Fawwazatul Ulfa Lubis, Egidia Ramadani, Ratika Rahmi, Zahra Ainunnisa Harahap, Khairunnisa Khairunnisa

The Constructivist Approach in Social Studies Learning to Develop Social Literacy in Elementary School Students

Introduction

The constructivist approach in social studies learning to develop social literacy in elementary school students. Pelajari pendekatan konstruktivis dalam pembelajaran IPS untuk siswa SD. Tingkatkan literasi sosial, keterlibatan, dan pemikiran kritis melalui PjBL & pembelajaran kontekstual.

Abstract

Social Studies (IPS) learning in elementary schools plays an important role not only in mastering knowledge, but also in fostering students' social attitudes and skills. However, practices that are still dominated by conventional methods often make students less engaged and result in low social literacy. This article aims to examine the application of the constructivism approach in IPS learning to develop the social literacy of elementary school students. The research was conducted through a literature study by reviewing relevant journals, proceedings, and books published between 2016 and 2024. The results of the study show that constructivism, especially through the Project-Based Learning (PjBL) model and contextual learning, can increase student engagement, motivation, and critical thinking skills. In addition, this approach strengthens social literacy by linking learning to real experiences, local culture, and the use of digital media. The role of teachers as facilitators is key in guiding students to construct knowledge through discussion, reflection, and collaboration. Thus, the constructivist approach has the potential to make social studies learning more meaningful while preparing students to become active, caring, and responsible citizens.

Review

This article addresses a critically important area in elementary education: fostering social literacy through engaging Social Studies instruction. The authors correctly identify a common challenge where conventional teaching methods often fail to capture student interest and develop essential social skills. By proposing the constructivist approach as a potent alternative, the paper sets out to explore a highly relevant and promising pedagogical framework. The chosen methodology, a literature review encompassing recent publications, provides a solid foundation for synthesizing existing knowledge and identifying best practices within the 2016-2024 timeframe, making it a timely contribution to the field. The findings strongly advocate for the efficacy of constructivism in transforming Social Studies learning. The abstract effectively highlights how models such as Project-Based Learning (PjBL) and contextual learning significantly enhance student engagement, motivation, and critical thinking skills. Crucially, the approach is shown to bolster social literacy by directly connecting classroom learning with students' real-life experiences, local culture, and the integration of digital media, making the content more relatable and impactful. The emphasis on the teacher's role as a facilitator guiding students through discussion, reflection, and collaboration is particularly insightful, underscoring the shift from passive reception to active knowledge construction, which is vital for developing socially competent citizens. While the abstract effectively outlines the theoretical benefits and promising applications of the constructivist approach, the full article would benefit from elaborating on certain practical considerations. Given its nature as a literature review, a deeper discussion on the *implementation challenges* of these sophisticated models in diverse elementary school settings (e.g., resource limitations, teacher training needs) would significantly enhance its practical utility. Furthermore, while the review establishes a strong theoretical case, future empirical research directly observing and measuring the impact of these constructivist strategies on social literacy in specific elementary school contexts would provide invaluable validation to complement these theoretical insights. Such empirical work would solidify the argument for widespread adoption and offer more tangible guidance for educators seeking to implement these impactful pedagogies.

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