Tri Gunawan, Sudrajat Sudrajat, Trapsila Siwi Hutami

SCIENTIFIC EXPLANATION SEBAGAI KERANGKA KONSEPTUAL PEMBELAJARAN PERMASALAHAN SOSIAL DI SMP

Introduction

Scientific explanation sebagai kerangka konseptual pembelajaran permasalahan sosial di smp. Telusuri bagaimana penjelasan ilmiah, berdasarkan filsafat sains, menjadi kerangka pedagogis efektif untuk pembelajaran masalah sosial di SMP. Tingkatkan pemikiran kritis & literasi sosio-ilmiah siswa.

Abstract

This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.

Review

This article presents a compelling argument for integrating principles of scientific explanation into the teaching of social issues at the junior high school level. By drawing on the philosophy of science, the author addresses a crucial gap in current social studies pedagogy, which often remains descriptive rather than analytical in explaining the causal mechanisms of social phenomena. The premise that a structured framework derived from scientific explanation can enhance students' critical and analytical thinking about complex societal problems is both timely and highly relevant, offering a promising avenue to deepen socio-scientific literacy among young learners. The methodology, a narrative literature review synthesizing key works from the philosophy of science and educational research, is well-suited for developing a robust conceptual framework. The abstract highlights how models of scientific explanation, particularly causal reasoning and contextual explanation, can provide students with the necessary tools to move beyond superficial factual descriptions to a more profound analysis of social problems. Pedagogically, the integration of these principles is posited to foster evidence-based discussions, structured reasoning, and scaffolded explanation practices, which are essential for developing sophisticated thinking skills in social studies classrooms. In conclusion, this study makes a significant conceptual contribution by proposing scientific explanation as a potent framework for social studies education. The proposed shift from descriptive learning to an emphasis on causal and contextual explanations holds substantial promise for strengthening students' critical thinking and their ability to engage with complex social issues. This theoretical grounding could prove invaluable for curriculum developers and educators seeking to cultivate a more analytical and evidence-informed approach to teaching social problems at the junior high school level, ultimately empowering students to become more discerning and engaged citizens.

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