Integrasi Keterampilan Berpikir Sejarah Dalam Kurikulum Merdeka: Analisis Konseptual dan Implementasi di Sekolah Dasar
DOI:
https://doi.org/10.24246/j.js.2026.v16.i1.p31-41Keywords:
Historical thinking, Merdeka Curriculum, IPAS, Elementary education,, History learningAbstract
This study aims to analyze the integration of historical thinking skills in the Learning Outcomes of the Independent Curriculum and their implementation in Natural and Social Sciences (IPAS) learning in elementary schools. The study used a qualitative method with a content analysis approach to the IPAS Learning Outcomes (CP) documents for phases B and C, combined with in-depth interviews with one IPAS teacher. The results show that conceptually, the Learning Outcomes in the Independent Curriculum include elements of historical thinking, particularly understanding chronology, change and sustainability, and reflection on social and moral values. However, their implementation in learning is still partial and has not been systematically integrated. Learning modules, textbooks, and student worksheets tend to be oriented towards mastery of facts and linear narratives, while aspects of evidence-based historical reasoning, cause-and-effect analysis, and interpretation of historical context have not been optimally developed. Nevertheless, local project-based learning practices and family history interviews show potential in fostering students' temporal awareness and historical empathy. These findings confirm that the Independent Curriculum offers a strategic opportunity to strengthen historical thinking skills starting in elementary school but requires strengthening teachers' pedagogical capacity and developing more contextual and reflective learning tools.
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