SOCIAL RECONSTRUCTION CURRICULUM IN FACING 21ST CENTURY LEARNING

Abstract

The research was aimed at analyzing the social reconstruction curriculum in the face of 21st-century competency demands. The results showed that: first, the social reconstruction curriculum focused on the problems faced in society. This curriculum was based on the flow of interactional education. Through this interaction and collaboration, students tried to solve their issues in society towards forming a better community. The primary purpose of the social reconstruction curriculum was to expose students to challenges, threats, obstacles, or human disturbances. Learning activities were centered on pressing social problems. Second, the development of 21st-century learning was not enough in the aspect of knowledge; it was necessary to develop innovative learning and skills such as critical thinking and problem-solving, creativity and innovation, communication, and collaboration. Third, the social reconstruction curriculum was a model for curriculum development in the face of 21st-century learning.