Perencanaan Pembelajaran Mata Pelajaran IPS dan PPKn Dalam Kajian Perspektif Teori Belajar Kognitif

Abstract

Theories of cognitive, behavioral, and other learning in general have not or do not become a consideration in the preparation of learning plan in social science (IPS) and civics (PPkn). Therefore, we will always have difficulty in identifying, calculating, and ensuring the competence (cognitive, affective and psycho-motorical) competence of the students to be achieved. In general, the implementation of lesson plan (RPP) that we can find in this day, in terms of development is not based on the perspective of learning theory clearly. The formulation of objectives, methods and learning activities does not always have the clarity of a systematic mechanism. This article reviews several RPPs from the standpoint of developing the principles of cognitive learning theory, both learning that must be matched to the level of cognitive development (Jean Piaget), discovery learning (Brunner), and the principle of advanced learning (David P. Ausebel). Observations are made by examining the document (documentation) of the lesson plans of the IPS subject and the PPKn, identified the components of the objectives, methods and activities of the planned lesson, and then qualitative interpretation. The result of the observation shows that there is a tendency that the preparation of RPP, even though RPP is more cognitive, but does not pay attention and does not have mechanism of systematic development of the principles of cognitive learning theory.