Ahmad Dianta, Enka Irnawati, Sri Priyanto, Yayan Sudrajat

Pengembangan Pendidikan IPS Pada Sekolah Dasar

Introduction

Pengembangan pendidikan ips pada sekolah dasar. Jelajahi pengembangan pendidikan IPS di sekolah dasar. Fokus pada pembentukan warga negara yang cakap, berpikir kritis, terampil secara sosial, dan memahami nilai-nilai kemanusiaan.

Abstract

Social sciences at the school level is basically aimed to prepare students as citizens who master knowledge, skills, attitudes and values , that can be used as an ability to make decisions and participate in various community activities in order to become good citizens. To achieve these objectives, this paper discusses the development of teaching social studies in elementary education, which consists of: 1) recognize the concepts associated with society and the environment, 2) have the basic ability to think logically and critically, curiosity, inquiry, problem solving, and social skills in life, and 3) a commitment and awareness of social values and humanity, 4) have the ability to communicate, cooperate and competation in a pluralistic society, locally, nationally and globally.

Review

The paper titled "Pengembangan Pendidikan IPS Pada Sekolah Dasar" addresses a highly relevant and critical area concerning the foundations of civic education in elementary schools. The abstract effectively highlights the overarching goal of Social Studies education: to cultivate well-rounded citizens equipped with knowledge, skills, attitudes, and values necessary for informed decision-making and active participation in society. The four-pronged discussion outlined—encompassing conceptual understanding, critical thinking, social and humanitarian commitment, and communicative and cooperative abilities—presents a comprehensive vision for student development, underscoring the multifaceted nature of effective social science instruction. However, while the abstract eloquently articulates the *goals* and *desired outcomes* of Social Studies education, it lacks specificity regarding the "pengembangan" or "development" aspect implied by the title. The text states that "this paper discusses the development of teaching social studies," yet the subsequent points detail the characteristics of students or the curriculum's aims, rather than the *process*, *methodology*, or *specific strategies* of this development. It remains unclear whether the paper offers a new theoretical framework, proposes a revised curriculum, evaluates existing pedagogical approaches, presents empirical findings from an intervention, or simply provides a conceptual argument for these educational objectives. This omission leaves a significant gap in understanding the paper's core contribution to the field of educational development. In conclusion, the paper tackles an important subject, advocating for a holistic approach to Social Studies education that aims to foster engaged and capable citizens. The articulated objectives for student learning are commendable and well-aligned with modern educational paradigms. Nevertheless, for the paper to fully realize its potential and effectively communicate its contribution, a clearer articulation of its methodology, the nature of the "development" it discusses (e.g., a proposed model, an analysis of development strategies, or an empirical study), and the specific mechanisms through which these desired student outcomes are to be achieved, would be essential. This added clarity would significantly enhance the abstract's ability to inform readers about the paper's scope and impact.

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