Christin Novstasya Saragih, Elisa Rohali Hasibuan, Rahma Puspita, Chindy Abelia Nasution, Khairunnisa Khairunnisa

Implementation of Social Science-Based Social Studies Education Theories in Social Studies Learning in Grade V at SD Negeri 060816

Introduction

Implementation of social science-based social studies education theories in social studies learning in grade v at sd negeri 060816. Analyze social science education theories (constructivism, humanism, socioculturalism) in Grade V social studies at SD Negeri 060816. Enhances student activeness, understanding, and social skills.

Abstract

This study aims to analyze the implementation of social studies-based educational theories in fifth-grade social studies learning in Elementary School 060816. The theories used include constructivism, humanism, socioculturalism, behaviorism, cognitivistism, and cybernetics. This study employed a descriptive qualitative approach, with data collection techniques through interviews with fifth-grade teachers and observations of learning activities. The results show that teachers view social studies as more than just memorization, but a means of developing students' social attitudes, character, and social skills. The material is adapted to everyday life to make it more contextual, while the dominant methods used are group discussions, contextual learning, and problem-based learning. Students' differences in background are not a barrier but are instead utilized through heterogeneous group work that fosters tolerance and cooperation. Thus, the implementation of social studies-based educational theories has been proven to increase students' activeness, understanding, and social skills. This study confirms that social studies learning in elementary schools needs to be continuously developed through innovative, participatory, and real-life approaches.

Review

This study presents an interesting and relevant analysis of the implementation of social science-based educational theories within fifth-grade social studies learning at SD Negeri 060816. The comprehensive theoretical lens, encompassing constructivism, humanism, socioculturalism, behaviorism, cognitivism, and cybernetics, is ambitious and suggests a thorough exploration of pedagogical approaches. The abstract highlights several commendable findings, including teachers' progressive view of social studies beyond mere memorization, the effective contextualization of material, and the successful application of methods like group discussions, contextual learning, and problem-based learning. Particularly noteworthy is the study's observation of how student diversity is leveraged through heterogeneous grouping, fostering crucial social skills like tolerance and cooperation. The reported outcomes of increased student activeness, understanding, and social skills underscore the positive impact of these integrated theoretical applications. While the descriptive qualitative approach using interviews and observations is appropriate for exploring such practices, the abstract could benefit from a clearer articulation of how the myriad theories listed were specifically operationalized and analyzed within the observed classroom activities. Implementing and assessing the distinct facets of six complex educational theories – ranging from behaviorism to cybernetics – within a single classroom setting is a significant undertaking. Further detail on the specific indicators or frameworks used to identify and evaluate the presence and effectiveness of *each* theory's implementation would enhance the study's methodological rigor and clarity. As a single-school case study, the findings, while valuable, naturally present specific insights that may not be directly generalizable without further comparative research. Despite these minor points for potential elaboration, the study makes a valuable contribution by reaffirming the necessity of continuously developing social studies learning through innovative, participatory, and real-life approaches. Its findings offer practical implications for elementary educators seeking to move beyond traditional didactic methods and cultivate students' social attitudes, character, and skills. Future research could potentially build upon this foundation by exploring the differential impact or prevalence of specific theories within the classroom, perhaps using more targeted observational protocols, or by comparing implementation across multiple schools. Overall, this paper provides encouraging evidence for the transformative potential of theoretically informed social studies pedagogy in elementary education.

Full Text

Comments

You need to be logged in to post a comment.