@article{MAKHILLJEAS2019141318001,
    title = {Spectrum of Social Science Education: Reconstruction of Social Science
Competencies Based on Vygotsky’s Social Reconstruction
Formula in Primary School},
    journal = {Journal of Engineering and Applied Sciences},
    volume = {14},
    number = {13},
    pages = {4347-4355},
    year = {2019},
    issn = {1816-949x},
    doi = {jeasci.2019.4347.4355},
    url = {https://makhillpublications.co/view-article.php?issn=1816-949x&doi=jeasci.2019.4347.4355},
    author = {I. Wayan,Ni Desak Made Sri,I. Dewa Ayu Made,I. Nyoman,I. Made and},
    keywords = {Spectrum,social science education,social reconstruction theory,primary school,learning,position},
    abstract = {In general, this research aimed to develop new formula of ideas and hypothesis of social science
education curriculum of primary school. The development was done through the integration of the principles of
social reconstruction and constructivism of Vygotsky in interactional construction. This research used the design
of development research, conducted in Bali Province by involving education experts, principals, teachers and
primary school students as research samples determined by purposive-randomization. The data instruments of this
research consisted of observation sheets interview guides, questionnaires and test of learning outcomes. The whole
research data was analyzed qualitatively with an interactive cycle model and CAR (Contextuality-Accuracy-
Relevancy) Model, combined with quantitative analysis to comparatively graded the advantage of social
reconstruction design with conventional learning design in social science education of primary school. The result
of the study indicated that: the social science competency which allowed for students of primary school in
accordance with the social constructivism design of Vygostky consisted of: personal competence, sociocultural and
intellectual competence, the relevant social science material structure to develop was when systematically
organized as real pedagogical learning experiences, sociocultural, psychologycal by relied on the principle of “A
student’s as a psychological, sociocultural and intellectual horizons reconstructions-based” and social science
classroom environment was a psychological and sociocultural context that should be laid out and directed at efforts
of: dynamization of student position from natural position to sociocultural position, provide facility and personal
and sociocultural mediation to students in their endeavors to reconstruct the contents, functions and operations
contained within their personalities structure.}
    }