Social Science Content Research Articles

How much digital public health is taught in German public health programs? A qualitative analysis

Abstract Background Digital public health (DiPH) professionals are crucial for a successful digital transformation in social and health care. However, the extent to which academic professionals are taught DiPH-related content in their public health studies in Germany remains unclear. Methods We used a systematic module handbook analysis to assess accredited full-time public health-oriented degree programs at German Universities for DiPH-related modules. Programs were identified through the Hochschulkompass platform and among the German Public Health Association member programs. We used MAXQDA for the content analysis of the included module handbooks. Results We identified 79 public health programs. Of these, 10 Bachelor’s and 6 Master’s offered at least one DiPH module, all being highly heterogeneous in their overall addressed public health subfields. Regarding DiPH, 6 programs lectured on the ethics of digitalizing health and data protection, 5 programs each offered modules on DiPH in health policy, on data science in healthcare and software used for eHealth, or on the digital determinants of health. 4 programs each included modules on digital health promotion and alternative evaluation methods. 3 programs each addressed digital science communication and health technology assessment. Finally, 2 programs had modules on digital epidemiology. We found differences between the common understanding of DiPH in academia and the content in the module handbooks. The content identified in the analysis focused mainly on technical areas. Social and health science content was only marginally present. Conclusions The diverse DiPH study programs allow academic public health specialists in Germany to develop specific profiles. There is a need for further development of modules with relevance to the respective degree program to achieve comprehensive competencies in DiPH. We encourage the uptake of our analysis to develop a core curriculum in DiPH among European public health programs. Key messages • Digitalization affects all areas of life, including healthcare systems and public health. Preparing the future workforce already during their training is crucial to enable them to lead the change. • German public health programs are not fit to prepare students for their professions. Developing DiPH curricula with pre-defined and updated competencies will strengthen programs in Germany and beyond.

Developing Nearpod-Based Interactive Multimedia on the Topic of Indonesian Cultural Diversity for 4th Grade Elementary School Students

This research aims to create a valid, practical, and effective Nearpod-based interactive learning media to improve learning outcomes of social sciences content on the material "Indonesian Cultural Diversity." This is development research with the ADDIE model (analysis, design, development, implementation, and evaluation). Based on the results of the expert assessment, the validity of the product obtained a score of 92.18% with the criteria of "very valid" in the aspects of suitability of material and learning objectives, language, media display, excellence, and media use. Material validation scores on aspects of accuracy with learning objectives, students' level of thinking, language, and supporting aspects (videos, images, quizzes) also fall into the "very valid" category with a score of 95%. Based on student responses to the content of the material, ease of use, material display, linguistic aspects, and readability of the material are also in the very valid category, with a percentage of 91%. Based on the N-Gain calculation of students' pretests and post-tests, Nearpod media received a score of 0.74 from 22 large group students, while six small group students obtained a score of 0.8 in the "High" category, as well as the material achievement score from the N-Gain results of 92.3% with the "Very Good" category, which means that 26 out of 28 students get scores above learning objective completeness criteria (KKTP).

Development of SESD (Science Education for Sustainable Development) based on Student Worksheet 'Climate Action' Social Science Content to Construct Critical Thinking Skills of Elementary School Students

Global environmental challenges, including climate change, require a strong commitment to realising sustainable development, where education plays a key role in building awareness and skills to address these challenges, with Science Education for Sustainable Development (SESD) being an important approach in integrating sustainable concepts into the curriculum. The purpose of this research is to develop SESD-based Student Worksheets with a focus on the topic of "Climate Action" in science subjects in primary schools, to improve critical thinking skills and support sustainable development goals, particularly in handling climate change to support Sustainable Development Goals (SDG). This research uses the ADDIE model, involving needs analysis through interviews with teachers, design of SESD-based Student Worksheets 'Climate Action' by taking into account the characteristics of learners and the applicable curriculum, and development of Student Worksheets by involving expert validation. The evaluation results showed that the SESD-based Student Worksheets 'Climate Action' succeeded in improving students' critical thinking skills, with an average score of 80%, which was included in the good category, and the validation of Student Worksheets and materials by experts also showed the feasibility of the product to be used in learning. The conclusion of this study is that the development of SESD-based Student Worksheets 'Climate Action' is an important step in strengthening sustainable education and increasing learners' understanding and awareness of environmental issues, with suggestions to improve the effectiveness of SESD-based learning in the future. Keywords: Critical thinking, Worksheet, SESD

The Influence of the Project Based Learning Model on Interest in Learning Student Class V Social Sciences Content KKG Cluster 3 Bunga Karang District Sombori Island Regency Morowali

Field education become Foundation for development something nation . Enhancement quality education is the most strategic thing in increase quality Human Resources ( HR ) to have knowledge , attitudes and skills oriented towards mastery​ knowledge knowledge and technology . Formulation problem application of the Project Based Learning learning model , interest Study students in social studies learning in class V, influence use of the Project Based Learning learning model towards interest Study student . Research purposes Analyze influence use of the Project Based Learning learning model towards interest Study student . Types of research This is quantitative . Study quantitative can interpreted as method Research based on philosophy​ positivism , used For research on populations or sample certain . Research methods experiment is method Research conducted​ with experiment , which is used For know influence variable independent ( treatment ) towards variable dependent ( result ) in controlled conditions .​ Research results Observation results teacher activities , known that teacher activities in application based teaching materials project based learning is obtained mark all encompassing​ activity beginning , core, and conclusion that is accomplished , with thereby implementation of the learning process show success teacher activities included carry out steps learningd with Good.

Assessing Data Quality in the Age of Digital Social Research: A Systematic Review

While survey data has long been the focus of quantitative social science analyses, observational and content data, although long-established, are gaining renewed attention; especially when this type of data is obtained by and for observing digital content and behavior. Today, digital technologies allow social scientists to track “everyday behavior” and to extract opinions from public discussions on online platforms. These new types of digital traces of human behavior, together with computational methods for analyzing them, have opened new avenues for analyzing, understanding, and addressing social science research questions. However, even the most innovative and extensive amounts of data are hollow if they are not of high quality. But what does data quality mean for modern social science data? To investigate this rather abstract question the present study focuses on four objectives. First, we provide researchers with a decision tree to identify appropriate data quality frameworks for a given use case. Second, we determine which data types and quality dimensions are already addressed in the existing frameworks. Third, we identify gaps with respect to different data types and data quality dimensions within the existing frameworks which need to be filled. And fourth, we provide a detailed literature overview for the intrinsic and extrinsic perspectives on data quality. By conducting a systematic literature review based on text mining methods, we identified and reviewed 58 data quality frameworks. In our decision tree, the three categories, namely, data type, the perspective it takes, and its level of granularity, help researchers to find appropriate data quality frameworks. We, furthermore, discovered gaps in the available frameworks with respect to visual and especially linked data and point out in our review that even famous frameworks might miss important aspects. The article ends with a critical discussion of the current state of the literature and potential future research avenues.

Presencia de las Ciencias Sociales en los currículos de Educación Infantil de Extremadura.

The social sciences are very present in daily life, since knowledge such as geography, history, sociology, etc., has an impact on people's daily lives. In the educational stage of Early Childhood Education, the teaching of historical content is developed through projects that allow students to discover and investigate a certain historical stage. But do these contents related to social sciences really appear in the Early Childhood Education curriculum? This work aims to know how social science content is included in the curriculum of this stage. To this end, the legislation that regulates Early Childhood Education in Extremadura has been analyzed to establish comparisons in the treatment of social sciences within it. The methodology used has been qualitative, and more specifically, a documentary data analysis has been carried out where the last two Early Childhood Education decrees of Extremadura have been analyzed: Decree 4/2008 and Decree 98/2022. The results obtained suggest that in Decree 98/2022 there is more presence of social sciences than in the old Decree 4/2008, although this presence in both decrees is very generic and refers more to processes related to socialization.

Wie viel Digital Public Health steckt in Public-Health-Studiengängen? Eine systematische Modulhandbuchanalyse von Vollzeitstudiengängen an öffentlichen Hochschulen und Universitäten in Deutschland

ZusammenfassungHintergrundFachkräfte für den Bereich Digital Public Health (DiPH) sind für eine erfolgreiche digitale Transformation im Sozial- und Gesundheitswesen notwendig. Unklar ist jedoch, inwiefern im Public-Health-(PH-)Studium DiPH-bezogene Inhalte vermittelt werden.MethodeMittels systematischer Modulhandbuchanalyse wurden DiPH-bezogene Inhalte von akkreditierten PH-orientierten Studiengängen öffentlicher Hochschulen und Universitäten in Deutschland analysiert. Über die Plattform „Hochschulkompass“ und Mitgliedsstudiengänge der Deutschen Gesellschaft für Public Health (DGPH) wurden 422 Studiengänge identifiziert. Eingeschlossene Modulhandbücher wurden inhaltsanalytisch mittels MAXQDA ausgewertet.ErgebnisseLediglich 10 Bachelor- und 6 Masterstudiengänge weisen einen inhaltlichen DiPH-Bezug auf. Sie sind in ihren Schwerpunkten heterogen und unterschiedlichen PH-Teilbereichen zuzuordnen („Methoden, Definition, Geschichte und Sozialmedizin“ = 5; „Gesundheitsmanagement“ = 5; „Digital Health“ = 3; „Versorgungsforschung“ = 2; „Gesundheitskommunikation“ = 1). Zwischen dem wissenschaftlich gängigen Verständnis von DiPH und den darauf bezogenen Inhalten in den Modulhandbüchern zeigen sich Unterschiede. Die identifizierten Inhalte fokussieren eher technische und geringfügiger sozial- und gesundheitswissenschaftliche Bereiche.DiskussionDie heterogenen Studiengänge mit DiPH-Bezug ermöglichen akademischen PH-Fachkräften eine spezifische Profilierung. Um umfassende Kompetenzen im Bereich DiPH zu erlangen, bedarf es eines weiteren Ausbaus entsprechender Module, die für den jeweiligen Studiengang relevant sind. Die Ergebnisse könnten zur (Weiter‑)Entwicklung geeigneter Module sowie eines DiPH-Kerncurriculums dienen.

The Making of the Modern State: Social Scientization and Education Legislation in the United Kingdom, 1800–1914

AbstractUntil the 19th century, the UK state stayed out of education. Only in 1833 would Parliament first pass an act that subsidized education for the poor. By 1914, 160 education acts had been passed, consolidating into the state schooling system we recognize today. This paper seeks to explain this remarkable progression. I argue that the emergence of social-knowledge institutions across the West was a powerful force of cultural construction. What I term social scientization, this process was multidimensional and translocal, entailing the elaboration, reification, and diffusion of functionalist theories of the nation-state that centered national education as means to greater cultural rationalization. Longitudinal analyses on comprehensive population data comprising over 10,100 UK parliamentary acts support the core historical insight of this piece: increasingly routine and aggressive forms of state intervention in education were the progressive instantiation of the 19th-century nation-state model, which was fundamentally epistemic in character and inextricably linked to the expansive cultural content of the ascendant social sciences.

It’s “not black and white”: Students’ perceptions of “altruism” content in preclinical medical education

Objective This study investigated how students as stakeholders viewed behavioral and social science (BSS) content in a preclinical longitudinal course entitled “Medicine, Body, and Society” (MBS) at UT Health San Antonio Long School of Medicine (LSOM). We present students’ perceptions of successes and challenges tied to “altruism” and other non-biomedical objectives outlined by this institution. Methods We conducted a qualitative thematic analysis of MBS course evaluation data. Two researchers independently performed initial coding followed by interrater reliability checks to revise codes and a final MAXQDA lexical search to refine three themes. Results Three major themes emerged: (1) Students shared pedagogical preferences strongly favoring stories. (2) Students detected deficits in the module content tied to identities. (3) Students labelled BSS content as “soft,” “subjective,” and “siloed” which confounded its role in the course. Conclusions Advancing altruism aligned with BSS content in preclinical medical education remains a challenge. A closer review of student evaluations framed as learner-centeredness is key to a greater understanding and resolution of competency issues in preclinical curriculum and its impact on mastery in subsequent clinical education and practice.

Penerapan Metode Resitasi Untuk Meningkatkan Hasil Belajar Kelas IV Muatan IPS 7 UPTD SDN Banyuajuh 5

This research was motivated by the low learning outcomes of class IV UPTD SDN Banyuajuh 5 students in Social Science content. The purpose of this study was to determine the effect of applying the recitation method on student learning outcomes. The type of data in this study is quantitative data, namely data on the results of student work obtained from the initial test and the final test of the actions of each cycle. This study uses a class action research approach (CAR) with the implementation cycle of cycle I and cycle II. The results of the study concluded that the completeness of student learning outcomes before the action only reached 2 students (9.09%) complete, while 20 students (90.91%) did not complete. Then after the action cycle I experienced an increase to 6 students (31.82%) completed and 16 students (68.18%) did not complete. In the action in cycle II, student completeness exceeded 80%, namely with 81.82% completeness with 18 students reaching the KKM that had been set, namely 73.

Bridging Disciplinary Divides through Computational Social Sciences and Transdisciplinarity in Tourism Education in Higher Educational Institutions: An Austrian Case Study

Grand societal issues such as climate change and technological disruption challenge all industry sectors, including tourism. To cope with these challenges, new sustainable business models that not only rely on data-driven technologies but also require new ways of collaboration beyond disciplines and sectors by facilitating the overall conception of transdisciplinarity are essential. One potential way to combine all these requirements is computational social sciences. As a discipline-crossing approach, it should be anchored within tourism education to train the future workforce and experts necessary to realize the needed transformation. Thus, this study explores the status quo of tourism curricula in higher educational institutions in Austria through the lens of computational social sciences. In doing so, a set of core modules of computational social sciences content was developed as an analytical framework. The results show that there is still a significant gap between the demands of the tourism industry and the offered educational programs in Austria. The article concludes with insights on how to close the existing gap and some suggestions for possible foundational steps to support the transformation.

Partial intermediary value-chain coordination and its effects on productivity of sweet potato in Tanzania

This study investigates the effect of partial intermediary coordination on Tanzania sweet potato productivity. A cross-sectional research design was used, and a sample of 100 small-scale farmers from Kilosa and Gairo Districts were surveyed using both purposive and simple random sampling techniques. Data analysis tools included the Statistical Package for Social Sciences, Microsoft Excel and Ethnographic Content Analysis. Three key value chain actors primary, secondary, and tertiary were identified by the study, along with their roles and linkages. The majority of farmers identified three main factors that affected crop productivity in the research area: Lack of improved cultivars, restricted access to cash, and small parcels cultivated. Coordination between the horizontal and vertical chain is critical for productivity and efficiency. The study also discovered that weak institutional frameworks exist among key participants in value chain nodes. Farmers and buyers conducted the majority of their business on the spot, and all agreements were unwritten. Meanwhile, only 6% of respondents reported that extension officers had notified them of market price offers and demands from profitable markets. Growers are unable to use innovative production techniques that could lead to economies of scale in shared services and collaborative ventures because of current production practices. It was noticed that rather than raising production, the existing intermediate corporations have contributed to lowering transaction costs. Despite these challenges, there is a lot of potentials for the sweet potato crop to transform rural livelihoods and turn into a valuable commodity. Governance needs to be supported by policies that improve market information flow and necessary infrastructures. While intermediate organizations are essential for improving market connections and lowering transaction costs for dispersed smallholders, it is critical for increasing productivity at the primary production level. Last but not least, the local government should put into effect a strategy designed to promote a climate suitable to the crop. Key words: Partial, Productivity, Coordination, Sweet potatoes, Value-Chain, Smallholders, Actors, Farmers

Promoting Innovation and Practice of Introduction to Artificial Intelligence Course with Curriculum Civics as a Handle

This paper discusses the construction of Civics in the Introduction to Artificial Intelligence course for computer science majors at the Zhejiang Institute of Science and Technology, taking into consideration the rapid development of AI technology and society's increasing demand for skilled computer professionals. The following suggestions are proposed: Firstly, the curriculum should be designed to strengthen the educational content of humanities and social sciences, in order to provide a well-rounded education that complements the technical skills taught in the course. Secondly, during the teaching process of the Introduction to AI course, classroom interaction should be promoted and students should be encouraged to express their personal views. Additionally, assessment of students' comprehensive ability should be emphasized since the application and development of AI technology requires individuals with high-quality comprehensive skills. Thirdly, in the assessment method, there should be a focus on students' innovation and teamwork abilities. Encouraging students to collaborate and innovate in solving practical problems is a crucial part of developing their skills in AI technology. Through the implementation of the above suggestions, students' awareness and understanding of AI technology can be improved, while also enhancing their ability to think critically and problem-solve effectively.

ЎҚУВЧИНИНГ МУСТАҚИЛ ФИКРЛАШ КОМПЕТЕНЦИЯСИНИ РИВОЖЛАНТИРИШДА УМУМИЙ ЎРТА ТАЪЛИМ МАЗМУНИНИНГ АСОСИЙ ДИДАКТИК ПАРАМЕТРЛАРИ

This article describes the essential role and value of textbooks in the development of an independent-thinking competence with students in the process of teaching social sciences and humanities in the secondary education schools, which represent one of the major factors determining the content of education. The pedagogical and psychological principles outlined in the textbooks are highlighted as a crucial element in enhancing the quality and effectiveness of teaching social sciences and humanities. It is also noted, that in achieving a desired result, existing didactic parameters should be taken into account when creating the content of social sciences and humanities. Recommendations are given for forming the content of a school textbook with an emphasis on the development of independent thinking skills with students.

The Use of Project-Based Digital Comics on Social Science Content to Improve Learning Outcomes Students of 5th Grade Elementary School Students

The minimal variety of media used and learning activities that are still teacher-centered prevent student learning outcomes from declining. This study aimed to create teaching media in the form of digital comics based on social studies content projects for fifth-grade elementary school students. This type of research is a development by adapting the ADDIE model. The subjects in this study were experts consisting of one design expert, one material expert, one design expert, one media expert, and two instrument experts. In comparison, the students consisted of three individual test students, nine small group test students, and 24 effectiveness test students. The data analysis technique used is descriptive quantitative and inferential analysis. Data were obtained by using interviews, questionnaires, and tests. The results of this study were that learning material experts scored 91.66% (very good), design experts 90.00% (very good), and media experts 87.50% (good). The results of the individual trials were 82.50% (good), and the small group trials were 80.83% (good). The results of the t-test found that this project-based digital comic effectively increased the learning outcomes of fifth-grade elementary school students in social studies material. It was concluded that learning media in project-based digital comics is appropriate for the learning process. This research implies the need for project-based comic learning media in learning activities to increase student interest and learning outcomes.

Linguistic and semantic characteristics of articles and peer review reports in social and medical sciences

Recently, initiatives to share data on peer review (Squazzoni et al, 2020) have brought about better understanding of the peer review process across different disciplines (Buljan et al, 2020, Squazzoni et al 2021a, Squazzoni et al 2021b). Some studies (Strang & Siler, 2015; Siler & Strang, 2016) examined the changes from initial submissions to journals to publication. Another study (Teplitskiy & Bakanic, 2016) explored how well peer reviews predict the article’s citation impact. A study of almost half a million peer review reports from 61 journals (Buljan et al., 2020) showed that peer review reports were longer in social science than in medical journals. It also showed that their language characteristics differed across disciplines (Buljan et al., 2020).The aim of our study was to further examine structural and linguistic differences between articles and the characteristics of the peer review process, including the language used and outcomes of peer review reports, in medicine and health sciences vs. social sciences.To select the articles we used the search engine of the Open Research Central (ORC) platform, which covers different fields, and applied the following filters: “Subject area: Medical and health sciences”, and “Subject area: Social science”. “Article type(s): Research article” filter was also applied. We ended up with 1912 medical and 477 social science articles. To create the samples of articles with clear medical/health vs. social sciences content, we excluded those with a tag for medicine and health sciences and any other disciplinary field except biology and life sciences and those with a tag both for social sciences, and biology and life sciences. This left 408 medical and 54 social science articles. Using the DOIs of filtered articles, we downloaded them manually in an XML format. Articles that had not been reviewed were excluded, yielding a total of 51 articles with a social sciences tag and 361 articles with a medicine and health sciences tag, as well as their peer review texts.We analysed them using the Linguistic Inquiry Word Count (LIWC) text analysis software and word embeddings, a method in which words are given mathematical vector representation. To assess the differences between the articles and their reviews across medical and social sciences, we used the one-way ANOVA and post hoc Tukey’s test. For multivariate frequency distribution of the variables we used the contingency test. All analyses were carried out in JASP, version 0.14.1. Articles from medicine and health sciences and those from social sciences differed in structure. The median word count in the introduction section was 674 (IQR=308.0–637.0) for social sciences and 431 (IQR=420.5–1029.0) for medical sciences. The conclusion section was also longer in social sciences, with 263 words (IQR=135.5–516.0) vs. 94 words (IQR=64.0–168.0) in medical sciences (p<0.01, Mann Whitney). The percentage of articles with merged discussion and conclusion was higher in social sciences, whereas medical articles followed the IMRaD structure more often and contained fewer declarations and non-IMRaD sections. They also contained more figures. Linguistic analysis showed that social science articles had higher word count, higher clout, and a less positive tone.Longer wording was also dominant in peer review reports on social science articles. However, the social and medical sciences did not significantly differ in the characteristics of the peer review process and comments from all stages of review or in the outcome of the peer review process (approved, approved with reservation, or rejected) between the two disciplines. There were also no statistically significant differences in manuscript changes between the disciplines, with the exception of text changes in the introduction section that changed more in the social sciences. The review process for articles in social and medical/health sciences may not differ as much as is usually believed. This, however, may be partly owed to the use of the same ORC platform, which may have uniform policies and processes.

Penerapan Media Pembelajaran Interaktif untuk Meningkatkan Motivasi dan Hasil Belajar IPS

The rapid development of science and technology today causes the flow of information to be fast and without limits. This allows all parties to obtain information quickly, easily, and abundantly from various sources and places where they are located. The purpose of this study was to determine the effect of interactive learning media on increasing students' motivation and learning outcomes on the content of Social Sciences (IPS) lessons and so that teachers can learn more concrete information that is abstract. This study used an experimental method, carried out in class V SD Negeri 1 Kutoarjo, and the sample was taken as many as 38 students. The results showed an increase in learning motivation of 0.74 with high interpretation, critical thinking ability of 0.72 with high interpretation, and student learning outcomes of 0.35 with medium category. The application of interactive learning media can increase the motivation and learning outcomes of fifth graders at SD Negeri 1 Kutoarjo for Social Studies Lessons.

IMPLEMENTATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING IN THE INDIAN CLASSROOM FOR PROMOTING MULTILINGUALISM AMONG LEARNERS

Multilingual classrooms are becoming more common around the globe due to mass migration of people and also because of global trade and commerce. Learners need to be multilingual in order to succeed transnationally as the world is becoming a global knowledge center. India is a linguistically diverse nation where multilingual classrooms are common. But generally, this multilingualism is limited to social conversations. Learners fail to acquire academic language proficiency in their second, third or any other additionallanguage. So, teachers should follow a language teaching approach which can motivate and help the learners in acquiring academic language proficiency in the second or third language. This paper suggests that content and language integrated learning (CLIL) is a viable language teaching approach which can be helpful in teaching second or any additional language in the Indian classroom. The paper explains the benefits of CLIL in language teaching and presents a sample lesson framed by the author to teach English language through Social Science content at the elementary school level. In the discussion part, the author explains that similar lessons can be framed in any language to teach both content and language. Thus, this approach will be helpful in promoting multilingualism in the Indian classrooms.

Geopolitical and Economic Backgrounds for Japan’s Participation in International Associations at the Present Stage

Japan is one of the undisputed economic leaders in the Asia-Pacific region, despite the fact that in a number of macroeconomic indicators (for example, in nominal GDP) it gave the primacy to China in the late 2000s. Nevertheless, the positions of Japanese financial and industrial groups in the automotive and shipbuilding sectors, information technology, telecommunications systems, and power equipment manufacturing are still strong in the world markets. Tokyo also feels confident in the international political space - most regional problems are solved with the active participation of Japan. Accordingly, the Japanese government has all the possibilities to conduct a clear and consistent foreign policy with a maximum consideration for its own interests, as well as it has opportunities to attract a wide range of overseas partners to mutually beneficial cooperation within the framework of multilateral agreements. However, nowadays in the Asia-Pacific markets, Japanese corporations face increasing competition from Chinese and South Korean companies, which forces Japan to take into account new geopolitical situations and strive to softly promote its vision of regional development. The purpose of the study is to analyze Japans approaches to participation in current international associations and to assess the overall impact of these approaches on the geopolitical and economic space of the Asia-Pacific region. The research methodology is based on the apparatus of social sciences (comparative analysis, content analysis, economic and statistical analysis, synthesis, historical and logical methods), and is supplemented by a systematic approach to the research topic through the search and interpretation of the appropriate information.

The Effectiveness of Discovery Learning on Thematic Learning on the Understanding of the Concept Social Science in Class IV Elementary School Students

This research was descriptively to determine the effectiveness of Discovery Learning and Numbered Head Together on understanding the thematic learning concepts of Social Science content in fourth grade students of SD Sedabin Ahmad Yani, Kemusu District. The type of research used in this study was Quasi Experiment. The populations of this study were all fourth-grade students of SD Sedabin Ahmad Yani, Kemusu District with a total of 116 students, while the sample was 28 students. Data collection techniques used documentation and test techniques. Instrument test used a test which includes a test of the validity of the items with biserial correlation; the results obtained are 25 valid items and 5 invalid items. Reliability using the KR-20. The data analysis technique used was the distribution normality test, the homogeneity of variance test, and the Paired Sample T-Test. The results of the descriptive study showed that the trend of understanding concepts in the experimental class using Discovery Learning obtained an average score of 21.142 and included in the very high category, while the control class using Numbered Head Together obtained an average score of 18.357 and also included in the high category. But the average score of Discovery Learning was higher than Numbered Head Together. So, it can be concluded that the understanding of the thematic learning concepts of Social Science content in the experimental class was higher than the control class. Based on the results of hypothesis testing using the t-test, the result = 3.446, 0.002, it can be concluded that < 0.05, there was a very significant difference between Discovery Learning and Numbered Head Together on understanding the thematic learning concepts of fourth grade students at SD Sedabin Ahmad Yani, Kemusu District. Keywords: Concept Understanding Social Science, Discovery Learning.