Rekonstruksionisme dan Pedagogik Transformatif dalam Kurikulum Pendidikan Ilmu Pengetahuan Sosial di Indonesia

Surbayana Surbayana, Siska Nurazizah Lestari


Abstract


Social Studies education in Indonesia continues to experience tension between the transmission of knowledge and the imperative to cultivate critical, participatory, and socially responsible citizens. This study examines how reconstructionism can function as a curricular epistemology capable of addressing these challenges within the context of digital-era citizenship. Employing a philosophical-comparative approach combined with a genealogical analysis of Indonesian Social Studies curricula from the 1975 Curriculum to the Merdeka Curriculum (2022), the study investigates the philosophical continuity and transformation of reconstructionist ideas. The findings reveal three major gaps: the absence of an operational framework for classroom implementation, inconsistencies between reconstructionist curricular objectives and assessment practices, and the limited incorporation of contemporary learning theories into reconstructionist discourse. In response, this article proposes Stratified Reconstructionism, a multi-layered conceptual model integrating four traditions of Social Studies education—citizenship transmission, social sciences, reflective inquiry, and social criticism—within a transformative pedagogical cycle. Drawing upon Vygotsky’s Zone of Proximal Development and Ausubel’s meaningful learning theory, the model facilitates students’ progression from understanding social realities to critical reflection and civic action. The study argues that reconstructionism provides a coherent philosophical foundation for strengthening democratic citizenship, critical thinking, and social engagement in Indonesian Social Studies education.

Keywords


Curriculum philosophy; democratic citizenship; reconstructionism; social studies education; transformative pedagogy

Full Text:

PDF

References


Addina, N., & Hanif, Muh. (2025). Pendidikan dan Kekuasaan: Antara Pembebasan dan Dominasi Perspektif Michel Foucault, Pierre Bourdieu, dan Paulo Freire. Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia, 2, 196–210. https://doi.org/10.31004/FDSWM377

Asyhar, R. (2011). Kreatif Mengembangkan Media Pembelajaran. Gaung Persada Press.

Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. Springer Netherlands. https://doi.org/10.1007/978-94-015-9454-7

Az-Zahra, M. S., Alfarizi, V. D., Novianto, F. A., & Najili, M. H. (2024). Kesetaraan Gender dalam Pendidikan melalui Pendekatan Pedagogis Henry: Analisis dan Relevansi Konseptual. Equalita: Jurnal Studi Gender Dan Anak, 6(1), 73. https://doi.org/10.24235/equalita.v6i1.19564

Benton, T., & Craib, I. (2023). Philosophy of Social Science: The Philosophical Foundations of Social Thought. Bloomsbury Publishing.

Bhat, R. M. (2024). Concepts and Contexts: The Interplay of Philosophy and History in Understanding Human Society. European Journal of Learning on History and Social Sciences, 1(3), 6–11. https://doi.org/10.61796/ejlhss.v1i3.20

Bogotch, I. (2023). Educational Leadership Research Methods: A Social Reconstruction. In Handbook on Leadership in Education (pp. 394–409). Edward Elgar Publishing. https://doi.org/10.4337/9781800880429.00036

Budihartono, Usman, S., & Damopoli, M. (2025). Komersialisasi Pendidikan dalam Perspektif Pendidikan Islam. Orient: Journal of Islamic Studies & Culture, 1(2), 1–10. https://ejournal.kabarmoe.com/index.php/orient/article/view/43

Fauziah, S. A., Baiquni, A., Zulkarnaen, N., & Krismayanti, D. P. (2026). Dialektika Kebenaran dan Kebohongan: Rekonstruksi Metode Kisah Abu Hurairah dan Setan dalam Menanamkan Literasi Kritis Anak Usia Dini. Peshum : Jurnal Pendidikan, Sosial Dan Humaniora, 5(3), 6423–6439. https://doi.org/10.56799/PESHUM.V5I3.15907

Giroux, H. A. (2004). Cultural Studies, Public Pedagogy, and The Responsibility of Intellectuals. Communication and Critical/Cultural Studies, 1(1), 59–79. https://doi.org/10.1080/1479142042000180926

Habibi, M., Rahmawati, N., Aini, L. N., Rahma, M. A., Syafaah, D. N., Yunatasya, F. N., Fatimah, D. S., & Ulhaq, G. D. (2025). Paradigma Pendidikan Emansipatoris dalam Perspektif Pemikiran Jurgen Habermas. Indonesian Journal of Multidisciplinary Studies, 3(1). https://e-journal.epistemeacademia.org/index.php/IJMS/article/view/29

Hatibu, H. (2025). Ekoliterasi sebagai Kerangka Pedagogis dalam IPS SD: Analisis Kritis Literatur dan Implikasi untuk Praktik Mengajar”. Jurnal Inovasi Pedagogik Dan Teknologi, 3(3), 83–91. https://doi.org/10.70217/JIPTEK.V3I3.346

Hendra, H. (2025). Strategi Inovatif Pembelajaran IPS untuk Membangun Keterampilan Sosial Siswa di Sekolah Dasar. Jurnal Ilmiah Multidisiplin Mahasiswa Dan Akademisi , 1(2), 93–106. https://doi.org/10.64690/INTELEKTUAL.V1I2.196

Imama, M. L., Pribadi, P., & Herdiman, H. (2025). Pemikiran Pendidikan Kritis dari Barat ke Timur: Telaah Teoritis dan Praksis dalam Pendidikan Indonesia. Innovations in Multidisciplinary Education Journal, 2(2), 50–58. https://doi.org/10.61476/b1g4bn19

Indri, I. (2024). Social Reconstruction as an Effort to Restorate the Concept of Educational Management. Ulil Albab : Jurnal Ilmiah Multidisiplin, 3(12), 86–93. https://doi.org/10.56799/jim.v3i12.5984

Kuorikoski, J., & Marchionni, C. (2023). Evidential Variety and Mixed-Methods Research in Social Science. Philosophy of Science, 90(5), 1449–1458. https://doi.org/10.1017/psa.2023.34

Martinelle, R., Martell, C. C., & Chalmers-Curren, J. P. (2024). Teaching for Transformative Citizenship: A Study of Preservice Social Studies Teachers’ Developing Beliefs and Practices. Education, Citizenship and Social Justice, 19(1), 77–94. https://doi.org/10.1177/17461979221115796

Maryati, T., Sihabudin, Rusmalawati, E., & Sadat, F. A. (2025). Konsep Pendidikan Humanis Paulo Freire dalam Persfektif Pendidikan Islam. Jurnal Pendidikan Dan Keguruan, 3(9), 1204–1218. https://jutepe-joln.net/index.php/JURPERU/article/view/942

Melinda, C., & Supriatna, N. (2024). Pedagogi Feminis dalam Pembelajaran IPS. Journal Education Innovation (JEI), 2(3), 320–327. https://doi.org/10.65474/p5mc7544

Natow, R. S. (2020). The Use of Triangulation in Qualitative Studies Employing Elite Interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077

Norvaizi, I., Anggita, L., & Sulistri. (2025). Pendidikan Pembebasan Perspektif Paulo Freire. Abdurrauf Journal of Education and Islamic Studies, 1(3), 141–150. https://doi.org/10.70742/ARJEIS.V1I3.225

Nugraha, A. E., Wibowo, D., & Hendrawan, B. (2024). Paulo Freire’s Critical Pedagogy Analysis of Educational Transformation. MSJ : Majority Science Journal, 2(2), 220–228. https://doi.org/10.61942/msj.v2i2.157

Nugroho, L. A. (2020). Reconstructionism Philosophy Perspective in Developing Curriculum. Historika: Journal of History Education Research, 23(1), 119–130. https://doi.org/10.20961/HISTORIKA.V23I1.41245

Nurhayati, Sariah, Ambriyani, N., & Nugraha, D. (2025). Konsep Manusia dan Pendidikan : Refleksi Filosofis dalam Konteks Pendidikan IPS. Journal Education, Sociology and Law, 1(1), 713–726. https://publisherqu.com/index.php/edusola/article/view/2297

Pratiwi, S. I. (2025). Transformasi Strategi Pembelajaran IPS Era Digital dalam Menumbuhkan Jiwa Kewirausahaan Sosial Siswa. Jurnal Penggerak Pendidikan Dan Pembelajaran, 3(1), 1–10. https://jp3bpmpkalsel.kemendikdasmen.go.id/index.php/jp3/article/view/19

Priyono, F. L. (2026). Komunikasi Dialogis Sebagai Upaya Penyadaran Kritis dalam Rangka Transformasi Pendidikan Modern. Jurnal Komunikasi Dialogis, 2(1), 47–59. https://doi.org/10.47970/jkd.v2i1.1043

Putra, E. S. I. (2021). Pendidikan IPS di Era Globalisasi : Sebuah Pendekatan Kurikulum Pembelajaran. Edukasi: Jurnal Pendidikan Dan Pembelajaran, 9(1), 15–31. https://doi.org/10.32520/judek.v9i1.1541

Rahmani, E. Y., Ramadhani, H. P. C., & Bakar, M. Y. A. (2025). Progresivisme dan Rekonstruksionisme sebagai Paradigma Pendidikan untuk Transformasi Individu dan Masyarakat. Jurnal Ilmiah Penelitian Mahasiswa, 3(6), 751–769. https://doi.org/10.61722/JIPM.V3I6.1744

Ramadhani, N. S., Widiawan, A., Arfriani, M., Chan, F., & Noviyanti, S. (2024). Pengembangan Kurikulum dan Pengorganisasian Pengalaman Belajar IPS Siswa Sekolah Dasar. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(1), 57–63. https://doi.org/10.54371/ainj.v5i1.329

Richter, S., Giroux, M., Piven, I., Sima, H., & Dodd, P. (2025). A Constructivist Approach to Integrating AI in Marketing Education: Bridging Theory and Practice. Journal of Marketing Education, 47(2), 94–111. https://doi.org/10.1177/02734753241288876

Riyani, M. R. (2015). Pendidikan IPS Sebagai Katalisator dalam Transformasi Pendidikan di Indonesia (Penerapan Paradigma sosialis pada IPS sebagai counter attack terhadap Kecenderungan Paradigma Materialisme). Seneubok Lada: Jurnal Ilmu-Ilmu Sejarah, Sosial, Budaya Dan Pendidikan, 2(2), 1–15. https://ejurnalunsam.id/index.php/jsnbl/article/view/564

Rustiyani, A., & Mardiana, U. (2025). Relevansi Pedagogis Kurikulum Merdeka terhadap Pengembangan Pendidikan Ilmu Sosial di Indonesia. Journal of Educational Research and Learning Analytics, 1(2), 94–111. https://doi.org/10.65101/jerlra.v1i2.157

Safitri, D., Antania, D., Oktovia, D., Sari, P. A., Amalia, R., & Salsabila, S. (2024). Prinsip dan Tujuan Pembelajaran IPS Membangun Warga Negara Berpengetahuan Luas dan Berpikir Kritis. Cognoscere: Jurnal Komunikasi Dan Media Pendidikan, 2(1), 53–59. https://doi.org/10.61292/cognoscere.90

Shidqiyyah, M., & Syihabuddin, M. A. (2026). Progressivism and Reconstructionism in the Philosophy of Education: A Critical Review from the Perspective of Islamic Education. Aslim: Journal of Education and Islamic Studies, 3(1), 1–10. https://doi.org/10.63738/ASLIM.V3I1.98

Sikandar, A. (2015). John Dewey and His Philosophy of Education. Journal of Education and Educational Development, 2(2), 1–10. https://journals.iobm.edu.pk/index.php/joeed/article/view/214

Silam, M. M. M., Ihsan, M., Riani, N., Nabila, S., & Ilmiyah, S. (2026). Rekonseptualisasi Pendidikan Dasar untuk Keberlanjutan Sosial: Integrasi Pengetahuan Indigenous dan Kearifan Lokal dalam Kerangka Pembelajaran Transformatif di Kalimantan. Jurnal Humaniora Dan Sosial Sains, 3(1), 1–12. https://humaniorasains.id/jhss/article/view/183

Spinney, O. T. (2023). Religious Conversion, Philosophy, and Social Science. International Journal for Philosophy of Religion, 94(2), 139–149. https://doi.org/10.1007/s11153-023-09873-2

Sutrisno, G. A., Marati, S. N., & Sari, H. P. (2024). Pemikiran Filsafat Pendidikan Rekonstruksionisme: Implikasi terhadap Pendidikan Karakter dan Pendidikan Moral. Jurnal Budi Pekerti Agama Islam, 3(1), 132–143. https://doi.org/10.61132/jbpai.v3i1.870

Syahputra, M. A. D. (2020). Peranan Pendidikan IPS dalam Pencegahan Konflik Melalui Pendidikan Perdamaian. Jurnal Pendidikan IPS Indonesia, 4(1), 33–41. https://doi.org/10.23887/pips.v4i1.3036

Thorburn, M. (2020). Embodied Experiences: Critical Insights from Dewey for Contemporary Education. Educational Research, 62(1), 35–45. https://doi.org/10.1080/00131881.2019.1711437

Wulandari, W., & Fauziati, E. (2022). Merdeka Belajar dalam Perspektif Pendidikan yang Membebaskan Paulo Freire. Journal of Syntax Literate, 7(3), 2036.

Yustikarini, R. (2023). Discrepancy Evaluation of Social Reconstruction-Based Curriculum Implementation at Sekolah Rimba Indonesia. Curricula: Journal of Curriculum Development, 2(2), 213–232. https://doi.org/10.17509/curricula.v2i2.58981




DOI: https://doi.org/10.30743/mkd.v10i1.13612

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Surbayana Surbayana

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

MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-Ilmu Sosial

Program Studi Pendidikan Sejarah, FKIP, Universitas Islam Sumatera Utara, Medan
Sumatera Utara, Indonesia

This works is licensed under CC BY 4.0