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PEMANFAATAN MEDIA DIGITAL INSTAGRAM UNTUK MENGENALKAN BUDAYA TORAJA DALAM PEMBELAJARAN IPS Anisa Salsabila; Krisnoviani; Hasni; Ahmadsyawaluddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12254

Abstract

This study analyzes the use of Instagram as a digital medium to introduce Torajan culture in social studies learning through a literature review method. This study used a qualitative approach with a literature review method that reviewed several relevant scientific articles. The results of the study indicate that Instagram, as a visual and interactive medium, is effective in presenting cultural content such as Tongkonan, Rambu Solo', Rambu Tuka', kinship systems, and mutual cooperation, thus helping students understand social studies concepts such as social interaction, values ​​and norms, and social stratification more concretely. In addition to improving cognitive understanding, Instagram use also fosters tolerance, appreciation for diversity, and pride in local culture. Thus, Instagram can be an innovative learning strategy that integrates digital technology, local culture, and character education to enhance students' understanding and appreciation of Torajan culture. This study aims to analyze the use of Instagram as a digital medium to introduce Torajan culture in social studies learning.
PENGUATAN PEMBELAJARAN IPS TERPADU SEBAGAI ALTERNATIF PENANGGULANGAN DISORIENTASI PERILAKU SOSIAL PESERTA DIDIK DI ERA GLOBALISASI Krisnoviani; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44368

Abstract

This study analyzes the Strengthening of Integrated Social Studies Learning as an Alternative to Addressing Disorientation in Students' Social Behavior in the Era of Globalization through a literature review method. This study uses a qualitative approach with a literature review method that examines several relevant scientific articles. The results of the study indicate that the development of globalization has influenced changes in students' social behavior, such as decreased social awareness, weakened tolerance, increased individualistic behavior, and low social responsibility. Integrated social studies learning plays a crucial role in shaping and strengthening students' social values ​​through the integration of various social science disciplines such as geography, history, economics, and sociology into contextual learning. Through an active, participatory learning approach based on social problem-solving, students can develop social awareness, tolerance, critical thinking skills, and the ability to collaborate. Therefore, strengthening integrated social studies learning can be an effective alternative to addressing disorientation in students' social behavior in the era of globalization.
UPAYA GURU UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI PROJECT BASED LEARNING DALAM PEMBELAJARAN IPS Nur, Rahmania; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44565

Abstract

This study aims to analyze teachers' efforts in developing students' critical thinking skills through the application of the Project Based Learning (PjBL) model in social studies learning. This study uses a qualitative approach with library research methods, by reviewing various scientific articles and other relevant sources. The results of the study indicate that students' critical thinking skills can be improved through the application of PjBL which emphasizes project-based activities, problem solving and active student involvement. Teachers' efforts in this regard include: 1) Planning project-based learning that is relevant to real life; 2) Encouraging students to be active in investigation and problem solving; 3) Creating an active, collaborative and conducive learning environment; 4) Providing appropriate guidance during the learning process; 5) Process and product-based assessment; and 6) Providing high-level questions. In addition, various studies have shown that PjBL is effective in improving students' analytical, evaluation and decision-making skills. However, the implementation of PjBL also faces challenges such as limited time, teacher readiness, and infrastructure. Therefore, it is necessary to improve teacher competence and support from various parties, to optimize the implementation of this model. Thus, it can be concluded that project-based learning is an effective learning model for developing students' critical thinking skills in social studies.
ANALISIS RELASIONALITAS IPS TERPADU DENGAN DISIPLIN ILMU SOSIAL DALAM PEMBELAJARAN: STUDI KUALITATIF BERBASIS KAJIAN LITERATUR Sampe Londong, Alresty; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44690

Abstract

Social and educational dynamics have changed greatly due to the development of the digital era. This is especially true for social science (IPS) learning which must be more contextual, integrated and adaptive. By combining various social sciences, social studies strives to improve students' critical thinking and social understanding. However, social studies learning still faces problems such as fragmented disciplines and the use of partial learning approaches that are less able to describe the complexity of modern social realities. This discrepancy shows that the development of a complete epistemological framework has not been optimal, especially to deal with changes in the digital society. Therefore, the purpose of this study is to reconstruct integrated social studies learning based on relationality by using the literature review method. The method used is qualitative research with a literature review of relevant scientific articles during the period 2015–2025. The results of the study show that relationality is an epistemological foundation that is useful for integrating various social disciplines through an emphasis on the relationship between social phenomena. In addition, relational-based social studies learning reconstruction involves combining analytical, digital, and social dimensions in one learning framework. To answer the challenges faced by society in the digital era, this research emphasizes that building a social studies learning paradigm that focuses on relational and contextual content and understanding.
KAJIAN IMPLEMENTASI PEMBELAJARAN IPS TERPADU DALAM MEMBENTUK SIKAP TOLERANSI MULTIKULTURAL SISWA Anugrah, Alifa Nur; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44713

Abstract

Indonesia is a country with diverse ethnicities, religions, and cultures, making it crucial to instill an attitude of tolerance from an early age through education. This study aims to analyze the implementation of integrated social studies learning based on multicultural values ​​in shaping students' attitudes of tolerance. This study used a qualitative approach with a literature review method of relevant scientific articles from 2016–2026. Data was obtained from Google Scholar and Garuda, then analyzed using content analysis techniques. The results showed that multicultural-based social studies learning was able to significantly increase attitudes of tolerance, empathy, and appreciation for diversity. Learning strategies such as group discussions, project-based learning, and collaborative models proved effective in integrating multicultural values. However, there are still obstacles such as limited teacher understanding, lack of learning innovation, and a lack of relevant teaching materials. Therefore, it is necessary to improve teacher competence and develop contextual learning so that the implementation of multicultural education can run optimally in shaping students' attitudes of tolerance.
PEMANFAATAN MEDIA PEMBELAJARAN BERBASIS DIGITAL DALAM MATA PELAJARAN IPS DI SEKOLAH DASAR Ulfiyah Azizah; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44886

Abstract

This study examines the urgency of utilizing digital-based learning media in Social Studies (IPS) at the elementary school level as an innovative solution to address the learning style challenges of digital native generations who are more responsive to visual and interactive information compared to conventional teacher-centered and monotonous learning methods through a qualitative approach using library research that systematically collects and analyzes various scientific literature sources to evaluate the effectiveness of digital learning media such as instructional videos, animations, and interactive quizzes in helping students understand abstract Social Studies concepts into more concrete, in-depth, and meaningful knowledge relevant to daily life, and the findings show that the integration of digital media significantly enhances students’ motivation, active participation, and self-confidence through gamification elements and immediate feedback during the learning process while also strengthening digital literacy and 21st-century skills from an early age, although its implementation still faces several challenges such as limited school infrastructure, unequal access to technology, and low teacher competence in designing effective digital learning instruction that may lead to cognitive overload for students; therefore, synergy between government, schools, and teachers is required to improve facility readiness and pedagogical skills so that Social Studies learning in elementary schools can become more dynamic, collaborative, meaningful, and adaptive to technological development in the rapidly evolving digital transformation era.
RELEVANSI PENDEKATAN KLARIFIKASI ATAU TAFSIR NILAI DALAM PENGUATAN PEMBELAJARAN IPS TERPADU Anisa Salsabila; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44891

Abstract

Integrated Social Studies (IPS) learning is not only aimed at developing students’ conceptual knowledge but also at instilling social, moral, and civic values relevant to social life. However, in practice, IPS instruction often focuses predominantly on cognitive aspects and provides limited opportunities for students to understand, interpret, and internalize values in a reflective manner. This article aims to examine the relevance of the value clarification/interpretation approach in strengthening Integrated Social Studies learning. This study employs a qualitative approach using a literature review method by analyzing textbooks, journal articles, and previous research related to the Value Clarification Technique (VCT) in Social Studies instruction. The findings indicate that the value clarification/interpretation approach is highly relevant to be implemented in Integrated Social Studies learning, as it encourages students to think critically, reflectively, and dialogically in understanding social values. Furthermore, this approach contributes to strengthening attitudes, moral decision-making skills, and the development of students’ social character.
PERAN PEMBELAJARAN IPS DALAM MENINGKATKAN KETERAMPILAN SOSIAL SISWA SEKOLAH DASAR PADA ABAD KE-21 Fatimah Mardani; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44975

Abstract

The rapid transformation in this digital age has brought new thinking to the education sector, especially at the elementary school level. Students are not only required to master academic knowledge but also need to possess various skills relevant to the needs of the times, one of which is social skills. Social Studies (IPS) subjects have a strategic role in shaping students' social skills because they are closely related to social life. This study aims to describe the role of IPS learning in improving the social skills of elementary school students in the 21st century. This study uses a qualitative approach with a library research method. Research data was obtained from various literature sources such as scientific journals and books relevant to the research topic. The results of the study indicate that IPS learning plays a significant role in improving students' social skills through various interactive and collaborative learning activities, such as group discussions, cooperation in completing assignments, and discussions of various social issues that occur in the surrounding environment. In addition, the role of teachers as facilitators, motivators, and mentors is also crucial in creating a learning environment that supports the development of students' social skills. Thus, social studies learning that is designed innovatively and is student-centered can be an effective means of developing students' social skills so that they are able to adapt and participate actively in community life in the 21st century.
PENGGUNAAN LITERASI DIGITAL DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KEAKTIFAN SISWA (STUDI KASUS) DI MTS NEGERI 4 BONE KECAMATAN LIBURENG KABUPATEN BONE Eva Srianti; Hasni; Ibrahim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45203

Abstract

This study aims to determine: 1) How digital literacy is applied in social studies (IPS) learning at MTs Negeri 4 Bone, Libureng District, Bone Regency. 2) The impact of using digital literacy in IPS learning on increasing student engagement at MTs Negeri 4 Bone. 3) Effective strategies for implementing digital literacy-based IPS learning models to increase student engagement. This research employs a qualitative approach using the case study method. Data collection techniques were conducted through observation, in-depth interviews with the School Principal, IPS teachers, and several students, as well as documentation. Data analysis was performed through data reduction, data presentation, and conclusion drawing. The research findings show: 1) The application of digital literacy in IPS learning is good, covering planning, implementation, and evaluation stages by utilizing digital media such as instructional videos, internet, and digital learning platforms. 2) The use of digital literacy has a significant impact on student engagement, characterized by active participation in discussions, courage in asking questions, involvement in problem-solving, and the ability to search for and process information. 3) Effective strategies are implemented through improved teacher competence, strengthened student digital literacy skills, the use of interactive learning methods, and support from school facilities and infrastructure.
PENERAPAN STRATEGI PEMBELAJARAN IPS TERPADU BERDIFERENSIASI DALAM MEMENUHI KEBUTUHAN BELAJAR PESERTA DIDIK DI SEKOLAH MENENGAH PERTAMA Dian Masero, Elim; Ibrahim; Hasni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45225

Abstract

This research aims to find out 1) How are the systematic implementation steps of differentiated integrated social studies learning strategies carried out. 2) How does differentiated learning influence various aspects of student’s development. 3) What are the challenges and practical solutions in implementing differentiated instruction in social studies. The research technique used is known as literature review, used to collect information or sources about a particular subject and can be accessed from various sources, including journals, books, the internet, and other literature. The results of the study show that the application of content, process, and product differentiation in Integrated social learning can significantly increase active engagement, intrinsic motivation, self confidence, and student learning outcomes. Comprehensive diagnostic assessment is the main foundation for successful implementationof differentiated learning. Teachers need to have competence in designing flexible learning tools, but still directed towards standardized goals. The implementation of differentiated learning in Integrated social also supports the realization of an inclusive and humanistic.
Co-Authors Abdul Rasyid R Afwaja, Ufkraina Ahmad Abdul Mutalib Ahmadin Ahmadsyawaluddin Akhmad Harum, Akhmad Akmal Alzarliani, Waode Andi Rafiah Anisa Salsabila Anna Pertiwi Anugrah, Alifa Nur Aprin aga Yohanis Ayu Ramadhani Bambang Supriatno Besse Herlina Charlie Baka Chris Dayanti Br. Ginting Daholu, Ahmad Dalilul Falihin Darmawan Darnalia Devi Lupitasari Dewi Yulianti Dian Masero, Elim Dwi Agustyawati Elly Lilianty Sjattar Epin, Maria Natalia Wainip Erni Hasmuddin Ervianti Eva Srianti Evi Sarfianti Fatimah Mardani Firmansyah, Rezky Adi H. Arman S H. Darmawan Hanna Putri Avrillia Tinambunan Hartadinata Akib Haslindah Hendriatik Ibrahim Katjina, Husnah Keri, Ismail Khairil Anwar Khasanah, Uswatun Khasanah Khotimah, Rahadeva Khuznul Krisnoviani Kursia Latief, Andi Hasnandar Fadli Latif, Suciani Lisa Makkalo, Lisda Mallombasi, Ali Mega Fatimah Rosana Miftahul Jannah Miftahul Khairah Mrs Yanti Hamdiyati Muh Putra Pratama Muhammad Adriansyah Muhammad Nur Musa, Ratna Nadya Rahma Putri Nur Fadillah, Nur Nur Zarliani Uli Nur Zazlin Nur, Rahmania Nurcaya Nurrahmawati Alitasi, Wa Ode Padli, Feri Paramitha, Dyan Pardana, Deki Rahayu, Rika Ramopoly, Irene Hendrika Raoda Usman Rifal Rusdi Rusdin Saldy Yusuf Salsabiyla, Fannisa Sampe Londong, Alresty Sri Wahyuni Subehan Khalik Suherman, La Ode Achmad SUMARNI Syahdatul Awalia Syam Muhaimin Syaputra, Muh. Fadly Syawaluddin, Ahmad Tasbih Tasbih Tumba, Mey Ulfiyah Azizah Umar, Muh. Haris Wahyu, I Kadek