Development of Neuroscience Approach Through Design Thinking
Model in Social Studies Learning
Erlina Wiyanarti
a
, Wawan Darmawan
b
Mina Holilah
c
and Nana Supriatna
d
Department of Social Studies Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Design Thinking, Neuroscience, Social Studies Learning.
Abstract: The quality of social studies education needs to improve continuously as an effort to adapt to curriculum
changes in Indonesia. The dynamic development of community life demands that the national education
curriculum always presents a contemporary educational process according to the needs of the times.
Neuroscience approach is one of the learning approaches that prioritize the balance of the right brain and left
brain on an ongoing basis. The goal is to produce students who have a balance between knowledge and
feelings, not only intelligent but also noble, which is very relevant to the objectives of the independent
curriculum policy. The Design Thinking model is a model developed in the independent curriculum through
several phases, namely empathize, ideate, prototype, and test with the ultimate goal of providing learning
innovations based on empathy for students. The focus of this research examines the pedagogical skills of
social studies teachers in developing a neuroscience approach through the design thinking model in social
studies learning as an innovation model developed to support the success of the independent curriculum
program. The research method uses a research and development (RnD) approach model with the first year of
research in the form of a quantitative descriptive study to analyze the pedagogical skills of social studies
teachers in developing the neuroscience approach through the design thingking model in social studies
learning as an innovation model developed to support the success of the independent curriculum program.
The research method uses research and development (RnD) with the first stage of quantitative descriptive
research to analyze the pedagogical skills of social studies teachers. The results showed that social studies
teachers have good basic pedagogical skills, neuroscience design has not been implemented in the classroom,
the design thinking model is needed by teachers to integrate competencies for students knowledge and good
character.
1 INTRODUCTION
The acceleration digital era technology has
implications for major changes in the pattern of
human life. The factors of fulfilling life needs are
increasingly complex and have undergone significant
changes. To fulfill these needs, competent human
resources in various fields are needed to keep up with
the acceleration of technology from time to time. This
expectation will certainly not be separated from
improving the quality of education that creates future
generations who have a creative way of thinking by
combining brain ability and empathy. A smart
a
https://orcid.org/0000-0002-1031-8464
b
https://orcid.org/0000-0002-7644-4340
c
https://orcid.org/0000-0002-8772-5164
d
https://orcid.org/0000-0001-8510-7592
generation is indispensable for human success in the
future, but not only intelligence but also high empathy
towards solving social problems that may arise.
The neuroscience approach is an approach to
stimulate a person to perform cognitive actions in the
form of critical, creative, innovative thinking that is
balanced with affective and spiritual (Hanafi, I.,
2016). In terminology, neuroscience is the study of
nerve cells or neurons. This science aims to study the
biological basis that explains human behavior from
the point of view of brain activity (Kushartanti,
2018). It was adapted by the world of education by
integrating it into a learning approach, in this case the
500
Wiyanarti, E., Darmawan, W., Holilah, M. and Supriatna, N.
Development of Neuroscience Approach Through Design Thinking Model in Social Studies Learning.
DOI: 10.5220/0013413500004654
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 500-505
ISBN: 978-989-758-752-8
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
neuroscience approach is very instrumental in
developing the brain's ability to perform several
actions or efforts to improve memory, awareness and
sensitivity. Neuroscience concept is the study of the
nervous system in the human brain that relates to the
brain's sensitivity in terms of perception, memory,
biological aspects (Resti, VDA., 2013). The main task
of neuroscience is to pay attention to the balance of
right-brain and left-brain activities that affect human
behavior.
Neuroscience is the study of biophysical
components related to cognition, affection, and
society using an interdisciplinary approach between
cognitive psychology, neuroscience, artificial
intelligence, and biology. In short, it’s the study of the
nervous system of living things, especially the
intricacies of the human brain. The brain is an organ
that plays an important role in regulating human
consciousness as the main element that forms human
identity. More than 100 billion nerve cells in the brain
influence various aspects of decision-making,
memory, perception, movement and more.
The neuroscience approach to learning is designed
by prioritizing the ability between neurons or nerves
that are interconnected centered on the brain as a
coordination of cognitive and affective thinking.
Learning is focused on the ability to coordinate
between cognitive, psychomotor abilities combined
into affective abilities in the form of spirituality that
coordinate with each other so as to produce abilities
that complement each other in balance. In this case,
learning is expected to produce students as quality
human resources, able to compete and have character
in line with the challenges of 21st century education
(Saputro, S.D., 2017), namely students are expected to
survive by using skills to live and develop learning
skills, innovate, technology and information media.
They are also expected to master and apply higher
order thinking skills (Suyadi, 2012) through the 4Cs
(communication skills, collaboration in groups, critical
thinking, creativity and innovation) (Wathon, A.,
2016).
As a real form of learning practice in the
classroom, this neuroscience approach needs to be
supported by relevant learning models, including the
Design Thinking model. Design thinking emerged in
the early 1960s (Diamond, M., Hopson, J. 1998),
which is a methodology or mindset that brings out the
creative potential of students through the Trial and
Error process by prioritizing process over results. The
purpose of design thinking is to plan, implement, and
evaluate the extent to which the experience is learner-
centered, so the design is user-centered. Design
thinking according to Roterberg (Brown, T., 2009) is
an integrative approach to problem solving that is
user-oriented and emphasizes empathy. Design
thinking consists of iterative cycles, requires a
diversity of participants, creates a collaborative and
creative workspace, and combines analysis and
synthesis.
The development of the approach is offered as an
alternative to solving social studies learning problems
at school. This is based on the findings of interviews
with teachers at the preliminary stage as listed in table
1 below.
Table 1: Social Studies Learning Issues.
Respondent
Statement
R1
Students often lack concentration and low
interest in learning, even though teachers
have implemented a variety of different
learning methods.
R2
Some students show less social sensitivity in
cooperating with friends, even though they
have good academic abilities.
R3
The development of technology makes
students adapt quickly, but critical thinking
skills are still weak and there is a lack of
awareness to empathize.
As a response to social studies learning
problems, the author presents a design thinking that
can be implemented as a solution. Design thinking
has five main phases, namely empathize, define,
ideate, prototype, and test/evaluate (Dadana, et, al.,
2013). Teachers must build empathy, formulating
learning objectives based on the current curriculum,
creating solutions, developing prototypes, and testing
prototypes. Based on these stages, as a design thinker,
teachers who develop design thinking models must
pay attention to several conditions including having
high empathy, integrative thinking, optimistic,
experimentalist, collaborative, and joyful. In this
case, it is certainly very relevant to the neuroscience
approach that seeks a balance between brain power
and empathy. Both are very relevant to be developed
in social studies learning as a subject that prepares
students to take the knowledge, attitudes and ability
to be ready in society.
2 LITERATURE REVIEW
An in-depth understanding of the development of the
neuroscience approach through Design Thinking
must be understood through the supporting concepts
and theories of neuroscience, the syntax of design
thinking, and its implementation. It is described more
fully in this section.
Development of Neuroscience Approach Through Design Thinking Model in Social Studies Learning
501
2.1 What is Neurosains Approach?
The neuroscience perspective sees that a person's
behavior is influenced more by internal than external
factors (Kelley, D., 2022). Its a multidisciplinary
study of the nervous system in an integrated manner
from the perspectives of biology, psychology, and
medicine that examines everything from
neurochemical studies to behavior and thinking
(Brown, T., 2008). Specifically according to
Sussman, O., (2023), an overview of neuroscience is
contained in the following figure 1.
Figure 1: Overview of Neurosains.
The idea of learning in the neuroscience
perspective is learning that authorises the brain's
abilities according to its evolving stage and optimizes
brain performance through the construction of a
challenging, fun, meaningful learning environment,
and inspires students to be active (Lin, J., et.al. 2024).
The neuroscience approach is one of the
alternative approaches that is relevant to be
implemented in learning today (Tsoori, S.S. 2024). Its
existence as a variation that supports each other with
various other learner-centered learning approaches.
We are all familiar with several approaches such as
project-based learning, problem-based learning,
inquiry, scientific approaches, and others. In its
position, the neuroscience approach is an
enlightening alternative to match learning that pays
attention to the balance between the right and left
brain so that students are able to have complete
competence.
2.2 The Importance of Design Thinking
in Learning
The optimal implementation of Design Thinking in
schools reflects a vision of education that is
purposeful and innovative. Student-centered and
problem-based learning processes bring about strong
collaboration, flourishing creativity, and the
development of skills essential for success in the
modern era. In an environment that facilitates
exploration and hands-on experience, students
achieve deep understanding and satisfaction in
learning. Teachers serve as facilitators, while students
become change agents who lead with empathy and
innovative Solutions. Overall, the implementation of
Design Thinking shapes a school that not only
prepares students for the future, but also encourages
them to become leaders who bring about positive
change in society (Loescher, S.T., 2019).
The purposeful and innovative learning process
obtained through the implementation of Design
Thinking in schools illustrates several important
features. First, the collaborative and interactive
approach allows learners to be actively involved in
solving problems and creating solutions
(Setyowibowo, B., 2023). Second, experiential
learning allows students to better explore concepts
through relevant practical experiences. Third, by
centering learning on problem-based projects,
students can apply their knowledge in a real-world
context, preparing them to face challenges outside the
classroom environment. Thus, this approach not only
develops academic skills, but also nurtures students'
ability to critical thinking, collaborate and innovate in
dealing real-world situations (Doorley, S., 2018).
Learning design is made to improve social
competence, educators and provide opportunities for
students to developing creativity and communication
skills by presenting the results of group discussions in
front of the class so as to create meaningful
experiences. The steps that can be taken include:
1. Choose the right learning objectives that
must be mastered by students.
2. Selection of problems that are relevant to the
material to be presented.
3. Use of appropriate methods, models, and
approaches according to the conditions in
the classroom.
4. Using learning media that suits the needs of
students.
5. Conducting feedback activities and learner-
centered learning.
Through design thinking, the school culture will be
filled with a spirit of creativity and innovation, where
new ideas are not only accepted but also deeply
valued. In addition, the school will be an environment
that is open to change, recognizing that educational
needs and demands are constantly changing. In this
atmosphere, values such as empathy, cooperation and
engagement will become the cornerstones of the
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
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school culture, allowing all members of the school,
both students and staff, to feel heard, valued and
actively elaborate in the process.
3 RESEARCH METHOD
This study used a research and development
approach. This model aims to develop and validate
educational products. The research steps refer to a
planned cycle in product development based on
research findings. It begins with preliminary studies,
limited trials in specific situations, improvement of
trial results, and dissemination of trial results. As for
this article, the research presented in stage one results
in the form of preliminary study results and model
design for testing.
4 RESEARCH RESULT
4.1 Design Thinking Phase Design
Design thinking is closely related to methodology,
mindset, efforts to bring out creative potential
through the process of trial and error. The design
thinking approach prioritizes process over outcome.
User-centered design aims to plan, implement, and
evaluate the extent to which learner-centered
experiences develop a product.
Design thinking has several characteristics
including: an integrative approach to problem
solving; user-oriented and emphasizes empathy;
consists of iterative cycles; needs to have a diversity
of participants; creates a collaborative and creative
workspace; combines analysis and synthesis.
Figure 2: Phase of Design Thinking.
The implementation of the design thinking phase is
adapted into the preparation of teaching modules as a
reference for lesson planning. The emphatize phase is
an effort to build empathy. In this phase, teachers
need to form a deep understanding of the
characteristics and needs of students (Speicher, M.,
2016). The define phase is the process of formulating
the objectives of the learning project design, in this
case it must be relevant to the applicable curriculum
at school. The ideate phase is the process of teachers
exploring various alternative ideas that can be a
solution to a problem/need. The prototype phase is the
time for the designer to realize the idea in the form of
a model that shows the features of the solution.
The next phase in design thinking is evaluation.
Testing is an important phase in Design Thinking, it
is in this phase that the teacher-designed solution idea
(already in the form of a prototype) is checked for
effectiveness. It is through the process of continuous
improvement in the observations in the testing phase
that the designer will gain insights that are useful for
evaluating the development and improvement of the
design.
Design Thinking can be used to build democratic
educational practices, tackle problems in schools, and
build the competencies of learners and teachers
(Polat, S. and Bayram, H. 2022). Values such as
equality, empathy, cooperation and openness to new
things can be implemented in general school policies.
Equitable Learning Practices aims to transform
education to be more democratic, contextual, and
learner-centered (Luka, I., 2014). Learning practices
by integrating social, emotional and academic
learning make schools a comfortable learning space
by dismissing racial/ethnic, cultural and priviledge
inequalities.
In identifying the effectiveness of design thinking,
it is necessary to examine what conditions can
hinder? How facilitate support the implementation of
design thinking? Through these questions, an
overview of envisioning is obtained. It is a method of
formulating goals that can be used to develop a vision
of the ideal conditions that teachers expect to see in
students.
Development of Neuroscience Approach Through Design Thinking Model in Social Studies Learning
503
4.2 Implementation of Design Thinking
in Social Studies Learning
The implementation of the neuroscience approach
through the design thinking phase in social studies
learning aims to foster the students to develop critical
thinking ability and solve problems more effectively
and efficiently. It is expected that students are formed
into a more creative person and become more open
with the teacher because the phases of empathize,
define, ideate, prototype and test have been carried
out.
As an initial model, design thinking is designed to
accommodate social studies learning problems. In the
empathize phase, teachers identify students' learning
needs through observation, discussion and
brainstorming with students. Based on the principle
of empathy, teachers use define phases for
considering student characters, learning styles, and
identification of student learning weaknesses,
teachers design various alternative needs. Continuing
at the ideation stage, through the double diamond
process the teacher narrows down the most urgent
problems that must be resolved and offers various
alternative solutions to then choose the most relevant
one. The next stage is prototype, classroom practice
trials and reflection on the strengths and weaknesses
of design thinking implementation. The reflection of
the results becomes an evaluation material regarding
design improvements for the next treatment. Details
can be seen in Figure 3.
Figure 3: Design Thinking Models.
The learning process that successfully applies
Design Thinking will result in enjoyable learning
because the learning process is carried out
innovatively and problem-based in accordance with
the stages of design Thinking. If it has been
successfully applied, the relationship between
teachers and students will be better established.
The successful of the model is highly dependent
on the readiness of teachers and the support of
relevant stakeholders. Therefore, aspects that must be
prepared include:
1. Identifying the characteristics of student
needs in the classroom through profiling
mapping of cognitive, social, emotional
abilities and general classroom
characteristics.
2. Brainstorming the efforts made by teachers,
obstacles faced, supporting facilities,
support from the principal, and
communication with parents.
3. Propose various alternative neuroscience-
based learning designs as problem-solving
solutions. Through discussion, the most
relevant alternative to the problems in the
classroom is selected.
4. Organize teacher training on design thinking
in an egalitarian and intensive manner.
5. Implementation of the design in the
classroom, observation, reflection and
improvement for a refined design.
The implementation of Design Thinking is supported
by a strong school culture, with learners actively
engaged in collaborative learning and teachers
utilizing multimedia facilities to create interactive
learning experiences. This culture encourages
creativity and innovation, maximizing the potential of
Design Thinking in the learning process. With diverse
learner characters, teachers need to understand and
design learning using appropriate models, methods
and media. The implementation of game-based
learning lets students to learn happily and actively,
creating a fun and effective learning experience.
5 CONCLUSIONS
The implementation of design thinking learning in
schools requires support from all parties. Especially
for educators, teaching staff, students and student
guardians. This is necessary for the successful
implementation of design thinking. As a teacher also
designs problems that underlie the needs of students.
And as a facilitator to bridge students to achieve what
is needed.
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ACKNOWLEDGEMENTS
The authors would like to thank the Faculty of Social
Science Education UPI for the research funding
support provided. This article can be completed
thanks to funding and positive encouragement from
FPIPS leaders.
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