KESENJANGAN GLOBAL DAN PENDIDIKAN : TELAAH LITERATUR TENTANG PERAN SEKOLAH DASAR DALAM MEMBANGUN EMPATI SOSIAL GLOBAL
Abstract
Global disparities continue to represent a critical issue in contemporary society, particularly regarding differences in economic development, educational access, technological advancement, and social well-being among developed, developing, and underdeveloped countries. These conditions emphasize the need to cultivate global social empathy from an early age through education. This article aims to investigate the contribution of elementary schools in promoting students’ awareness and empathy toward global social issues through a literature review. The study adopts a qualitative descriptive approach by examining and synthesizing findings from scholarly articles, books, and educational policy documents relevant to global inequality and elementary education. The review demonstrates that elementary schools have an important role in introducing students to issues such as poverty, unequal educational opportunities, cultural diversity, and social justice. The incorporation of global perspectives into classroom learning, character education, and multicultural practices can encourage students to develop empathy, tolerance, and a sense of responsibility toward others. In addition, learning activities that promote critical thinking, cooperation, and reflection enable students to better understand the interconnected nature of global challenges. The findings suggest that strengthening global social empathy within elementary education can support the development of responsible and inclusive global citizens. Therefore, integrating global awareness and social empathy into elementary school learning is essential for preparing future generations to contribute to a more equitable and sustainable world.
References
Amini, R., Sukma, E., & Desyandri. (2023). Penguatan karakter peserta didik melalui pendidikan berbasis nilai global di sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 8(2), 115–126.
Elo, S., Kajula, O., Tohmola, A., & Kääriäinen, M. (2021). Qualitative Content Analysis: A Focus on Trustworthiness. SAGE Open, 11(1), 1–10.
Muslim, M., Effendi, H., Pebriyenni, P., Aisyah, S., & Roza, W. (2023). Rancangan modul digital hukum Islam berbasis kebhinnekaan di perguruan tinggi. Jurnal Pendidikan Tambusai, 7(1), 46–57.
OECD. (2023). PISA 2022 Results: Learning for Life. Paris: OECD Publishing.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. BMJ, 372, n71.
Rahmawati, D., & Nugroho, A. (2023). Developing social empathy through multicultural education in elementary schools. International Journal of Educational Research Review, 8(3), 245–256.
Sari, N., Amini, R., & Sukma, E. (2024). Integrasi isu global dalam pembelajaran sekolah dasar untuk meningkatkan kesadaran sosial peserta didik. Jurnal Pendidikan Karakter, 14(1), 35–48.
UNESCO. (2023). Global Citizenship Education: Preparing Learners for the Challenges of the Twenty-First Century. Paris: UNESCO.
UNICEF. (2024). The State of the World's Children 2024. New York: UNICEF.
Wahyuni, S., & Pratama, R. (2022). Empathy and global awareness among elementary school students: A literature review. Journal of Social Studies Education Research, 13(4), 120–136.
Xiao, Y., & Watson, M. (2022). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 42(1), 93–112.
Yuliana, F., & Handayani, M. (2021). Pendidikan karakter dan penguatan empati sosial pada siswa sekolah dasar. Jurnal Basicedu, 5(6), 5642–5650.
Zhao, Y., & Watterston, J. (2021). Global competence and future education: Perspectives for primary school learning. Educational Philosophy and Theory, 53(11), 1121–1133.
