Analisis Perencanaan Pembelajaran IPS dalam Mewujudkan Pembelajaran yang Efektif di Era Digital dan Kurikulum Merdeka

Abstract

The development of digital technology and the implementation of the Merdeka Curriculum require a paradigm shift in Social Studies (IPS) learning planning to address the demands of 21st-century education. However, learning planning is still often perceived merely as an administrative document and has not yet fully functioned as a strategic instrument for achieving effective learning. This study aims to analyze Social Studies learning planning in fostering effective learning within the context of the digital era and the implementation of the Merdeka Curriculum. The research employed a qualitative approach using a library research design. Data were collected from 15 documents consisting of scholarly articles, academic books, and relevant educational policy documents, which were subsequently analyzed using content analysis techniques. The findings reveal that the effectiveness of Social Studies learning planning is determined by the integration of student needs analysis, formulation of learning objectives, digital technology integration, and differentiated instruction. The study further indicates that learning planning should be positioned as an adaptive, contextual, and student-centered pedagogical process. It concludes that the success of Social Studies learning in the digital era and within the framework of the Merdeka Curriculum is highly influenced by teachers’ ability to design learning experiences that systematically and continuously integrate students’ needs, technological developments, and learning objectives.