Madya Indah Lestari

Hambatan dan tantangan pembelajaran Ilmu Pengetahuan Sosial di sekolah dasar

Introduction

Hambatan dan tantangan pembelajaran ilmu pengetahuan sosial di sekolah dasar. Identifikasi hambatan & tantangan pembelajaran IPS di SD (kebosanan siswa, metode kurang variatif) serta strategi mengatasinya di era 4.0, termasuk integrasi teknologi & peningkatan guru.

Abstract

Pembelajaran ilmu pengetahuan sosial (IPS) disekolah dasar menghadapi berbagai hambatan dan tantangan,baik yang bersifat internal maupun eksternal. Tujuan dari penelitian ini adalah untuk mengidentifikasi hambatan dan tantangan dalam pembelajaran IPS serta mengusulkan strategi untuk mengatasi tantangan tersebut dalam konteks era revolusi 4.0.metode penelitian yang diterapkan adalah kualitatif dengan mengunakan diskusi mendalam dan observasi sebagai teknik pengumpulan data. penelitian menunjukan bahwa hambatan utama adalah faktor internal seperti kebosan siswa, kurang termotivasi dengan materi pembelajaran yang luas serta faktor eksternal seperti kurangnya keberagaman metode pembelajaran. Tantangan diera revolusi industri 4.0 antara lain penyesuaian kurikulum dan peningkatan kualitas guru, startegi yang dapat di gunakan guru adalah integrasi teknologi dalam pembelajaran, pengembangan keterampilan siswa dan peningkatan profesionalitas guru.

Review

This paper addresses a crucial and timely topic concerning the obstacles and challenges in teaching Social Studies (Ilmu Pengetahuan Sosial - IPS) at the elementary school level, especially within the rapidly evolving landscape of Industrial Revolution 4.0. The study effectively identifies a range of both internal and external factors hindering effective IPS learning, from student disinterest and broad curriculum content to a lack of diverse teaching methodologies. The stated objective to not only pinpoint these issues but also to propose actionable strategies aligns well with the practical needs of educators. The qualitative methodology, employing in-depth discussions and observations, appears suitable for exploring the nuanced complexities of classroom dynamics and teacher perceptions. The findings provide a clear picture of the current state and future demands on IPS education. A key strength of this research lies in its contemporary relevance, particularly by framing the challenges and proposed solutions within the context of the 4.0 era. This forward-looking perspective, emphasizing curriculum adaptation, teacher quality enhancement, technological integration, skill development, and teacher professionalism, makes the study highly pertinent to current educational reforms. The proposed strategies are practical and directly address the identified obstacles, offering tangible guidance for improving IPS instruction. Furthermore, the dual focus on internal student-related factors and external pedagogical/environmental factors ensures a comprehensive understanding of the multifaceted nature of the problem, contributing valuable insights for both educators and policymakers seeking to enhance the quality of Social Studies education. While the abstract presents a compelling overview, there are areas where further detail would enhance its impact and the perceived rigor of the full paper. The description of the qualitative methodology, for instance, could benefit from more specificity regarding the participants of the "in-depth discussions" (e.g., teachers, students, parents, administrators) and the specific settings or scope of the "observation." Understanding the context and scale of the data collection (e.g., number of schools or classrooms) would strengthen the generalizability and depth of the findings. Additionally, while the 4.0 era is mentioned, the abstract could articulate more precisely how its specific characteristics manifest as unique challenges or opportunities in elementary IPS, beyond general demands for curriculum and teacher updates. Despite these suggestions for additional detail, the study offers a valuable contribution to the discourse on improving Social Studies education in elementary schools.

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