning controversial issues are still not analysis ability owned by students, (2)
optimal, a social studies teachers have not been although it is still a hypothesis, research
put dialogue as a force in the development of conducted in the West is the result of study
critical thinking and social analysis ability of the related to social studies education policy
student; and 3) the evaluation carried out is not that focuses on aspects of nationalism and
yet sufficiently developed to measure students' development of a national awareness. Such
critical thinking skills and social analysis after learning does not violate the rules of
participating in learning controversial issues. knowledge, but in terms of education need
The implication of this research is that teachers to be questioned again about the ability of
must broaden their horizons, deepen the material
learning policies oriented to the growth of
to be taught, improvise in the use of media,
learning resources, methods, and approaches, nationalism can accommodate efforts to

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Vol.7; Issue: 6; June 2020
Arif Purnomo et.al. Teaching controversial issues in social studies class to develop critical thinking and social
analysis ability

develop critical thinking skills and social paradigm, critical pedagogy leads to the
analysis in students' personal, as the essence humanization of students, (7) which is a
of social studies learning stated by Barr that process that is based on the idea that people
social studies learning at the secondary need peace and mutual caring nature to live
school level is no longer doctrinal in nature, together. These characteristics in education
but students are able to contextualize the process require the founding of strong
thoughts they have acquired in learning knowledge related to critical thinking and
critically and analytically, so that in the the capacity to analyze social phenomena in
process new knowledge will be found that society. Therefore, the implementation of
provides stock for social life. (3) the theory in this research is to see the
Controversial learning material in extent to which the learning of controversy
social studies is one of the alternative ways in social studies class is able to make
that teachers can do to develop students' students have awareness and concern for
critical thinking and social analysis abilities. their social environment.
During this time, learning controversial This research departs from Hess's
material is often ignored and not taught argument which stated that the learning of
seriously by the teacher in the classroom. controversial material in social studies is
(4,5)
The reason is that the teacher does not one of the keys to develop students' critical
have enough knowledge to teach the thinking and social analysis ability that will
material that requires thinking, methods, equip them with the knowledge to live in
approaches, and creative evaluation tools. society. (11) In Hess's explanation, outlining
During this time the teacher tends to work to the problems regarding social studies
complete tasks and responsibilities, not in teaching by the teacher, the most interesting
the stage of visionary thinking to create a thing to review is that the desire and
learning system that is fun for students and capacity of the teacher to improvise the
in a critical paradigm. Referring to Barr's material being taught, the knowledge
thought that Social Science (IPS) is a useful possessed will affect the creativity that is
subject for discussing social problems and carried out. The next influential research in
ongoing phenomena in society. The aim is this article is the results of Malikow's study
to provide students with experience in social of the study of controversial material in the
life. In the learning process, the teacher education of the social sciences, (12)
transmits knowledge and students dialogue according to him, a material in social
with their friends in search of truth. (6) science education certainly has a
To teach controversial material controversial side that can be discussed in
oriented towards developing students' dialogue, and therefore, this will lead to two
critical thinking and social analysis ability, possibilities, namely: opportunities or
teachers need to understand the theory of obstacles. Creative teachers will make it an
critical pedagogy. (7,8) This theory is one of opportunity, while conventional teachers
the guidelines for teachers who make will make it an obstacle in completing their
dialogue in the classroom as a power to responsibilities. Learning materials are ideal
develop students' abilities. Critical controversy can only be done by creative
pedagogy aims to transform information teachers who have the capacity to improvise
about society through praxis which involves in teaching.
the articulation between theory and practice, Based on the explanation above, this
thinking and doing. (9) The unity of theory research seeks to analyze the
and practice in critical pedagogy cannot be implementation of controversial learning
separated, so what is contained in the material on social studies subjects in an
concept of critical pedagogy is not effort to develop critical thinking and social
rhetorical, (10) but concrete actions that analysis ability of students which conducted
originate from world reality. In Giroux in secondary schools. Therefore, the

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Arif Purnomo et.al. Teaching controversial issues in social studies class to develop critical thinking and social
analysis ability

research question is: 1) how is the analysis techniques in phenomenology

implementation of learning controversy in studies as follows: 1) The researcher fully
social studies class in an effort to develop describes the phenomena / experiences
students' critical thinking and social analysis experienced by the research subjects; 2) The
ability? researcher then finds a statement (the results
of the interview) about how people found
MATERIALS & METHODS the topic, detailed statements and the
Research Design treatment of each statement has an
This research was conducted using equivalent value, then the details are
Creswell's framework, namely the study of developed with no repetition; 3) The
phenomenology in qualitative research. (13) statements are then grouped into meaningful
The phenomenon in this study is the units, the researcher breaks down the units
implementation of controversial learning and writes a text explanation of the
material in social studies subjects in experience accompanied by empirical
developing students' critical thinking and evidence that explains the reality of the
social analysis ability. The unit of subject under study; 4) The researcher then
phenomena in this study is specific and reflects on his thinking by using imaginative
distinctive, both in terms of objects and variation or structural description, searching
supporting subjects, especially in the realm for all possible meanings and through
of social studies education research. One of divergent perspectives, making a
the key points why this research was carried consideration of the frame of reference for
out using a phenomenological design is the the phenomenon being studied, and
effort of researchers to describe hidden constructing how the phenomenon is
experiences in the philosophical and experienced; 5) The researchers then
psychological aspects of individuals that construct the whole explanation of the
will be revealed through narration so that meaning and essence of his experience; and
the audience can understand the actual 6) The researcher reports the results of his
condition of the research subject. research, the report compiled shows the
existence of a unity of meaning based on the
Data Collection experience of all informants. After that, the
The data source of this research researcher comprehensively writes the
came from secondary school social studies combined description. (13)
teachers in Semarang as informants, both in
the interview and observation sessions RESULT AND DISCUSSION
during the teacher's teaching. Informants Learning controversy requires
were determined by purposive technique, teacher initiative and students' readiness to
namely the determination of informants is be able to dialogue in class, (16,17) discussing
not based on guidelines or based on discourse that is tucked in every controversy
population representatives, but based on the material in social studies. The controversy
depth of information needed, (14,15) by materials after factual analysis can be
finding key informants who will then formulated as follows: 1) the entry of
proceed with other informants with the aim Hindu-Buddhism in Indonesia; 2) the entry
of developing and finding as much of Islam in Indonesia; 3) 350 years of Dutch
information as possible related to the colonialism in Indonesia; 4) the September
research problem. 30th Movement of the Indonesian
Communist Party; 5) warrant of eleven
Data Analysis march; 6) multiculturalism; 7) democratic
The data analysis activities in this research economy; 8) poverty; and 9) processing of
refers to the Creswell phenomenology data Natural Resources. All material mentioned
analysis framework, which explains the data are considered a controversy due to several

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Vol.7; Issue: 6; June 2020
Arif Purnomo et.al. Teaching controversial issues in social studies class to develop critical thinking and social
analysis ability

reasons, namely the version of the material, 2020). The explanation conveyed was
the content of the pros and cons that cover confirmed in the learning process carried
it, and expert arguments related to the out, in its implementation, the teacher was
material which are still in the process of still hesitant in explaining the controversy
debate. So that the material mentioned has material, the explanation was also not
met the criteria as controversy material in specific, this made the instructions given
social studies, even though it is still very could not be captured strongly by students,
fragmented in the basis of certain social so learning proceeded slowly and classes
sciences. This also becomes a reflection that tended not responsive.
the social studies learning developed so far Actually, the teacher has a strong
is still not ideal enough to internalize the awareness in developing controversy
values of citizenship, because the form and material as learning material, various ways
style of social studies that are developing teachers are done to create quality learning
are far from the true nature of social studies. material, especially in an effort to build
The implementation of the study of critical understanding of students. Giroux
controversy material conducted by social argued that teacher insight greatly
studies teachers is still shackled by influences the process of internalizing
confusion about the definition of the knowledge to students. (23,24) In an effort to
material or the issues of controversy itself. enrich insights related to controversial
Hess believed that controversy can be taught issues, the teacher did a variety of ways, one
correctly if the teacher was able to of the teachers argued the following: "If I
understand anatomically the form of the am, the most important thing is not to focus
material. (18,19) This opinion is in line with on just one source, for example material on
Ahmad's explanation that the controversy poverty, so I must read theories and reality
material is one of the discussion units in of poverty." (Siti Makrifatun, personal
education whose teaching must involve the interview, February 20th, 2020). The
literacy process of the teacher, (8,20) this understanding conveyed is enough to
literacy activity aims to discover the illustrate that in an effort to develop
anatomical form of the material. (21,22) The controversy material, teachers have the
teacher's confusion regarding this material is initiative to enrich insights. This opinion is
illustrated in the following argument: "This supported by the following opinion: "Now
controversy material is actually not in the the era is all digital, if we need information,
composition of the material, so teaching it we just need to enter the search engine, so I
also cannot be done directly by preparing strengthen the literacy ability and also
special learning tools, for me it is still utilize it, on the internet credible learning
confusing." (Siti Makrifatun, personal resources and resources are quite abundant."
interview, February 20th, 2020). "For me the (Orbani Imana, personal interview, February
controversy in a material is reasonable, 23rd, 2020). This finding is in line with
especially in history, but there are no Malikow's view that the literacy competence
specific guidelines regarding the teaching of of a teacher greatly influences the
the material so the teacher is still groping." understanding that will be formed in
(Orbani Imana, personal interview, February learning, including in the formation of
23rd, 2020). Both opinions are reinforced by understanding on controversial material. (12)
the following teacher's views: "Controversy The teacher is a catalyst that functions to
material actually has a special characteristic connect the knowledge possessed by
that is there are pros and cons, but now it is students and combine it with knowledge that
difficult to implement because the comes from various sources, so that the
composition of the material is too much so understanding that will be constructed
the teacher has a big burden." (Tutik within students will be more optimal.
Indiarti, personal interview February 26th,

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analysis ability

On observations made in the study teacher's following explanation: "So far, I

of controversial material, teachers tend to have not seen the results of the analysis of
conduct discussions based on the the students' initial conditions as a reference
arrangement of material that is formally in formulating a learning scheme, even
contained in the curriculum. Hess explained though in the set up I wrote it is written that
that the understanding that was built on the the initial conditions of learning are a
basis of curriculum formalism would only reference in preparing learning." (Siti
meet the needs of students' knowledge that Makrifatun, personal interview, February
was not widespread in the process of 20th, 2020). This opinion is supported by the
criticism and analytical. Knowledge of following argument: "if you must pay
controversy material developed on the basis attention to the initial analysis of students,
of such, will never arrive at the objectives of the learning time will run out, and learning
the learning of the material. (11) This is preparation is not optimal because it
reinforced by the following teacher's requires a long time." (Orbani Imana,
opinion: "If what is developed is essentially personal interview, February 23rd, 2020).
ordinary material, because there is no This opinion is in line with Freire that
controversy in the curriculum design, so we efforts to develop the ability to think
also don't prepare too many needs." (Siti critically and social analysis cannot be
Makrifatun, personal interview, February carried out with the spirit of conventional
20th, 2020). In line with that the teacher also teaching, even though the basics of learning
explained that: "for development, my itself can be applied, but learning with
material still refers to the book. But I always conventional principles will make teaching
develop strategies. "(Tutik Indiarti, personal monotonous and boring. (9) This was proven
interview February 26th, 2020). This after the confirmation process was carried
explanation reinforces the findings that out, learning with discussion schemes ran in
social studies learning so far are still an undirected direction and teachers tended
shackled by the bondage of curriculum to rely on unilateral delivery of information
formalism, so that the development carried to calm the debate that was carried out,
out is also not progressive enough, besides that the class is still dominated by
especially in the effort to internalize new certain students, who are habitus who have
knowledge to students. If taught more activity than others, so that the class
conventionally, the controversy material is seems not to run democratically.
only ordinary material or even mere The lesson plan has not become the
information, but the principle of teaching main reference and social studies teachers
this controversy material requires the tend not consistent in carrying out the plan.
teacher to go further, especially in an effort So far, it can be said that the lesson plan is
to develop critical knowledge and social the formal basis of learning carried out,
analysis of students. (9,25) besides that the lesson plan is an
The process of analyzing the initial administrative requirement that must be met
conditions of students prior to the by the teacher at the beginning of the
implementation of the controversy material semester, when in fact the teacher has the
learning by social studies teachers does not opportunity to innovate the lesson plan
seem to be as expected, this shows that the before learning is done, but the teacher does
shackles of formalism faced by teachers are not pay attention to it because the teaching
widespread, so learning is likely to have load of the teacher is already very large and
many obstacles. In the observations made, can be said to be not proportional. This
the teacher still stammered in starting the opinion is reinforced through the following
class and running the learning scheme teacher's explanation: "if the lesson plan is
according to what was written in the to be carried out consistently, it should
learning device. This is reinforced by the reduce the teaching burden of the teacher

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analysis ability

without reducing teacher rights, at this time controversial material can actually be done
our era is more burdened by administration if access to the internet is quite open,
than the burden of developing student whereas if I usually ask students to find as
knowledge." (Siti Makrifatun, personal much data as possible from the internet so
interview, February 20th, 2020). This they understand the contextualization of the
opinion is supported by the following material being studied." (Siti Makrifatun,
teacher's explanation: "During this time, the personal interview, February 20th, 2020).
lesson plan has become an administrative The opinion was reinforced by the following
burden, indeed the aim is good so that the explanation: "I fixed the initiative to explain
teacher can be improvised but in fact it to the students, and the students also
becomes a burden." (Orbani Imana, personal explored independent information through
interview, February 23rd, 2020). The the internet, so far it is quite influential in
explanation is a kind of aspiration that efforts to form a student's knowledge."
should be considered as input for the (Tutik Indiarti, personal interview, February
improvement of social studies education, 26th, 2020). This finding suggests that
such conditions strengthen the hypothesis critical and analytical student knowledge
that critical knowledge in the study of development efforts can be supported by the
controversial material will be further from wise use of technology in the learning
reality. Hess believes that the development process of the controversial material.
of critical knowledge in learning Students are born with various kinds
controversy material must be done of potential that can be developed at school.
consequently from the learning planning On the controversy of learning material, the
process to the evaluation. (11) All the potential that can be developed is the critical
processes that are passed are systematic thinking skills in problem solving and
learning that must be obeyed, without the analyzing social phenomena in society. The
fetter of teacher improvisation and ability of these students is influenced in
innovation in learning. So the lesson plans large part by the reading material they have,
that are prepared must be dynamic and and other literacy activities such as
applicable. dialogue, listening to podcasts related to
Social studies teachers already have lessons, and viewing video shows related to
a high sense of using technology in learning. the material are factors that make the
Utilization of this technology, in Hess's formation of student knowledge run
view is very contextual with the effort to optimally. Related to the development of
teach controversy material in social studies. students' ability to solve problems teachers
(11, 26)
Utilization of these technologies in argue that: "the ability of participants in
general as a stimulus in facilitating students each individual class is different, there are
to develop their thinking power, more those who immediately understand when the
specifically supports the truth-seeking teacher explains the first time, and there are
efforts that are carried out scientifically. (27- also those who must be guided slowly, the
29)
This autonomous formation of key is the teacher must continue to
knowledge has greater potential in efforts to consistently develop student knowledge and
develop complex understanding, compared patience in guiding." (Siti Makrifatun,
to the formation of directed knowledge. In personal interview, February 20th, 2020).
relation to the use of various technologies, Strengthening these opinions the teacher
teachers have quite strong preferences, such explained that: "the controversy material has
as the use of quality websites, videos on enough impact, namely the ability of
YouTube, to social media that contains students to solve problems, they are
quite complex information. These enthusiastic if the material being taught
observations are supported by the following contains pros and cons." (Orbani Imana,
teacher's opinion: "Learning this personal interview, February 23rd, 2020).

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Arif Purnomo et.al. Teaching controversial issues in social studies class to develop critical thinking and social
analysis ability

The teacher also gives an opinion which social studies learning carried out by
shows that the literacy ability of students is teachers is still largely dominated by
difficult to develop, that: "students today teachers through lectures, whereas in the
have little interest in reading. Though Social effort to develop knowledge, what must be
Science (IPS) must read a lot. Students also emphasized is dialogue. However, it can be
sometimes difficult to be conditioned. " said that dialogue is not the teacher's
(Tutik Indiarti, personal interview, February priority in teaching.
26th, 2020). Hess believes that learning Learning approaches that can be
controversial material can be worked on to used in teaching controversial matter, if it
help attract students' interest in learning, (18) refers Hess is a humanist approach. (18)
in addition to the interest of students who Correspondingly, Giroux argues that the
are already interested in participating in humanist approach can be utilized to realize
learning, the teacher will be easy to a democratic classroom and foster students'
condition the class, besides that the teacher critical thinking and social analysis abilities.
(7)
can also use the ability of active students to This is very relevant to the learning effort
stimulate other students who are not yet of controversy that enables dialogue in the
active in learning. The ability to operate classroom. The dialogue is a process of
classrooms is key in the formation of exchanging opinions related to the findings
students' knowledge and skills. was found based on the results of students'
Parker explained that the effort to independent exploration. In this context the
develop an active and democratic classroom teacher argues that: "It should be a humanist
is a social learning agenda that includes an approach if it wants to create active and
effort to develop students' critical thinking democratic learning, but it is very difficult
and social analysis ability. (30) Students who in practice, especially in the afternoon
are active and democratic will make teaching hours." (Siti Makrifatun, personal
learning work ideally. (1, 31) This is a interview, February 20th, 2020). Learning
challenge for social studies teachers who and teaching hours are very influential in
currently do not seem to stand out as a the process of determining the learning
special agenda. Difficulty in controlling approach. The teacher considers teaching
class is considered as one of the problems hours to be a benchmark for choosing the
which until now has not been resolved, the approach to be applied. However, in
result is the teacher sometimes chooses teaching the teacher has tried to apply a
shortcuts to apply lecture methods that tend humanist approach, especially in the subject
to be repressive and anti-dialogue. In this of poverty controversies, the use of natural
context, the hypothesis is supported by the resources, and people's economy.
following teacher factual statement: "For Strengthening the previous opinion the
student activity, almost all of them are teacher explained that: "I agree with the
active and enthusiastic in learning, but humanist approach, because this approach
sometimes students are difficult to control, gives a good position to students, especially
so I prefer the lecture method as a solution." students in learning is also positioned as a
(Siti Makrifatun, personal interview, learning subject." (Orbani Imana, personal
February 20th, 2020). In addition, the interview, February 23rd, 2020). Opinions
teacher also argues that: "the lecture method that have been expressed reinforce the
is already inappropriate, but if we find it hypothesis that learning controversy with
difficult to control the class, rather than the humanist approach breeds democratic
learning to stop, I better fill it with lecture, classrooms and places students in the
usually in learning in the afternoon or position of learners who have great
evening." (Tutik Indiarti, personal autonomous rights in developing their
th
interview, February 26 , 2020). This knowledge. (10, 12)
finding is confirmed in the observation, that

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analysis ability

The implementation of controversial sometimes if I read a newspaper or

learning material is supported by PBL and magazine that includes the material I bring
Discovery Learning models which are with me then I discuss it in class." (Siti
applied by the teacher to stimulate the class Makrifatun, personal interview, February
so that it can run dialogically. Giroux argues 20th, 2020). In addition, the teacher also
that one model that greatly impacts the argues that: "Of course at the moment there
process of students' critical thinking and are a lot of learning resources, I often bring
social analysis skills is a problem solving a number of journal articles in digital or soft
model that can dynamically be applied in files for discussion in class. Students are
learning. (7) Problem solving is one of the very interested, especially when it comes to
abilities that can be explored in social controversy. "(Orbani Imana, personal
studies learning, the results of the learning interview, February 23rd, 2020). This
process with this model also have a positive explanation is reinforced by the following
impact on students. In this context the opinion: "Books, journal articles, videos
teacher believes that: "I usually use from YouTube, and articles on social media
Discovery Learning and PBL. Both models are important sources of learning, and I
are very relevant for learning controversy, apply them all to strengthen students'
because basically controversy is a problem knowledge." (Tutik Indiarti, personal
that must be solved." (Siti Makrifatun, interview, February 26th, 2020). This
personal interview, February 20th, 2020). explanation is in line with Sekarini that the
This explanation is supported by the learning of controversy material should be
following teacher's opinion: "Problem supported by diverse learning resources, (33)
solving models are very relevant, because efforts to develop students' critical thinking
students can work together in discussing a skills and social analysis are not sufficiently
problem, this controversy material has the carried out by utilizing sober resources and
potential to give birth to dialectics in the containing limited information.
classroom." (Orbani Imana, personal Ahmad explained that the
interview, February 23rd, 2020). In the controversy material would be more
confirmation process of implementing effectively taught with innovative media. (20)
learning, the teacher consistently These media such as info graphics, digital
implements these models as a teaching posters, digital maps, video documentaries,
scheme on controversial material. power points that are equipped with images,
Barr argued that learning resources and besides that there is also the
that can be utilized in an effort to develop surrounding environment as a contextual
critical thinking skills and social analysis of media in learning. The application of
students in social studies learning are innovative media in learning has a large
various kinds of texts from reliable sources impact on the formation of students' critical
such as articles and books. (32) In the present knowledge. This is in line with Myers'
context, Parker completes the explanation opinion that digital media in the era of
that the current learning resources of social globalization is the most relevant learning
science materials can be obtained from media, these media appear as criticisms of
digital access, not just print such as books print media or physical form media which
and mass media. (30) Social studies teachers are quite difficult to obtain today. (34) The
have in principle made sources such as most relevant and the most popular media
articles, videos, and books as student right now are infographics and documentary
learning materials. This was confirmed in videos. Both of these media proved able to
the observation of the implementation of arouse students' interest in studying social
learning and was confirmed through the studies, because they could clearly describe
results of the interview that: "for learning the object being studied. Correspondingly,
resources we also open the internet and the results of confirmation in the

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analysis ability

implementation of learning showed that project, if the learning material is

teachers were able to utilize the media controversial then it is analytic and
mentioned in combination, so students were information gathering. This is proven
quite enthusiastic in participating in consistently in the implementation of
learning. This finding was reinforced learning. Project assignments are intended
through the following teacher's opinion: "if to familiarize students with analytical and
the controversy material should be taught critical thinking, especially related to
with innovative media, if I prefer to open controversy material. This is as explained
classes with documentary videos to lead by the teacher as follows: "The assignment
students to look for other relevant sources." that I give to students is usually in the form
(Siti Makrifatun, personal interview, of projects, because that way, students can
February 20th, 2020). This opinion was in solve problems. Especially in controversial
line with the teacher's explanation below: material, the assignments given will train
"The media used are digital because it is students to think analytically." (Siti
practical, if I, now prefer to provide Makrifatun, personal interview, February
stimulation through infographics or posters 20th, 2020). Accordingly, the teacher
before learning controversy material goes believes that: "the assignment of
into its key roll." (Orbani Imana, personal assignments in the form of projects in the
interview, February 23rd, 2020). The learning of controversial material has the
explanation given by the teacher is a mirror, aim of getting students used to solving
the competence of social studies teachers in problems and facing challenges, so students
utilizing learning media. In addition, will get used to behaving." (Orbani Imana,
teachers also had a creative tendency to personal interview, February 23rd, 2020).
package learning based on digital media. Assignments given are usually reported in
The use of digital media has attracted portfolios done in groups, but each
students 'interest and made the class more individual must remain actively involved in
active in expressing the results of students' the process of working on the project. This
thinking individually or in groups. is so that the learning that took place is still
From a series of learning oriented on the achievement of
implementation processes, assessment is predetermined objectives.
one of the most important stages to find out Evaluation is a series of activities
to what extent the knowledge provided by aimed to measure the success of the
the teacher and developed in the classroom education program. (35) Whereas Barr in this
can be well received by students. Barr case further reviews the understanding of
argued that before the final assessment, (6) program evaluation in the context of
learning must first pay attention to the objectives, namely as a process of assessing
process of summative assignment to test the extent to which educational goals can be
students' understanding of the material achieved. (3) The purpose of evaluation of
being taught. Hess explained that the learning is to gather information that is used
summative assessment process can be as a basis for knowing the level of progress,
carried out by giving projects to students, development, and achievement of student
related to the learning of controversial learning, as well as the effectiveness of
material, students can be directed to find out teacher teaching. Learning evaluation
as much information as possible related to includes measurement and assessment
the topic being discussed, then students give activities. The characteristic of social
an analysis of the findings they have studies education is its efforts to develop
obtained. (11) In connection with the competencies as good citizens. A good
assignment, the planning of the teacher citizen means one who can maintain
gives more assignments in the form of harmonious relations between people so that
projects as explained by Hess above, the national unity and integrity can be

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Arif Purnomo et.al. Teaching controversial issues in social studies class to develop critical thinking and social
analysis ability

established. Factually, the evaluation model CONCLUSION

that has been applied by the teacher to Learning controversy issues
measure the achievement of learning conducted by social studies teachers in
objectives that have been determined is oral terms of planning, implementation, and
and written. The determination of the evaluation already meet the standards of
evaluation model is based on the reasons for learning implementation as outlined in the
strengthening and analyzing students' social curriculum. It needed to be underlined in the
analysis and critical thinking abilities. This process of developing critical thinking and
is also illustrated in the following teacher's social analysis abilities of students, so far
view: "the form of evaluation that I do is the teacher still had a tendency to do
oral and written, the aim is to see the extent learning with a one-way lecture approach
to which students' abilities are explored in and did not prioritize dialectics in teaching,
learning, bearing in mind that each student so that the development of knowledge in the
only has strength in one aspect of process was very weak and even in some
evaluation." (Siti Makrifatun, personal cases made students’ experience boredom in
interview, February 20th, 2020). learning. Boredom in learning was also
Correspondingly, the teacher also argues influenced by the choice of methods,
that: "these two forms of evaluation are approaches, and learning media. Some
actually to create justice in the learning teachers were still unable to improvise the
process carried out, each individual is learning instruments used, or teachers still
usually strong in one aspect but in another tend to act conventionally and regard
aspect they are weak." (Tutik Indiarti, teaching assignments as responsibilities that
personal interview, February 26th, 2020). can be completed without having to take
Teachers already have good vision related to creative ways. This reflected that social
the achievement of learning objectives and studies learning required innovation and that
the process of creating justice in their could be started from strengthening the
lessons. The evaluation model that is the capacity of social studies teachers,
findings and arguments that have been given especially in efforts to develop critical
is only a small part, in a more global process thinking and social analysis abilities of
teachers have tried to "become" a true students who had not been endorsed and
Social Studies (IPS) educator with the were still hindered by formal demands in
efforts they have done, one of which is implementing teaching.
strengthening literacy competencies from
various sources. This also prepare and ACKNOWLEDGEMENT(S)
strengthen the analytical and critical The researcher would like to express the
understanding of the formation of the sincerest gratitude to the Promoters Team who
have published the results of this research as
students in learning the material controversy
well as help improve the results of the analysis
that became one of the materials that are of the research themes that are raised. The most
challenging for teachers. (36) Specifically, researcher’s appreciation and gratitude also go
social studies teachers are quite progressive to the Doctor of Social Sciences Education
in preparing learning plans, but in the Study Program, Postgraduate Program,
process various obstacles were encountered Universitas Negeri Semarang, for providing
as challenges that had to be solved, some support so that this research article can be
teacher informants had taken initiatives to published.
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