Development of Neuroscience Approach Through Design Thinking

Model in Social Studies Learning

Erlina Wiyanarti

, Wawan Darmawan

Mina Holilah

and Nana Supriatna

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

https://orcid.org/0000-0002-1031-8464

https://orcid.org/0000-0002-7644-4340

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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

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

Students often lack concentration and low

interest in learning, even though teachers

have implemented a variety of different

learning methods.

Some students show less social sensitivity in

cooperating with friends, even though they

have good academic abilities.

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). It’s 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.

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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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