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INDONESIA
CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 30308135     DOI : -
Core Subject : Religion, Humanities, Social,
Religion Humanities Social Sciences
CAPITALIS: JOURNAL OF SOCIAL SCIENCES adalah jurnal yang menerbitkan artikel penelitian yang mencangkup multidisiplin, yang meliputi; Humaniora dan ilmu sosial, ilmu politik kontemporer, ilmu pendidikan, psikologi, ilmu agama dan filsafat, ilmu teknik, bisnis dan ekonomi, Koperasi, teknologi, ilmu kesehatan, ilmu kedokteran, pengembangan SDM, ilmu seni desain dan media, komunikasi, pertanian, perhutanan dan ilmu-ilmu lainnya.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 115 Documents
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PENDEKATAN PEMBELAJARAN BERDIFERENSIASI DI SD UNTUK MENYESUAIKAN KEBUTUHAN SISWA YANG BERAGAM Nur Denisa
CAPITALIS: JOURNAL OF SOCIAL SCIENCES Vol. 3 No. 3 (2026): CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Publisher : Adisam Publisher

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Abstract

The differentiated learning approach is a strategy that adapts teaching to students' diverse needs, abilities, interests, and learning styles. In elementary schools, this approach is essential to ensure that all students can learn optimally according to their characteristics. This study aims to describe the implementation of differentiated learning and its impact on student engagement and learning outcomes. The method used is a literature study with a qualitative descriptive approach. The results show that the application of differentiated content, process, and product can improve student participation, motivation, and overall learning achievement.
PENGEMBANGAN MODEL PERMAINAN DI SD/MI Pika, Pika
CAPITALIS: JOURNAL OF SOCIAL SCIENCES Vol. 3 No. 3 (2026): CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Publisher : Adisam Publisher

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Abstract

Learning in elementary school requires strategies that are in accordance with the developmental characteristics of children who are active and enjoy playing activities. One innovation that can be applied is the development of game-based models in learning. This article aims to analyze the concepts, development procedures, and the effectiveness of game-based models in improving the activities and learning outcomes of elementary school students. The method used is a literature study by reviewing various theoretical sources and relevant research results. The findings indicate that game-based models can increase motivation, active participation, social skills, as well as students' conceptual understanding. The implications of this study emphasize the importance of teacher creativity in designing educational games that align with learning objectives and the characteristics of elementary school students.
HUBUNGAN MODEL, PENDEKATAN, DAN STRATEGI PEMBELAJARAN DENGAN TEORI BELAJAR KONSTRUKTIVISME DAN HUMANISME DI SD/MI Imel Lisanti
CAPITALIS: JOURNAL OF SOCIAL SCIENCES Vol. 3 No. 3 (2026): CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Publisher : Adisam Publisher

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Abstract

This article aims to examine the relationship between learning models, approaches, and strategies and the theories of constructivism and humanism in elementary schools (SD/MI). In basic education practice, the selection of appropriate learning models, approaches, and strategies greatly determines the success of the teaching and learning process. Constructivist theory emphasizes that students construct their own knowledge through experience and interaction with their environment, while humanistic theory views learners as whole individuals whose potentials, interests, and needs must be respected and optimally developed. Through a literature review approach, this article analyzes the conceptual relationship between learning models such as problem-based learning, cooperative learning, and contextual learning and the principles of constructivism. In addition, it explains how student-centered approaches and strategies align with humanistic values, including respect for individual differences, the development of intrinsic motivation, and meaningful learning. The findings indicate that learning models, approaches,and strategies systematically designed based on constructivist and humanistic theories can create active, participatory, and enjoyable learning experiences, while supporting students’ cognitive, affective, and psychomotor development in elementary schools (SD/MI). Therefore, the integration of these two learning theories serves as an essential foundation for designing effective learning that promotes the holistic development of learners.
PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF DAN DISCOVERY LEARNING DI SEKOLAH DASAR Nayla Widi Fatiha
CAPITALIS: JOURNAL OF SOCIAL SCIENCES Vol. 3 No. 3 (2026): CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Publisher : Adisam Publisher

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Abstract

Teaching models are a key component in determining the success of the educational process in primary schools. The selection of an appropriate teaching model will influence the level of student activity and learning outcomes. Two models widely applied in primary school education are the cooperative learning model and discovery learning. Both models are oriented towards student-centred learning, yet they possess distinct characteristics and approaches within the learning process. This article aims to analyse and compare the cooperative learning model and discovery learning in enhancing student activity and learning outcomes in primary schools. The method used is a literature review, examining various sources of literature including books, scientific journals, and educational policy documents. The analysis was conducted using a descriptive-comparative approach to identify the similarities, differences, and strengths of each model. The findings indicate that the cooperative learning model is more effective in enhancing students’ social skills, cooperation, and active participation through group discussions. Meanwhile, discovery learning is more effective in developing critical and analytical thinking skills, as well as a deep conceptual understanding through the discovery process.
PENDEKATAN BEHAVIORISME, KOGNITIVISME, KONSTRUKTIVISME, DAN HUMANISME DALAM PEMBELAJARAN DI SEKOLAH DASAR Tati Qoriana
CAPITALIS: JOURNAL OF SOCIAL SCIENCES Vol. 3 No. 3 (2026): CAPITALIS (JOURNAL OF SOCIAL SCIENCES)
Publisher : Adisam Publisher

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Abstract

This study aims to examine and analyze four major approaches in learning theory, namely behaviorism, cognitivism, constructivism, and humanism, as well as the relevance of their application in the learning process at the Elementary School (SD) level. The method used is library research by analyzing various relevant primary and secondary literature sources. The findings show that each approach has distinct characteristics, basic assumptions, and pedagogical implications that are different yet complementary. Behaviorism emphasizes the importance of reinforcement and conditioning in shaping student behavior. Cognitivism focuses on internal mental processes and knowledge structures. Constructivism views learning as an active process of constructing knowledge. Meanwhile, humanism places student needs, motivation, and self-potential at the center of learning. In the context of elementary schools, an eclectic and adaptive integration of these four approaches can produce more holistic, meaningful, and student-centered learning. Elementary school teachers need to understand the theoretical foundations of each approach in order to select learning strategies most appropriate to the developmental characteristics of students aged 6-12 years.

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