MEMBANGUN KESADARAN SOSIAL SISWA MELALUI PENDIDIKAN IPS: 

STUDI KRITIS TENTANG PERAN DAN STRATEGI GURU KELAS VIII DI SMP 

NEGERI 1 SEI RAMPAH

BUILDING STUDENTS’ SOCIAL AWARENESS THROUGH SOCIAL STUDIES 

EDUCATION: A CRITICAL STUDY OF THE ROLES AND STRATEGIES OF 

GRADE VIII TEACHERS AT SMP NEGERI 1 SEI RAMPAH 

Penelitian ini bertujuan untuk mendeskripsikan peran guru IPS dalam membangun 

kesadaran sosial siswa serta menganalisis strategi pembelajaran yang digunakan guru kelas 

VIII di SMP Negeri 1 Sei Rampah. Penelitian ini juga mengkaji integrasi model TPACK 

(Technological Pedagogical and Content Knowledge) dalam pembelajaran IPS serta berbagai 

tantangan yang dihadapi guru dalam membentuk kesadaran sosial siswa di era Masyarakat 5.0. 

Fokus penelitian diarahkan pada pengembangan nilai empati, kepedulian sosial, toleransi,

tanggung jawab, dan kemampuan kerja sama siswa melalui proses pembelajaran IPS yang 

kontekstual dan partisipatif. Penelitian ini menggunakan pendekatan kualitatif dengan jenis 

penelitian studi kasus. Data diperoleh melalui observasi partisipatif, wawancara mendalam, 

dan dokumentasi. Informan penelitian terdiri atas guru IPS dan siswa kelas VIII SMP Negeri 

1 Sei Rampah. Teknik analisis data dilakukan melalui tahapan reduksi data, penyajian data, 

dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber, triangulasi 

teknik, serta pengecekan ulang hasil wawancara dan observasi di lapangan.

Hasil penelitian menunjukkan bahwa guru IPS memiliki peran penting sebagai 

fasilitator, motivator, pembimbing, dan teladan dalam membangun kesadaran sosial siswa. 

Guru tidak hanya menyampaikan materi pembelajaran, tetapi juga menanamkan nilai-nilai 

sosial melalui pembelajaran yang dialogis, reflektif, dan berbasis pengalaman sosial siswa. 

Strategi pembelajaran yang diterapkan meliputi diskusi kelompok, pembelajaran berbasis 

proyek, pembelajaran berbasis masalah, pembelajaran kontekstual, dan kolaborasi antarsiswa 

yang mendukung pengembangan keterampilan abad ke-21, terutama kemampuan berpikir 

kritis, komunikasi, kreativitas, dan kerja sama. Penelitian ini juga menemukan bahwa guru 

telah berupaya mengintegrasikan teknologi dalam pembelajaran melalui penggunaan media 

digital, video pembelajaran, dan platform pembelajaran daring sesuai dengan pendekatan TPACK. Penggunaan teknologi membantu meningkatkan partisipasi siswa dan membuat 

pembelajaran IPS lebih menarik serta relevan dengan kehidupan sosial siswa. Namun 

demikian, implementasi pembelajaran berbasis teknologi masih menghadapi beberapa kendala, 

seperti keterbatasan literasi digital siswa, perbedaan kemampuan belajar, pengelolaan kelas, 

dan kecenderungan penggunaan teknologi yang mengurangi interaksi sosial secara langsung.

Kesimpulan penelitian menunjukkan bahwa pembelajaran IPS memiliki peran strategis 

dalam membangun kesadaran sosial siswa apabila didukung oleh strategi pembelajaran yang 

inovatif, humanis, dan berbasis teknologi. Guru IPS perlu terus meningkatkan kompetensi 

pedagogik, sosial, dan teknologi agar mampu menciptakan pembelajaran yang tidak hanya 

berorientasi pada aspek kognitif, tetapi juga mampu membentuk karakter sosial siswa yang 

empatik, kritis, bertanggung jawab, dan siap menghadapi tantangan masyarakat abad ke-21 dan 

Masyarakat 5.0.

Kata kunci: kesadaran sosial, pembelajaran IPS, peran guru, strategi pembelajaran, TPACK, Masyarakat 5.0

This study aims to describe the role of Social Studies teachers in developing students’ 

social awareness and to analyze the learning strategies implemented by eighth-grade teachers 

at SMP Negeri 1 Sei Rampah. The study also examines the integration of the TPACK 

(Technological Pedagogical and Content Knowledge) model in Social Studies learning and 

identifies the challenges faced by teachers in fostering students’ social awareness in the era of 

Society 5.0. The research focuses on the development of empathy, social concern, tolerance, 

responsibility, and students’ collaborative skills through contextual and participatory Social 

Studies learning.This study employed a qualitative approach using a case study design. Data 

were collected through participatory observation, in-depth interviews, and documentation. The 

research participants consisted of Social Studies teachers and eighth-grade students at SMP 

Negeri 1 Sei Rampah. Data analysis was conducted through the stages of data reduction, data 

presentation, and conclusion drawing. Data validity was ensured through source triangulation, 

technique triangulation, and verification of interview and observation findings conducted in 

the field.

The findings revealed that Social Studies teachers play important roles as facilitators, 

motivators, mentors, and role models in developing students’ social awareness. Teachers not 

only deliver learning materials but also instill social values through dialogic, reflective, and 

experience-based learning activities. The learning strategies applied include group discussions, 

project-based learning, problem-based learning, contextual learning, and collaborative 

activities among students that support the development of 21st-century skills, particularly 

critical thinking, communication, creativity, and collaboration. The study also found that 

teachers have attempted to integrate technology into the learning process through the use of 

digital media, instructional videos, and online learning platforms in accordance with the TPACK approach. The use of technology helps increase students’ participation and makes 

Social Studies learning more engaging and relevant to students’ social lives. However, the 

implementation of technology-based learning still faces several challenges, such as limited 

students’ digital literacy, differences in students’ learning abilities, classroom management 

issues, and the tendency of technology use to reduce direct social interaction.

The conclusion of this study indicates that Social Studies learning plays a strategic role 

in developing students’ social awareness when supported by innovative, humanistic, and 

technology-based learning strategies. Social Studies teachers need to continuously improve 

their pedagogical, social, and technological competencies in order to create learning processes 

that are not only cognitively oriented but also capable of shaping students into empathetic, 

critical, responsible, and socially aware individuals who are prepared to face the challenges of 

the 21st century and Society 5.0.

Keywords: social awareness, Social Studies learning, teacher roles, learning strategies, TPACK, 

Society 5.0.