Fitria Yuliana

Hubungan Tujuan Mata Pelajaran IPS dengan Pendidikan Kewarganegaraan

Introduction

Hubungan tujuan mata pelajaran ips dengan pendidikan kewarganegaraan. Analisis hubungan tujuan IPS dan PKN di SMPN 3 Taliwang. Studi kualitatif ini menyoroti kesamaan dalam pembentukan karakter, etika warga negara, dan kesiapan siswa menghadapi masalah sosial.

Abstract

This study aims to analyze the relationship between the objectives of social science subjects (IPS) and Civic Education subjects (PKN) at SMPN 3 Taliwang. This research is a Qualitative Field Study Research. Data collection uses interview, observation, and documentation techniques. The data that has been obtained is analyzed qualitatively by data reduction, data presentation, and drawing conclusions/verification. The results of the study include 1) there is a relationship between the Social Sciences (IPS) and Civic Education (PKN) subjects that the two subjects have similarities, namely the Social Sciences Education (IPS) and Civic Education (PKN) both study about the social life of the community. 2) Social Sciences (IPS) and Civic Education (PKN) subjects have the same goal, namely character building. Specifically, in the Civic Education Subject (PKN), it is more about shaping the character of students who are ethical, polite, and become obedient citizens in state life. Meanwhile, in the Social Science Curriculum (IPS), students are formed so that they are ready to face social problems, face problems in social life, such as juvenile delinquency, drug problems, and so on.

Review

This study addresses a pertinent topic within the Indonesian educational landscape, exploring the relationship between the objectives of Social Science (IPS) and Civic Education (PKN) subjects at SMPN 3 Taliwang. The research design, a qualitative field study employing interviews, observation, and documentation, is appropriate for an in-depth exploration of this curricular interface. By focusing on a specific institutional context, the paper aims to provide valuable insights into how these foundational subjects are conceptualized and potentially integrated at the school level. The selection of qualitative methods is well-suited to uncover the nuances and perceptions surrounding the goals of these two closely related disciplines. The findings reveal a significant overlap between IPS and PKN, primarily through their shared focus on the social life of the community and the overarching goal of character building. The abstract delineates distinctions, noting that PKN specifically aims to cultivate ethical, polite, and obedient citizens, while IPS prepares students to confront and address social problems such as juvenile delinquency and drug abuse. While these distinctions are presented, the abstract, as a summary, does not elaborate on the specific mechanisms or pedagogical approaches through which these differentiated objectives are achieved or, indeed, how teachers navigate these potentially subtle differences in their instruction. A deeper analysis within the full paper on how these aims manifest in classroom practice or curriculum design would greatly enhance the understanding of this relationship beyond simply stating commonalities and differences. Overall, this study makes a valuable contribution by explicitly mapping the perceived relationship and distinct objectives of IPS and PKN. The identification of both shared goals (character building, understanding social life) and specific foci offers a basis for understanding potential synergies or areas of conflict within the curriculum. Future research could usefully expand upon these findings by examining the practical implications for curriculum development, teacher training, and student learning outcomes, particularly in how these subject objectives translate into integrated or distinct pedagogical strategies. The insights gleaned from this research could thus inform efforts to optimize the delivery and impact of both Social Science and Civic Education within Indonesian schools.

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