Strategi Pembelajaran IPS Responsif Gender untuk Mendorong Inklusi Sosial di Sekolah Dasar

Abstract

Social Studies (Ilmu Pengetahuan Sosial/IPS) learning at the elementary school level plays a crucial role in developing students’ social awareness, sense of justice, and capacity to live harmoniously in diverse societies. However, instructional practices in elementary Social Studies classrooms often lack sensitivity to gender equality issues, which limits their contribution to promoting social inclusion. This study aims to systematically examine gender-responsive Social Studies learning strategies that can foster social inclusion in elementary education. This study employed a Systematic Literature Review by analyzing 25 national and international peer-reviewed journal articles published between 2020 and 2024. Data were collected from Google Scholar, ERIC, Scopus, and nationally accredited journals indexed in SINTA. The selected studies were analyzed using thematic analysis to identify key concepts, pedagogical principles, instructional strategies, and their implications for gender equality and social inclusion. The findings reveal that gender-responsive Social Studies instruction contributes significantly to more equitable, participatory, and inclusive classroom environments. Effective strategies include heterogeneous cooperative learning, problem-based learning grounded in social issues, reflective discussions, role-play activities, and the integration of gender-sensitive digital literacy. These approaches enhance equal student participation, strengthen social empathy, and reduce gender bias in classroom interactions. Overall, the study highlights gender responsiveness as a critical pedagogical foundation for promoting social inclusion in elementary schools and provides theoretical and practical insights for inclusive and gender-equitable Social Studies education