Reconstructivism is a philosophy of education that is broken from the stream of progressivism

and becomes a philosophy of its own. The word Reconstructionism or reconstruct in English means to
rearrange. The main pioneers of the reconstructivist school were George S. Counts (1899-1974) and
Harold O. Rugg (1886-1960), both proponents of John Dewey's pragmatism.

According to reconstructivists, schools are considered a major catalyst in improving human

living conditions. This coincides with the original purpose of the main pioneers of this stream, which is
to repair and rebuild society. In this regard, the school is a very suitable platform on which a new
society can be formed because this trend of reconstructivism aims to establish new cultural patterns
and eliminate social diseases as well as to identify social problems that affect community
development and cultural crisis.Accordingly, the school should be an organization that practices the
principles of reconstructivism. This requires students to adhere to all prescribed behavioral principles
and strive to improve the quality of their learning. In an effort to build a new society, the theory of
reconstructivism focuses its efforts on economic development and human social welfare. They believe
that schools can play a role in reshaping a harmonious and perfect society. Thus, the role of teachers
is not only to impart knowledge, but also, more importantly, to bring important social issues to be
discussed and resolved collaboratively. Teachers should also be agents of change and reform with
creative and innovative teaching methods. In short, reconstructivist theory emphasizes discussion
techniques and the use of critical and creative thinking skills in problem solving. To achieve this
educational goal, lesson materials must be structured systematically and integrated. Humanities
subjects should be the main focus in the school curriculum plan, in order to form humane students,
based on the ideal culture of society.

In the Social Reconstruction Curriculum, according to Hamalik (2013) teachers play a role in
connecting the goals of learners with local, national, and international benefits. Learners are expected
to use their interest in finding answers or social problems discussed in class. Thus, as written by
Abdul Mujib and Jusuf Mudzakkir (2006) from the learning process in addition to producing relative
changes in behavior, namely in thinking, feeling, and doing, education resulting from the learning
process incorporated in the curriculum of social reconstruction is expected to change society, so
eligible schools/madrasahs Social Reconstruction Curriculum Assumptions Urgent Problems
Organizational Patterns are considered agents of change. This is also the hope or purpose of the birth
of Curriculum 2013, namely in order to develop the potential of learners who have the ability to think
reflectively for the solution of social problems in society, and to build a better democratic society. The
concept of social reconstruction plays a very big role in facing the realities of life in society. It includes
how to solve the problems faced in society, towards the formation of a better society. The implications
of social reconstruction in the concept of curriculum is a broad and deep issue, so that it has never
been thoroughly discussed by people. Therefore in this paper the author will try to discuss the
question of how the implications of understanding social reconstruction in the development of local
content curriculum. Reconstruction

social views that education is not a self -effort, but a shared activity, interaction, cooperation.
Collaboration or interaction occurs not only between students and teachers, but between students and
students, with people in their environment, and with other learning resources. Through this
cooperation and interaction, students are expected to try to solve the problems they face, both
personal and social problems, so that later it is expected to create a new society that is more stable.
The social reconstruction curriculum has the same components as other curriculum models but the
content and forms are different. Method Components In the teaching of social reconstruction,
curriculum developers seek to find alignment between national goals and student goals. Teachers try
to help students find their interests and needs. In accordance with the interests of each student, both
in the activities of the plenary and groups trying to solve social problems they face. Cooperation both
between individuals in group activities, as well as between groups in plenary activities greatly color
the method of social reconstruction. This cooperation also occurs between students and human
resources from the community. For social reconstruction, learning is a shared activity, there is
interdependence between one and the other. In learning activities there is no competition there is
cooperation or cooperation, mutual understanding and consensus. Children from primary school are
also required to participate in community surveys and other social activities. For the upper classes in
addition to those faced with real situations they are also introduced to ideal situations. With that it is
hoped that students can create rough models and future situations.

Next Interaction. Teachers and students learn together, teachers help students find their
interests/needs and together with students solve social problems faced. In learning activities there is
no competition, there is cooperation or cooperation, group work, mutual understanding, and
consensus. And Evaluation. In the evaluation activities the students are also involved. Their
involvement is primarily in selecting, compiling, and evaluating the material to be tested. The
questions that will be tested are assessed first both the accuracy and breadth of the content, as well
as the ability to assess the achievement of community development goals that are qualitative in
nature. Evaluation not only assesses what students have mastered, but also assesses the influence
of school activities on society.

The influence is mainly related to the development of society and the improvement of living
standards of society. Formal education is a major agent in the reconstruction of social order.
Reconstructionism assesses existing formal schools as reflecting dominant social values that will only
divert the social, political, economic and cultural pathologies that currently afflict humanity. Therefore,
formal schools must fundamentally reconstruct their traditional role and become a source of social
innovation. For them education can be an important instrument to build public confidence and direct
its transition to the future. Implementation of Social Reconstruction Teaching

The teaching of social reconstruction is widely implemented in areas that are not yet developed and
the economic level is not yet high. The implementation of this teaching is directed to improve their
living conditions. In accordance with the potential that exists in the community, schools study these
potentials, with the help of funding from the school government seeks to develop those potentials. In
the agricultural area, for example, schools develop the field of agriculture and livestock, in the
industrial area develop the fields of industry.

One of the many bodies that developed both the theory and practice of teaching social
reconstruction was Paulo Freize. They helped a lot in the development of regions in Latin America. To
combat ignorance and backwardness they encourage the cultural movement of reason
(conscientization). Conscientization is an educational or teaching process in which students are not
treated as recipients but as active learners. They try to open themselves, expand awareness of socio
-cultural realities and with all their abilities try to change and improve them.

Schools strive to provide information and train the ability to see and overcome obstacles
encountered, improving the ability to solve problems encountered. With the conscientization
movement they help people understand the facts and problems they face in the context of their
community conditions. The limitations and potential they have. Departing from these statements they
build themselves and develop society.

Harold G. Shane, a professor at Indiana University in the United States, represented his
fellow futurologists using future planning as the basis for curriculum development. It encourages
planning for the future, from not planning for their own future, they cannot escape from development
but have to adapt to it.Shane advises curriculum developers to study developmental trends. The main
trend is the development of technology with various impacts on the condition and development of
society. Other trends are economic, political, social, and cultural development. In social development
that needs to get the main attention is human development, both as an individual and in his interaction
with others. To identify and analyze these trends requires the help of experts in the discipline. In
solving social problems and creating social wisdom, consultation with the community is required.
Future -oriented curriculum experts suggest that the content of the curriculum be focused on;
excavation of natural and non-natural resources, population, public welfare, water problems, due to
population growth, inequality of use of natural resources, etc. The view of social reconstruction
developed because of its belief in human ability to build a better world. Also his emphasis on the role
of knowledge in solving social problems. Some educational critics find this view difficult to set directly
in the curriculum (education). The reason is the interpretation of experts about the development and
different social problems. The ability of citizens to participate in problem solving also varies. This
social reconstruction curriculum has a very long background that has been described above and is
complemented by the views of social reconstruction figures who always contribute and pay attention
to this world, especially in the world of education. The curriculum of social reconstruction focuses
more on the problems it faces in society. The social reconstruction curriculum has the view that
education is not an effort on its own, but a joint activity, interaction, cooperation between students and
students, students with teachers and student interaction with the environment. The purpose of this
social reconstruction curriculum is to create human beings or learners able to solve the problems they
face in society towards the formation of a better society.