Implementing Social Studies Education to Boost Critical Thinking Skills in Upper Elementary Students

Abstract

Social Studies education plays an important role in helping students understand various social issues while also developing critical thinking skills. However, Social Studies learning still faces challenges, such as teacher-centered learning processes and a lack of student involvement in analyzing problems. This study aims to describe the implementation of Social Studies education in improving the critical thinking skills of upper elementary school students. The study uses a literature review method with a qualitative descriptive approach. Data was obtained from various journal articles relevant to Social Studies learning, critical thinking skills, and upper elementary school students. The data was analyzed through stages of identification, review, comparison, and conclusion based on previous research results. The review shows that the implementation of Social Studies education can support the development of critical thinking skills through active, contextual learning, and directly involve students. Activities like discussions, Q&A sessions, problem analysis, problem-solving, and using suitable teaching methods and media can help students understand information, analyze problems, give reasons, and draw conclusions. In this way, properly designed social studies lessons can become a way to develop critical thinking skills for upper elementary school students.