Making Digital School: Digital-based Social Studies Learning with Indigenous Knowledge

Abstract

A teacher who has digital competence is not only technologically literate and implements digitalization of learning, but can also integrate ethics, law, human and social issues into the learning process which is packaged in the digital learning process, so that students not only become more focused in using technology. but also has the value and character needed as a filter for the negative excesses of advances in internet technology. One effort is integrating indigenous knowledge in social studies and digital-based learning which can accommodate the learning needs of students as digital native generations. This research attempts to explore the factual conditions of social studies learning with an Indigenous Knowledge perspective in Semarang City Middle Schools, examine the optimization of digital-based social studies learning in Semarang City Middle Schools, and look for digital-based patterns of Indigenous Knowledge-based social studies learning in Semarang City Middle Schools using qualitative methods. The results of this research include: Semarang City has a lot of cultural heritage, both tangible and intangible cultural heritage, including Indigenous Knowledge values which can be integrated into the learning process, especially social studies learning; Implementation of digital-based social studies learning must be applied to teachers, students, learning objectives, teaching materials, learning media, learning methods, and evaluation. If these seven components can be implemented digitally, then the digital-based social studies learning process will run optimally; Digital-based Social Studies learning with an Indigenous Knowledge perspective in Semarang City Middle Schools, there are several patterns in digital-based learning. The learning pattern consists of Blended Learning, Virtual Learning Environment; Mobile Learning (M-Learning).