Inovasi Pembelajaran IPAS di SD

Abstract

This study aims to analyze innovations in Natural and Social Sciences (IPAS) learning in elementary schools through a synthesis of scientific studies discussing the implementation of constructivist theory, innovative learning, and the use of media and technology in instruction. The study employed a qualitative approach using library research. Data were obtained through documentary analysis of relevant scientific articles, books, and academic documents published during 2020–2025. Sources were selected using inclusion criteria based on topic relevance, publication quality, and full-text availability. Data were analyzed thematically through data reduction, category grouping, theme identification, interpretation, and conceptual synthesis. The findings revealed four main themes: (1) the implementation of constructivist theory as a foundation for student-centered IPAS learning; (2) the development of various learning innovations through Project Based Learning, Problem Based Learning, Inquiry Learning, and the use of the environment as a learning resource; (3) the increasing use of digital media and technology to support interactive and contextual learning; and (4) the contribution of learning innovation to scientific literacy, critical thinking, creativity, and student learning outcomes. The findings emphasize that the success of learning innovation is influenced by teachers’ pedagogical competence, school support, and the appropriate use of contextual resources. Theoretically, this study strengthens the relevance of constructivist theory in IPAS learning. Practically, it provides recommendations for teachers and policy makers to develop innovative, contextual, and student-centered learning. Further studies are recommended to combine literature reviews with field research to obtain more comprehensive empirical evidence.