<![CDATA[This study aims to analyze innovations in the Social Studies (IPS) curriculum in response to contemporary social dynamics, as well as to examine their forms, theoretical foundations, implementation, and the challenges faced. The method used is a literature review (library research) with a qualitative-descriptive approach, analyzing various relevant scientific sources indexed in SINTA and reputable international databases. The research results indicate that IPS curriculum innovation is necessary to bridge the gap between learning materials and the social realities of students. Forms of innovation include the integration of digital technology, a contextual approach based on social issues, the development of 21st- century competencies, and an interdisciplinary approach. The theoretical foundations of this innovation are constructivism, Problem-Based Learning (PBL), and the interdisciplinary approach. The implementation of these innovations faces challenges such as limited teacher competencies, resistance to change, disparities in facilities, and misconceptions regarding curriculum content. In conclusion, social studies curriculum innovation is an urgent necessity that requires synergy among teachers, institutions, policymakers, and the community so that social studies learning becomes more contextual, adaptive, and meaningful.]]>
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