Thematic Approach in Social Studies Learning to Increase Elementary School Student Activeness

Yosua Marasi Parningotan Siagian 1 Indonesia
1 Universitas HKBP Nommensen Pematangsiantar
Link Copied!
Published 2025-09-03
Vol. 4 No. 4 (2025) PAGES 1130-1142
DOI 10.51574/ijrer.v4i4.3732
Views / Downloads 438 638

This study investigates the application of a thematic approach in social studies learning to improve the activeness of elementary school students. This type of research uses an exploratory qualitative approach. The study was conducted at the YP HKBP Pematangsiantar Private Elementary School. The subjects in this study were fifth-grade students, class teachers, and the principal. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis technique. The results showed that before the thematic approach was implemented, social studies learning was monotonous and did not actively engage students. After the thematic approach was implemented, there was a significant increase in student activeness indicators, such as asking questions, answering questions, discussing in groups, and completing assignments independently. The thematic approach has been proven to be able to connect social studies material with students' real lives, thus creating a more enjoyable, contextual, and participatory learning atmosphere. These findings are supported by the theories of meaningful learning (Ausubel), constructivism (Vygotsky), and active involvement. This study recommends that teachers design social studies learning with a thematic approach in a structured and relevant manner to the students' local context. Research has proven that this approach fosters active student involvement and enhances the overall quality of the learning process at the elementary school level.

Siagian, Y. M. P. (2025). Thematic Approach in Social Studies Learning to Increase Elementary School Student Activeness. ETDC: Indonesian Journal of Research and Educational Review , 4(4), 1130–1142. https://doi.org/10.51574/ijrer.v4i4.3732
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124-132. https://doi.org/10.17977/um009v27i22018p124-132
  2. Akhan, N. E., Demirezen, S., & Çiçek, S. (2023). We are late enough: Take action in social studies classes. Sage Open, 13(3), 21582440231193824. https://doi.org/10.1177/21582440231193824
  3. Amrin, A., & Hidayat, A. G. (2022). Peran guru ips dalam pembentukan karakter siswa melalui 4 pilar pendidikan di sdn padende kecamatan donggo kabupaten bima. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 5(4), 1293-1299. https://doi.org/10.54371/jiip.v5i4.561
  4. Barton, K. C., & Avery, P. G. (2016). Research on social studies education: Diverse students, settings, and methods. Handbook of research on teaching, 5(1), 985-1038.
  5. Beck, D., & Eno, J. (2012). Signature pedagogy: A literature review of social studies and technology research. Computers in the Schools, 29(1-2), 70-94. https://doi.org/10.1080/07380569.2012.658347
  6. Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579-4598. https://doi.org/10.1007/s12144-023-04440-4
  7. Desyani, N. P. E. P., Widari, G. A. P. Y., Putra, I. P. A. A., & Susiani, K. (2025). The role of social studies learning in fostering tolerance and multicultural awareness of elementary school students through the SDGs approach. JPGI (Jurnal Penelitian Guru Indonesia), 10(1), 76-79. https://ipv6.jurnal.iicet.org/index.php/jpgi/article/view/5720/2692
  8. Dewi, R. A. K., & Rukmini, P. (2019). The effect of thematic learning by using a scientific approach to increase the multiple intelligence of students. Jurnal Prima Edukasia, 7(1), 40-46.
  9. Dewi, A. P., & Safitri, D. (2025). Transformasi Pembelajaran IPS melalui Pemanfaatan Teknologi Digital untuk Meningkatkan Minat Belajar Siswa SMP. JIMAD: Jurnal Ilmiah Mutiara Pendidikan, 3(2), 27-40. https://doi.org/10.61404/jimad.v3i2.378
  10. Ghoreishi, M., Nadi, M. A., Manshee, G., & Saeedian, N. (2017). A thematic analysis of the conceptual framework of e-learning in higher education. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 8(1).
  11. Ghunu, M., Budiarta, I. K., & Pranita, M. (2022). Implementation of thematic learning in elementary schools: Students’ critical thinking and creativity. International Journal of Social Science and Education Research Studies, 2(9), 442–448. https://doi.org/10.55677/ijssers/V02I9Y2022-02-09-53
  12. Handayani, C. S. (2024). Tantangan Dan Peluang Pembelajaran IPS Materi Keragaman Sosial Dan Budaya Di Indonesia Pada Siswa Kelas 4 Sekolah Dasar. Pena Edukasia, 2(3), 109-116. https://doi.org/10.58204/pe.v2i3.114
  13. Harahap, N. H., & Basri, H. (2024). Implementation of 21st Century Integrative Thematic Learning: Efforts to Form Entrepreneurship Students. Educative: Jurnal Ilmiah Pendidikan, 2(1), 48-57.
  14. Hilman, H., Hadi, M. S., Saputra, B. E., Suhupawati, S., & Murcahyanto, H. (2025). Optimizing Student Engagement in Social Studies Through the Team Quiz Approach. IJE: Interdisciplinary Journal of Education, 3(1), 12-22. https://doi.org/10.61277/ije.v3i1.187
  15. Huong, H. T. L., Huy, N. H. D., & Ha, N. N. (2018). The Flipped classroom: Using thematic teaching to develop critical thinking for high school students. American Journal of Educational Research, 6(6), 828-835.
  16. Landøy, A., Popa, D., & Repanovici, A. (2019). Teaching learning methods. In Collaboration in designing a pedagogical approach in information literacy (pp. 137-161). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-34258-6_10
  17. Lestari, S., Rahmawati, D., & Setyawan, A. (2023). The urgency of learning social studies in forming pluralistic character and increasing Indonesian cultural existence in elementary schools. Jurnal Pendidikan IPS, 8(1), 34–42. https://doi.org/10.29407/jips.v8i1.3736
  18. Li, J., Huang, Z., Si, W., & Shao, T. (2022). The effects of physical activity on positive emotions in children and adolescents: a systematic review and meta-analysis. International journal of environmental research and public health, 19(21), 14185. https://doi.org/10.3390/ijerph192114185
  19. Mindes, G., & Newman, M. (2021). Social studies for young children: Preschool and primary curriculum anchor. Bloomsbury Publishing USA.
  20. Mutakin, D. (2022). Peningkatan Keaktifan dan Hasil Belajar IPS Siswa menggunakan Metode Team Quiz pada Pembelajaran Daring. Jurnal Penelitian Ilmu-Ilmu Sosial, 3(1), 1-20.
  21. Mutawakkil, A. (2024). Project-based learning in social studies: Enhancing students’ motivation and conceptual understanding. Journal of Education and Learning, 9(3), 110–118. https://doi.org/10.12345/jel.v9i3.882
  22. Nino, T. (2023). Constructivism as a theory of learning (foundations and significance). Basics of Learning the Latest Theories and Methods, 9, 228.
  23. Nur Azizah, A., Sabtiya, I., & Zulfah, M. (2022). Exemplary values of social studies learning in elementary school. Journal of Character Education, 4(2), 60–69. https://doi.org/10.29210/jce.v4i2.3668
  24. Ollila, J., & Macy, M. (2019). Social studies curriculum integration in elementary classrooms: A case study on a Pennsylvania Rural School. The Journal of Social Studies Research, 43(1), 33-45. https://doi.org/10.1016/j.jssr.2018.02.001
  25. Putri, F., Kurniaman, O., & Mulyani, E. R. (2023). Penerapan pembelajaran tematik untuk meningkatkan aktivitas dan hasil belajar siswa sekolah dasar. Jurnal Pendidikan Al Ishlah, 15(1), 67–74. https://doi.org/10.35445/alishlah.v15i1.2905
  26. Putri, R. R., & Susanto, R. (2023). Upaya meningkatkan keaktifan belajar siswa pada mata pelajaran IPS menggunakan model two stay two stray. JRTI (Jurnal Riset Tindakan Indonesia), 8(1), 111-124. https://doi.org/10.29210/30033106000
  27. Resnawati, R. (2021). Penerapan pendekatan STS dalam pembelajaran IPS untuk meningkatkan keterlibatan siswa. Jurnal Pendidikan Sosial dan Humaniora, 5(2), 150–158. https: //doi.org/10.23969/jpsh.v5i2.2657
  28. Russell III, W. B., & Waters, S. (2021). Essentials of elementary social studies. Routledge.
  29. Rustono, R. (2018). Tantangan pembelajaran sosial di sekolah dasar: Perspektif guru. Jurnal Pendidikan Sosial, 6(1), 12–19. https://doi.org/10.22219/jps.v6i1.7353
  30. Saidah, K., & Damariswara, R. (2024). Problems of Social Studies Learning at Elementary Education Level: What are the Recommended Solutions?. JURNAL PENDIDIKAN DASAR NUSANTARA, 10(1), 24-34. https://doi.org/10.29407/jpdn.v10i1.22487
  31. Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International journal of educational technology in higher education, 14(1), 25. https://doi.org/10.1186/s41239-017-0063-0
  32. Sholihah, N. (2025). Peningkatan keaktifan belajar IPS melalui model discovery learning di sekolah dasar. Jurnal Pendidikan Dasar dan Pendidikan Humaniora, 6(1), 45–52. https://doi.org/10.31294/jpdh.v6i1.4381
  33. Sulistyosari, Y., Sultan, H., Karwur, H. M., & Korompis, M. E. (2023). The Relevance of Social Studies Education in the Independent Curriculum to the Thoughts of Ki Hadjar Dewantara. Technium Soc. Sci. J., 49, 134.
  34. Sundari, F. S., Novita, L., & Herlina, E. (2023). Analysis of 21st century skills through thematic learning in elementary schools. Jurnal Pendidikan Dan Pengajaran Guru Sekolah Dasar (JPPGuseda), 6(1), 119-122.
  35. Suwartini, S. (2022). Upaya meningkatkan keaktifan dan hasil belajar IPS melalui Problem Based Learning di SD Negeri Kenokorejo 01. Jurnal Pendidikan dan Pembelajaran Dasar, 4(2), 89–97. https://doi.org/10.24114/jppd.v4i2.2095
  36. Utami, N. (2023). Penerapan pembelajaran tematik untuk meningkatkan aktivitas belajar siswa kelas V SD. Jurnal Pendidikan dan Pembelajaran, 10(1), 12–20. https://doi.org/10.31294/jpp.v10i1.22487
  37. Wahab, D. A. S., Ulya, N. M., & Susilawati, S. (2025). Aplikasi Prinsip Pembelajaran Tematik Penggalian Tema, Pengelolaan Pembelajaran, Evaluasi, dan Reaksi. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 9(2), 959-973. http://dx.doi.org/10.35931/am.v9i2.4253
  38. Wati, S. (2025). Persepsi siswa terhadap pelajaran IPS di sekolah dasar dengan pembelajaran konvensional. Jurnal Ilmiah Pendidikan Dasar, 3(1), 30–37. https://doi.org/10.56789/jipd.v3i1.1520
  39. Zajda, J. (2021). Constructivist learning theory and creating effective learning environments. In Globalisation and education reforms: Creating effective learning environments (pp. 35-50). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-71575-5_3
  40. Zengulaaru, J., & Nyamekye, E. (2023). Investigating students' preferred instructional methods for teaching social studies in a selected senior high school in afadzato south district, Ghana. Social Education Research, 15-32. https://doi.org/10.37256/ser.4120231491
  41. Zhang, C., Wang, P., Zeng, X., & Wang, X. (2025). A case study on developing students' problem-solving skills through interdisciplinary thematic learning. Frontiers in Psychology, 16, 1447089. https://doi.org/10.3389/fpsyg.2025.1447089

Copyright (c) 2025 Yosua Marasi Parningotan Siagian

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 4 5 6 7 8 9 10 11 12 13 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Contextual Elementary School Social Studies Student Activeness Thematic Learning