DEMOCRATIC LEARNING THROUGH SOCIAL SCIENCE EDUCATION IN PRIMARY SCHOOLS: A QUALITATIVE CASE STUDY

Abstract

Background, Citizenship and democratic values are increasingly recognized as essential competencies in 21st-century education. While numerous prior studies have examined citizenship education through quantitative approaches, little is known about how democratic values are enacted and experienced in everyday classroom practice, particularly within non-Western educational contexts. Research Aims, This multiple qualitative case study explores how social studies education functions as a medium for strengthening citizenship engagement and democratic values among primary school students in Indonesia. Research Method, Data were collected from five primary schools through classroom observations, semi-structured interviews with teachers, students, principals, and school committee members, and analysis of learning documents. Thematic analysis was used to interpret the data. Findings The findings reveal that participatory and dialogic social studies practices such as structured discussions, collaborative problem-solving, and deliberation-based classroom activities foster students' civic awareness, sense of responsibility, and respect for diverse perspectives. Teachers play a central role in cultivating a democratic classroom culture by modeling inclusive behavior and facilitating open communication among students. This study offers contextually grounded qualitative evidence to the literature on democratic education, underscoring the importance of pedagogical practices that embed democratic values into students' daily learning experiences at the primary school level