Strengthening Character Education In Primary School Social Studies (IPS) Learning Based On Social Learning Theory To Enhance Students' Social Responsibility

Abstract

Character education in Indonesian primary schools has emerged as a policy priority under the Penguatan Pendidikan Karakter (PPK) framework, yet its integration into Social Studies (IPS) learning remains theoretically underdeveloped and inconsistently implemented. This article examines how Social Learning Theory (SLT), as systematically developed by Bandura (1977, 1986), provides a robust theoretical and pedagogical foundation for strengthening character education in IPS learning, with specific focus on enhancing students' social responsibility. Drawing on systematic literature review and documentary analysis of curriculum policy documents, PPK program reports, and pedagogical research spanning 2015–2024, the study identifies five SLT mechanisms  observational learning, self-efficacy, self-regulation, reciprocal determinism, and vicarious reinforcement  and maps their application to IPS instructional design across primary school grades IV–VI. Analysis of secondary data from six primary school implementations shows a mean pre-to-post social responsibility score gain of +18.83 points (t = 5.00, p < 0.001), with Islamic-integrated schools demonstrating the highest gains (+21.5 points). The findings argue that SLT-based IPS pedagogy operationalizes character education through four interdependent mechanisms: role model demonstration, cooperative learning structures, contextual social problem-based projects, and reflective self-assessment. The study contributes a theoretically grounded IPS lesson framework aligned with PPK indicators and provides implications for teacher professional development, curriculum design, and Islamic educational values integration in IPS character education.