Social Studies Concepts Research Articles

초등 사회과 교육과정의 개념적 접근에 관한 고찰: IB와의 비교 분석을 중심으로

Objectives This study conducts a comparative analysis of conceptual approaches in social studies curricula, fo-cusing on the interpretations and applications of concepts in the IB PYP Social Studies and the 2015 and 2022 re-vised elementary social studies curricula in Korea. Methods This study is a normative study (Steiner-Khamsi, 2014) that explores the effectiveness of policy bor-rowing by identifying and adapting best practices from international cases in the context of comparative curricu-lum studies. Specifically, using a comparative curriculum analysis, this study compares the concepts and con-ceptually-oriented strands in the IB PYP Social Studies with the corresponding concepts and domains in the ele-mentary social studies curriculum in Korea. Results A comparative analysis of conceptual approaches between the IB and national curricula also yielded sig-nificant findings. The IB curriculum provides clear definitions and explanations of concepts (big ideas), while the national curriculum lacks precise definitions. The IB also presents generalized statements that connect concepts, whereas the national curriculum's generalized knowledge or core ideas are not articulated in terms of inter-con-cept connections. Additionally, the IB allows for the application of concepts across strands, while the national cur-riculum restricts concept application to specific domains, limiting interconnected use. Finally, the IB incorporates transdisciplinary core concepts, whereas such concepts are absent in the national curriculum. Conclusions Based on these findings, this study proposes improvements to the national curriculum from a con-ceptual approach perspective, focusing on two key areas: the categorization of domains and the definition, hier-archy, and utilization of concepts.

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Implementation of Project-Based Learning Model in Social Studies Subjects at Islamic Junior High School

This study aims to explore the implementation of the Project Based Learning (PjBL) learning model in learning Social Sciences (IPS) at MTs Zainul Hasan 4 Boto Lumbang, Probolinggo Regency. The research method used is qualitative with a case study approach. Data were collected through direct observation, in-depth interviews with teachers and students, and document analysis related to the implementation of PjBL. The results showed that the implementation of PjBL at MTs Zainul Hasan 4 had a positive impact on student learning engagement and motivation. Students are more actively participating in the learning process through projects that are relevant to real life, which allows them to develop critical thinking, collaboration and problem-solving skills. In addition, PjBL also helps students connect theory with practice, thus deepening their understanding of social studies concepts

Challenges and Strategies: Usage of Multimedia Resources in Teaching Social Studies Concepts in the Junior High Schools of Ghana

Challenges and Strategies: Usage of Multimedia Resources in Teaching Social Studies Concepts in the Junior High Schools of Ghana

Inquiry and Instamatic Photography: Cultivating Social Studies Concepts in a Preschool Classroom

Inquiry and Instamatic Photography: Cultivating Social Studies Concepts in a Preschool Classroom

In Pursuit of Freedom and Citizenship: Teaching about the Unsung Experiences of Black Americans during World War II

Secondary learners are often exposed to the triumphs and tragedies of World War II. Unfortunately, however, students receive less awareness of the experiences and contributions of Black Americans to the war effort. Thus, this article provides secondary teachers with a brief history of WWII from the perspective of African Americans and pedagogical strategies as a means of elevating hidden histories and engaging students in social studies concepts.

Analisis Penerapan Metode Pembelajaran Diskusi Kelompok Terhadap Pemahaman Siswa Pada Pembelajaran di SMA Negeri 21 Medan

This type of research is qualitative with a case study which aims to analyze the application of the group discussion learning method to students' understanding of integrated social studies learning material at SMA Negeri 21 Medan. The group discussion method was applied as an effort to increase students' understanding of complex integrated social studies material. The respondents in this study were class X5 and in research. This research uses primary data obtained through interviews with 10 students and 45 students XI IPS 3 direct observation of students at SMA Negeri 21 Medan who are the samples or respondents to this research. The results of the research show that the application of the group discussion learning method significantly increases students' understanding of integrated social studies learning material. Students who were involved in group discussions showed increased ability to understand integrated social studies concepts and were able to relate information between integrated subjects. The application of the group discussion learning method is effective in increasing students' understanding of integrated social studies learning material at SMA Negeri 21 Medan.

Social Sciences Learning Model

The aim of this research is to evaluate various social studies learning models implemented in elementary schools, see the effectiveness of each model, and identify the challenges faced in their implementation. Qualitative research methods were used by conducting classroom observations, interviews with teachers, and analysis of documents related to the curriculum and learning materials. The research results show that various social studies learning models, such as cooperative learning, project-based learning, problem-based learning, and skills-based learning, have their respective advantages and disadvantages in the context of learning in elementary schools. However, in general, it was found that project-based learning and problem-based learning had a more positive impact on students' understanding of social studies concepts and the development of social skills.

What do Social Sciences Study: Institutes or Institutions?

This article deals with the concept of social studies, which are subject to ongoing debate. In the tradition of Western scholars, this scientific concept is referred to as „institutions”. In the post-Soviet space, in particular, in Ukraine, there are two terms: „institutes” and „institutions”. In the first case, the polemic focuses on what aspects of institutions and their functioning should be studied to acquire essential knowledge for developing and adopting effective management decisions that contribute to improving the situation in all spheres of social relations and social behaviour. After all, institutions are decisive structural components and regulators of society’s functioning as a system. In the second case, the debate also focuses on how to adapt the term „institutes” to the conceptual framework of institutional economic, political and other social studies. The origins of this debate trace back to the Soviet Union era. Then, as we know, the vectors of scientific research were determined from Moscow. Russian translations of the research results from Western scholars were carried out there and distributed from there. Sometimes there were situations of incorrect translations and inadequate interpretations. This is how the term-concept „institutions” was split into two: „institutions” and „institutes”, and in favour of the latter. This happened contrary to the terminological tradition of institutional studies initiated in the West in the last quarter of the 1800s. Since the early 1990s, updated paradigms of institutionalism have become one of the main instruments of social cognition for many scholars worldwide, including Ukrainian ones. In order to effectively apply this instrument to study, forecasting and modelling probable and desirable social changes in one's own and other countries, it is necessary to align the terms and concepts of the national scientific discourse with the relevant thesaurus of institutional studies in the countries where these studies began and continue to be leading. In this case, it will be necessary to acknowledge the fact that the object and subject of the latter are phenomena known as „institutions” rather than „institutes”. Of course, there is a connection between these two terms and concepts. However, it is neither object-subject nor conceptual; it is infrastructural. Institutes are organizations where scholars investigate theoretical and applied aspects of the formation and functioning of social institutions. And those who study at institutes study the results of institutional research and have the opportunity to participate in such research. In short: institutions are studied in institutes. The first part of the article discusses the genesis of the terms and concepts of „institutions” and „institutes” in the scientific discourse in Ukraine. The second part is about the interpretation of these terms and concepts in the West. Comparing the two discourses and their histories has provided arguments for the conclusion about the necessity of harmonising the former with the second. Perhaps this proposal will require a targeted discussion.

SOCIO-ECONOMIC STATUS, GENDER AND TEACHERS' FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN ECONOMIC CONCEPT IN SOCIAL STUDIES

The role of the teacher in the teaching-learning process is crucial for facilitating students’ learning.. However, there is a dearth of literature that incorporate socio-economic status such as parental (qualification, occupation, education, income), teachers' factors such as (qualification, work attitude and competence) and gender as they predict students’ academic achievement, particularly in economic concepts within the field of Social Studies. This study therefore investigated socio-economic status, gender and teachers' factors as predictors of students' academic achievement in economic concepts in Social Studies. The study adopted cross-sectional survey research design. Questionnaire was the instrument used to collect data from 350 respondents drawn from five senior secondary schools in Ibadan, Oyo State. Seventy students were selected each from the five schools drawn from Ibadan North local government areas of Oyo state. Data collected were analysed using chi-square and t-test at 0.05 level of significance. The result of the data analysis showed that there is prominent association between socio-economic status and students' academic achievement; there is significant relationship between teachers' factor and students' academic achievement and there is no significant relationship between academic achievement of male and female students in economic concepts in Social Studies. Based on the findings, it was recommended parents should improve the conditions of their home environment to suite the purpose of their children performing better in school work while teachers improve their method of instruction to address various personality traits of students.Keywords: Socio-economic status; Gender; Academic performance; Teacher’s factor

Incorporation Level of Health Concepts in Social Studies Textbooks in the Primary Education Stage in the State of Qatar

Objectives: This study aims to identify health concepts in social studies textbooks for grades four to six in primary school and assess the distribution and proportion of these concepts in relation to the overall textbook area. Methods: Employing a descriptive analytical approach, a list of health concepts was compiled and categorized into four main areas within social studies textbooks in Qatar's primary education stage. Tool validity was confirmed through expert review, and to ensure analysis stability, a study unit was analyzed by the researcher and another curriculum specialist using the Cooper equation, resulting in an 84.5% analysis stability. Results: Environmental health concepts had the highest frequency (213), while concepts related to "diseases and health problems" had the lowest (5). Examining frequencies by grade, the fourth grade had the highest repetitions (125), followed by the fifth grade, second semester (96), and the sixth grade, first semester, had the lowest repetitions (37). Regarding the area of health concepts by grade, the fourth grade occupied the highest area (9.61) pages, while the sixth grade had the smallest area (2.84). Conclusions: The study revealed that the fourth grade had the highest frequency and allocated space for health concepts, whereas the sixth grade ranked the lowest. This suggests a deliberate emphasis on depth and breadth in the early stages of the curriculum to solidify information, gradually decreasing in subsequent grades.

Social Studies and Citizenship Education: Its Role in Entrenching Right Democratic Values in Students

This paper investigated social studies and citizenship education’s role in entrenching right democratic values in students. Over time, there has been expressed dissatisfaction by the Edo people that the government officials and representatives do not reflect public choice. There are also situations where individuals show up for voter’s registration and still fail to vote when the time comes. Nigeria has continuously been plagued by electoral malpractices and a whole lot of misconduct which gives the impression that social studies education has not made a remarkable impact. The paper examined the concept of social studies, civic and citizenship education, attitude towards voters’ registration, attitude towards the rule of law, attitude towards voting, attitude towards the electoral process and good governance in Nigeria, and concluded that social studies curriculum content be broadened to address the issues of political education.

PBL-Based Google Sites Enhance Social Studies Understanding among PGSD Students: An Experimental Study

Understanding the concept is a competence that prospective elementary school teachers must possess. However, the understanding of the social studies concept of PGSD students is still relatively low. Therefore, an innovation is needed to solve this problem. This study aims to analyze whether the application of PBL-based Google Sites can enhance student’ understanding of social studies concepts. The research method used was Quasi-Experimental with a Non-equivalent control group pretest-posttest design. The study subjects used two groups selected as the experimental group and the control group. Data collection techniques are used in the form of tests and observations. As for data analysis using normality test, homogeneity test and independent samples t-test. To see an increase in students' understanding of social studies concepts after conducting experiments with the N-Gain test. The results of the independent samples test showed that the use of PBL-based Google Sites was more effective than learning that did not use PBL-based Google Sites with a difference in the N-Gain calculation results of 15.29% in increasing understanding of social science concepts for PGSD students. It was concluded that the implementation of PBL-based Google Sites could improve students' understanding of social studies concepts.

Konsep ilmu, teknologi, dan masyarakat dalam IPS

The purpose of this article is to know and understand the basic concepts of social studies, the objectives of social studies education and its relationship with science, technology and society. The ITM learning process is interdisciplinary or multidisciplinary. This means that in the teaching and learning process in social studies classes, students should be invited, coached and encouraged to study or solve problems or topics, looking at them from various scientific disciplines. In this way, several concepts of science, technology and society can contribute to the main mission of IPS, especially in preparing Indonesian citizens who can see science and know a lot about science, technology and society.

PENGGUNAAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP IPS PADA SISWA KELAS V SEKOLAH DASAR

The following is the goal of this study: 1) to improve fifth-grade students' comprehension of social studies concepts; ( 2) the challenges of 5th grade primary school understudies in working on their capacity to grasp social examinations ideas; and, thirdly, the challenges teachers face when implementing the research-based problem-based learning model. The study employed a mixed methods and sequential explanatory design. The examination area was completed at SDN Cipare. At SDN Cipare, 30 grade V students participated in the study. Subjects The information were acquired from tests (pretest and posttest), and understudy and instructor interview sheets. From the subjective information acquired, it was shown that there was an expansion in the capacity to comprehend the idea of social tests in understudies with a typical starting score of 46.3 to 80.2. In terms of the qualitative data, the results showed that students had difficulty memorizing and comprehending the material when learning social studies. The results of learning activities based on teacher observation show positive results, despite some challenges, such as the teacher's lack of active class organization.

Konsep dan Perbedaan IPS dengan Ilmu Sosial

This research aims to form concepts and differences between social studies and social sciences for prospective teachers. The method used is Systematic Literature Review (SLR) which prioritizes the relevance of the topic of previous articles as the basis for data collection. Data analysis was carried out using interactive data analysis techniques. The research results show that social studies teachers are most likely to understand social studies concepts during the learning period if the social studies learning system can prioritize emphasis on integrated concepts and follow existing traditions in social research. Discussion as a democratic step must be emphasized to help students realize the importance of social studies learning, so that the resulting understanding is not only normative but also considered important. Understanding is built on the desire to ask and know, not on one-way information given by teachers or textbooks. It is time for the social studies field to become more open and democratic by training teachers who understand the concepts and differences between social studies and social sciences, as well as supporting the continued development of national human resources.

Understanding Social Studies Concepts through Circuit Learning Models and Creative Problem-Solving Models in Fifth Graders

This study aimed to determine the development of social studies learning concepts between students who use the circuit learning model and students who use the Circuit Learning model process using the Creative Problem-Solving method in fifth-grade social studies learning in the 2022- 2023 academic year. This research uses a quasi-experimental method and the results of the ability to understand the concept of social studies data collected through a test description or essay. To analyze the differences between those two learning methods, the t-test with a significant level of 0.05 (5%) was used. After being taught using the Circuit Learning model and Creative Problem-Solving models, the results of the ability to understand the concept of social studies have a difference. Students who use the circuit learning model get an average score of 82.1, while students who use the problem-solving method get an average score of 72.86. Based on the results of the analysis of hypothesis test data using the t-test at a significant level of 0.05 (5%) obtained tcount ttable is 3.80 1.686 so H1 is accepted and H0 is rejected. Students who use the circuit learning model have a better understanding of social studies concepts than those who use the creative problem-solving model. They are more confident in learning, making it easier for them to understand social studies concepts because they learn collaboratively and competitively and are responsible for their responsibilities in the group.

Literature Review: Elementary Teacher's Missconception of the Social Sciences Concept and How to Grow Students' Interest in Social Studies Learning

This research is a literature review to find out teachers' understanding of the correct Social Sciences concept and to find out how to foster students' interest in Social Studies learning. Based on the results of the literature review of the articles studied, it was concluded that what the teacher should do is, first the teacher must understand well what the social studies concept is like, so that the teacher can understand how to teach properly. The second is what must be taught to students, meaning that the teacher must know the subject matter to be taught so that the teacher can take the right steps on how to teach it. The third is that the teacher must know how to teach social studies so that learning is maximized, by utilizing methods, models and media that can be used in the learning process. The way that can be taken by the teacher in increasing student learning interest in social studies learning is by utilizing learning methods, models and media and not just applying lecture and rote methods that make students bored and bored with social studies learning in class. Teachers can also add references to their knowledge by reading the results of other studies so that the teacher's insight will increase.

IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS PENGALAMAN PADA MATA KULIAH KONSEP DASAR IPS JURUSAN PGSD UNIVERSITAS MUSAMUS

Experiential learning model or known as "Experiential Learning" is a learning process that bases knowledge acquisition based on experience. The purpose of this study is to determine the implementation of an experience-based learning model in the basic concepts of social studies at Musamus University. The data collection techniques used were interviews and documentation. The experience-based learning model in the basic concepts of social studies courses can be carried out well and get positive enthusiasm from students.

Rancang Bangun Multimedia Pembelajaran Berbasis WEB Konsep Kegiatan Ekonomi Pembelajaran IPS Kelas V SD

The results of field studies that have been carried out at one of the state elementary schools in the Rancaekek area, Bandung, show that the use of learning media is very minimal due to the limited ability of teachers to create and utilize existing technology, especially digital technology for creative and innovative learning media, so students tend to be given assignments through theme book during social studies learning. Therefore, this study aims to create interesting multimedia learning as one of the uses of digital technology for elementary students in the form of web-based learning multimedia concepts of social studies learning economic activities. Besides aiming to create or design, it also aims to test and get responses from users of the designed multimedia. The research design used the Design and Development (D&D) research method or design and development. This web-based learning multimedia development procedure uses the ADDIE model (analyze, design, development, implement, and evaluate). The result of this development is to produce a product in the form of web-based multimedia learning the concept of economic activity for class V social studies learning. In addition to producing products, the results of the feasibility test of experts, namely media experts received 92.90% interpretation, and 96.40% from material experts. In addition, the user's assessment response got positive results with the percentage of 98.40% from teachers, and 89.20% from students. So that it can be categorized into a "Very Good" value interval. Web-based learning multimedia products that are recommended for use by parents in social studies learning.