Building Students' Social Awareness Through Social Studies Learning in Elementary Schools

Abstract

Social awareness is an important dimension in the character development of students in elementary schools. Through social awareness, students are able to demonstrate empathy, tolerance, and concern for their social environment. Social Studies (IPS) as a subject in elementary schools plays a strategic role in instilling social values through contextual and experience-based learning. This literature study aims to explore various approaches, strategies, and practices in social studies learning that can encourage the development of students' social awareness. The method used is a library review by analyzing journal articles, books, and previous research results related to the topic of social studies learning and social awareness. The results show that social problem-based learning, collaborative projects, reflective discussions, and the integration of character values are very effective in fostering students' social awareness. In addition, the use of contextual learning media and active student involvement in school social activities have been proven to foster social sensitivity and responsibility. In conclusion, understanding social awareness through social studies learning in elementary schools requires a holistic, innovative, and relevant approach to students' lives. Teachers have a crucial role as facilitators who not only transfer knowledge but also guide students to become caring and socially responsible individuals.