Diagnostic Analysis of Social Studies Learning Participation: The Gap Between Traditional Pedagogy and Deep Learning Readiness in Elementary Education
Abstract
The purpose of this study is to diagnose the critical deficit in student participation within Social Studies (IPS) learning and to evaluate the necessity of a pedagogical shift toward Problem Based Learning (PBL) integrated with Deep Learning. While traditional Social Studies instruction often emphasizes rote memorization, this research addresses the problem of student disengagement in rural primary education by profiling the gap between current teacher-centered practices and student readiness for innovative models. The research employs a descriptive mixed-methods approach to profile 23 Grade IV students at SD Negeri 02 Rejosari, Wonosobo. Data were collected through structured observations using a 10-indicator participation scale, a 12-item student perception questionnaire, and semi-structured interviews with the classroom teacher. Quantitative data were analyzed using percentage and mean formulas, while qualitative data underwent thematic reduction and triangulation to ensure validity. The results reveal a profound participation crisis, with an average classical participation rate of only 34.3 percent, placing the classroom in the "Poor" category. Specific indicators such as asking critical questions and responding to peer work scored as low as 30 percent and 27 percent respectively. Conversely, the questionnaire results indicate a high student readiness for innovation, with a score of 4.6 out of 5.0 for the desire to use interactive digital media and a 4.3 score for collaborative learning preferences. The study concludes that the current "culture of silence" is a direct result of outdated instructional designs rather than a lack of student potential. The findings provide a mandatory baseline for implementing a PBL-Deep Learning framework that prioritizes student agency and digital integration. Future research should focus on the longitudinal impact of this integrated model on the development of 21st-century social competencies in similar rural primary school settings.
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