<![CDATA[This article aims to analyze the relationship between Social Sciences (IPS) and history as the basis for social learning and to explain their roles in shaping students' social understanding in a contextual and reflective manner. This study uses a qualitative approach with a library research method through the collection and analysis of various literature sources, such as scientific journals, books, and relevant academic articles. The results of the study indicate that IPS and history have a complementary relationship in social learning. IPS plays a role in understanding various phenomena of social life, while history provides the dimension of time, the process of change, continuity, and cause-and-effect relationships in human development. The integration of both can improve students' critical, analytical, and reflective thinking skills, and contribute to the formation of character, social awareness, tolerance, responsibility, and national identity. The novelty of this article lies in its effort to position history not only as a source of material in IPS, but also as an epistemological foundation and pedagogical strategy that connects historical experiences with contemporary social phenomena. Thus, social learning becomes more meaningful, contextual, and relevant to the needs of 21st-century education.]]>
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