School zoning policy is one of the government's efforts to fulfill the rights of education for citizens. Indonesia has implemented this policy based on Permendikbud Law No. 14 of 2018. In the Indonesian context, this policy has provided easy access to the public to get an education, so that people who are in areas near schools can go to school with lower transportation costs. Because the zoning system in Indonesia prioritizes the distance radius from the place of residence to school. The enactment of the new policy certainly cannot be separated from the obstacles encountered. On the ground, there are still polemics that occur between policies and the community. this is due to the dissemination of information dissemination that is still lacking among the public. The pros and cons of implementing this policy become an evaluation material for the implementation of the following year. Through this policy, the government has long-term planning that can fulfill the rights of every citizen in getting an education. The article aims to determine the establishment of the foundation in the zoning policy fulfills the right to education for citizens in Indonesia.

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran IPS yang dilakukan secara berdiferensiasi. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus, teknik analisis data memakai triangulasi teknik yang mengkonfirmasi data berdasarkan hasil observasi, wawancara, dan dokumentasi. Peneliti menghasilkan temuan diantaranya pelaksanaan pembelajaran berdiferensiasi telah berhasil diterapkan oleh guru IPS. Guru menggunakan diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Hasil pembelajaran berdiferensiasi memberikan dampak yang positif baik dari segi pengajar maupun peserta didik. Melalui pembelajaran berdiferensiasi guru merasa senang karena peserta didik lebih antusias dan mengena, hal ini diwujudkan dalam bentuk produk yang dihasilkan peserta didik dalam pembelajaran sangat kreatif. Namun tantangan yang diterima oleh guru pada tahap diferensiasi proses, guru masih menemukan kebingungan saat membedakan bahan ajar yang harus diberikan pada peserta dididk yang bervariasi. Melalui pembelajaran berdiferensiasi pada kurikulum merdeka memberikan otonomi peserta didik untuk dapat mengekspresikan kemampuan belajarnya berdasarkan potensi dan minat yang dimiliki.

This study aims to investigate the level of differences in the intergenerational social trust in the context of a society in Indonesialinked to the traditional value of Gotong Royong. The study uses data from the 5th edition of the Indonesia Family Live Survey (IFLS), which was published in 2014 and involving about 24,662 respondents spread across 13 provinces in Indonesia. The variables used are 1) Age variable which is divided into 3 generations (baby boomers' generation, x generation, and Millennial generation), 2) social trust variables which include a) measure the level of individual trust in their neighbors b) measure the level of individual trust in people of the same ethnic group. c) measure the level of individual trust in people of the same religion. The ANOVA test for data shows a downward trend in the level of social trust between baby boomers, generation X, and millennials; which means it is explained as a change in the value of cooperation in the rapid transformation of Indonesian society.

Ilmu sosial di negara berkembang (salah satunya Indonesia) masih mengguna-kan paradigma ilmu sosial di Barat (Eropa) sehingga dalam beberapa kasus menjadi tidak relevan ketika digunakan untuk memecahkan masalah sosial. Penelitian menggunakan metode kajian pustaka yaitu sebuah pencarian kebenaran secara otoritatif melalui pendapat dan kajian ahli yang dituliskan dalam buku dan referensi. Hasil kajian menemukan bahwa perkembangan ilmu sosial di Indonesia memang tidak dapat dilepaskan dari dunia Barat. Pribumisasi merupakan wacana untuk menumbuhkan pemikiran baru dalam ilmu-ilmu sosial di Indonesia agar lebih kontekstual. Beberapa tokoh menawarkan teori sosial alternatif yang mengkedepankan pribumisasi ilmu sosial yaitu: Kuntowoyo, Sartono Kartodirjo, Mubyarto, Purwa Santoso, dan Zamroni. Upaya pribumisasi harus ditindaklanjuti dengan mengajarkan ilmu sosial alternatif dalam berbagai jenjang pendidikan. Pembaruan IPS Terpadu dengan pembelajaran alternatif menjadi upaya yang efektif untuk membumikan ilmu sosial yang khas Indonesia.INDIGENIZATION OF SOCIAL SCIENCES AND RENEWING OF INTEGRATED SOCIAL SCIENCES LEARNING Social science in developing countries (one of which is Indonesia) still uses the social science paradigm in the West (Europe) so that in some cases it becomes irrelevant when it is used to solve social problems. The research used the literature review method, which is an authoritative search for truth through expert opinions and studies written in books and references. The results of the study found that the development of social science in Indonesia cannot be separated from the Western world. Privatization is a discourse to foster new thinking in the social sciences in Indonesia to make it more contextual. Several figures offered alternative social theories that prioritized the indigenization of social science, namely: Kuntowoyo, Sartono Kartodirjo, Mubyarto, Purwa Santoso, and Zamroni. Indigenousization efforts must be followed up by teaching alternative social sciences at various levels of education. Integrated IPS reform with alternative learning is an effective effort to ground social science that is unique to Indonesia.

Being a good citizen must be formed early. An important way to shape students into good citizens is through education. Character is closely related to morals, good behavior and actions, therefore education has a big task to help students grow and form good character. Character education must be applied at every level of education, even in the learning process character values must be integrated, especially subjects in Social Studies (IPS). Social studies is a subject that has a big contribution because it has the goal to shape students into good, critical, creative, and humanism. Models, methods, strategies, techniques, and tactics are needed in the delivery of social studies learning that is integrated with character values. The results of this study are expected to inspire teachers in Indonesia in utilizing learning methods that are following the material, knowledge, and character values that they want to grow.