STRUCTURE OF SOCIAL KNOWLEDGE IN ORGANIZING

AND STUDENT LEARNING EXPERIENCES

Elementary School Science Learning

Supporting Lecture : I Kadek Edi Yudiana,S.Pd.,M.Pd.

By: Group 1

I Kadek Darma Saspanya 2111031172

I Made Punia Darmika 2111031191
Putu Sintya Wulandari 2111031236

PRIMARY TEACHER EDUCATION

BASIC EDUCATION
FACULTY OF SCIENCE EDUCATION
GANESHA UNIVERSITY OF EDUCATION
SINGARAJA
2023
 FOREWORD

Puja and praise be to the writing team for the presence of Ida Sang Hyang
Widhi Wasa / God Almighty because for his asung kerta wara nugraha the author
was able tocomplete a paper with the title “Structure Of Social Knowledge In
Organizing And Student Learning Experiences” This paper was prepared as one
of the group assignments in following the elementary social studies learning
lecture process.
In the preparation of this paper, the drafting team received a lot of
suggestions and references from various book sources. Therefore, on this occasion
we the penduyusun team did not forget to thank you:
1. I Kadek Edi Yudiana, S.Pd.,M.Pd. as a lecturer who teaches elementary
social studies learning courses who has provided mate ri and guidance to the
drafting team and the opportunity to compile this paper.
2. Group members who have participated in the preparation of this paper.
The compiler is well aware that this paper is far from perfect given the
limitations of time, knowledge, andothers. So we the drafting team really
expect constructive suggestions and criticism from all parties for the
perfection of this paper. Hopefully, this paper can be useful to readers.

Singaraja, March 8, 2023

Drafting Team

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 TABLE OF CONTENTS

FOREWORD ................................................................................................... i
TABLE OF CONTENTS ................................................................................ ii
CHAPTER I INTRODUCTION
1.1 Background ........................................................................................ 1
1.2 Problem Formulation ......................................................................... 1
1.3 Purpose ............................................................................................... 1
CHAPTER II DISCUSSION
2.1 Elementary School Science Structure ................................................ 2
2.2 Organizing the Learning Experience of Elementary School students 4
CHAPTER III COVER
3.1 Conclusion ......................................................................................... 10
3.2 Suggestion .......................................................................................... 10
BIBLIOGRAPHY

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 CHAPTER I
INTRODUCTION

1.1 Background
Educational material is a teaching material that is studied by students to
achieve the educational goals to be achieved. The material taught aims to increase
values, attitudes, and morals in the reality of life in the nation and state society so
that the basic material in social studies material is developed for various aspects.
IPS material consists of substance material, process material, attitudes, values, and
morals.
Organizing material is a matter that discusses how existing material is
arranged so that it becomes a unified whole. IPS organizing consists of separate
organizing, collaborative organizing, fusion organizing.
The essence of IPS is to understand concepts, facts, and generalizations in
various fields of life such as economics, religion, politics, sociology, psychology,
and culture. For individuals, social science or social science is useful for forming
and providing knowledge and skills to live in society, nation and state. In addition,
IPS also upholds human and cultural values and prepares individuals to become
good and responsible citizens.

1.2 Problem Formulation

a) What is Elementary School Science Structure?

b) What is the organization of the learning experience of elementary school

students?

1.3 Purposes

a) To know and explain the structure of Elementary School Science Structure

b) To know and explain the organization and learning experiences of

children's students.

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 CHAPTER II
DISCUSSION

2.1 Elementary IPS Structure

Furthermore, it is also understood that in social life there are many aspects or
activities carried out by humans to meet the needs for survival, and these aspects
are interrelated. However, in the process of meeting the needs of human life, it is
limited by binding rules that apply in its environment. As part of a law-abiding
society, we must abide by the rules or norms that apply. A simple example is
obeying traffic rules. Wearing a helmet when traveling, not speeding on the road.
The needs of human life not only meet the economic aspects but humans also
need to improve science. Without the addition of science, of course, we will be
left out in today's era. It is clear that the knowledge that human beings possess has
an impact on well-being. Science will make it easy for humans to utilize resources.
Science and technology (Science and Technology) is a term for the ability
possessed by humans by utilizing reason, their minds to meet the needs of social
life.
The nature of social studies is a concept, fact and generalization in the fields
of religion, politics, economics, psychology and culture. For individuals, this
knowledge is useful in shaping and as a provision in carrying out social life while
still upholding human values and cultures that make good and responsible citizens.

A. Elementary School Science In Space, Time, and Value Dimensions

In order to understand social problems related to human life as a whole, social
studies uses three dimensions, namely value, space and time. The dimension of
space is the side seen from the point of view of the existence of the entire natural
environment, which is to become a container for humans to carry out various
activities to meet the needs of daily life.
The time dimension is the side seen from the continuous process. Whatever
happens now, and in the future is part of the process so that human beings can
improve the quality of their lives. The dimension of values and norms is the side

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seen from the role and existence of rules, methods and principles that have been
mutually agreed upon in order to realize a harmonious life.

B. Facts In Elementary School Science

We often encounter positive and negative events in the life of society, nation
and state. This life problem will be a life experience whether realized or not.
Facts are events related to humans such as floods, cultures and traditions that can
be understood as material for conducting analysis. Facts are events or events that
have occurred at this time or traces of events that occurred in the past.

C. Concepts Elementary School Science

A concept is an idea that describes the relationship between two or more facts
such as the concept of "human needs" that are interrelated such as clothing,
education, safety and self-esteem. The concept can also be interpreted as a
symbol created by a person to understand an experience as repetitive. To further
improve students' understanding of various concepts, the teacher needs to pay
attention to the experiential background of each individual.
Thus, the concept of social science means a social science discipline that is
the basis of social science which consists of theories, concepts taught to meet the
needs of education and learning in schools and universities.
The concepts of social sciences include:
1. The concepts of historical science recognize several concepts such as
migration, rationalism, socialism, imprealism, feudalism, liberalism,
perdamain, treaties, communions, temples, areas, ancient money,
perdagangan, heroes, and soon.
2. The concepts of economics recognize several concepts such as exchange,
money, markets, exchanges, liberalism, kapetalism, imprealism,
cooperatives, taxes, profits, losses, prices, industries, consumers, labor,
services, income.
3. The concepts of geography recognize several concepts such as land, water,
air, rivers, mountains, flora, fauna, earthquakes, sources of tools,
population, villages, cities, and so on.

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 4. Anthropological concepts recognize several concepts such as culture,
civilization, beliefs, customs, traditions, race, language, kinship system,
livelihood system, art, ceremony, religion, and so on.
5. The concepts of sociology recognize several concepts such as social norms,
social cooperation, social groups, social organizations, social status, urban
villages, urbanization, competition, cooperation, and so on.
6. Concepts Social psychology recognizes several concepts such as norms of
social behavior, social interaction, political behavior, culture, deviant
behavior and so on.
Some of the social science concepts above can be known, that the concepts of
social sciences are different. However, although they are different, they all lead to
a common understanding that social science is a science that studies behavior and
social activity in common life. In its development the different disciplines of the
social sciences can be further improved as can the science of communication

D. Generalizations In Elementary School Science

Generalization is a process of reasoning that departs from a number of
individual phenomena to a general conclusion that binds completely similar
phenomena to the individual phenomena investigated. Generalizations in
Elementary School Science are relationships between two or more concepts, for
example the relationship between the concepts of "money, needs, and wants". The
three concepts are linked to generalize that "we use money to meet needs and
wants". social skills are related den gan the ability to carry out relationships
between people, affective aspects are developed through the formation of attitudes
and values. Social sciences are intended to prepare students to live in a nation's
society that is socially and culturally diverse.

2.2 Organizing Elementary Student Learning Experiences

Teachers must be able to design and coordinate a learning based on

experiences – meaningful learning experiences according to the traits,
characteristics, and competencies that students want to develop. That's because to
achieve the 3 SD social studies competency structures require organizing learning

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experiences. In the 2004 SD Social Studies curriculum document, it is explained
that the learning experience is a series of activities that must be carried out by
students sequentially to achieve certain competencies. This means that sequencing
the learning steps is essential for material with a certain prerequisite. The learning
experience contains at least 2 characteristic elements that symbolize the
management of student learning experiences, including student activities and
materials.
The theoretical and philosophical basis for the packaging of this learning
experience, according to Kliebard and Akenson (Popke witz & Maurice, 1991:34),
can be traced in "Herbart's system of philosophy", which is a philosophical system
whose philosophical assumptions are centered on "the analysis of experience",
and view that "all mental phenomena result from interaction of elementary ideas"
(Clark, 2000). Herbart-ian's formulation of thought is formulated in the
"Recapitulati Theory of Cognition", which places consciousness on "oneself" as
the "center of the system", then extends to consciousness in the world "out-of-
self" (Brassard, 2001:2). The implication is, that the organization of learning
experiences "follows from building up sequences of ideas important to the
individual" (Clark, 2000). That is, the learning experience must be developed
"sequentially" from concepts or ideas that are seen as important to students from
the nature of "self-introduction" extending to the material "introduction to the
expanding outside world" (world), especially the "social world" (social world).
Kliebard and Akenson further hold the view that Hanna's model of packaging
learning experiences—as well as Bruner and CSS—is based on epistemological
assumptions from child development psychology, that all development must be
psychologically balanced. Based on these assumptions, the packaging of the
learning experience model is very much in line with the interests and experiences
of students, the stages of student mental development, can create unity and
connectedness, in line with the education of citizenship. In other words, new
perspectives on organizing Hanna's model social studies learning experience—as
well as Bruner and CSS—have been "associated with social and cultural changes,
as well as advances in scientific theories within the discipline of psychology":

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 The forms of meaningful learning experiences that need to be designed and
developed in order to achieve the three social studies and elementary
competencies above are as follows :
1. Mental Learning Experience
Mental Learning Experience is a form of learning experience that is processed
by involving the student's mental-psychological during learning. As for those
included in the mental learning experience, among others:
1. Cognitive and metacognitive experiences
Learning experiences related to aspects of knowledge (factual, conceptual
and procedural) are related to how to know, how to build knowledge, and
knowledge about what is known, as well as strategies to know and control
the knowledge possessed. This experience depends largely on the personal,
sociocultural context, and characteristics of the content of the knowledge
that the student has.
2. Experience mathematical logic
Learning experience related to the experience of establishing a relationship
between objects in the form of mathematical symbols. Relating to how
students build a reasoning or thinking foundation in drawing a conclusion
based on rational thinking.
3. Normative/affectual experience
The learning experience gained by students is based on the results of
relationships and interactions with values, attitudes, ethics, morals and
beliefs obtained from the role of social, cultural, religious, and forms of
justice in institutions or groups owned by students.
Some forms of mental experience can be given to students through various
means such as reading books, listening to lectures, doing contemplation, or
things of a daily nature (watching movies or listening to the radio). Ordinary
mental experiences are formed through the senses of sight and hearing
possessed by students.
2. Physical Learning Experience
Physical experience is a form of student learning experience obtained from
the results of relationships and interactions with the physical environment

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 which is then used to abstract the various properties of physical objects. This
type of learning experience can be provided through observation activities,
experiments, research, visits, tour works / study tours, making a diary, and
several other forms of practical activities. Usually, students can make use of
all their senses when digging for information through physical experience.
3. Social Learning Experience
Social Learning Experience Social experience is a form of learning
experience (learning) that students receive through relationship activities
and/or student interactions with one or several different socio-cultural
environments. This type of learning experience can be provided through
interviews with characters, role-playing, discussing, working together,
conducting bazaars, exhibitions, buying and selling, raising funds for natural
disasters, or attending social gatherings.
In accordance with the principle of integration of learning in elementary
schools, and the characteristics of social studies and elementary competencies, the
three types of learning experiences above must also be given to students in an
integrated leaning experience. Since learning is a process by which students build
ideas/understanding, learning activities should be able to provide students with the
widest possible opportunity to do, think, interact independently smoothly and be
motivated without teacher obstacles.
The learning atmosphere provided by the teacher should also provide
opportunities for students to be mentally active in variousactivities such
asobserving, asking, explaining, commenting, hypothesizing, collecting
information and going through many other mental activities.
Teachers should also encourage students to act/think better, for example by
asking challenging questions that 'trigger' students' curiosity and creativity. Some
teaching strategies and methods need to prioritize real situations. If a real situation
is difficult to present, please suggest alternatives such as artificial situations or
audio-visual aids or methods of using visual aids and sound samples.
Concrete (nonverbal) and abstract (verbal) learning experiences can be
developed in the form of real situations, artificial situations, and auditory and
visual (audio-visual) situations. An important thing that must also be considered

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in developing a learning experience is that all students' learning needs such as
activities, materials, materials, media and learning resources are implemented and
developed by the teacher himself. Teachers should not rely on activities, materials,
materials, media and learning materials created by other parties. It is realized that
not all activities, materials, media and learning resources will suit the needs of
students and learning in each class / school. Once the learning experience is
designed, the next step is to define the stages of learning, which include a
complete, detailed, and interrelated description or description of each element of
the learning process.
The most important element of the learning phase is the linkage and unity
between the structure and sequence (sequence of phases) of student activities
(Student Activities) and teacher activities (Teacher Activities). Student activity
refers to all activities that students expect and should do, whether through
meaningful hands-on experience, simulations, demonstrations, guided learning, or
interaction with written material, as students strive to learn, practice, apply,
evaluate, or act. respond differently Curriculum content (knowledge, skills, values
or tendencies to action) (Brophy & Alleman, 1991). Instructional activities are all
types of instructional activities that are carried out to facilitate the activities of all
students to achieve the expected learning objectives or core competencies.
Because the activities of students and teachers are interrelated, the structure and
order of activities of the teacher or student is very important so that there are no
contradictions or duplications or unnecessary repetitions of activities in the
implementation of learning.
The structure and sequence of activities of the teacher and students carried
out during learning, as well as the use of learning materials, learning resources
and learning tasks should be described in detail and clearly, not in the form of
"suggestions". Another element that must also be present in the learning stages is
the allocation of learning time (timeconsumption) needed by students to complete
all learning materials and tasks, as well as the basic competencies to be achieved
at each stage of learning.
It is desirable to refer to a specific "learning model" (learning model) in the
preparation of learning stages so that significant learning experiences and desired

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basic skills instilled in students can be achieved in a more structured, systematic,
focused and efficient way Learning models are conceptual analogues of learning
that propose how the learning process should be carried out.
Joyce & Weil (1986) offers us some alternative learning models that can be
used to organize the phases of learning. In general, this learning model is divided
into three groups, namely: (1) data processing; (2) personal; (3) social; and (4)
behavioral systems. Each learning model has a specific learning procedure or
syntax.

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 CHAPTER III
CLOSING

3.1 Conclusion

For individuals of social sciences or social sciences, it is useful to form and

provide knowledge and skills for living in society, nation, and state. In addition,
IPS also upholds human and cultural values and prepares individuals to become
good and responsible citizens. The needs of human life not only meet the
economic aspects but humans also need to improve science. Without the addition
of science, of course, we will be left out in today's era. It is clear that the
knowledge that human beings possess has an impact on well-being. Science will
make it easy for humans to utilize resources.

3.2 Suggestion
In teaching social studies to students, it is necessary to make efforts to
apply appropriate learning models so that the teaching and learning process
becomes quality.

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 BIBLIOGRAPHY

Sapriya.2012.Pendidikan IPS Konsep dan Pembelajaran. Bandung: PT

RemajaRosdakarya.
Susanti Eka, Heni Endayani. 2018. Konsep Dasar IPS. Medan: FITK UINSU
Supriatna, Nana. 2009. Konsep Dasar IPS Bandung:UPI