Jurnal Humanitas

Katalisator Perubahan dan Inovator Pendidikan

ISSN Print (2407-4411), ISSN Online (2502-406X)

The Use of Technology in Curriculum Development and Social

Studies Learning Design in Elementary Schools: A Critical Analysis
and Literature Review

Mustakim,1 Muhamad Ajwar,2 I Wayan Kertih,3 I Wayan Lasmawan3*

1,3
Universitas Pendidikan Ganesha, Indonesia
1
Universitas Pendidikan Mandalika, Indonesia
2
STKIP Taman Siswa Bima, Indonesia
Email: [email protected], [email protected],
[email protected], [email protected]
*
Correspondence: [email protected]

Article History: Received: 12-07-2024, Revised: 04-09-2024, Accepted: 05-09-2024, Published: 06-09-2024

Abstract
This study aims to critically analyze the use of technology in curriculum development and
instructional design for Social Studies (IPS) as well as Natural and Social Sciences (IPAS)
in elementary schools. The method used is a literature review with a Systematic Literature
Review (SLR) approach. The SLR process involves a literature search from academic
databases, followed by a review of abstracts and full texts. Content analysis was employed
to identify and categorize findings, while triangulation techniques were used to validate the
results by comparing various sources. The study's findings indicate that technology has
been integrated into the curriculum development and instructional design of IPS and IPAS
in various forms, including digital platforms, interactive multimedia, online resources, and
collaborative tools. This use of technology has proven effective in increasing student
engagement, expanding access to learning resources, enhancing students' understanding of
complex concepts, and enabling more personalized learning experiences. However,
challenges in implementing technology in elementary schools remain, including
infrastructure limitations, the digital divide among students, the lack of teacher skills and
knowledge, as well as time and curriculum constraints. To address these challenges, the
study recommends several solutions, such as intensive teacher training, improved
infrastructure and technology access, and sustained support from the government and
community. Continuous training can enhance teachers' skills in utilizing technology,
ultimately strengthening the quality of the IPS curriculum. The study emphasizes the
importance of responsive, evidence-based strategies to support the integration of
technology in elementary schools.
Keywords:
curriculum development; instructional design; technology

Abstrak
Studi ini bertujuan untuk menganalisis secara kritis penggunaan teknologi dalam
pengembangan kurikulum dan desain pembelajaran Ilmu Pengetahuan Sosial (IPS) serta
Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Metode yang digunakan
adalah tinjauan pustaka dengan pendekatan Sistematik Literatur Review (SLR). Proses
SLR melibatkan pencarian literatur dari basis data akademik, diikuti oleh peninjauan
abstrak dan teks lengkap. Analisis konten digunakan untuk mengidentifikasi dan
mengategorikan temuan, sementara teknik triangulasi dilakukan untuk memvalidasi hasil

DOI: https://doi.org/10.29408/jhm.v10i3.26986 https://e-journal.hamzanwadi.ac.id/index.php/jhm

Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 490 of 504

dengan membandingkan berbagai sumber. Hasil penelitian menunjukkan bahwa teknologi

telah diterapkan dalam pengembangan kurikulum dan desain pembelajaran IPS atau IPAS,
dengan berbagai bentuk penggunaan seperti platform digital, multimedia interaktif, sumber
daya online, serta alat kolaborasi. Penggunaan teknologi ini terbukti efektif dalam
meningkatkan keterlibatan siswa, memperluas akses ke sumber belajar, memperdalam
pemahaman siswa terhadap konsep yang kompleks, serta memungkinkan pembelajaran
yang lebih dipersonalisasi. Meskipun demikian, tantangan dalam penerapan teknologi di
sekolah dasar masih ada, termasuk keterbatasan infrastruktur, kesenjangan digital di antara
siswa, kurangnya keterampilan dan pengetahuan guru, serta waktu dan kurikulum yang
terbatas. Untuk mengatasi tantangan tersebut, studi ini merekomendasikan beberapa solusi
seperti pelatihan intensif bagi guru, peningkatan infrastruktur dan akses teknologi, serta
dukungan berkelanjutan dari pemerintah dan masyarakat. Dengan pelatihan berkelanjutan,
keterampilan guru dalam menggunakan teknologi dapat ditingkatkan, yang pada akhirnya
akan memperkuat kualitas kurikulum IPS. Studi ini menekankan pentingnya strategi yang
responsif dan berbasis bukti dalam mendukung integrasi teknologi di sekolah dasar.
Kata Kunci:
desain pembelajaran; pengembangan kurikulum; teknologi

This work is licensed under a Creative Commons Attribution 4.0

International License.

Introduction
Curriculum development is a process of designing and developing a learning
plan that includes objectives, content, teaching methods, and assessments to
achieve the desired competency outcomes. The main goal of curriculum
development is to provide students with relevant, comprehensive, and effective
education. This process involves understanding the needs and characteristics of
students, advancements in science and technology, and the demands of society and
the workforce. A curriculum must reflect the values, culture, and interests of the
community where the school is located. More than just a document, the curriculum
also serves as a tool and guide for educators in achieving national education goals.
It includes the objectives to be achieved, the materials to be taught during the
learning process, and the programs and learning activities that must be carried out
to achieve educational goals (Shofiyah, 2018; Firdaus, R. & Permana, 2024).
According to Sani (2015), the curriculum consists of adjustment functions,
integration functions, differentiation functions, preparation functions, selection
functions, and diagnostic functions.
Learning design, on the other hand, is the process of creating effective and
engaging learning experiences for students. Designing learning involves selecting
appropriate teaching methods, learning materials, aids, and assessments that align
with learning objectives. The primary goal of learning design is to facilitate students'
understanding and mastery of the learning material. Learning design can involve
active, collaborative, and problem-based learning approaches. This aims to provide
meaningful and relevant learning experiences for students, enabling them to
develop desired skills, knowledge, and attitudes (Roseno et al., 2024). Designing
learning is undoubtedly an important task for teachers in conceptualizing the type
of classroom they wish to create (Madhakomala et al., 2022; Fathimah et al., 2024).
The learning design must align with the recommended and current curriculum, one

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 491 of 503

of which is the latest curriculum, the Kurikulum Merdeka (Hasim, 2020; Inayati,
2022; Rahayu et al., 2022; Fathimah et al., 2024).
The development of Social Studies (IPS) learning in elementary schools needs
continuous improvement to achieve results that align with the learning plans
(Silvina Novianti et al., 2023). From the study of the development of the IPS
curriculum for elementary schools from 1964 to the present, it is evident that the
foundation of Social Studies in Indonesia has not been entirely developed within
the context of citizenship education, with a primary orientation on the development
of basic civic competencies. Instead, it has also been developed within the context
of social education, focusing on the development of basic social competencies.
Initially, from 1964 to 1968, the development of IPS competencies was integrated
with civic competencies. In 1964, IPS in elementary schools was called Citizenship
Education, oriented towards developing "socio-cultural" and "moral" competencies
of citizenship, which aimed at enabling students to become capable, democratic,
and responsible individuals. In 1968, IPS in elementary schools was renamed
Society Knowledge, still oriented towards the development of competencies in the
"socio-cultural" and "moral" dimensions of citizenship (Saadah Ramadhani et al.,
2024)
Social Studies education is a part of the school curriculum aimed at helping
students mature and develop knowledge, skills, attitudes, and values to participate
in society, the nation, and the world. In the Merdeka curriculum, which includes
the integrated subject of IPAS (Science and Social Studies), it is explained that as a
country rich in culture and local wisdom, Indonesia aims to leverage this subject to
explore the wealth of local wisdom related to IPAS and its application in problem-
solving. The main focus of this subject is not only on the amount of material
students understand but also on their competency to utilize existing knowledge.
Susanto (2016: 145) argues that the primary goal of Social Studies is to develop
students' potential so they can be concerned about social issues in their community,
foster a positive mental attitude to address various inequalities, and become
proficient in solving problems related to themselves and their surrounding society.
Success in improving the quality of education depends on the quality of
educators, so any curriculum policy needs to be aligned with the competence of
quality teachers. To be a quality teacher, especially one who can adapt to changes
brought by new curriculum policies, a teacher must possess knowledge, abilities,
skills, and confidence (Monalisa & Ade Irfan, 2023). One of the pedagogical
competency standards for elementary school teachers, based on the Ministry of
National Education Regulation No. 16 of 2007 dated May 4, 2007, concerning
academic qualification standards and teacher competencies, is the utilization of
information and communication technology (ICT) in teaching. The benefits of ICT
in education, following its development, include enhancing and optimizing
teachers' effectiveness in the teaching and learning process to achieve educational
goals (Santoso et al., 2023).
The main problem faced by teachers in teaching and learning activities is the
lack of mastery of technology. Therefore, it is necessary to implement mentoring
and training programs to improve teachers' abilities to use technology in support of
online learning activities. The use of technology in teaching functions to facilitate
students' understanding and mastery of learning concepts and can increase their
motivation because the materials presented attract students' attention (Anggraeny et

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 492 of 504

al., 2020; Rajagukguk et al., 2022). According to the Ministry of Education and
Culture Regulation No. 32 of 2013, Article 2, Paragraph 1, on standards for
educators and education personnel, every teacher must be able to utilize
information and communication technology in terms of professional and
pedagogical competence
Based on these statements, it can be concluded that an effective curriculum
and innovative instructional design are key factors in achieving educational goals.
The curriculum must be able to adapt to the times and the needs of students, while
instructional design must be crafted in such a way that it motivates students to learn
independently and critically. In this context, technology can serve as a tool to help
teachers create dynamic curricula and interactive instructional designs. However,
the implementation of technology in education does not always go smoothly.
Various challenges need to be addressed, such as infrastructure readiness, teachers'
competence in using technology, and students' diverse access to technological
devices. Therefore, it is important to conduct a critical analysis of the use of
technology in developing the curriculum and instructional design for social studies
in elementary schools (Radeswandri et al., 2022).
Several previous studies related to this research include the study conducted
by Roseno, et al. (2024) on curriculum development and learning design at SDN
Grogol I Cilegon. The analysis of this study shows that curriculum development in
elementary schools involves several stages, including identifying student needs,
determining learning objectives, selecting learning content, and organizing a
structured lesson plan. The curriculum in elementary schools must also cover
various aspects, including core subjects such as language, mathematics, science,
social studies, as well as additional subjects like arts and physical education.
Meanwhile, learning design in elementary schools should consider student
characteristics, learning styles, and the learning environment that allows students to
be active, creative, and think critically. Effective learning design should also involve
the use of educational technology, collaborative learning methods, and assessments
that align with learning objectives.
Additionally, Ruwaida (2022) researched the utilization of educational media
technology at State Elementary School 023896 Binjai Timur. This study aimed to
determine the extent to which technology supports the teaching and learning
process in primary education. The method used includes direct observation,
interviews with teachers at the elementary school, and surveys conducted via
Google Forms to students. Commonly used applications include WhatsApp,
Google Classroom, Zoom, Google Meet, Skype, YouTube Live, Gmail, LMS, and
Edmodo. From the survey results, it was found that WhatsApp, Zoom, and Google
Classroom are the most frequently used. A significant competency gap identified
among teachers is their ability to manage learning content in video format to be
uploaded to YouTube, and their knowledge of web/blog management to support
broader sharing of educational information.
Another study was conducted by Adisel, et al. (2021) on the learning design
strategies for social studies (IPS) within the 2013 curriculum. The results of this
study indicate that learning design strategies play a crucial role in the teaching and
learning process. The conclusion drawn is that the type of curriculum is critical in
determining the success of teaching and learning activities. The analysis revealed

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 493 of 503

that the use of the 2013 curriculum significantly influences the creation of new,
more useful, and easier-to-understand learning design strategies for the future.
Previous research on curriculum development and learning design in
elementary schools has discussed various aspects of technology in education but
lacks an in-depth analysis of the specific use of technology in the context of social
studies (IPS). This study introduces a new approach by strategically integrating
technology into curriculum development and social studies learning design through
a case study. The critical analysis also offers new insights into how technology can
be effectively utilized to support more optimal learning that aligns with student
needs in the digital era. The novelty of this research lies in its holistic approach and
critical analysis of the role of technology in the social studies curriculum at the
elementary school level.
This research aims to explore how technology is used in the development of
curriculum and instructional design for social studies or natural and social studies
in elementary schools. Through critical analysis, and literature review this research
identified best practices, challenges faced, and possible solutions to optimize the use
of technology in the context of elementary education. By understanding the use of
technology in this context, it is hoped that deeper insights can be gained into ways
to improve the quality of social studies education in elementary schools.
Additionally, the urgency of this research lies in the need to understand and
optimize the role of technology in curriculum development and learning design,
particularly in social studies at the elementary school level. In the digital era,
technology has great potential to enhance learning effectiveness and tailor teaching
methods to the increasingly complex needs of students. This research is important
for exploring how technology can be strategically integrated into the curriculum,
ensuring that social studies education in elementary schools becomes more
relevant, engaging, and effective.

Methods
The research employed a Literature Review method with a Systematic
Literature Review (SLR) design. This methodology was chosen because it enabled
the researcher to systematically identify, evaluate, and synthesize relevant literature
related to the research topic, which was the use of technology in curriculum
development and social studies learning design in elementary education. Through
the SLR approach, the researcher was able to conduct a deep analysis of existing
studies, identify key themes and trends, and pinpoint research gaps that still exist in
the literature, ensuring a comprehensive understanding of the topic. To conduct the
SLR, a broad literature search was performed using academic databases such as
Google Scholar, JSTOR, Scopus, and ProQuest, focusing on studies published in
the last five years to maintain the relevance and currency of the information.
Keywords like "technology in curriculum development," "social studies learning
design," "elementary education," and "educational technology" were employed.
The data collection process involved reviewing abstracts and full texts to extract
information related to the research objectives, such as study type, methodologies,
and main findings. Clear inclusion and exclusion criteria ensured that only relevant
studies were selected. Content analysis was used to categorize findings, while
triangulation techniques validated these findings by comparing results from

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 494 of 504

different sources, thus providing a reliable analysis of technology's role in

enhancing elementary education.

Result and Discussion

The Use of Technology in the Development of Social Studies Curriculum
Based on the Decision of the Head of the Agency for Education Standards,
Curriculum, and Assessment of the Ministry of Education, Culture, Research, and
Technology, (2022), regarding Learning Outcomes in Early Childhood Education,
Basic Education, and Secondary Education in the Merdeka Curriculum, the
objectives of the IPAS (Natural and Social Sciences) subjects, which include social
studies content, are outlined as follows: a) To develop interest and curiosity,
prompting students to explore phenomena around humans, understand the universe
and its relationship to human life; b) To actively participate in preserving,
maintaining, and conserving nature, managing natural resources, and the
environment wisely in simple ways; c) To develop inquiry skills to identify,
formulate, and solve problems through simple real actions; d) To understand who
they are, comprehend how the social environment works, and appreciate how
human life and society change over time; e) To understand the concept of being a
member of a community group, thereby contributing to solving problems related to
themselves and their environment; and f) To develop knowledge and understanding
of concepts within IPAS and apply them in daily life.
Curriculum development is a crucial process in education aimed at ensuring
the relevance and effectiveness of learning in accordance with the evolving times. In
the context of Social Science (IPS) and Natural and Social Science (IPAS) subjects,
there are significant differences in terms of themes/topics, learning materials,
methods, models, approaches, and strategies used.
IPS generally focuses on social and humanities studies, including history,
geography, sociology, and economics. The approach used in IPS is more
qualitative, emphasizing an understanding of social dynamics, human interactions,
and societal structures (Purwanti, 2021). In contrast, IPAS encompasses a more
interdisciplinary approach, integrating aspects of natural sciences such as physics,
chemistry, and biology with social sciences to provide a more holistic
understanding of environmental and social issues (Setyawan & Rahayu, 2020).
The learning methods in IPS often utilize narrative and case study approaches
that allow students to explore historical events and social phenomena through
critical analysis and discussion (Susanto et al., 2022). Meanwhile, IPAS tends to
use experimental methods and direct observation, engaging students actively in the
learning process through scientific experiments and research-based projects
(Rahmawati & Wulandari, 2023). Project-based and inquiry-based learning models
are also more frequently applied in IPAS to foster critical thinking and problem-
solving skills (Fauziah et al., 2023).
A contextual approach is more dominant in IPS, where students are
encouraged to relate knowledge to real-life situations in their daily lives (Wardani,
2021). On the other hand, IPAS adopts the STEM (Science, Technology,
Engineering, and Mathematics) approach to help students understand the
interaction between humans, technology, and the environment comprehensively
(Hidayat & Syamsuddin, 2022). Active and collaborative learning strategies such as

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 495 of 503

group discussions, debates, and role-playing are commonly used in both subjects,
although IPAS places a greater emphasis on solving real-world problems.
The differences in curriculum approaches reflect the need to equip students
with skills relevant to current and future challenges. In IPS, the focus on social
competencies and understanding cultural diversity is essential for building
responsible and tolerant citizens. Meanwhile, IPAS, with its integrative approach,
aims to prepare students to face complex global issues, such as climate change and
environmental sustainability.
Social Studies (IPS) education has long been developed and implemented in
the curriculum in Indonesia, especially at the elementary education level. This
education undeniably has brought some results, although not yet optimal.
Generally, the mastery of social or civic knowledge among elementary school
graduates is relatively adequate, but the application of values, social skills, and
social participation has not been satisfactory. These weaknesses are certainly related
to many factors, particularly the education or learning process, curriculum,
management and implementation, and other influencing factors (Anggraeni, 2020).
Social Studies learning in elementary schools serves as an effective medium to help
students understand the world around them more broadly and deeply. At the
elementary school level, Social Studies (Ilmu Pengetahuan Sosial or IPS) plays a
crucial role in helping students understand various aspects of social and cultural life
around them. Through this subject, students are encouraged to recognize social and
cultural differences, understand the values contained within them, and learn to
appreciate diversity as a wealth (Rahmawati et al., 2024). Social Studies education
in elementary schools is a field of study that explores humans in all aspects of life
and their interactions within society. The purpose of teaching Social Studies about
human society is conducted systematically. Thus, the role of Social Studies is very
important in educating students to develop knowledge, attitudes, and skills so they
can actively participate in their future lives as good members of society and citizens
(Aulia & Wandini, 2023)
Teachers always encourage their students to explore as many sources as
possible, which can be accessed through information technology or textbooks.
Teachers are required to stay updated in delivering learning materials and creating
an enjoyable learning atmosphere. Efforts that can be made include optimizing the
quality of learning to enhance the quality of education (Hikmawati & Kunci, 2019).
In the context of developing the Social Studies (IPS) curriculum in elementary
schools, educational technology advancements provide new tools and methods to
address various challenges in education. For example, technology can help
overcome limitations in accessing traditional learning resources, providing broader
and more varied resources that can be accessed by students and teachers anytime,
anywhere. The use of technology in developing the IPS curriculum allows teachers
to deliver materials more effectively and efficiently. For instance, through Learning
Management Systems (LMS), teachers can upload lesson materials, videos, and
assignments that students can access online. This not only facilitates access to
information but also enables students to learn at their own pace, review difficult
material, and participate in online discussions.
Educational technology offers active and efficient solutions to enhance the
quality of IPS learning in elementary schools. This technology features multimedia
interactivity that makes learning more lively and engaging. Through animations,

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 496 of 504

videos, and simulations, complex concepts in IPS can be explained in ways that are
easier for students to understand. Students' enthusiasm for using technology in
learning can also enhance their motivation to learn. E-learning or electronic
learning brings significant changes in teaching and learning methods. In developing
the IPS curriculum in elementary schools, e-learning enables a more flexible and
personalized learning approach. Teachers can use various digital tools to design
learning activities that cater to individual student needs, enriching their learning
experience with unlimited resources.
Digital technology has a positive impact on three main aspects of learning:
accessibility, flexibility, and effectiveness. In the context of developing the IPS
curriculum in elementary schools, digital technology expands students' access to
quality learning materials, unrestricted by time and place. Technological flexibility
allows students to learn in ways and at times that best suit them. Furthermore,
learning effectiveness improves because technology enables more interactive and
engaging delivery of content, as well as providing tools to monitor and evaluate
student learning progress more accurately.
Using technology in developing the IPS curriculum, elementary schools can
create a more dynamic, interactive, and student-centered learning environment,
thereby enhancing the overall quality of education. As stated by (Dian Perayanti
Sinaga et al., 2022). educational technology advancements are crucial in addressing
educational challenges. Educational technology facilitates access to information
and delivery of materials, making learning activities easier for learners. With its
distinctive characteristics and enthusiasm, educational technology is an active and
efficient solution that can support the learning process in schools today. The
utilization of digital technology in education, also known as e-learning or electronic
learning, has transformed how we teach and learn. Digital technology has
significantly improved accessibility, flexibility, and effectiveness in learning (Tan,
2019). Therefore, technology serves as a tool for the learning process, both for
seeking information and for assisting in learning activities (Dewi et al., 2022).
This study found that the use of technology in the development of social
studies (IPS) curriculum has significant potential to improve the quality of the
curriculum in elementary schools. In line with the objectives of IPAS in the
Merdeka Curriculum, the integration of technology not only enables students to
understand social and natural phenomena more deeply, but also enhances critical
thinking and problem-solving skills. By using technology, teachers can create more
engaging and dynamic learning experiences, leading to increased student interest
and participation in the learning process. Additionally, technology allows for more
personalized and flexible learning, providing students with access to a broader and
more diverse range of learning resources, as well as enabling self-paced learning
tailored to individual needs. Through platforms like Learning Management
Systems (LMS), teachers can provide lesson materials, videos, and assignments
online, facilitating information access and allowing students to learn at their own
pace. Moreover, the use of multimedia, such as animations and simulations,
simplifies the explanation of complex concepts and makes learning more
interactive. Therefore, the application of technology in the development of the
social studies curriculum in elementary schools is a crucial step toward more
effective education that is relevant to current developments, and prepares students
to face future challenges.

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 497 of 503

Effectiveness of Technology in Improving Curriculum Quality

Learning is an activity conducted under the guidance of a teacher and carried
out systematically to achieve specific goals in that activity, and case studies must be
conducted as effectively as possible. In carrying out this process, the planning used
in learning begins not only with the preparation of lesson plans (RPP), but is a
systematic learning process starting from identifying requirements to testing the
effectiveness of the design in a successfully developed learning system. In its
development, this learning process is often referred to as Learning System Design in
the Curriculum Context (Mulyasa, 2013). The benefits of digital technology itself
include facilitating information retrieval, easing communication, stimulating
creativity, and simplifying the learning process (Ministry of Education and Culture,
2018). The Digital Era has proven to be very beneficial in facilitating tasks and
work of any kind. The Digital Era has brought various positive changes, if used
wisely (Darwanto et al., 2022).
The integration of digital tools into curriculum design has demonstrated
significant potential in enhancing educational outcomes by making learning more
interactive and engaging (Smith & Johnson, 2022). This technological
implementation not only supports differentiated instruction but also fosters a more
personalized learning experience, which is essential for meeting the diverse needs of
students (Kim & Lee, 2023). Moreover, the use of Learning Management Systems
(LMS) has streamlined curriculum delivery and improved access to educational
resources, thereby further enhancing the overall quality of education (Garcia &
Ramirez, 2021). Together, these advancements underscore the vital role of
technology in modernizing education and ensuring that it meets the evolving needs
of learners.
From the statements above can be concluded that the learning is a structured
activity guided by teachers to achieve specific educational goals, and it requires
systematic planning and implementation, starting from identifying needs to testing
the effectiveness of the learning design. The concept of Learning System Design
within the curriculum context highlights this approach. The integration of digital
technology into this process offers numerous benefits, including facilitating
information retrieval, enhancing communication, stimulating creativity, and
simplifying the overall learning process. In the Digital Era, these technological
advancements have brought positive changes, making learning more interactive and
engaging, supporting differentiated instruction, and enabling personalized learning
experiences to better meet diverse student needs. Tools like Learning Management
Systems (LMS) have further streamlined curriculum delivery and improved access
to resources, thus enhancing the overall quality of education. These developments
emphasize the critical role of technology in modernizing education to adapt to the
evolving needs of learners.
The research results indicate that the use of technology in developing IPS
curriculum has several significant positive impacts, including: a) Enhancing Student
Engagement: Technology helps make learning more engaging and interactive,
thereby increasing student engagement in the learning process. Students are more
motivated to learn when they can use engaging and relevant technological tools; b)
Expanding Access to Learning Resources: With technology, students can access
learning resources from various locations and at any time. This enriches their

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 498 of 504

learning experience and allows them to learn independently outside of school

hours; c) Improving Conceptual Understanding: The use of interactive multimedia
and simulations helps students better understand complex IPS concepts.
Visualizations provided by technology help clarify abstract and difficult-to-
understand material; and d) Flexibility and Personalization: Technology enables a
more flexible curriculum that can be tailored to the individual needs of students.
Teachers can design learning activities that suit each student's abilities and interests.

The Main Challenges Faced by Teachers and Schools in Integrating Technology

into IPS Learning Design
The objective of IPS education in elementary schools is to prepare students to
become citizens who possess knowledge, skills, attitudes, values, and actions that
can be used to solve personal or social problems as well as the ability to make
decisions and participate in various community activities to become good citizens.
IPS is a field of knowledge that integrates a number of selected concepts from social
sciences and other disciplines, which are then processed according to educational
and didactic principles to be used as teaching programs at the school level (Helius
Syamsudin, 2016: 7). Somantri (2014) states that IPS is part of the curriculum
responsible for helping students develop the knowledge, skills, attitudes, and values
needed to participate in community life at the local, national, and global levels.
Some teachers lack understanding of the "Merdeka Curriculum" and require
training related to module preparation and evaluation (Purani & Putra, 2022).
Teachers' understanding of the implementation of the Merdeka Curriculum is also
considered adequate (Nyoman et al., 2020), but various challenges are still faced by
schools and teachers in its execution. Therefore, it is necessary to prepare
prospective teachers for the implementation of the Merdeka Curriculum by
identifying strategies for developing the required competencies (Nurcahyono,
2023). The process of implementing the Merdeka Curriculum requires good
coordination among teachers, schools, local governments, and various education
stakeholders. This also faces challenges such as preparing the necessary human
resources, teacher training, changing mindsets within the education system, and
developing educational infrastructure (Marlia et al., 2024).Based on the opinions
above, it can be stated that the integration of technology in IPS learning aims to
achieve the expected learning outcomes, namely knowledge, skills, attitudes,
values, and actions. However, challenges arise when teachers need to use
technology to achieve these goals, especially if they are not yet familiar with digital
tools and methods. Because IPS covers various disciplines, integrating technology
into IPS teaching requires a deep understanding of various technological tools that
can support interdisciplinary learning. Teachers must be able to select and adapt
technology that is suitable for the various concepts and topics taught in IPS.
Technology can help achieve these goals by providing access to global
information and diverse learning resources. However, challenges arise when
inadequate technological infrastructure or limited technology skills among teachers
and students hinder their ability to access and utilize these resources effectively.
The lack of understanding among teachers about the Merdeka Curriculum and
limitations in module development and evaluation indicate that many teachers are
not yet prepared to integrate technology into IPS teaching. Without adequate
training, teachers may struggle to leverage technology to support this new

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
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curriculum, potentially resulting in suboptimal learning outcomes. Effective

coordination is needed to address challenges in integrating technology into IPS
teaching. Local governments and schools must collaborate to provide training for
teachers, build necessary infrastructure, and support a shift in mindset towards the
use of technology in education. Without good support and coordination, efforts to
integrate technology may not be effective.
Therefore, integrating technology into IPS learning design in elementary
schools faces several key challenges, including infrastructure limitations, lack of
teacher skills and understanding, and the need for good coordination among
stakeholders. While technology has the potential to enhance the quality of IPS
education, its success largely depends on the ability to overcome these challenges
through training, technical support, and strong cooperation.

Solution to Overcome Challenges in Using Technology in IPS Curriculum

Development and Learning Design
Addressing challenges in using technology in IPS curriculum development
requires strategies based on scientific evidence. This means that implemented
solutions must be proven effective through research and good field practices. By
adopting an evidence-based approach, schools can be more confident that the steps
taken will successfully address the challenges faced. As stated by (Marlia et al.,
2024), it is crucial to support elementary schools in overcoming challenges arising
from implementing the curriculum through responsive strategies grounded in
scientific evidence. Providing technology skills training for teachers is a critical step
in ensuring they can integrate technology into IPS teaching. This training includes
the use of multimedia tools, learning applications, and technology-based teaching
techniques. With enhanced skills, teachers will be more confident and competent in
using technology to design and deliver effective curricula. In line with statements
from (Soepriyanto & Degeng, 2021; Soepriyanto et al., 2021; Chaerul, 2019;
Rohaeni & Jubaedah, 2010; Pratama et al., 2022), training teachers in multimedia
development skills has been widely conducted for both adaptive, normative, and
productive teachers. Therefore, to address this issue, several methods can be
employed in developing students' soft skills according to the needs of the industrial
world, including providing direct soft skills training to students, developing lesson
plans for teachers based on soft skills, offering special subjects for developing
students' soft skills, and providing soft skills training to teachers. Among these
solutions, teacher training stands out as the most appropriate solution because it is
effective and efficient.
Teacher training encompasses not only technological skills but also the
development of soft skills essential in the field of education. Teachers proficient in
soft skills such as communication, classroom management, and time management
will be more effective in teaching, especially in technology-based learning
environments. With comprehensive training, teachers can develop Lesson
Implementation Plans (RPP) based on soft skills, which will help students prepare
for future challenges. Additionally, a clear flow of learning objectives, well-defined
learning goals, and structured teaching modules are crucial. These elements provide
a roadmap for both teachers and students, ensuring that the educational process is
focused and aligned with desired outcomes. To support the use of technology in
IPS education, it is crucial to ensure the necessary technological infrastructure is in

Mustakim, Muhamad Ajwar, I Wayan Kertih, I Wayan Lasmawan/The Use of Technology in Curriculum Development
and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, 3 (2024): 489-504 Page 500 of 504

place. This includes hardware such as computers, laptops, tablets, and

smartphones, as well as stable and fast internet access. Without this infrastructure,
efforts to integrate technology into IPS teaching will be hindered.
Government, schools, and communities must collaborate to provide adequate
devices and internet networks so that all students can access online learning.
Conducting online teaching and learning activities requires supporting tools such as
computers, laptops, smartphones, or tablets. Equally important is the availability of
internet networks to utilize online applications used in these activities. Accessing
the internet requires sufficiently adequate network coverage, and students must
purchase data quotas from telecommunication operators or providers (Khotimah et
al., 2023).
Therefore, overcoming challenges in using technology in the development of
IPS curriculum and learning design in elementary schools requires a comprehensive
approach. The most effective solutions include intensive training for teachers,
provision of adequate technological infrastructure, and ongoing support from the
government and community. With responsive strategies grounded in scientific
evidence, schools can overcome barriers and maximize the benefits of technology in
education, improving the quality of IPS curriculum and preparing students for a
better future.

Conclusion
This research underscores the significant potential of technology to enhance
the quality of Social Studies (IPS) or Natural and Social Studies (IPAS) education
in elementary schools. The use of technology has shown significant positive
impacts in enhancing the quality of IPS or IPAS curriculum. Technology enhances
student engagement, expands access to learning resources, aids in understanding
complex concepts, and enables personalized learning. Its effectiveness depends on
infrastructure readiness and teachers' skills in utilizing technology. Several key
challenges in integrating technology into IPS or IPAS education at elementary
schools include infrastructure limitations and technology access, lack of teacher
skills and knowledge, digital divides among students, as well as tight time
constraints and curriculum demands. These challenges require serious attention and
comprehensive solutions. To address these challenges, several solutions can be
implemented, including enhancing teacher training and skills development,
improving access and technological infrastructure in schools, developing relevant
digital learning resources, and ensuring adequate support from government and
communities. Intensive training for teachers has proven effective in enhancing their
ability to use technology in teaching. Evidence-based and responsive strategies are
crucial in supporting technology implementation in elementary schools. This
approach ensures that implemented solutions are well-founded and proven effective
in practice, thereby delivering optimal outcomes in IPS or IPAS curriculum
development and instructional design. This research highlights the significant
potential of technology in improving the quality of IPS education in elementary
schools, while emphasizing the need for concerted efforts from various stakeholders
to address existing challenges. With strong commitment and appropriate strategies,
technology can be a highly effective tool in creating better and more relevant
learning experiences for students.

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and Social Studies Learning Design in Elementary Schools: A Critical Analysis and Literature Review
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