scholarly journals Integrasi Pembelajaran IPS pada Kurikulum 2013 di Sekolah Dasar

2020 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Tika Meldina ◽  
Melinedri Melinedri ◽  
Alfiana Agustin ◽  
Siti Hadijah Harahap
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Citizenship Education ◽  
Class I ◽  
High Class ◽  
The Social ◽  
And Mathematics ◽  
Class Iv

This research wanted to find out the integration of social studies learning in the curriculum of 2013 in elementary schools. In structure’s curriculum of elementary school/ madrasah ibtidaiyah, social studies are only studied in the high class (IV, V, VI). In the low class (I, II, III) the name of the social studies is eliminated, but Basic Competence of social studies is integrated into the basic competence of other subjects such as Indonesian, Pancasila and Citizenship Education and Mathematics are linked through the closeness of meaning. In the high class, sosial studies have same position as other subjects. Even though learning is done thematically, basic competence for social studies remains independent. The approaches used in integrating social studies learning include indisciplinary, interdisciplinary and multidisciplinary integration.

scholarly journals Democratic Citizenship Education and its Practices in Social Studies’ Classrooms at Elementary School Level

2021 ◽  
Vol volume 05 (issue 2) ◽  
pp. 25-35
Author(s):  
Muhammad Kamran ◽  
Dr. Abida Nasreen
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Public Sector ◽  
Social Studies ◽  
Citizenship Education ◽  
Democratic Citizenship ◽  
School Level ◽  
Social Studies Teachers ◽  
Democratic Citizenship Education ◽  
The Social

Abstract The importance of democratic citizenship education in democratic states is beyond dispute. The general purpose of the study is to describe democratic citizenship education and its practices in social studies’ classrooms at elementary school level. The study is qualitative in nature and descriptive phenomenological research design is used for this study. The accessible population of the study is included all the social studies’ teachers of 83 boys’ public sector elementary schools in district Lahore. Purposive sampling is used for the selection of the sample in this study. The sample of the study is included 20 social studies’ teachers of 10 boys’ public sector elementary schools of district Lahore. Two social studies’ teachers, one from primary section (grade 1- 5) and one from elementary section (grade 6- 8) who are teaching social studies’ subjects are selected from 10 boys public sector elementary schools of district Lahore by using purposive sampling technique. Participant observation is adopted as a tool to observe classrooms of social studies teachers through a checklist of objectives. Data is analyzed by using SPSS (statistical package of social sciences) software. On the basis of results it is concluded that majority of the social studies’ teachers are emerging their competencies and need improvement regarding the development of democratic citizenship education at public sector elementary school level.

scholarly journals Characteristics of Industrial Learning in Japanese Elementary School Social Studies：In the case of the fifth grade "Showdown, Which Manufacturing Show!"

2019 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Katsuhisa Shirai
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Learning Processes ◽  
Fifth Grade ◽  
Practice Level ◽  
The Social ◽  
Unit Design ◽  
Problem Awareness ◽  
Industrial Learning

The purpose of this research is to clarify the characteristics of industrial learning in Japanese elementary school social studies and to compare viewpoints on social studies in Indonesia. The following three points have become clear as a result of this research, as part of industrial learning in elementary school social studies in Japan, at the class practice level. First, in industrial learning in elementary school social studies in Japan, a unit design was conducted using factories in the area as teaching materials. Second, lessons were conducted through factory tours from the perspective of increasing awareness of the efforts of those working in factories. Third, learning processes involving learners were developed, such as research, visit activities, and discussions centered on children’s problem awareness. The above three points are considered in order to make suggestions for the improvement of industrial learning in the social studies of elementary schools in Indonesia.

scholarly journals ANALISIS KEMAMPUAN INKUIRI SISWA DI SEKOLAH DASAR

2017 ◽  
Vol 8 (2) ◽  
pp. 217
Author(s):  
Puji Ayurachmawati ◽  
Ari Widodo
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Collection ◽  
Elementary School Students ◽  
Class I ◽  
School Students ◽  
Student Activity ◽  
Qualitative Descriptive ◽  
The City ◽  
Class Iv

Abstract: Abstract: This study aims to describe the ability of inquiry held by elementary school students at the time given inquiry-based activities. The method used is a qualitative descriptive conducted in one of the elementary schools in the city of Palembang, South Sumatra. The data collection is done by providing inquiry-based student activity sheet containing seven stages of activity. Sheets inquiry activities done by the students of Class I to Class IV Elementary School. Total student working inquiry activity sheet totaled 178 people. The results showed that there are five faculties of inquiry that arise and have a difference in every level of ability from Class I - Class VI. Fifth ability of inquiry that emerged is experiencing growth of the number of students who mastered at each level and the composition of each capability. Classically students at the level of Class I and Class II is not yet mastered the ability of inquiry.Keywords: the ability of an inquiry, the elementary school studentsAbstrak: Penelitian ini bertujuan untuk mengetahui gambaran kemampuan inkuiri yang dikuasai siswa Sekolah Dasar pada saat diberikan kegiatan berbasis inkuiri. Metode penelitian yang digunakan adalah deskriptif kualitatif yang dilaksanakan di salah satu Sekolah Dasar di kota Palembang, Sumatera Selatan. Pengumpulan data dilakukan dengan memberikan siswa lembar kegiatan berbasis inkuiri yang berisi tujuh tahapan kegiatan. Lembar kegiatan inkuiri dikerjakan oleh siswa Kelas I hingga Kelas IV Sekolah Dasar. Total keseluruhan siswa yang mengerjakan lembar kegiatan inkuiri berjumlah 178 orang. Hasil penelitian menunjukkan bahwa terdapat lima kemampuan inkuiri yang muncul dan memiliki perbedaan pada setiap kemampuan dari tingkatan Kelas I – Kelas VI. Kelima kemampuan inkuiri yang muncul ini mengalami perkembangan dari jumlah siswa yang menguasai pada setiap jenjang dan komposisi pada setiap kemampuan. Secara klasikal siswa pada tingkatan Kelas I dan Kelas II dikatakan belum menguasai kemampuan inkuiri.Kata kunci : kemampuan inkuiri, siswa sekolah dasar

scholarly journals Study on the First Appearance of Social Studies in the Elementary School Program in Turkey

2018 ◽  
Vol 11 (11) ◽  
pp. 95
Author(s):  
Ramazan Alabaş
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Primary Source ◽  
Interdisciplinary Approach ◽  
Document Analysis ◽  
School Program ◽  
The Social ◽  
First Time ◽  
Social Studies Teaching

This article describes the nature of the Social Studies program taught in the form of a class in Turkey. We use the 1968 elementary school program, where social studies were mentioned for the first time in an official program. For this purpose, we formally explained the interpretation of the concept of social studies for the first time in elementary school programs by using a document analysis showing what social studies are, where they stand in the program, what they consist of, and what the pedagogical understanding regarding Social Studies teaching and education processes is. The study used document analysis, a qualitative research method, to analyze data collected from the 1968 elementary school program, which is a primary source. Moreover, we created categories in line with the questions posed in this project and interpreted the data accordingly. Results reveal that Social Studies teaching began as a separate class at elementary schools in 1968 and the nature of social studies is clouded with the pedagogical concern that 9–10-year-old individuals could comprehend teaching topics only with an interdisciplinary approach. When Social Studies classes first appeared in elementary schools in Turkey, individuals’ needs and involvement with the environment was emphasized, focusing on subject and citizenship. Remarkably, the methods, techniques, and resources to be used in teaching the classes were diverse. It is observed that the Social Studies class embodied the goals of becoming patriotic, economically productive, and socially harmonic individuals.

scholarly journals APPLICATION OF THE COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) LEARNING MODEL TO IMPROVE IPS LEARNING OUTCOMES CLASS IV STUDENTS OF SDN 006 SENCANO JAYA

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 37-52
Author(s):  
Yusrizal
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Student Teams ◽  
The Social ◽  
Fourth Grade Students ◽  
Class Iv

The problem in this research is the low social studies learning outcomes. The purpose of this study was to improve the social studies learning outcomes of the fourth grade students of SDN 006 Sencano Jaya, by applying the Student Teams Achievement Division (STAD) type of cooperative learning model. The hypothesis in this study is that if the cooperative learning model (STAD) is applied, it can improve the social studies learning outcomes of students of SDN 006 Sencano Jaya class. The results showed that the teacher activity in the first cycle of the first meeting showed an average of 70.83%, in the first cycle of the second meeting an average of 83.33%. In the second cycle, the first meeting was 87.50%, in the second cycle the second meeting had an average of 95.83%. Teacher activity in this study increased. Student activity in the first cycle of the first meeting with an average of 58.33% in the first cycle of the second meeting was 70.83%, in the second cycle of the first meeting an average of 75.00% in the second cycle of the second meeting with an average of 91.66%. Student activity in this study also increased. The initial data of social studies learning results showed that only 11 students completed with a percentage of 40.74% who did not complete 16 people or 59.25% of students who obtained a basic score above the minimum completeness criteria standard (KKM). In the UH I who completed 15 people or the percentage of 55.55% who did not complete 12 people with a percentage of 44.41%. At UH II, 24 people or 88.88% who did not complete were only 3 students or with a percentage of 11.11%. Social studies learning outcomes in this study are increasing, so with the application of the Cooperative learning model type Students Teams Achievement Division (STAD).

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

scholarly journals Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

2020 ◽  
Vol 9 (1) ◽  
pp. 35-44
Author(s):  
Mohammad Abed-Latif Mohammad Smadi ◽  
Abdul Halim Mohammad ◽  
Faizahani Ab Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Technology Integration ◽  
Instructional Technology ◽  
Social Studies ◽  
Education System ◽  
Social Studies Teachers ◽  
Female Teachers ◽  
Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

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