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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Anik Widiastuti
Yogyakarta State University
Education Social Sciences Other

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AN INTEGRATIVE AND DISCIPLINARY APPROACH IN JUNIOR HIGH SCHOOL SOCIAL STUDIES CURRICULUM: A COMPARATIVE STUDY OF INDONESIA AND JAPAN Arya Djodipati; Anik Widiastuti
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.6334

Abstract

This study aims to describe and compare the integrative approach in the social studies curriculum of junior high schools in Indonesia and the disciplinary approach in the Shakaika curriculum in Japan, as well as to analyze their implications for strengthening the quality of education. The background of this study is the limited number of comparative studies that systematically examine the differences in social studies curriculum approaches in Asia, even though this issue contributes directly to global literacy and 21st-century competencies. The method used is a literature study with data sources in the form of curriculum documents, scientific articles, and international education reports, which are then analyzed descriptively using a thematic-analytical comparative framework. The results of the study show that the integrative approach in Indonesia offers opportunities for contextual and holistic learning, but is still constrained by conceptual depth, teacher readiness, and evaluation instruments, as reflected in low PISA scores. In contrast, the disciplinary approach in Japan produces solid depth of knowledge and supports analytical skills and civic awareness, as reflected in high PISA, TIMSS, and HDI scores. The conclusion of this study is that the effectiveness of the social studies curriculum in Indonesia can be improved by combining the flexibility of integration with disciplinary depth, supported by increased teacher capacity, the development of contextual modules, and consistency in curriculum policy. Academically, this study enriches the literature on comparative social studies curricula in Asia, and practically offers policy recommendations to improve the relevance and global competitiveness of social studies learning in Indonesia.
Co-Authors Arya Djodipati