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All Journal Naradidik: Journal of Education & Pedagogy Edueksos: Journal Pendidikan Sosial dan Ekonomi
Yuyun Sri Wahyuni
Universitas Negeri Yogyakarta
Education Social Sciences

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Constructing Good Citizenship Through Social Studies: Comparative Insights from Indonesia and Philippines Fahmi Kurniawan Kurniawan; Anik Widiastuti; Yuyun Sri Wahyuni
Edueksos: Jurnal Pendidikan Sosial & Ekonomi Vol. 14 No. 02 (2025)
Publisher : Department of Tadris IPS FITK UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edueksos.v14i02.23106

Abstract

The massive developments of the times have encouraged the idea of protecting the younger generation from moral and character decay. To prevent this phenomenon, social studies (IPS) has emerged as an answer to concerns about moral and character decay. IPS is a field of study that aims to shape students into good citizens. This is implemented by all countries with their own policies. Indonesia and the Philippines are two countries that implement good citizenship as the goal of social studies education in their respective countries. Therefore, based on this background, the purpose of this article is to identify and compare the implementation of good citizenship in social studies education in Indonesia and the Philippines. The method used in writing this article is qualitative literature study research to analyze the comparison of the implementation of good citizenship in social studies education in Indonesia and Araling Panlipunan (AP) in the Philippines. The data was obtained through the stages of identification, data collection, analysis, interpretation, and refinement of the manuscript. The data was obtained through the stages of identification, data collection, analysis, interpretation, and refinement of the manuscript. The results of the study show that both countries implement good citizenship in social studies education, with Indonesia implementing it through the independent curriculum, while the Philippines implements it through the MATATAG Curriculum. The implementation of good citizenship in Indonesia is directed at the implementation of the Pancasila student profile, while in the Philippines it is directed at mastering civic engagement competencies.Keywords: Curicullum, Good citizenship, Social Studies, Araling Panlipunan.
Transformasi Pembelajaran IPS Melalui Penerapan Pedagogi Dialogis Paulo Freire Teguh Putra Socrates; Yuyun Sri Wahyuni; Sudrajat Sudrajat
Naradidik: Journal of Education and Pedagogy Vol. 5 No. 2 (2026): Naradidik: Journal of Education & Pedagogy (June 2026)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/nara.v5i2.438

Abstract

Dalam kegiatan belajar mengajar IPS di Indonesia masih dikategorikan di dominasi dengan pembelajaran bersifat monoligs dan berfokus pada penyampaian konsep secara deskriptif semata. Hal ini menandakan adanya kemiripan konsep pendidikan gaya bank yang dikriitk oleh Paulo Freire, peserta didik diposisikan sebagai penerima pengetahuan secara pasif yang menjadikan ruang dialog kritis terhadap pengetahuan yang dibagikan terbatas. Kondisi ini memiliki potensi menghambat pengembangan kesadaran sosial dan kemampuan berpikir kritis khususnya pada pembelajaran IPS. Penelitian ini bertujuan untuk mengkaji transformasi pembelajaran IPS melalui presepektif pedagogik dialog serta merumuskan model konseptual pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepusatakaan. Langkah penelitian dengan beberapa tahap diantaranya (1) pengumpulan bahan pustaka; (2) membaca dan mencatat; (3) mengeloh data seperti menyeleksi dan mengklasifikasi; dan (4) analisis dan penarikan simpulan. Hasilnya menunjukkan bahwa pedagogik dialogis untuk pembelajaran IPS dapat diwujudkan melalui proses dengan diawali realitias sosial, problematisasi terkait kondisi sosial, penggunaan materi IPS sebagai alat analitis kritis, dan refleksi praksis terhadap realitas sosial. Transformasi menempatkan peserta didik hadir bukan sekedar penerima materi, tapi sebagai subjek aktif. Maka dari itu, pembelajaran IPS tidak terbatas pada penguasaaan konsep secara kritis. Temuan ini mengartikan jika pedagogi dialogis dapat dijadkan pendekatan konseptual yang relevan untuk merubah pembelajaran IPS dari konsep menjadi reflektif, kritis, dan kontekstual.
Co-Authors Anik Widiastuti Fahmi Kurniawan Kurniawan Sudrajat Sudrajat Teguh Putra Socrates