Krisis Literasi Sosial Di Sekolah: Benarkah Pembelajaran IPS Sudah Tidak Relevan Lagi?
DOI:
https://doi.org/10.47178/48xp6120Keywords:
Social literacy, Social studies education, digital society, pedagogical competence, Merdeka curriculumAbstract
This study examines the phenomenon of the social litearacy crisis in Indonesia schools and evaluates whether Social Studies (IPS) learning has become irrelevant in the digital age. This article aims to analyze the gap between the goals of IPS education and its classroom implementation, identify the pedagogical limitayions that hider critical and contextual learning, and assess the strategi role of IPS in strengthening students’ civic competencies. This research employs a literature review method by systematically collecting, selecting, and analyzing publications from 2019-2025, including journal articles, policy documents, and academic books related to social literacy, the Merdeka Curriculum, and IPS learning. Data were analyzed using content analysis and thematic analysis to identify patterns, conceptual relationships, and recurring themes. The findings reveal that the social literacy crisis is rooted in memorization-based instruction, limited integration of contemporary social issues, and inadequate teacher pedagogical competence. Despite these challenges, IPS remains highly relevant as a foundation for progressive citizenship education, provided its pedagogical practices are transformed to be more dialogic, reflective, and socially contextual.
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