The Use of Instructional Media in Social Studies Classes in Elementary Schools: A Literature Review
Keywords:
Instructional media, Social studies, Elementary school, Literature reviewAbstract
Background: Social studies (IPS) instruction in elementary schools is still dominated by lecture-based methods and conventional media, while the implementation of innovative learning media remains uneven because of teachers’ limited understanding and inadequate technological infrastructure.
Aims: This study analyzes the use of instructional media in IPS classes in elementary schools, focusing on the types of media used, their effectiveness in learning activities, and the advantages and challenges of their implementation.
Methods: A qualitative approach with a literature review design was employed. Data were drawn from 20 SINTA 1–4 accredited scientific articles published within the last five years and obtained from Google Scholar. The data were analyzed through data reduction, data presentation, and content analysis.
Results: The use of learning media in IPS at the elementary school level has developed alongside technological advances, particularly technology-based media. The media used include audio-visual, interactive digital, game-based, and concrete media, which have been shown to enhance student motivation and learning outcomes. Media effectiveness is determined not only by its type but also by its ability to facilitate meaningful interaction between students and the subject matter. Implementation is still hindered by limited school facilities and teachers’ digital competencies.
Conclusions: The selection of media must be tailored to student characteristics, learning objectives, and school conditions, and supported by adequate teacher training so that IPS instruction can proceed optimally.
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