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Group 1 - Structure of Social Knowledge in Organizing
Group 1 - Structure of Social Knowledge in Organizing
By: Group 1
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.
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.
1.3 Purposes
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CHAPTER II
DISCUSSION
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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.
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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
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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
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