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All Journal ISTORIA Litera JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Pattingalloang : Jurnal Pemikiran Pendidikan dan Penelitian Kesejarahan Jurnal Antropologi: Isu-Isu Sosial budaya Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Society : Jurnal Jurusan Tadris IPS JP (Jurnal Pendidikan) : Teori dan Praktik INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Sudrajat Sudrajat
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Scientific Explanation Sebagai Kerangka Konseptual Pembelajaran Permasalahan Sosial Di SMP Tri Gunawan; Sudrajat Sudrajat; Trapsila Siwi Hutami
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 2 (2026): VOLUME 11 NUMBER 2 MEI 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i2.7148

Abstract

This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.
Co-Authors Adi Suryanto Agustina Tri Wijayanti Ahmad As'ari Ahmad Benny Syahputra Amirul Syafiq Andi Priyatna Anggit Maulud Dina Anik Widiastuti Dini Mulyani farhan ferian Farida Dwitya Aninda Farida Nugrahaeni Gautam Kumar Jha I Ketut Arya Sentana Mahartha Ilaina Ilaina Ines Alifah Wachidatun Chasanah Khoirul Khoirul Muh Akbar Nur Aisyah Pintje Falila Raras Gistha Rosadi Raras Gistha Rosardi Raras Gistha Rosardi Gistha Rosardi Saliman Saliman Trapsila Siwi Hutami Tri Gunawan Wildhan Ichzha Maulana