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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Nur Hidayah
Pascasarjana Universitas Negeri Makassar
Education

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INOVASI KURIKULUM PENDIDIKAN IPS DALAM MERESPONS DINAMIKA SOSIAL KONTEMPORER Alfian Dahrun; Nur Hidayah; Tekla Galla' Manase; Nezha Pangarungan; Sirajuddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15336

Abstract

This study aims to analyze innovations in the Social Studies (IPS) curriculum in response to contemporary social dynamics, as well as to examine their forms, theoretical foundations, implementation, and the challenges faced. The method used is a literature review (library research) with a qualitative-descriptive approach, analyzing various relevant scientific sources indexed in SINTA and reputable international databases. The research results indicate that IPS curriculum innovation is necessary to bridge the gap between learning materials and the social realities of students. Forms of innovation include the integration of digital technology, a contextual approach based on social issues, the development of 21st- century competencies, and an interdisciplinary approach. The theoretical foundations of this innovation are constructivism, Problem-Based Learning (PBL), and the interdisciplinary approach. The implementation of these innovations faces challenges such as limited teacher competencies, resistance to change, disparities in facilities, and misconceptions regarding curriculum content. In conclusion, social studies curriculum innovation is an urgent necessity that requires synergy among teachers, institutions, policymakers, and the community so that social studies learning becomes more contextual, adaptive, and meaningful.
Kesadaran Sejarah Dalam Pembelajaran Sejarah Nur Hidayah; Bahri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16845

Abstract

History is an inseparable part of human life. Every individual, group, and nation has a historical journey that shapes their identity, values, and mindset. This study aims to analyze historical awareness in history learning. The research method used is library research, through the collection and analysis of literature in the form of scientific journals, books, academic articles, and relevant documents. The results show that historical awareness is an intellectual and cultural construct formed through a long and multi-layered process. It is not only related to knowledge of past events, but also concerns how individuals and groups understand the meaning of history, position themselves within the timeline, and use historical experiences as a basis for life orientation in the present and future. History learning plays a fundamental role in fostering historical awareness because it provides a formal and systematic space for students to interact with the past scientifically. Therefore, it can be concluded that the formation of historical awareness is influenced by various factors that work in a complex and interconnected manner. Formal education and the quality of history learning are primary factors, but they cannot stand alone without the support of other factors such as the role of teachers as pedagogical agents, the family and social environment, culture and value systems, media and information technology, collective historical experience, and curriculum and education policies.
Co-Authors Alfian Dahrun Bahri Nezha Pangarungan Sirajuddin Tekla Galla' Manase