Implementasi Pembelajaran Ilmu Pengetahuan Sosial Berbasis Kearifan Lokal Di Sekolah Dasar - Gustiantri, Renata; Rahmadani, Vingkan Laraz; Melda, Melda; Adrista, Rifka; Putri, Indri Afri Muliani Putri; Effendi, Heri; Nursi, Mogastra Rachmana (Journal of Authentic Research, 2026)
Penelitian ini bertujuan menelaah secara sistematis bagaimana kearifan lokal diterapkan dalam pembelajaran IPS SD, bentuk media yang dimanfaatkan, dampaknya terhadap peserta didik, serta hambatan yang muncul dalam pelaksanaannya. Metode yang digunakan ialah Systematic Literature Review terhadap publikasi tahun 2019–2025 yang dipilih melalui proses penelusuran, seleksi, dan pengolahan tematik. Temuan penelitian menunjukkan bahwa penerapan kearifan lokal tercermin melalui pengembangan modul dan LKPD berorientasi budaya, pemanfaatan cerita, artefak, video lokal, serta penggunaan pembelajaran berbasis proyek dan kegiatan eksplorasi lapangan. Berbagai studi melaporkan peningkatan motivasi belajar, wawasan budaya, dan pembentukan karakter siswa, meskipun masih terdapat kendala seperti keterbatasan kompetensi guru dan kurangnya sumber belajar lokal yang terdokumentasi. Penelitian ini menegaskan bahwa integrasi kearifan lokal memberikan kontribusi nyata bagi pembelajaran IPS yang lebih bermakna dan berbasis nilai, sekaligus menawarkan sumbangan teoretis berupa pemetaan model penerapan dan rekomendasi praktis untuk pengembangan pembelajaran berlandaskan budaya di sekolah dasar. This study aims to systematically examine how local wisdom is implemented in elementary school social studies learning, the forms of learning media used, its impact on students, and the challenges encountered in its implementation. The method used is a Systematic Literature Review of publications from 2019–2025, selected through searching, screening, and thematic analysis. The findings show that the implementation of local wisdom is reflected in the development of culture-oriented modules and student worksheets, the use of stories, cultural artifacts, local videos, as well as project-based learning and field exploration activities. Various studies report improvements in learning motivation, cultural awareness, and students’ character development, although challenges remain, such as limited teacher competence and the lack of well-documented local learning resources. This study confirms that the integration of local wisdom makes a significant contribution to making social studies learning more meaningful and value-based, while also providing theoretical contributions in the form of mapping implementation models and practical recommendations for developing culture-based learning in elementary schools.