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All Journal Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Sosial : Jurnal Ilmiah Pendidikan IPS
Fanisa Putri Anggraini
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Education Social Sciences

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Pendekatan Humanistik dalam Pembelajaran IPS: Memanusiakan Siswa dalam Proses Pendidikan Fanisa Putri Anggraini; Viora Selamata; Arif Rizky; Sani Safitri
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 2 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i2.790

Abstract

The humanistic approach in social studies learning emphasizes holistic student development, including cognitive, emotional and social aspects. This article aims to examine the application of this approach in social studies learning as well as its benefits and challenges. The method used is a literature study by analyzing various relevant academic sources. The results show that the humanistic approach is able to increase learning motivation, student engagement, and critical thinking skills, helping students understand social issues more deeply and fostering empathy. The teacher acts as a facilitator who creates a learning environment that supports students' exploration and freedom of thought. However, the implementation of this approach faces several challenges, such as limited teacher understanding, limited time in the curriculum, and difficulties in evaluating learning outcomes that are more oriented towards affective and social aspects. Therefore, effective implementation strategies are needed, such as teacher training, project-based learning approaches and integration of humanistic values in the curriculum. With the right strategy, this approach can create a more meaningful and relevant learning experience for students and help them develop independent, critical and caring characters for their social environment
Pendekatan Humanistik Dalam Pembelajaran IPS: Memanusiakan Siswa Dalam Proses Pendidikan Fanisa Putri Anggraini; Viora Selamata; Arif Rizky; Sani Safitri
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 17 No. 1 (2025): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 17 Nomor 1 Juni 2025
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The humanistic approach in social studies learning emphasizes holistic student development, including cognitive, emotional and social aspects. This article aims to examine the application of this approach in social studies learning as well as its benefits and challenges. The method used is a literature study by analyzing various relevant academic sources. The results show that the humanistic approach is able to increase learning motivation, student engagement, and critical thinking skills, helping students understand social issues more deeply and fostering empathy. The teacher acts as a facilitator who creates a learning environment that supports students' exploration and freedom of thought. However, the implementation of this approach faces several challenges, such as limited teacher understanding, limited time in the curriculum, and difficulties in evaluating learning outcomes that are more oriented towards affective and social aspects. Therefore, effective implementation strategies are needed, such as teacher training, project-based learning approaches and integration of humanistic values in the curriculum. With the right strategy, this approach can create a more meaningful and relevant learning experience for students and help them develop independent, critical and caring characters for their social environment
Pembelajaran Sejarah di Era Digital: Strategi Pengembangan Bahan Ajar Efektif Bagi Generasi Z Mahlaini; Fanisa Putri Anggraini; Chardinal. DV; Sani Safitri; Rani Oktapiani
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1343

Abstract

The rapid advancement of digital technology has transformed the learning patterns of Generation Z, who tend to be visual, quick in accessing information, and highly engaged with interactive media. These characteristics pose challenges for history learning, which is often perceived as monotonous and focused on memorization. This study aims to examine the needs, urgency, and strategies for developing history teaching materials that are relevant and effective for Generation Z in the digital era. Using a descriptive qualitative approach through library research, the findings indicate that effective history materials should integrate digital media, apply active learning models, and connect historical content with students’ real-life experiences. Teachers play a key role as innovators by utilizing digital storytelling, virtual tours, gallery walks, and gamification. Integrating local history and national values is also essential to strengthen students’ national identity. This study emphasizes that developing digital history teaching materials is not merely about adopting technology but about creating meaningful, reflective, and generation-appropriate learning experiences.
Co-Authors Arif Rizky Chardinal. DV Mahlaini Rani Oktapiani SAFITRI, SANI Viora Selamata