<![CDATA[Objective: This study aims to describe the actual conditions of social studies learning in elementary schools as an empirical foundation for the development of the Phenomenon-Based Learning Model Based on Local Social Issues (PhBL-ISL), particularly with regard to students’ conceptual understanding and social empathy. Method: This study employed a descriptive qualitative approach, with data collected through in-depth, semi-structured interviews with a classroom teacher who teaches social studies at an elementary school, using a questionnaire consisting of 33 items covering six dimensions of study. The data were analyzed using a thematic qualitative approach. Results: The research findings indicate that social studies instruction is still dominated by a teacher-centered approach, with students’ conceptual understanding being teacher-dependent, while the integration of local social issues remains incidental. On the other hand, students’ social empathy is fairly well-developed but remains reactive and situational; it has not yet been systematically fostered through the learning process. Teachers hope for learning that is more grounded in real-life situations to boost students’ self-confidence, critical thinking skills, and social awareness. Novelty: This study is the first to specifically examine the relationship between local social issues, conceptual understanding, and social empathy in elementary school social studies education an aspect that has not been extensively explored in previous research on Phenomenon-Based Learning, which has tended to focus on natural phenomena and science.]]>
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