Muhapi, Sugeng Aryo, Euis D. Ismuttanti, Yayan Sudrajat

Paradigma Baru Pendidikan IPS Untuk Meningkatkan SDM

Introduction

Paradigma baru pendidikan ips untuk meningkatkan sdm. Jelajahi paradigma baru Pendidikan IPS untuk tingkatkan SDM. Guru & siswa beradaptasi kembangkan keterampilan sosial, demokrasi, & bentuk warga negara terdidik, berkarakter kuat.

Abstract

Quality education is strongly influenced by several factors, including teachers. In order to transfer his knowledge, a student must be able to acquire social skills and develop the application of democracy in his own life practice as an interaction with the community environment. Social studies education learning patterns should have been changed, both as teachers and students. Teachers as the vanguard have broad opportunities to open up carawala and treasures of mastery of approaches and methods for transforming social studies learning. Changing a new paradigm in social studies teaching is urgently needed now-adays, which aims to build good citizens. Students who receive social studies education can change their minds, that learning social studies can make these students ready to enter society under any cir-cum-stances. Through social studies education, it is hoped that civilized human resources (HR) will be formed, namely human resources who are educated (knowledgeable and skilled) and cultured (with strong character).

Review

This paper, titled "Paradigma Baru Pendidikan IPS Untuk Meningkatkan SDM" (A New Paradigm for Social Studies Education to Improve Human Resources), presents a compelling abstract that advocates for a fundamental shift in social studies education. The authors articulate a timely and highly relevant objective: to redefine the learning patterns within social studies to foster improved human resources, recognizing the pivotal role of quality education and effective teachers. The call for a new paradigm is particularly pertinent in contexts striving for societal advancement and robust citizen development, highlighting the critical link between education and national progress. The abstract effectively highlights several critical aspirations for this proposed paradigm shift. It emphasizes the development of essential social skills, the application of democratic principles in daily life, and the cultivation of "good citizens" who are prepared to navigate diverse societal circumstances. Crucially, the paper positions teachers as the "vanguard," empowering them with broad opportunities to explore innovative approaches and methods for transforming social studies learning. The ultimate aim is the formation of "civilized human resources" – individuals who are not only knowledgeable and skilled but also possess strong character, representing a holistic and commendable vision for educational outcomes. While the abstract lays out a strong and aspirational vision, it would benefit from further elaboration on the practical mechanisms and theoretical underpinnings of this proposed "new paradigm." Specifically, readers would gain insight from a clearer articulation of *how* these learning patterns for both teachers and students will be changed, and what specific approaches or methods are envisioned to achieve the desired outcomes. Additionally, discussing the potential challenges in implementing such a significant pedagogical transformation and outlining the conceptual framework or empirical evidence that supports these claims would strengthen the paper's impact. Addressing these aspects would significantly enhance the abstract's persuasive power and set clear expectations for the full paper's contribution.

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