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SUMBER BELAJAR DAN BAHAN AJAR ILMU PENGETAHUAN SOSIAL (IPS) DI TINGKAT SEKOLAH DASAR Zakina, Fadila nur; Nawir, Muhammad; Nevianti; Sayyadi, Hamdia
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11128

Abstract

Social Studies (IPS) is a subject that plays an important role in developing elementary school students’ knowledge, attitudes, and social skills so that they are able to understand social realities and actively participate in social life. However, Social Studies learning still frequently encounters problems related to the limited use of diverse and contextual learning resources and teaching materials, causing learning activities to rely heavily on textbooks and to be less connected to students’ real-life experiences. This study aims to examine learning resources and teaching materials in elementary Social Studies learning, including their definitions, types, utilization, and the differences between learning resources and teaching materials in supporting the learning process. The method employed is a literature review by analyzing various relevant books and journal articles. The findings indicate that the use of diverse learning resources and systematically developed, contextual teaching materials can improve the quality of Social Studies learning, making it more effective and meaningful. Therefore, optimizing learning resources and developing teaching materials that align with students’ characteristics are essential to enhancing the quality of SocialStudies learning in elementary schools.
Bullying di Lingkungan Sekolah Dasar dalam Perspektif Pendidikan Karakter Muhammad Nawir; Asri Pratiwi; Anniswah Firdaus; Nevianti; Femilianita; Hikmawati T; Nasrullah; Nurul Rofika
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11386

Abstract

Bullying in elementary school environments is a serious problem that affects students’ psychological, social, and academic development. Bullying behaviors such as teasing, exclusion, threats, and physical violence are still frequently found, indicating weak internalization of character values from an early age. This study aims to describe the forms of bullying that occur in elementary schools, analyze the contributing factors, and examine the role of character education in preventing and addressing bullying. The research employed a descriptive qualitative approach with elementary school students and teachers as the research subjects. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results showed that bullying in elementary schools appears in verbal, physical, and social forms, influenced by peer environment, parenting patterns, and the lack of reinforcement of character values in schools. The implementation of character education emphasizing empathy, responsibility, tolerance, and mutual respect was proven to reduce bullying tendencies and increase students’ awareness in building positive social interactions. Therefore, character education plays a strategic role as both a preventive and curative approach in creating a safe, comfortable, and character-based elementary school environment.
Co-Authors Anniswah Firdaus Asri Pratiwi Femilianita Hikmawati T Muhammad Nawir Muhammad Nawir Nasrullah Nurul Rofika Sayyadi, Hamdia Zakina, Fadila Nur