scholarly journals Examining the History Section in Elementary Social Studies of the 2015 Revision Curriculum : Is It Integrated Around Themes? No! The Absence of Consideration for History Education in Elementary School!

2015 ◽  
Vol null (23) ◽  
pp. 51-86
Author(s):  
황은희
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
History Education ◽  
Elementary Social Studies

THE DEVELOPMENT OF SOCIAL STUDIES TEACHING MATERIALS BASED ON MALAY SIAK SONGKET WEAVING FOR FOURTH GRADE ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 4 (5) ◽  
pp. 1057
Author(s):  
Guslinda Guslinda ◽  
Rita Kurnia ◽  
Munjiatun Munjiatun
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Elementary School Students ◽  
Primary Schools ◽  
Fourth Grade ◽  
Average Score ◽  
Teaching Material ◽  
Teaching Materials ◽  
School Students ◽  
Elementary Social Studies

Growing awareness of students to love their own culture is not easy, there needsto be an effort to introduce. Culture-oriented learning supported by relevant teaching materials is an articative to the answer. The purpose of this research is the development of  IPS elementary teaching material  based on  Siak Malay songket weaving. It is expected that with the development of teaching materials students will develop a love for their own culture, especially about the weaving of Malay Siak songket and can also increase learning activities. Teaching material products  can be used in social studies learning for fourth grade elementary school students, especially on the theme of "The beauty of togetherness" with the sub-theme of "cultural diversity of my people". This research used research and development or R&D method with a 4-D model, which consisted of four stages, namely: (1) Define; (2) Design and; (3) Develop, and (4) Disseminate. The results showed that the development of teaching materials that have been developed are feasible to be used and are also practical. This was evidenced by the validity of teaching materials seen from: 1) the feasibility of the contents of 93.7 2) the language convention of 93.7 3) the presentation of 87.5 and 4) the 86 graphics, which obtained an average score of 90.2. while for practicality which was seen from the response of students obtained each statement was in the range of 75 to 93.75 which was included in the category of practical and very practical thus the practicality percentage of 87.5. Then it can be concluded that the development of teaching materials  is feasible and practical to be used for elementary social studies learning in grade IV primary schools.

scholarly journals CONTEXTUALIZATION AND CONNECTIVITY OF DIGITAL LITERACY IN PRIMARY SCHOOL SOCIAL STUDIES DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Siti Kowiyah ◽  
Yatim Riyanto ◽  
Harmanto Harmanto
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Digital Literacy ◽  
Social Life ◽  
Social Knowledge ◽  
School Level ◽  
Elementary Social Studies ◽  
Digital World ◽  
Use Of The Internet ◽  
Knowledge Learning

This research identifies and explores Social Science (IPS) learning at the Elementary School level (SD) delivered by utilizing digital technology during the Covid-19 pandemic in Indonesia. This study explores the use of the internet and how social knowledge learning is in dialogue with digital literacy that occurs in it. This research is a qualitative study of digital literacy in social studies learning in elementary schools. The data sources were elementary school teachers using random sampling, with spatial boundaries in Surabaya and Sidoarjo, East Java. The temporal limitation of this research is data taken from April 2020 to January 2021. The collected data is then analyzed with Kathleen Tyner's perspective regarding literacy in the digital world and June Chapin about social studies learning in primary education. The results showed that contextuality and connectivity through digital literacy in elementary social studies raise constructive aspects through collective memory about experiencing something and using previous knowledge through digital literacy. The constructive and cognitive aspects present two essential dimensions that explain the occurrence of elementary social knowledge learning. First, relating to information processing; in terms of receiving, storing, and then remembering information when it has needed. Second, related to meaningful learning about social life in society, how children shape and organize existing and new information that comes to mind. Therefore, this model can teach and study any subject matter related to social studies at the elementary school level.

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